scholarly journals Explore the Importance of Strengthening Folk Music Theory Learning in Music Lessons in Hohhot

2019 ◽  
Vol 3 (2) ◽  
pp. 171
Author(s):  
Zhang He
Keyword(s):  
Music Education ◽  
Music Theory ◽  
Folk Music ◽  
Teaching Method ◽  
Music Teaching ◽  
Related Concept ◽  
Teaching Reform ◽  
School Music ◽  
Concept Art ◽  
New Education

<p>At present our country's arts school is pushing new education plan, this made the related concept art education as well as major changes have taken place in the education mode. Also let the school music education realize the meaning of folk music is important, in the process of teaching reform, the local folk music also showed a more important role. In this paper, through the study of the characteristics and connotation of the folk music, we will sort out how to strengthen the learning and promotion of the folk music theory in the school music education in Hohhot. Based on the combination of music education and folk music, a more practical and complete music teaching method and system is constructed.</p>

scholarly journals An Example of a Study with Instructed Music Listening Activities with Information and Concert Event Content

2021 ◽  
Vol 14 (8) ◽  
pp. 14
Author(s):  
Ajda Şenol Sakin ◽  
Gülnihal Gül
Keyword(s):  
Secondary School ◽  
Music Education ◽  
General Education ◽  
Music Listening ◽  
General Music ◽  
Music Culture ◽  
School Music ◽  
The Individual ◽  
Teaching Programs ◽  
Learning Area

It is thought that music education in general education, especially for individuals of all ages and levels, is important in the musical development of the individual. Besides, it is seen that the &ldquo;listening-singing&rdquo; learning area in general music education teaching programs has an important weight in the program. In this context, it is considered necessary that music listening activities carried out for this learning area should be among the main activities that support other musical activities in classroom music education, which form the basis for the students to benefit from music education. For this reason, it is thought that the active participation of the students in music listening activities will contribute to effective and efficient music education. With this study, it is aimed to determine the contribution of instructed music listening activities to music culture learning outcomes in secondary school music education. For this purpose, an instructed music listening activity was held for students in a secondary school. The effect of the activity performed on the level of success was measured with knowledge tests. According to the results it is found that most of the students achieved an above-moderate success from the recorder family knowledge test.

scholarly journals The Use Of Interactive Methods In Preparation For Primary School Music Culture Lessons

2020 ◽  
Vol 02 (12) ◽  
pp. 197-200
Author(s):  
Rakhimov Kodir ◽  
◽  
Usmonjanova Gulhayo ◽  
Keyword(s):  
Music Education ◽  
Primary School ◽  
Current Situation ◽  
Bachelor's Degree ◽  
Interactive Methods ◽  
Music Culture ◽  
School Music ◽  
The Subject

The pedagogical conditions of teaching in the development of specific processes of bachelor's degree in music education in modern pedagogical education, the current situation in practice are studied and the authors provide methodological recommendations to improve the effectiveness of teaching the subject.

scholarly journals In Terms of Music Teachers, the Evaluation of Music Types in the Curriculum for Music in Secondary Education in Turkey

2014 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Gülnihal Gül
Keyword(s):  
Middle School ◽  
Music Education ◽  
Folk Music ◽  
Classical Music ◽  
Music Teachers ◽  
Music Teaching ◽  
School Music ◽  
The Republic ◽  
Education In Turkey ◽  
Teaching Programs

Along with the establishment of the Republic, a song repertoire consisting of transferred songs was previously endeavoured to be formed by taking school music samples of foreign countries and writing Turkish words below them. Afterwards, with the same percept, an imitation songs repertoire was attempted to be formed by our composers. Since the 1950s, the idea that school music should be on the axis of folk music and that music education should be carried out through school music samples composed from the close environment of the child has begun to take place. Together with the various developments since the 1970s, the tendency towards soft music has strengthened in society and also interest in Turkish classical music has increased. Moreover, since the 1970s, soft and classical music samples have begun to be used in music education, which was built on folk music in 1968. Thus, high school music teaching programs which went into effect in 1986 were prepared accordingly. Today, the sense that bringing to the classroom appropriate samples of vital music types in society, getting the student to learn at least one example of each music type and introducing these types is dominating. In this study, music types in middle school music teaching programs in Turkey were endeavoured to be evaluated in terms of music teachers. The subject was researched with the case study method which is one of the qualitative research methods. The oriented exemplification method was used in the study and 5 music teachers working in a middle school participated in the study group. The data was analysed by forming the necessary coding and themes. According to the obtained findings, results and suggestions were given place.

Alternative Assessment for Music Students with Significant Disabilities

2019 ◽  
pp. 224-241
Author(s):  
Donald DeVito ◽  
Megan M. Sheridan ◽  
Jian-Jun Chen-Edmund ◽  
David Edmund ◽  
Steven Bingham
Keyword(s):  
Public School ◽  
Music Education ◽  
Students With Disabilities ◽  
Student Performance ◽  
Alternative Assessment ◽  
Performance Outcomes ◽  
General Music ◽  
Significant Disabilities ◽  
School Music ◽  
K 12

How is it possible to move beyond assessment for the purposes of evaluating teacher proficiency and student performance outcomes and instead to consider assessment for understanding student musical experiences and preferences for the purpose of promoting lifelong musical engagement? This chapter includes and examines three distinct music education approaches that have been taken at the K–12 Sidney Lanier Center School for students with varying exceptionalities in Gainesville, Florida. Megan Sheridan illustrates inclusion and assessment using the Kodály approach. David Edmund and Jian-Jun Chen-Edmund examine creative lessons developed for exceptional learners in a general music setting. Steven Bingham and Donald DeVito illustrate adaptive jazz inclusion and performance for public school and university students with disabilities. This collaborative development in qualitative music assessment has taken place through (1) developing methods of communicating recognition of student engagement and affective responses during inclusive engagement in public school music education settings, specifically in Kodaly-based music instruction, K–12 general music classes, and secondary jazz ensembles; (2) using students’ interest and engagement as a means of curriculum development and assessment in inclusive public school music settings; and (3) building collaborative relationships with parents and the community for post-school lifelong music learning.

Habits of Mind as a Framework for Assessment in Music Education

2019 ◽  
pp. 201-224
Author(s):  
Jillian Hogan ◽  
Ellen Winner
Keyword(s):  
Music Education ◽  
Arts Education ◽  
Habits Of Mind ◽  
Public High School ◽  
Student Agency ◽  
Thinking Dispositions ◽  
Music Classroom ◽  
Music Ensembles ◽  
School Music ◽  
High School Music

Music making requires many kinds of habits of mind—broad thinking dispositions potentially useful outside of the music room. Teaching for habits of mind is prevalent in both general and other areas of arts education. This chapter reports a preliminary analysis of the habits of mind that were systematically observed and thematically coded in twenty-four rehearsals of six public high school music ensembles: band, choir, and orchestra. Preliminary results reveal evidence of eight habits of mind being taught: engage and persist, evaluate, express, imagine, listen, notice, participate in community, and set goals and be prepared. However, two habits of mind that the researchers expected to find taught were not observed: appreciate ambiguity and use creativity. These two nonobserved habits are ones that arts advocates and theorists assume are central to arts education. The chapter discusses how authentic assessment of habits of mind in the music classroom may require novel methods, including the development of classroom environments that foster additional levels of student agency.

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