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.

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.

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.

The Contemporary Composer in the Classroom

1986 ◽  
Vol 3 (3) ◽  
pp. 341-352 ◽  
Author(s):  
Peter Owens
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Contemporary Music ◽  
Creative Work ◽  
Music Teaching ◽  
Modern Music ◽  
Avant Garde ◽  
Current State ◽  
School Music

This article is a revised version of a talk given by the author before an international symposium on music education in Hortos, Greece, in 1985. It considers the current state of modern music, suggesting that there have been some important changes in direction since the avant-garde styles of the 1950s and 1960s; and it reflects on some of the implications of these changes for secondary-school music teaching.Some proposals are made for factors likely to facilitate the success of contemporary music which children hear or perform. In the original talk these points were illustrated with recorded examples, indicated here by numbers in the text. The role of children as contemporary composers themselves is also discussed in terms of the method and motivation by which creative work may be encouraged.The educational writers on whom the author bases much of his argument are clearly acknowledged throughout the text. Otherwise, opinions derive from experience of teaching and writing music for children in England and in France.

scholarly journals Integration of informal music technologies in secondary school music lessons

2013 ◽  
Vol 31 (1) ◽  
pp. 19-39 ◽  
Author(s):  
Dan Stowell ◽  
Simon Dixon
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Mobile Phones ◽  
Ethnographic Study ◽  
Informal Music Learning ◽  
Use Of Technology ◽  
School Music ◽  
Mp3 Players ◽  
Class Context ◽  
The Uk

Technologies such as YouTube, mobile phones and MP3 players are increasingly integrated into secondary school music in the UK. At the same time, the gap between formal and informal music learning is being bridged by the incorporation of students’ preferred music into class activities. We conducted an ethnographic study in two secondary schools in London, investigating the roles of technology in the negotiation of musical concepts in music classes. From this, we report some observations on the relation between formal/informal and authorised/unauthorised activities in class, and some specific observations on the role of YouTube, mobile phones and MP3 players in the class context. In the lessons we observed, these technologies functioned as part of a richly multimodal ecosystem of technologies, combining aspects of formal and informal use. This carries implications for how we plan for the use of technology in the delivery of music education.

Adolescents' Expressed Meanings of Music in and out of School

2007 ◽  
Vol 55 (3) ◽  
pp. 220-236 ◽  
Author(s):  
Patricia Shehan Campbell ◽  
Claire Connell ◽  
Amy Beegle
Keyword(s):  
High School ◽  
Secondary School ◽  
Music Education ◽  
Identity Formation ◽  
Music Teachers ◽  
Music Programs ◽  
School Programs ◽  
School Music ◽  
Character Building ◽  
Out Of School

This study aimed to determine the significance of music and music education to middle and high school adolescents, including those enrolled and not enrolled in school music programs. Of particular interest were their expressed meanings of music both in and out of school, with attention to adolescent views on the role of music in identity formation, the musical and nonmusical benefits for adolescents of their engagement with music, the curricular content of secondary school music programs, and the qualities of music teachers in facilitating music-learning experiences in middle and high school classes. An examination of essays, statements, and reflections in response to a national essay content was undertaken using an inductive approach to analyze content through the triangulation of interpretations by the investigators. Five principal themes were identified within the expressed meanings of music by adolescents: (a) identity formation in and through music, (b) emotional benefits, (c) music's life benefits, including character-building and life skills, (d) social benefits, and (e) positive and negative impressions of school music programs and their teachers. Overwhelming support was expressed for music as a necessary component of adolescent life, with support for and comments to probe concerning the work of music educators in secondary school programs.

scholarly journals Enlightenment of Confucian Thoughts of Music Education on Contemporary General Music Education

2020 ◽  
Vol 4 (2) ◽  
pp. 35-39
Author(s):  
Chenghai Yang
Keyword(s):  
Music Education ◽  
Traditional Music ◽  
Traditional Education ◽  
Aesthetic Education ◽  
Quality Education ◽  
General Music ◽  
Music Culture ◽  
Continuous Development ◽  
Education Today ◽  
Education In China

In the pre-Qin period, Confucius proposed six subjects namely the etiquette, music, archery, driving, literacy, and calculation. Among the six subjects, music was ranked the second. Among them, traditional education in China can fully reflect the importance of music education, and the essence and core of music education can be reflected from the requirements of aesthetic education. In recent years, with the continuous development and improvement of production and life, the theme of education in today's society has changed, and quality education is the center and focus of education today. Moreover, people begin to focus on how to inherit and publicize the traditional music culture. As the music culture is of great importance, many people are encouraged to continue to practice and publicize the traditional music. The main point of this article is Confucian theory of music education.

scholarly journals Tapaustutkimus seitsemäsluokkalaisten musiikin oppitunneilla tekemien lyhytelokuvien audiovisuaalisista kerronnan keinoista monilukutaidon näkökulmasta

2021 ◽  
Vol 34 (4) ◽  
pp. 24-39
Author(s):  
Mirja Karjalainen-Väkevä ◽  
Sara Sintonen
Keyword(s):  
Social Media ◽  
Secondary School ◽  
Music Education ◽  
Core Curriculum ◽  
Comprehensive School ◽  
Media Education ◽  
Film Education ◽  
Short Films ◽  
School Music

Nuorten elämään liittyy vahvasti audiovisuaalinen media eri muodoissa. Omien teosten tekeminen ja niiden jakaminen ovat helpottuneet digitalisaation ja sosiaalisen median myötä, mutta millaisia audiovisuaalisen kerronnan keinoja nykypäivän yläkoululaisilla on käytössään? Perusopetuksen opetussuunnitelman perusteissa monilukutaito määritellään eri muodoissa olevien viestien tuottamisen, tulkitsemisen ja kriittisen arvioinnin taidoksi.Tässä artikkelissa tarkastelemme, millaisia audiovisuaalisia kerronnan keinoja seitsemäsluokkalaiset käyttävät koulun musiikin tunneilla tehdyissä lyhytelokuvissa, ja pohdimme, miten lyhytelokuvien tekeminen voidaan nähdä osana monilukutaidon tukemista. Yleisesti ottaen oppilailla on kykyjä käyttää erilaisia kerronnan keinoja, joskin oppilaiden itse tekemistä lyhytelokuvista osa sisältää paljon erilaisia audiovisuaalisen kerronnan keinoja, kun taas osassa keinovalikoima on suppea kaikilla kerronnan osa-alueilla.Monilukutaidon pedagogiikan mukaan monilukutaidon prosessissa edetään omien kokemusten jakamisen, teoretisoinnin ja ohjauksen kautta kohti uusintavaa käytäntöä. Omien kokemusten ja merkitysten jakaminen yhteisöllisesti ja toisaalta niiden asettaminen laajempaan viitekehykseen mahdollistavat sen, että oppilaat voivat kukin kehittyä omista lähtökohdistaan. Lyhytelokuvien tekemisen ja audiovisuaalisten kerronnan keinojen erittelemisen kautta voidaan tarjota oppilaille tilaisuus kehittyä audiovisuaalisen kerronnan keinojen käyttämisessä, ymmärtämisessä ja niiden kriittisessä arvioinnissa.Avainsanat: monilukutaito, audiovisuaalinen viestintä, peruskoulu, musiikkikasvatus, mediakasvatus, elokuvakasvatusCase study on audiovisual storytelling of 7th grade students’ short films made during music lessonsDigitalization and social media have increased and made it easier to make and share one’s own audiovisual products, but what exactly do we know about young people’s audiovisual storytelling? In the Finnish National Core Curriculum, multiliteracy is defined as an ability to produce, interpret, and critically evaluate texts in various forms.The purpose of this article is to explore what modes and forms of audiovisual storytelling the 7th graders use in their self-made digital short films and how the making of short movies can be seen as a way of promoting students’ multiliteracies. The students have the capacity for audiovisual storytelling although storytelling varies a lot between self-made short films. Some of them include various forms of storytelling while the storytelling is limited in others.According to the pedagogy of multiliteracies, learning is a process in which learners proceed from experience to conceptualization, analysis, and to finally applying new practices. Students proceed from their own standpoints while they share their own experiences in collaborative making processes and learn to analyze and conceptualize their works. By making short films and conceptualizing audiovisual storytelling students can be promoted in multiliteracies.Keywords: multiliteracies, audiovisual storytelling, comprehensive school, secondary school, music education, media education, film education

scholarly journals Assessment in the Secondary Music Classroom

2012 ◽  
pp. 475-494 ◽  
Author(s):  
Martin Fautley ◽  
Richard Colwell
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Student Assessment ◽  
Music Pedagogy ◽  
Music Classroom ◽  
Secondary Music ◽  
Accountability Policy ◽  
School Music ◽  
Teaching Learning

The issue of assessment in music education in the secondary school is one of concern in a range of contexts, including teaching, learning, accountability, policy, and politics. In order to investigate assessment in the secondary school, there is a need to understand what assessment is; what the terminologies involved mean; what the implications of assessment are for learners, teachers, program organizers, administrators, legislators, and other interested stakeholders; and what constitutes secondary school music. This article considers the following issues in student assessment: the context of assessment, the uses and purposes of assessment, legitimizing assessment, and assessment and music pedagogy.

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