An Objective Look at Our Music Education Program

1960 ◽  
Vol 46 (5) ◽  
pp. 80-81
Keyword(s):  
Music Education ◽  
Education Program

A study on Child Music Education Program in Seoul based on CIPP Evaluation Model

2017 ◽  
Vol 46 (2) ◽  
pp. 179-198
Author(s):  
Jeong-seop Han ◽  
◽  
Hyo-soon Yang ◽  
Seul-gi Kang ◽  
Ha-yeon Song ◽  
...  
Keyword(s):  
Music Education ◽  
Education Program ◽  
Evaluation Model

The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers

2021 ◽  
pp. 025576142110272
Author(s):  
Oriana Incognito ◽  
Laura Scaccioni ◽  
Giuliana Pinto
Keyword(s):  
Music Education ◽  
Education Program ◽  
Cognitive Abilities ◽  
Musical Training ◽  
Control Group ◽  
Transfer Of Knowledge ◽  
General Domain ◽  
Music Program ◽  
Before And After ◽  
The Impact

A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

A Study with a Follow-up of the Effects of Music Education on Holistic Development of Empathy

1993 ◽  
Vol 76 (1) ◽  
pp. 131-137 ◽  
Author(s):  
Mirja Kalliopuska ◽  
Inkeri Ruokonen
Keyword(s):  
Music Education ◽  
Education Program ◽  
Rating Scale ◽  
Test Group ◽  
Test Results ◽  
Holistic Development ◽  
Nonsignificant Increase ◽  
Slide Test

Half of the 32 children, aged 6 yr. old, took part in the 12-hr. holistic empathy education program with music exercises over three months. Others were controls. Children were tested at a pretest, 3 months later at the posttest after the training, and follow-up test, 9 months after posttest. The Feshbach and Roe Empathy Slide Test, the Weir and Duveen Prosociability Rating Scale, and the Kalliopuska Prosociability Rating Scale for Teachers were used. Empathy and prosociability increased significantly from pretest to posttest after empathy education. As hypothesized, comparison of pretest and follow-up test results showed a significant increase in empathy for the test group and a nonsignificant increase among controls.

An Exploration of Potential Factors Affecting Student Withdrawal From an Undergraduate Music Education Program

2012 ◽  
Vol 60 (3) ◽  
pp. 310-323 ◽  
Author(s):  
Russell B. Gavin
Keyword(s):  
Music Education ◽  
Education Program ◽  
Qualitative Methodology ◽  
Applied Music ◽  
Factors Affecting ◽  
Life Issues ◽  
Potential Factors ◽  
The Individual ◽  
Music Education Majors ◽  
Personal Career

The purpose of this study was to examine the degree withdrawal patterns of undergraduate music education majors, with a specific focus on the individual experiences of students withdrawing from the major. Data from recently withdrawn students ( N = 14) were assembled using a qualitative methodology that included semistructured interviews, questionnaires, researcher journals, and meetings with experienced researchers. The data were analyzed and coded, generating a number of categories for discussion and analysis. Students’ experiences during college were diverse, with concerns focused on the applied music component of the degree surfacing as important to many students. The reasons given for withdrawal from the music education program also were diverse, including dismissal from the applied music studio, erosion of personal confidence as a musician, realizations about their feelings toward music versus their feelings about teaching in general as it related to their personal career goals, and personal life issues. Following withdrawal from the music education curriculum, all interviewed students reported that they remained actively involved in music in some way. Implications of these results are discussed in relation to individual experiences and the function of those experiences within the context of current models of student persistence.

scholarly journals Development of Traditional Harmony-Based Teaching Materials Based on HOTS to Improve Student Musicality of Music Education Program at Language and Art Faculty at State University of Medan (UNIMED)

2019 ◽  
Vol 2 (4) ◽  
pp. 227-237
Author(s):  
Uyuni Widiastuti ◽  
Adina S. Sembiring ◽  
Muklis Muklis ◽  
Hendy Obed Sembiring ◽  
Ewin Johan Sembiring
Keyword(s):  
Music Education ◽  
Education Program ◽  
State University ◽  
Teaching Materials

The results of this study are: (1) The contents of teaching materials, are at an achievement of 88% with a valid category; (2)Constructor, achieving 84% with a valid category; (3) Language, on the achievement of 82.50 with a valid category (4) Display of teaching materials, on the achievement of 88% with a valid category. The results of the assessment of students consisted of: (1) the display of teachingmaterials was at an achievement of 87.87% with the practical category; (2) user convenience isat 85.52 with a practical category; (3) effectiveness in achieving 67.18 with a very practicalcategory; (4) time effectiveness, in the achievement of 84.69 with the practical category, with anaverage value of achievement of 86.31 with the practical category.

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