scholarly journals Inquiry into the use of digital technology in elementary music education

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Kirsten Kerslake
Keyword(s):  
Elementary Education ◽  
Music Education ◽  
Digital Technology ◽  
Online Survey ◽  
Elementary Music ◽  
Traditional Teaching ◽  
Music Curriculum ◽  
Traditional Teaching Methods ◽  
Musical Concepts ◽  
Pros And Cons

Music education is an important part of a child’s elementary education. There are many types of new digital technologies that are appearing in our schools. Through inquiry research and the use of an online survey, in-person and email interviews,  I have attempted to discover what digital programs or tools are out there to assist with learning the various musical concepts in elementary music curriculum, as well as how digital technology in music curriculum is used to keep the children engaged in their learning. The findings led me to a conclusion that people believe that music education at an elementary level is important, has both pros and cons, and must be used in correspondence with traditional teaching methods.  Digital technology can be beneficial in music education if the teacher understands how to use it properly to promote active and engaged student learning.

scholarly journals Practice-oriented model of forming abnotivity in students of the college of arts

2021 ◽  
Vol 21 (1) ◽  
pp. 111-115
Author(s):  
Yulia B. Lavrova ◽  
◽  
Inga E. Rakhimbayeva ◽  
Keyword(s):  
Music Education ◽  
Social Intelligence ◽  
Gifted Students ◽  
Gifted Children ◽  
Traditional Teaching ◽  
Proposed Model ◽  
Traditional Teaching Methods ◽  
Regional College ◽  
And Performance ◽  
Model Components

The article discusses a current issue of college of arts students' readiness for the professional work with gifted children. The article outlines a range of problems of gifted students in the field of music education, including difficulties in adapting to traditional teaching methods, emotional vulnerability, difficulties in communication and mutual understanding of the child with peers, and other peculiarities of the psyche. The author highlights the concept of "abnotivity" as a necessary quality of the teacher’s personality, motivated to work with gifted children, able to arrange special conditions for this and achieve productive results: to educate the personality of a musician with strong subjectivity, creativity, and uniqueness. The structure of the teacher’s abnotivity is defined. It contains motivational, cognitive, and reflexive components, as well as such complex psychological formations as empathy, social intelligence, actual creativity, and supra-situational activity. The advantages of various practice-oriented learning models used in colleges are revealed. The author presents a practice-oriented model of forming abnotivity in students of the college of arts. A brief description of the proposed model components (target, diagnostic, procedural and performance-evaluation blocks), the features of its implementation in Saratov Regional College of Arts, and the results obtained during the experimental study are given.

Describing Elementary Certification Methods Across the Elementary Music Career Cycle

2016 ◽  
Vol 35 (3) ◽  
pp. 55-61 ◽  
Author(s):  
Christina L. Svec
Keyword(s):  
Music Education ◽  
Descriptive Statistics ◽  
Elementary Music ◽  
Curriculum Alignment ◽  
Music Curriculum ◽  
Method Choice ◽  
Education Association ◽  
Level I ◽  
Career Cycle ◽  
Certification Method

The purpose of the study was to describe elementary music method choice and certification method choice overall and across the elementary music career cycle. Participants ( N = 254) were categorized as Level I or Elementary Division in a southwestern music education association database. The questionnaire included 25 four-point Likert-type items that measured music curriculum alignment to given methods and agreement with statements concerning respondent school district curriculum, personal method practices, and motives concerning the pursuit of one or more method certifications. Gathered information was converted into descriptive statistics. Kodály and Orff were the method certifications of choice overall and across the elementary music career cycle. Perceptions and motives varied little across the career cycle. Conclusions include suggestions concerning professional development.

A Music Educator’s Guide to Saving the Planet

2019 ◽  
Vol 105 (4) ◽  
pp. 15-20 ◽  
Author(s):  
Daniel J. Shevock ◽  
Vincent C. Bates
Keyword(s):  
Music Education ◽  
Environmental Degradation ◽  
Music Teachers ◽  
Music Educators ◽  
Ecological Literacy ◽  
Ecological Diversity ◽  
Music Curriculum ◽  
Pedagogical Approach ◽  
Musical Concepts ◽  
Musical Practices

As music educators, we always teach much more than the musical concepts and skills outlined in music curriculum standards. In this article, we discuss how music teachers can address what we believe is the most pressing issue of our time: environmental degradation. We first outline some specifics of ecological literacy in music education. This will include discussion of some songs that could form the center of a music curriculum for increasing ecological literacy. Next, we discuss cultivating ecological literacy using local musical practices and sounds of nature. Finally, we share an example of soundscape pedagogy aimed at increasing awareness of and propensities to care for the natural environment and ecological diversity. These components, singing, songwriting, and soundscape composition, are recommended as part of an overall creative pedagogical approach.

Refining Learned Repertoire for Percussion Instruments in an Elementary Setting

2006 ◽  
Vol 54 (3) ◽  
pp. 231-243 ◽  
Author(s):  
Donald M. Taylor
Keyword(s):  
Music Education ◽  
Student Performance ◽  
Teaching Effectiveness ◽  
Dependent Measure ◽  
Upper Elementary ◽  
Elementary Music ◽  
Orff Schulwerk ◽  
Rehearsal Strategies ◽  
Percussion Instruments ◽  
Improve Student Performance

The purpose of this study was to examine teaching effectiveness in an elementary music setting using student achievement as a dependent measure. Because Orff Schulwerk instruction is one of the most prevalent pedagogies in elementary music education, this study examined the rehearsal strategies of recognized Orff Schulwerk teachers as they worked to refine learned repertoire for percussion instruments. Eight instructors and their upper elementary students were videotaped in four regular rehearsals each. Systematic analyses of rehearsal frames in which teachers were working to improve student performance revealed fast teacher pacing and a predominance of instructional directives that were procedural (e.g., where to begin playing) rather than musical (e.g., how to perform more accurately or expressively). The majority of students' performance problems were related to precision, often caused by rushing the underlying pulse. Instructional targets were most often related to technique. Students successfully accomplished proximal goals in 63 % of the performance trials in which the targets were verbalized by the teacher prior to performance and in 74 % of the performance trials when the targets were verbalized by the teachers while students were playing. Students were most successful when teachers used clear, explicit directives and positive modeling.

scholarly journals Construct, Face, and Content Validation on Voxel-Man® Simulator for Otologic Surgical Training

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
M. Varoquier ◽  
C. P. Hoffmann ◽  
C. Perrenot ◽  
N. Tran ◽  
C. Parietti-Winkler
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Surgical Training ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Virtual Reality Simulator ◽  
Expert Group ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Nose And Throat

Objective. To assess the face, content, and construct validity of the Voxel-Man TempoSurg Virtual Reality simulator. Participants and Methods. 74 ear, nose, and throat (ENT) surgeons participated. They were assigned to one of two groups according to their level of expertise: the expert group (n=16) and the novice group (n=58). The participants performed four temporal bone dissection tasks on the simulator. Performances were assessed by a global score and then compared to assess the construct validity of the simulator. Finally, the expert group assessed the face and content validity by means of a five-point Likert-type scale. Results. experienced surgeons performed better (p<.01) and faster (p<.001) than the novices. However, the groups did not differ in terms of bone volume removed (p=.11) or number of injuries (p=.37). 93.7% of experienced surgeons stated they would recommend this simulator for anatomical learning. Most (87.5%) also thought that it could be integrated into surgical training. Conclusion. The Voxel-Man TempoSurg Virtual Reality simulator constitutes an interesting complementary tool to traditional teaching methods for training in otologic surgery.

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