On the Strategy of Shaping Music Image in Music Teaching

Ola Stockfelt theorizes listening through discussion of a number of personal cases, such as listening sessions in his car and his observations during film music teaching sessions. Stockfelt suggests that meaning comes before hearing sounds. Listening involves listening for confirmation of what you already know and this allows us to complete the gestalt of a sound even when the full auditory signal is not present. Hearing something, Stockfelt argues, is a cultural conception of reality, and we usually merely imagine that we heard sounds first, whereas we really experienced meaning. The idea that we listen through meaning rather than listen for meaning is further illustrated in studies of storytelling in documentary films.

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Feminist Cyber-Artivism, Musicing, and Music Teaching and Learning

The Oxford Handbook of Social Media and Music Learning ◽

10.1093/oxfordhb/9780190660772.013.18 ◽

2020 ◽

pp. 291-312

Author(s):

Marissa Silverman

Keyword(s):

Social Media ◽

Music Education ◽

Case Studies ◽

Teaching And Learning ◽

The Body ◽

The Internet ◽

Philosophical Investigation ◽

Music Teaching ◽

Music Making ◽

The Voice

This chapter asks an important, yet seemingly illusive, question: In what ways does the internet provide (or not) activist—or, for present purposes “artivist”—opportunities and engagements for musicing, music sharing, and music teaching and learning? According to Asante (2008), an “artivist (artist + activist) uses her artistic talents to fight and struggle against injustice and oppression—by any medium necessary. The artivist merges commitment to freedom and justice with the pen, the lens, the brush, the voice, the body, and the imagination. The artivist knows that to make an observation is to have an obligation” (p. 6). Given this view, can (and should) social media be a means to achieve artivism through online musicing and music sharing, and, therefore, music teaching and learning? Taking a feminist perspective, this chapter interrogates the nature of cyber musical artivism as a potential means to a necessary end: positive transformation. In what ways can social media be a conduit (or hindrance) for cyber musical artivism? What might musicing and music sharing gain (or lose) from engaging with online artivist practices? In addition to a philosophical investigation, this chapter will examine select case studies of online artivist music making and music sharing communities with the above concerns in mind, specifically as they relate to music education.

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Study on the application and teaching strategy of multimedia technology in music teaching in colleges and universities

Journal of Intelligent & Fuzzy Systems ◽

10.3233/jifs-219119 ◽

2021 ◽

pp. 1-8

Author(s):

Liu Ying ◽

Li Jiaxuan

Keyword(s):

Educational Technology ◽

Teaching Strategy ◽

Colleges And Universities ◽

Classroom Design ◽

Multimedia Technology ◽

Traditional Teaching ◽

Music Teaching ◽

Research Subject ◽

Teaching Technology ◽

Specific Teaching

The development of teaching technology and the application of modern teaching means is one of the important standards of educational modernization. Multimedia technology is an important part and manifestation of the application of modern educational technology. Modern teaching means participate in music teaching, which bring vitality to the reform and development of traditional teaching. With the popularization of multimedia in music teaching, there are many problems in understanding and classroom design. Whether it is reasonable to use multimedia in music teaching is of great significance to perfect the theory of music teaching and standardize the construction of music subject. With music teaching in colleges and universities as the research subject, this paper analyzes the application and teaching strategies of multimedia technology in the music teaching in colleges and universities, which improves students in colleges and universities continuously in the new atmosphere of science and technology teaching and in combination with the specific teaching environment.

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