Guided listening as meaningful learning: A study of Israeli secular Jewish High School music programs

IF 1.3 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Music Education Pub Date : 2024-10-29 DOI:10.1177/02557614241292359
Sharon Lagon Rozenbaum, Atara Isaacson
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Abstract

Guided listening is vital in music education, fostering self-expression, skill development, and academic achievement. Yet, its limited use in Israeli high schools creates a gap between its recognized value and practice. This mixed-method study examines guided listening integration in secular Jewish-Israeli high school music programs based on four philosophical and pedagogical approaches—esthetic, Praxial, active, and peer instruction—to understand teachers’ objectives, methodologies, implementation, and optimal learning environments. Data was collected from an online questionnaire, structured interviews, direct observations of Western Art Music History lessons, and the researcher’s reflective journal. Key findings: (1) teachers tend to use a repeated five-step teaching pattern (reviewing, lecturing, analyzing, listening while following a score, summarizing); (2) teachers usually do not write lesson plans with detailed, step-by-step guidelines; and (3) teachers use recommended guided listening approaches in a limited capacity, likely due to pressure from preparing students for exams, and the perception that such methods are not fully suitable for Israeli high school music students. The paper explores teachers’ challenges in adopting guided listening pedagogical methods while balancing curriculum demands and promoting inclusivity. It offers recommendations for policymakers and educators on professional development and curriculum revisions, emphasizing detailed lesson planning for effective learning outcomes.
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引导倾听是有意义的学习:以色列非宗教犹太高中音乐课程研究
引导倾听在音乐教育中至关重要,它能促进自我表达、技能发展和学业成绩。然而,以色列高中对其使用有限,造成了其公认价值与实践之间的差距。这项混合方法研究根据四种哲学和教学方法--美学教学法、实践教学法、主动教学法和同伴教学法--对以色列非宗教犹太高中音乐课程中的导听整合进行了研究,以了解教师的目标、方法、实施情况和最佳学习环境。通过在线问卷、结构化访谈、对西方艺术音乐史课程的直接观察以及研究者的反思日记收集数据。主要发现:(1) 教师倾向于使用重复的五步教学模式(复习、讲授、分析、按谱聆听、总结);(2) 教师通常不会编写具有详细步骤指导的教案;(3) 教师使用推荐的引导聆听方法的程度有限,这可能是由于学生备考的压力,以及认为这些方法并不完全适合以色列高中音乐学生。本文探讨了教师在平衡课程要求和促进包容性的同时采用引导式聆听教学法所面临的挑战。论文为政策制定者和教育工作者提供了有关专业发展和课程修订的建议,强调了详细的课程规划以取得有效的学习成果。
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来源期刊
CiteScore
3.20
自引率
11.10%
发文量
58
期刊介绍: The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.
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