The Role of Body-Awareness in the Emergence of Musical Ability; Its Application to Music Education, the College Basic Music Course, and Critic Teaching

1953 ◽  
Vol 1 (1) ◽  
pp. 21-29 ◽  
Author(s):  
Viola A. Brody
Keyword(s):  
Music Education ◽  
Body Awareness ◽  
Musical Ability

Pre-service music teachers' satisfaction: person–environment fit approach

2012 ◽  
Vol 29 (3) ◽  
pp. 371-385 ◽  
Author(s):  
Serkan Perkmen ◽  
Beste Cevik ◽  
Mahir Alkan
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Theoretical Frameworks ◽  
Vocational Satisfaction ◽  
Highly Correlated ◽  
Service Music ◽  
And Control ◽  
Future Work

Guided by three theoretical frameworks in vocational psychology, (i) theory of work adjustment, (ii) two factor theory, and (iii) value discrepancy theory, the purpose of this study was to investigate Turkish pre-service music teachers' values and the role of fit between person and environment in understanding vocational satisfaction. Participants were 85 students enrolled in the department of music education in a Turkish university. The Minnesota Importance Questionnaire (MIQ) was used to examine the participants’ values in six dimensions: achievement, comfort, status, altruism, safety and autonomy. Results revealed that the pre-service teachers value achievement most followed by autonomy, which suggests that they would like to have a sense of accomplishment and control in their future job. The degree to which their values fit their predictions about future work environment was found to be highly correlated with vocational satisfaction. These results provided evidence that the vocational theories used in the current study offers a helpful and different perspective to understand the pre-service teachers' satisfaction with becoming a music teacher in the future. We believe that researchers in the field of music education may use these theories and MIQ to examine the role of values in pre-service and in-service music teachers' job satisfaction.

Music in Global Jesuit Missions, 1540–1773

2018 ◽  
pp. 597-634
Author(s):  
David R. M. Irving
Keyword(s):  
Music Education ◽  
Early Modern ◽  
Early Modern Period ◽  
Modern Society ◽  
Society Of Jesus ◽  
Global Missions ◽  
High Courts ◽  
Modern Period ◽  
The Pacific

The Society of Jesus has long been recognized for its global contribution to the study, practice, and dissemination of European music in the early modern period, and especially for its interactions with non-European music cultures. In Europe, Jesuit colleges played a seminal role in music education and the development of music in drama, major sacred works were composed by or for Jesuits, and treatises on music were written by Jesuit theorists. In the Americas and on islands in Southeast Asia and the Pacific, music served as a device for evangelization and conversion of indigenous peoples; in some of the missions, European music was cultivated to a level reported as comparable with standards of cities in Europe. Meanwhile, elite Jesuit scholars who gained access to high courts in Asia engaged in dialogue with local scholars, impressing powerful potentates and distinguishing themselves through their talent in music and their skills in astronomy, mathematics, cartography, languages, and diplomacy. This chapter surveys and critiques the diverse role of music within the global missions of the early modern Society of Jesus, with case studies drawn from Europe, the Americas, and Asia.

scholarly journals VALUES CREATED BY MUSIC EDUCATION IN GENERAL COMPREHENSIVE SCHOOLS

2021 ◽  
Vol 2 ◽  
pp. 318-329
Author(s):  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel ◽  
Kristi Kiilu ◽  
Kadi Kaja ◽  
Anu Sepp
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teacher Education ◽  
School Students ◽  
Creative People ◽  
Content Integration ◽  
Service Music ◽  
Further Development

This is the final part of research started in 2014 when development of the new National Curricula (NC) was initiated. The role of music education had to be mapped to prove its meaning as a traditional mandatory subject in the NC. According to the research program, different aspects, related to music education (content, integration of art subjects, informal and non-formal music activities, supportive learning environments, etc.), were analysed. The research of 2020 is summarising the values music education can provide for development of educated, responsible, ethical and creative people. The data collected from essays of school students and (future and in-service) music teachers (n=166), were analysed by qualitative methods. The values were classified by the following categories: social, cultural, cognitive, moral, aesthetic, personal. The research results can be used as arguments for developing music education syllabi in the NCs from kindergartens to gymnasia. The whole program of research is already being used for further development of music teacher education.  

scholarly journals The Role of Cultural Heritage in 21st-Century Music Education

2019 ◽  
Vol 15 (Special Issue) ◽  
pp. 317-328
Author(s):  
Zsuzsa Buzás ◽  
Damien Sagrillo
Keyword(s):  
Music Education ◽  
Cultural Heritage ◽  
21St Century

The Role Of Interactive Educational Technologies In Improving The Effectiveness Of Music Education

2020 ◽  
Vol 02 (12) ◽  
pp. 205-208
Author(s):  
Toshmatov Gulomjon ◽  
◽  
Goziyev Jobirkhan ◽  
Keyword(s):  
Music Education ◽  
Learning Process ◽  
Music Teachers ◽  
Interactive Learning ◽  
Learning Technologies ◽  
Educational Technologies

In this article the authors discuss the role of interactive and educational technologies and their effectiveness in the process of teaching for music teachers. Furthermore, the article gives information about concepts and information on the content, purpose and application of interactive learning technologies in the learning process.

Listening between the Lines: Alexander’s Musical Legacy in Italy (13th–15th Centuries)

2019 ◽  
pp. 87-100
Author(s):  
Donatel Restani
Keyword(s):  
Music Education ◽  
Significant Role ◽  
Medieval Literature ◽  
Musical Performance ◽  
Human Voice ◽  
Early Modern Era ◽  
Alexander Romance ◽  
The Impact ◽  
Modern Era

This chapter consists of three examples of sound and music tales in Alexander’s life as transmitted in Italian medieval literature, and a coda pertaining to the early modern era. It deals with the Italian segment of Alexander’s musical legacy in medieval European literature, elaborated from vulgarisations and adaptations of the so-called Alexander Romance. Three main topics are focused on: human voice vs non-human voice, music education for a king and sonorous mirabilia. Two features are introduced: the significant role of music in shaping Alexander’s knowledge and his image as a chivalric king; the impact of the literature on Alexander upon 13th–14th century travellers by Europeans in Asia. The coda concerns the possibility that Alexander was imitated as idealised patron of the sciences and arts in the musical performance (intermedi) organised for the 1589 Florentine wedding of Ferdinand I de’ Medici and Christina of Lorraine.

Talent development in Chinese and Swiss music students

2017 ◽  
Vol 36 (2) ◽  
pp. 230-243
Author(s):  
Suse Petersen
Keyword(s):  
Music Education ◽  
Talent Development ◽  
External Factors ◽  
Music Students ◽  
Childhood And Adolescence ◽  
Factors Affecting ◽  
Chinese Music ◽  
Starting Point ◽  
Internal And External Factors

Musical talent development and the factors that influence it—such as family or peers—have been widely researched, especially in a Western setting. Despite the growing body of research in non-Western cultures and regions, there is still a lack of research comparing the factors and perceptions of musical talent development between Western and Asian settings. This interview study compared Swiss and Chinese music students’ ( N = 19) musical talent development and the factors influencing musical talent during childhood and adolescence, their professional aims, and their perception of internal and external factors affecting talent development. The students had similar opinions regarding the role of their teachers, the roles of internal and external factors in talent development, and their career goals. However, the students from China and Switzerland differed in their experiences of making and discussing music with peers, in the difficulties experienced during their music education, and in their relationship with their families. The results are a starting point for further comparative research on the perception and development of musical talent, and offer material for a mutual understanding of music students’ backgrounds in countries with differing music education traditions.

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