scholarly journals SOCIO-CULTURAL DOMINANTS IN THE REGIONAL PROGRAMME OF GENERAL MUSIC EDUCATION

2021 ◽  
pp. 158-164
Author(s):  
Елена Владимировна Бакшаева
Keyword(s):  
Factor Analysis ◽  
Music Education ◽  
General Education ◽  
Current Data ◽  
Practical Significance ◽  
Professional Activity ◽  
Educational Systems ◽  
General Music ◽  
Native Land ◽  
Musical Education

В статье раскрывается проблема определения содержания региональной программы общего музыкального образования путем обоснования ее социально-культурных доминант. На основе рассмотрения действующих программ «Музыка» в Чувашской Республике в контексте их социально -культурных ориентиров дается описание факультативного курса «Музыкальное путешествие по родному краю» для начальных классов общеобразовательных школ Чувашии, который базируется на национальном музыкально-художественном материале. Данный факультативный курс опирается на результаты факторного анализа, обосновывающего те социально-культурные доминанты содержания курса, которые направлены на формирование у детей комплекса как музыкальных, так и этнокультурных знаний, умений и представлений в области национальной культуры. Основой исследования послужили научные труды по методике и методологии художественного образованияЭ. Б. Абдуллина, О. А. Апраксиной, Л. Г. Арчажниковой, Л. В. Кузнецовой. В результате исследования был проведен факторный анализ действующих данных программ по музыке, который показал следующее: глобализация образования, затрагивающая школьные предметы гуманитарного и художественно-эстетического циклов, не должна стирать этническое своеобразие народных культур, что ярко представлено их музыкальными традициями, направленными на воспитание в ребенке любви к родному краю, к Отечеству; в некоторых из анализируемых программ не в полной мере применяются принцип художественной интеграции на уроках музыки и метод художественного контекста. Тем самым не уделяется должного внимания культуроемкости региональных программ школьного музыкального образования. Исходя из этого актуальными социально -культурными основами, т. е. доминантами содержания региональной программы общего музыкального образования определены следующие: воспитание патриотов своей малой родины и России; гуманистическая, культуротворческая направленность профессиональной деятельности педагога-музыканта; этнокультурная толерантность как механизм формирования гражданского самосознания обучающихся. Проведенное исследование обладает практической значимостью и может быть использовано в различных образовательных организациях республики: в детских общеобразовательных школах, детских школах искусств, в курсах методики музыкального обучения и воспитания в музыкальнопедагогических колледжах, на факультетах музыкального образования и начальных классов педагогических вузов, в содержании курсов специализации и повышения квалификации учителей музыки. The article reveals the problem of determining the content of the regional programme of general music education by substantiating its socio-cultural dominants. Considering of the existing programmes “Music” in the Chuvash Republic, in the context of their socio-cultural guidelines, the author describes an optional course “Musical Journey to the Native Land” for the primary classes of general education schools in Chuvashia, which is based on national musical and artistic material. This optional course is based on the results of a factor analysis that justifies the socio-cultural dominants of the course content, which are aimed at the formation of a complex of both musical and ethnocultural knowledge, skills and ideas in the field of national culture in children. The research was based on scientific works on methodology of art education: E. B. Abdullin, O. A. Apraksina, L. G. Archazhnikova, L. V. Kuznetsova. As a result of the study, a factor analysis of the current data of music programmes was carried out. It showed that the globalization of education, affecting school subjects of humanitarian and artistic-aesthetic cycles, should not erase the ethnic originality of folk cultures, which is clearly represented by their musical traditions aimed at cultivation of love for their native land in a child, for the Fatherland; in some of the analyzed programmes, the principle of artistic integration in music lessons is not sufficiently used, as well as the method of artistic context. Thus, the cultural intensity of regional school music education programmes is not given due attention. Hence, the following are determined by the relevant socio-cultural foundations, that is, the dominants of the content of the regional programme of general musical education: education of patriots of both their small homeland and Russia; humanistic, cultural and creative orientation of professional activity of teacher-musician; ethno-cultural tolerance as a mechanism for the formation of civic identity of pupils. The study has practical significance and can be used in various educational systems of the republic: at children’s general education schools, children’s art schools, at courses on the methodology of musical education and education in music and pedagogical colleges, faculties of music education and primary classes of pedagogical universities, in the content of courses of specialization and advanced training of music teachers

Challenges and visions in school music education: Focusing on Chinese and Lithuanian realities

2019 ◽  
Vol 6 (1) ◽  
pp. 38-46
Author(s):  
Jolanta Lasauskiene ◽  
Youdi Sun
Keyword(s):  
Music Education ◽  
General Education ◽  
Historical Development ◽  
General Music ◽  
Music Curriculum ◽  
Education Improvement ◽  
School Music ◽  
Teachers And Students ◽  
Similarities And Differences ◽  
Insight Into

This article focuses on music education in Chinese and Lithuanian schools, especially on the latest reforms of the national music curriculum for basic and general education. Due to the original reasons and historical development in the east and west, the philosophies of educations are different, resulting in differences in concepts of education, goals of education, methods of education, roles of teachers and students. The process of collecting information for music education in Lithuania and China will be explained in order to gain insight into specific issues related to each country. The resulting similarities and differences between Chinese and Lithuanian school music education are reported, and suggestions for basic and teacher education improvement are discussed. Most importantly, the findings of this study have highlighted that the notions of school music education in Lithuania and China are insignificantly different. Keywords: Chinese general music education, music curriculum, music activities, Lithuanian general music education.

scholarly journals Facets of interaction between the Ministry of National Education and the Ministry of Culture of France in the musical and educational space

2021 ◽  
Vol 54 (6) ◽  
pp. 37-54
Author(s):  
Lyubov A. Buryakova ◽  
◽  
Alexey G. Buryakov ◽  
Keyword(s):  
Music Education ◽  
General Education ◽  
Musical Training ◽  
Original System ◽  
Personal Communication ◽  
Successful Implementation ◽  
National Education ◽  
Musical Education ◽  
Musical Development ◽  
Out Of School

The problem of research. The relevance of the research is due to the urgent need to find new approaches to the musical development of students in general education, which makes it significant to refer to the experience of France in connection with the existence in the country of an original model of musical education with an established system of multifaceted partnerships controlled by the bodies of the Ministry of National Education and the Ministry of Culture of France. The purpose of the article: scientific and practical justification of the need to develop a Russian strategy of musical development based on the interaction of educational and cultural organizations. Materials and methods. As a methodological basis, a system-structural approach was used, which made it possible to conceptualize the data obtained as a result of the analysis of sources, as well as in the process of personal communication with French colleagues. The results of the study. The mechanism of the studied interaction in various forms of educational, extracurricular and out-of-school musical activities is based on a clearly structured scheme of cooperation between schools and partner structures in the field of culture and art at the state (conceptual), academic (coordination) and local (performing) levels. The impetus for the construction of this system of partnerships was the recognition by the pedagogical community and the authorities of France of the priority of musical education as a powerful stimulant for the development of personal, intellectual and creative abilities of students necessary for successful implementation in any field of activity. Discussion and conclusion. The initial impulse to the emergence of the concept of attracting artistic and cultural structures in the musical and educational field was the introduction in the early 80s of the twentieth century of the original system of professional and amateur musical training of students in the framework of general education in college and lyceum. In the future, the experience of partnership interaction in the field under study gradually spread not only to academic, but also to extracurricular and out-of-school activities. As an important "breakthrough" of the French musical and educational project, a significant contribution to the educational activities of musical and cultural centers of global importance should be recognized. The far-sighted policy of the French authorities aimed at substantial support of artistic, especially musical culture as the basis for the development of the whole society can serve as a strategic guideline for the modernization of the music education system in Russia in terms of developing management schemes and educational technologies based on the interaction of educational institutions with cultural and art institutions.

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 “listening-singing” 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 IMPORTANCE OF MUSIC IN THE STAGES OF GENERAL EDUCATION IN SUDAN

2021 ◽  
Vol 03 (07) ◽  
pp. 122-133
Author(s):  
Raga ABDALLA
Keyword(s):  
Music Education ◽  
General Education ◽  
Cognitive Skills ◽  
Educational Process ◽  
Historical Background ◽  
Main Question ◽  
Ministry Of Education ◽  
Creative People ◽  
Musical Education ◽  
Descriptive Method

Science evolve obligates those who work in educational process and creative people in the field of music in Sudan to adopt the project of music education in stages of general education at the Ministry of education – Sudan. The importance of the research is looking for to explicate the importance and necessity of musicale education in the stages of general education in Sudan The study problem was identified with a main question: Why were musical education curricula courses not included in the general education stages in Sudan? Research will depend on descriptive method to reveal the problems confront musical education in the general education stage in Sudan. The research definition plan consists of three content axes, which literature is reviewed as follows: The first axis: deals with the introduction and previous studies. The second axis: include topics about the historical background of general education in Sudan, the essence of music, the essence of music education and the role that musical education plays in enhancing the cognitive skills of students of general education stages of Sudan. The third axis: contains the applied framework and then the conclusion of the study and includes the results and their discussion, recommendation, the research library, and appendices

scholarly journals Features of education of dignity in junior schoolchildren

2021 ◽  
pp. 11-16
Author(s):  
Olga Tretyak
Keyword(s):  
General Education ◽  
Moral Education ◽  
Real Life ◽  
Educational Practice ◽  
Practical Significance ◽  
Educational Systems ◽  
School Students ◽  
Moral Value ◽  
Educational Work ◽  
Age Features

The article is devoted to the topical problem of educating dignity in junior schoolchildren. Based on the analysis of philosophical psychological and pedagogical literature, generalization of the obtained empirical data, use of pedagogical diagnostics, the basic tendencies and features of education of dignity at younger schoolchildren are revealed, criteria (cognitive, emotional-value, active) are defined with the corresponding indicators, which allowed to characterize dignity in junior school students (high, medium, low). Students' understanding of the concept of "human dignity", the peculiarities of its upbringing and behavioral manifestations is considered. The practical significance of the study is determined by the fact that its results allow to improve the quality of the educational space of the school, to increase the effectiveness of its impact on the moral and ethical development of the younger generation, to adapt the activities of junior students to real life. The defined age features of students of grades 1-4 allow to provide a qualitatively new educational effect in solving the problems of moral education of schoolchildren, features of influence of pedagogical and educational systems on formation and development of the person are considered. Various approaches to determining the essence of moral value – dignity and factors of its successful formation, which have gained recognition in foreign pedagogical thought and spread in educational practice, are analyzed. The article reveals the state of formation of dignity in junior schoolchildren at the ascertaining stage of scientific research. The practical significance of the article is that its materials can be used in the organization of educational work of general education institutions and training of primary school teachers

Design and Analysis for Quantitative Research in Music Education

2018 ◽  
Author(s):  
Peter Miksza ◽  
Kenneth Elpus
Keyword(s):  
Education Research ◽  
Data Analysis ◽  
Music Education ◽  
General Education ◽  
Research Design ◽  
Quantitative Research ◽  
Traditional Design ◽  
Design Type ◽  
To Come ◽  
Analytical Approaches

This book is an introduction to quantitative research design and data analysis presented in the context of music education scholarship. The book aims for readers to come away with a familiarity of prototypical research design possibilities as well as a fundamental understanding of data analysis techniques necessary for carrying out scientific inquiry. The book includes examples that demonstrate how the methodological and statistical concepts presented throughout can be applied to pertinent issues in music education. For the majority of Part I, the strategy is to present traditional design categories side by side with explanations of general analytical approaches for dealing with data yielded from each respective design type. Part II consists of chapters devoted to methodological and analytical approaches that have become common in related fields (e.g., psychology, sociology, general education research, educational policy) but are as yet not frequently exploited by music education researchers. Ultimately, this work is motivated by a desire to help scholars acquire the means to actualize their research curiosities and to contribute to the advancement of rigor in music education research throughout the profession at large.

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.

Developing 21st-Century Musicianship: Tablet-based Music Production in the General Music Classroom

2021 ◽  
pp. 104837132110344
Author(s):  
Jason Fick ◽  
Chris Bulgren
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
21St Century ◽  
Contemporary Music ◽  
Music Instruction ◽  
Technology Skills ◽  
General Music ◽  
Music Classroom ◽  
Music Production ◽  
Essential Skills

Increased availability of tablets at home and in classrooms provides educators access to a powerful tool for music instruction. Music production lessons on tablets offer alternate approaches to developing music literacies while teaching valuable technology skills. These activities are ideal for general music education because they align with contemporary music practices and are adaptable to a variety of learning environments (in person, remote, and hybrid). This article will present a model for tablet-based music production instruction in the general music classroom that aligns with the National Core Arts Standards and accompanying process components grounded in five essential skills: sequencing, recording, editing, effects processing, and mixing.

scholarly journals On processes of coloniality and decoloniality of knowledge: notions for analysing the international history of mathematics teaching

ZDM ◽  
2021 ◽  
Author(s):  
Gert Schubring
Keyword(s):  
General Education ◽  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Educational Systems ◽  
Political Processes ◽  
Local Structures ◽  
Novel Approach ◽  
History Of ◽  
Global And Local ◽  
First Time

AbstractThe aspiration of this paper is to develop a novel approach towards investigating the socio-political history of mathematics teaching in educational systems. Traditionally, historical studies are confined to just one country, the author’s country. Broader approaches address international developments by confronting and comparing global and local aspects—revealing general patterns and more specific ‘local’ structures and characteristics. Yet, already in antiquity and medieval times, the specific characteristic of mathematics teaching, namely to operate at the crossroads of general education and vocational training, proved to be intimately tied to the functioning of the particular political system. In pre-modern times, however, a truly international pattern emerged for the first time: European powers conquered, occupied and colonised overseas regions. Given that educational systems were emerging at the same time within these states, they often transmitted elements of these structures to their colonies. This phenomenon included mathematics, and the history of its teaching is analysed here as a part of coloniality. It is shown that this was not a uniform process, and the differences between the various colonial powers are discussed. The involvement of mathematics in the process of decolonisation is addressed, as well as its role in the tension between continued coloniality and movements of decoloniality. Finally, the general framework provided for studying socio-political processes connected with establishing mathematics teaching within public educational systems is applied, in order to analyse recent coloniality practices effected by international achievement studies.

Scott Joplin: A Guide for Music Educators Part III—Ragtime Spaces

2021 ◽  
pp. 104837132110344
Author(s):  
Kendra Kay Friar
Keyword(s):  
Music Education ◽  
Music Educators ◽  
General Music ◽  
Racial Uplift ◽  
Student Activities ◽  
Cultural Contexts ◽  
Cultural Globalization ◽  
Music Standards ◽  
Entrepreneurial Activities ◽  
K 12

Scott Joplin was an African American composer and pianist of singular merit and influence. This article is the final entry in a three-part series considering the biographical, artistic, and cultural contexts of Joplin’s life and work and their use in K–12 general music education. “Ragtime Spaces” focuses on cultural globalization and the modernist entertainment aesthetic which supported Joplin’s work. Scott Joplin’s creative and entrepreneurial activities embodied humanism, racial uplift, and craftsmanship at a time when society became increasingly racially segregated and dehumanized. The discussion is followed by suggested student activities written in accordance with National Association for Music Education’s 2014 National Music Standards.

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