Pub Date : 2023-09-14DOI: 10.1177/02557614231196973
Senim Çenberci, Enver Tufan
This study aims to determine the effect of music education based on Music Learning Theory (MLT) on children’s developmental music aptitude (DMA) and Social Emotional Learning (SEL) skills. For this purpose, an experimental procedure planned as 16 lessons was applied to primary school first-grade students ( n = 92) aged between 6 and 7. The experimental group received music education based on MLT, and the control group received music education following the current curriculum in Turkey. Also, SEL objectives were integrated into MLT lessons. DMA was measured with the Primary Measures of Music Audiation test, and SEL skills were measured with Social Emotional Assets and Resilience Scale-Teacher Form-Turkish. In the musical dimension of the study, although the difference was not statistically significant, it can be said that the increase in the tonal, rhythmic, and composite scores of the experimental group are higher than the control groups’ scores and noteworthy for a short-term experiment. As for the SEL dimension of the study, the total SEL skills of the experimental group showed statistically significant improvement. These results suggest that music education in this direction can create opportunities and an effective learning environment for acquiring SEL skills; however further research is needed, particularly over a longer instructional period.
摘要本研究旨在探讨基于音乐学习理论的音乐教育对儿童发展音乐才能(DMA)和社会情绪学习(SEL)技能的影响。为此，对6 - 7岁的小学一年级学生(n = 92)进行了16节课的实验程序。实验组接受基于MLT的音乐教育，对照组按照土耳其现行课程进行音乐教育。此外，SEL目标被整合到MLT课程中。采用音乐听力初级测量量表(Primary Measures of Music audition)测量DMA，采用社会情感资产和弹性量表(teacher table - turkish)测量SEL技能。在研究的音乐维度上，虽然差异不具有统计学意义，但可以说实验组在音调、节奏和综合得分上的提高都高于对照组，这对于一个短期实验来说是值得注意的。在本研究的SEL维度上，实验组的SEL总技能有统计学意义的提高。这些结果表明，这一方向的音乐教育可以为获得SEL技能创造机会和有效的学习环境;然而，需要进一步的研究，特别是在更长的教学期间。
{"title":"Effect of music education based on Edwin E. Gordon’s Theory on children’s developmental music aptitude and social emotional learning skills","authors":"Senim Çenberci, Enver Tufan","doi":"10.1177/02557614231196973","DOIUrl":"https://doi.org/10.1177/02557614231196973","url":null,"abstract":"This study aims to determine the effect of music education based on Music Learning Theory (MLT) on children’s developmental music aptitude (DMA) and Social Emotional Learning (SEL) skills. For this purpose, an experimental procedure planned as 16 lessons was applied to primary school first-grade students ( n = 92) aged between 6 and 7. The experimental group received music education based on MLT, and the control group received music education following the current curriculum in Turkey. Also, SEL objectives were integrated into MLT lessons. DMA was measured with the Primary Measures of Music Audiation test, and SEL skills were measured with Social Emotional Assets and Resilience Scale-Teacher Form-Turkish. In the musical dimension of the study, although the difference was not statistically significant, it can be said that the increase in the tonal, rhythmic, and composite scores of the experimental group are higher than the control groups’ scores and noteworthy for a short-term experiment. As for the SEL dimension of the study, the total SEL skills of the experimental group showed statistically significant improvement. These results suggest that music education in this direction can create opportunities and an effective learning environment for acquiring SEL skills; however further research is needed, particularly over a longer instructional period.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1177/02557614231198198
Andrew Goodrich, Kính Tiến Vũ
The structures of North American school systems are often based in what bell hooks called rote, assembly-line teaching that includes top-down instructional practices. As a result, teacher educators often serve in an authoritarian role, making the decisions about what knowledge is important and how it should be learned. By comparison, engaged pedagogy promotes collaboration, whereby teachers and students transgress educational norms and become active participants in learning. The purpose of this review of literature is to understand how researchers in the field of education use engaged pedagogy in their teaching practice. It highlights three themes found throughout the literature: (re)designing courses, critical reflection, and sharing stories. Following each theme, a critical discussion contextualized within related research in music education provides practical implications for how music teacher educators can use engaged pedagogy in the classroom. Finally, the potential for issues of using engaged pedagogy in preservice music teacher education are illuminated for the reader, along with recommendations for future research in music education.
{"title":"Engaged pedagogy in teacher education: A literature review","authors":"Andrew Goodrich, Kính Tiến Vũ","doi":"10.1177/02557614231198198","DOIUrl":"https://doi.org/10.1177/02557614231198198","url":null,"abstract":"The structures of North American school systems are often based in what bell hooks called rote, assembly-line teaching that includes top-down instructional practices. As a result, teacher educators often serve in an authoritarian role, making the decisions about what knowledge is important and how it should be learned. By comparison, engaged pedagogy promotes collaboration, whereby teachers and students transgress educational norms and become active participants in learning. The purpose of this review of literature is to understand how researchers in the field of education use engaged pedagogy in their teaching practice. It highlights three themes found throughout the literature: (re)designing courses, critical reflection, and sharing stories. Following each theme, a critical discussion contextualized within related research in music education provides practical implications for how music teacher educators can use engaged pedagogy in the classroom. Finally, the potential for issues of using engaged pedagogy in preservice music teacher education are illuminated for the reader, along with recommendations for future research in music education.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134911244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-11DOI: 10.1177/02557614231196589
Kim Burwell
The purpose of this study was to investigate broad structural divisions in advanced studio lessons, characterising and comparing them, and considering their implications beyond the context of the studio. The study took a microethnographic approach to the observation of two undergraduate studio lessons, one classical and one jazz, given by expert performer-teachers. Structures were identified by seeking patterns of behaviour in terms of performance and lesson dialogue, along with discourse markers that might signify changes of focus or trajectories of action. A common feature for the two lessons was a series of episodes focused on student performance, with behavioural patterns changing for episodes reflecting on it. Contextual episodes emerged as the outstanding feature of the jazz studio lesson. It is argued that contrasts between the two lessons might be linked to the cultural traditions implied in each, and that such studies can contribute to research-informed studio practices by provoking and supporting the ongoing development of excellence in the studio.
{"title":"Structural features in classical and jazz studio lessons","authors":"Kim Burwell","doi":"10.1177/02557614231196589","DOIUrl":"https://doi.org/10.1177/02557614231196589","url":null,"abstract":"The purpose of this study was to investigate broad structural divisions in advanced studio lessons, characterising and comparing them, and considering their implications beyond the context of the studio. The study took a microethnographic approach to the observation of two undergraduate studio lessons, one classical and one jazz, given by expert performer-teachers. Structures were identified by seeking patterns of behaviour in terms of performance and lesson dialogue, along with discourse markers that might signify changes of focus or trajectories of action. A common feature for the two lessons was a series of episodes focused on student performance, with behavioural patterns changing for episodes reflecting on it. Contextual episodes emerged as the outstanding feature of the jazz studio lesson. It is argued that contrasts between the two lessons might be linked to the cultural traditions implied in each, and that such studies can contribute to research-informed studio practices by provoking and supporting the ongoing development of excellence in the studio.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-08DOI: 10.1177/02557614231196594
Daniel Mateos-Moreno, Paloma Bravo-Fuentes
Despite being an unavoidable part of the music teaching profession, bureaucracy remains an under-studied and ill-defined topic in the research literature. However, its investigation may benefit the music teaching profession by re-thinking policy, informing music teacher education programmes and fostering a mutual understanding among music teachers and policymakers. Therefore, in the present study, we aimed to investigate the understandings of Spanish music teachers in relation to bureaucracy and to compare these with the views of the teachers of other subjects in primary education. The perspective of purposefully selected music teachers were thus explored in-depth and contrasted with the views of their counterparts in a multiple case-study design. Our findings contribute a taxonomy of bureaucracy in the music teaching profession. Additionally, we conclude that the views of our music teacher participants on bureaucracy are mainly negative and slightly more pessimistic than those of their counterparts. In discussing our results, we connect these views with the Weberian ‘iron cage’ of bureaucracy and Arendt’s ‘government of Nobody’ as a substitute for democracy in governing education. Finally, we hypothesise a dystopic future of deprofessionalisation as a result of these primary music teachers’ declared lack of control over their own organisational tasks.
{"title":"The iron cage of the music teaching profession: A multi-case study on how primary music teachers in Spain understand bureaucracy","authors":"Daniel Mateos-Moreno, Paloma Bravo-Fuentes","doi":"10.1177/02557614231196594","DOIUrl":"https://doi.org/10.1177/02557614231196594","url":null,"abstract":"Despite being an unavoidable part of the music teaching profession, bureaucracy remains an under-studied and ill-defined topic in the research literature. However, its investigation may benefit the music teaching profession by re-thinking policy, informing music teacher education programmes and fostering a mutual understanding among music teachers and policymakers. Therefore, in the present study, we aimed to investigate the understandings of Spanish music teachers in relation to bureaucracy and to compare these with the views of the teachers of other subjects in primary education. The perspective of purposefully selected music teachers were thus explored in-depth and contrasted with the views of their counterparts in a multiple case-study design. Our findings contribute a taxonomy of bureaucracy in the music teaching profession. Additionally, we conclude that the views of our music teacher participants on bureaucracy are mainly negative and slightly more pessimistic than those of their counterparts. In discussing our results, we connect these views with the Weberian ‘iron cage’ of bureaucracy and Arendt’s ‘government of Nobody’ as a substitute for democracy in governing education. Finally, we hypothesise a dystopic future of deprofessionalisation as a result of these primary music teachers’ declared lack of control over their own organisational tasks.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43023994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-28DOI: 10.1177/02557614231190400
Xia Yun
As the main way of inheriting traditional Chinese art, oral and heart-to-heart teaching (OAHTHT) has survived in all kinds of art inheritance activities. However, the existing literature fails to provide a clear explanation of the applicability and evolution of OAHTHT in contemporary school music classrooms. This article reports on a project of ‘local opera in the classroom’ carried out in primary and secondary schools in six regions of Shandong Province from 2017 to 2020. It attempts to research the presentation and evolution of OAHTHT in contemporary music classrooms through classroom observation and semi-structured interviews with teachers and artists participating in the project. Findings show that the change in OAHTHT is not only reflected in the differences of material media, teaching space and spiritual space, but also in the relationship between ‘oral instruction’ and ‘heart to heart teaching’(Xin Chuan): from the past gradual relationship from skill to mind to parallel relationship of mutual subjects. Meanwhile, under the new OAHTHT inheritance mode, a new form of campus opera performance with children as the principal part is taking shape.
{"title":"The evolution of the method of ‘oral and heart-to-heart teaching’ in contemporary times: Based on the observation of Shandong opera classroom","authors":"Xia Yun","doi":"10.1177/02557614231190400","DOIUrl":"https://doi.org/10.1177/02557614231190400","url":null,"abstract":"As the main way of inheriting traditional Chinese art, oral and heart-to-heart teaching (OAHTHT) has survived in all kinds of art inheritance activities. However, the existing literature fails to provide a clear explanation of the applicability and evolution of OAHTHT in contemporary school music classrooms. This article reports on a project of ‘local opera in the classroom’ carried out in primary and secondary schools in six regions of Shandong Province from 2017 to 2020. It attempts to research the presentation and evolution of OAHTHT in contemporary music classrooms through classroom observation and semi-structured interviews with teachers and artists participating in the project. Findings show that the change in OAHTHT is not only reflected in the differences of material media, teaching space and spiritual space, but also in the relationship between ‘oral instruction’ and ‘heart to heart teaching’(Xin Chuan): from the past gradual relationship from skill to mind to parallel relationship of mutual subjects. Meanwhile, under the new OAHTHT inheritance mode, a new form of campus opera performance with children as the principal part is taking shape.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49519102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-21DOI: 10.1177/02557614231194073
Chi Kai Lam
This scoping review addresses internationally published empirical studies on the subject of technology-enhanced creativity. The study aims to identify the types of technological tools used to enhance students’ creativity and examine how technological tools can support students’ creativity in K-12 music education. This review selected and analyzed 17 studies published from 1987 to 2022 in peer-reviewed journals using a rigorous five-stage scoping framework. Data extraction and analysis were conducted in Covidence. The results revealed eight types of technological tools used to enhance creativity in the music classroom, in which sequencer software and GarageBand were the most commonly used type of technological tools and applications respectively. Technology’s support for creativity was also discussed from the perspectives of Lubart’s four roles of computers: (a) computer as nanny, (b) computer as pen-pal, (c) computer as coach, and (d) computer as colleague. The results showed a dearth of research on how technology can become students’ partners to help them generate creative ideas. Based on the findings, this review concluded with implications and recommendations for future research.
{"title":"Technology-enhanced creativity in K-12 music education: A scoping review","authors":"Chi Kai Lam","doi":"10.1177/02557614231194073","DOIUrl":"https://doi.org/10.1177/02557614231194073","url":null,"abstract":"This scoping review addresses internationally published empirical studies on the subject of technology-enhanced creativity. The study aims to identify the types of technological tools used to enhance students’ creativity and examine how technological tools can support students’ creativity in K-12 music education. This review selected and analyzed 17 studies published from 1987 to 2022 in peer-reviewed journals using a rigorous five-stage scoping framework. Data extraction and analysis were conducted in Covidence. The results revealed eight types of technological tools used to enhance creativity in the music classroom, in which sequencer software and GarageBand were the most commonly used type of technological tools and applications respectively. Technology’s support for creativity was also discussed from the perspectives of Lubart’s four roles of computers: (a) computer as nanny, (b) computer as pen-pal, (c) computer as coach, and (d) computer as colleague. The results showed a dearth of research on how technology can become students’ partners to help them generate creative ideas. Based on the findings, this review concluded with implications and recommendations for future research.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41568600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.1177/02557614231192189
Purin Thepsathit, K. Tangdhanakanond
This research aimed to develop formative assessment rubrics for enhancing students’ performance on Thai percussion instruments using the Many-Facet Rasch Measurement Partial Credit model (MFRM-PCM). Samples were high-school students playing four types of Thai instruments and the raters who were qualified and properly trained. The research instrument was rubrics used for assessing students’ Thai percussion instruments skills. Each item contained five quality levels. The research methodology was divided into three phases, that is, the synthesis and verification of content validity, pre-testing of the psychometric properties and the assessment design, and the verification of the rubrics’ psychometric properties. Four facets of the MFRM-PCM including students, raters, musical instruments, and items facet were employed to analyze the psychometric properties of the developed rubrics. It was found that the rubrics developed for assessing performances of Thai percussion instruments with the MFRM-PCM contained eight criteria and 12 items. The quality levels of the items after the category’s effectiveness analysis were reduced ranging from two to three quality levels.
{"title":"The development of formative assessment rubrics for enhancing students’ performance on Thai percussion instruments","authors":"Purin Thepsathit, K. Tangdhanakanond","doi":"10.1177/02557614231192189","DOIUrl":"https://doi.org/10.1177/02557614231192189","url":null,"abstract":"This research aimed to develop formative assessment rubrics for enhancing students’ performance on Thai percussion instruments using the Many-Facet Rasch Measurement Partial Credit model (MFRM-PCM). Samples were high-school students playing four types of Thai instruments and the raters who were qualified and properly trained. The research instrument was rubrics used for assessing students’ Thai percussion instruments skills. Each item contained five quality levels. The research methodology was divided into three phases, that is, the synthesis and verification of content validity, pre-testing of the psychometric properties and the assessment design, and the verification of the rubrics’ psychometric properties. Four facets of the MFRM-PCM including students, raters, musical instruments, and items facet were employed to analyze the psychometric properties of the developed rubrics. It was found that the rubrics developed for assessing performances of Thai percussion instruments with the MFRM-PCM contained eight criteria and 12 items. The quality levels of the items after the category’s effectiveness analysis were reduced ranging from two to three quality levels.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41803841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.1177/02557614231196972
Ali Korkut Uludag, Ugur Kartal Satir
This study aimed to investigate the effect of mobile technology with music education content that supports basic music theory teaching on secondary school students’ achievement levels and learning. The study was carried out using a mixed-methods sequential explanatory design on sixth-grade secondary school students studying in Turkey (experimental group n = 43 and control group n = 40). The experimental group students attended an 8-week music lesson prepared through mobile technologies called NoteWorks (the names of the tunes, the letter notation, and their positions on the piano), Rhythm Cat (rhythm studies), GarageBand (arrangement studies), and Kids Piano (playing the melody by remembering). Basic music theory subjects were taught to the control group using traditional music teaching methods. Quantitative data showed that the music lesson activities developed and enriched with mobile technologies created a significant difference in the students in the experimental group’s basic music theory subjects’ achievement test scores. Post-intervention assessments (semi-structured interviews) increased students’ motivation levels, willingness to study outside the classroom, communication, musical development, and willingness to participate in the lesson. The research concludes with several recommendations and highlights points that need further attention in mobile technology research.
{"title":"Seeking alternatives in music education: The effects of mobile technologies on students’ achievement in basic music theory","authors":"Ali Korkut Uludag, Ugur Kartal Satir","doi":"10.1177/02557614231196972","DOIUrl":"https://doi.org/10.1177/02557614231196972","url":null,"abstract":"This study aimed to investigate the effect of mobile technology with music education content that supports basic music theory teaching on secondary school students’ achievement levels and learning. The study was carried out using a mixed-methods sequential explanatory design on sixth-grade secondary school students studying in Turkey (experimental group n = 43 and control group n = 40). The experimental group students attended an 8-week music lesson prepared through mobile technologies called NoteWorks (the names of the tunes, the letter notation, and their positions on the piano), Rhythm Cat (rhythm studies), GarageBand (arrangement studies), and Kids Piano (playing the melody by remembering). Basic music theory subjects were taught to the control group using traditional music teaching methods. Quantitative data showed that the music lesson activities developed and enriched with mobile technologies created a significant difference in the students in the experimental group’s basic music theory subjects’ achievement test scores. Post-intervention assessments (semi-structured interviews) increased students’ motivation levels, willingness to study outside the classroom, communication, musical development, and willingness to participate in the lesson. The research concludes with several recommendations and highlights points that need further attention in mobile technology research.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49237619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1177/02557614231191520
Jason Chi Wai Chen
This study analysed the content of 30 in-service primary school music teachers’ lesson plans for mobile music creation during a 5-week professional development course from 2019 to 2022 in Hong Kong. During the course, the teachers were taught by the researcher on how to use the mobile application GarageBand in their instructional design for classroom music teaching. Various mobile learning pedagogies were discussed during the course to facilitate listening, performing and creating in music teaching and learning. As a learning outcome of this course, the teachers were asked to upload their lesson plans to the Knowledge Transfer website to exchange ideas for further discussion and professional sharing with other in-service teachers from their respective schools. The purpose of this study was to provide an analysis of their teaching plans based on previously published research on mobile learning and motivation. This study aimed to a) deepen the understanding of music lessons in mobile music creation, and b) analysing the lesson plans and suggesting how different teaching strategies and approaches can be used in classroom teaching. Based on the results of the study, a pedagogical model is proposed as a reference point for knowledge exchange in the research and practice of music education.
{"title":"Mobile learning as deep learning: Content analysis of in-service primary school music teachers’ lesson plans in mobile music creation","authors":"Jason Chi Wai Chen","doi":"10.1177/02557614231191520","DOIUrl":"https://doi.org/10.1177/02557614231191520","url":null,"abstract":"This study analysed the content of 30 in-service primary school music teachers’ lesson plans for mobile music creation during a 5-week professional development course from 2019 to 2022 in Hong Kong. During the course, the teachers were taught by the researcher on how to use the mobile application GarageBand in their instructional design for classroom music teaching. Various mobile learning pedagogies were discussed during the course to facilitate listening, performing and creating in music teaching and learning. As a learning outcome of this course, the teachers were asked to upload their lesson plans to the Knowledge Transfer website to exchange ideas for further discussion and professional sharing with other in-service teachers from their respective schools. The purpose of this study was to provide an analysis of their teaching plans based on previously published research on mobile learning and motivation. This study aimed to a) deepen the understanding of music lessons in mobile music creation, and b) analysing the lesson plans and suggesting how different teaching strategies and approaches can be used in classroom teaching. Based on the results of the study, a pedagogical model is proposed as a reference point for knowledge exchange in the research and practice of music education.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42661104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-07DOI: 10.1177/02557614231190399
Keith Phillips, John Habron-James, Jon Helge Sætre
Although there is considerable research from Australia demonstrating that work-integrated learning (WIL) helps higher music education (HME) students develop their professional skills, there is little evidence from Europe. WIL involves the integration of theory and practice and workbased experiential learning is an important component of this process, giving students opportunities to become self-reflective in their application of theoretical principles in a work context. The aim of this project was to understand how practicums were implemented in European conservatoires and what political drivers and pedagogies underpinned them. A survey of conservatoires and semi-structured interviews with staff, students and placement hosts were analysed. Survey results show that 74.3% of respondents said their institutions offered undergraduate placements. Themes relating to the educational and political drivers, ethical issues, barriers to provision and challenges were derived from the interview data. Our findings suggest that although placements are varied in terms of preparation, support and assessment, they are highly valued by all stakeholder groups and sometimes pivotal in the development of musical identities. We hope our findings can help HME institutions understand the value in giving students opportunities to apply knowledge and skills in professional contexts and inspire the establishment of practicum programmes where they do not already exist.
{"title":"Work-based placements in European higher music education institutions","authors":"Keith Phillips, John Habron-James, Jon Helge Sætre","doi":"10.1177/02557614231190399","DOIUrl":"https://doi.org/10.1177/02557614231190399","url":null,"abstract":"Although there is considerable research from Australia demonstrating that work-integrated learning (WIL) helps higher music education (HME) students develop their professional skills, there is little evidence from Europe. WIL involves the integration of theory and practice and workbased experiential learning is an important component of this process, giving students opportunities to become self-reflective in their application of theoretical principles in a work context. The aim of this project was to understand how practicums were implemented in European conservatoires and what political drivers and pedagogies underpinned them. A survey of conservatoires and semi-structured interviews with staff, students and placement hosts were analysed. Survey results show that 74.3% of respondents said their institutions offered undergraduate placements. Themes relating to the educational and political drivers, ethical issues, barriers to provision and challenges were derived from the interview data. Our findings suggest that although placements are varied in terms of preparation, support and assessment, they are highly valued by all stakeholder groups and sometimes pivotal in the development of musical identities. We hope our findings can help HME institutions understand the value in giving students opportunities to apply knowledge and skills in professional contexts and inspire the establishment of practicum programmes where they do not already exist.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44724492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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