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Preparing conservatoire students for the music education workforce: institutional and industrial perspectives on instrumental teacher education in England 为音乐教育工作者培养音乐学院学生:英国器乐教师教育的制度和产业视角
IF 2.3 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-27 DOI: 10.1080/14613808.2023.2222277
L. Shaw
ABSTRACT A skilled music education workforce is essential to ensure longevity of music-making for future generations of young learners and access to high-quality instrumental music tuition remains crucial for school-aged pupils. Yet, Higher Education providers, including conservatoires, are not held accountable for providing high-quality pedagogical training to ensure that music graduates are best equipped to support musical learning in children and young people. Perspectives on instrumental teacher education obtained through interviews with academics at six English conservatoires were triangulated with questionnaire responses from senior leaders of 66 Music Education Hubs in England. Findings revealed institutional challenges relating to the privileging of principal study activity; inconsistent pedagogical provision across the conservatoire sector, and a mismatch between students’ pedagogical training and employer expectations. Closer collaboration and dialogue between institutions and employers are recommended to ensure that conservatoire graduates are trained appropriately to meet the needs of the modern music education sector.
摘要:一支熟练的音乐教育队伍对于确保未来几代年轻学习者的音乐创作寿命至关重要,而获得高质量的器乐学费对学龄学生来说仍然至关重要。然而,包括音乐学院在内的高等教育提供者没有责任提供高质量的教学培训,以确保音乐毕业生最有能力支持儿童和年轻人的音乐学习。通过对六所英国音乐学院的学者进行采访,获得了对器乐教师教育的看法,并用英国66个音乐教育中心高级领导的问卷调查进行了三角分析。研究结果揭示了与主要学习活动的特权相关的制度挑战;整个音乐学院部门的教学规定不一致,以及学生的教学培训与雇主期望之间的不匹配。建议各机构和雇主之间进行更密切的合作和对话,以确保音乐学院毕业生得到适当的培训,以满足现代音乐教育部门的需求。
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引用次数: 1
Bringing a ‘What’s the problem represented to be?’ approach to music education: a national plan for music education 2022 带着“代表的问题是什么?”《音乐教育途径:国家音乐教育规划2022》
IF 2.3 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-27 DOI: 10.1080/14613808.2023.2223220
C. Bacchi
ABSTRACT This article introduces an analytic strategy or thinking tool called the ‘What’s the Problem Represented to be?’ (WPR) approach and suggests its usefulness for reflecting on important debates in music education. First developed as a mode of policy analysis, WPR has since been adopted in many fields and topic areas. The WPR approach consists of seven forms of questioning and analysis that target modes of governing and governing knowledges, their presuppositions, their genealogies and their effects. It is best described as a problematisation approach that studies how issues are problematised or conceptualized. The article explores what this description means and the implications that flow from applying this thinking tool. The recent (June 2022) National Plan for Music Education, titled The Power of Music to Change Lives, provides a focus for illustrating how to deploy WPR. The task involves seeking out ‘proposals’ in the Plan and indicating how these proposed solutions represent (or produce or constitute) the ‘problem’ of ‘music education’. The goal is to make available a novel approach to a range of issues that have engaged the field for decades.
本文介绍了一种分析策略或思维工具,称为“问题代表是什么?”(WPR)的方法,并建议它对反思音乐教育中的重要辩论有用。WPR最初是作为一种政策分析模式发展起来的,后来被用于许多领域和主题领域。WPR方法包括七种形式的质疑和分析,目标是管理和管理知识的模式、它们的前提、它们的谱系和它们的影响。它最好被描述为一种问题化方法,研究如何将问题问题化或概念化。本文将探讨这种描述的含义以及应用这种思维工具所产生的影响。最近(2022年6月)的国家音乐教育计划题为“音乐改变生活的力量”,为说明如何部署WPR提供了重点。这项任务包括在计划中寻找“建议”,并指出这些建议的解决方案如何代表(或产生或构成)“音乐教育”的“问题”。目标是提供一种新颖的方法来解决该领域几十年来一直存在的一系列问题。
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引用次数: 1
The development and characteristics of Korean children’s invented notation for musical representation 韩国儿童音乐表现记谱法的发展及其特点
IF 2.3 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-26 DOI: 10.1080/14613808.2023.2217724
Young-hyun Suh, Yujin Jang
ABSTRACT The purpose of this study was to examine the development and characteristics of invented notation for musical representation. A total of 168 young children aged 3, 4 and 5 years participated in this study. The children listened to rhythm and melody, which represented music, to reveal their use of invented notation. The Korean children used various types of invented notation involving figures, numbers, Hangeul (Korean letters), lines, and mixed forms. The level of invented notation increased with age, similar to other kinds of representation competence. The level of invented notation was clearly and significantly higher when paper and drawing tools were used than when blocks were used. However, there was no significant difference in invented notation according to the type of music played (voice or instrument). This study suggests that providing children with various examples of musical experiences and representations as well as tools allows them to perform free and immediate representation without requiring dual representation. Additionally, the findings confirmed that Hangeul has an advantage in children’s musical representation.
摘要:本研究的目的是考察发明记谱法在音乐表现中的发展和特点。共有168名3岁、4岁和5岁的幼儿参与了本研究。孩子们听着代表音乐的节奏和旋律,以揭示他们对发明的记谱法的使用。韩国的孩子们使用了各种各样的发明符号,包括数字、数字、韩文、线条和混合形式。发明符号的水平随着年龄的增长而增加,类似于其他类型的表示能力。当使用纸和绘图工具时,发明的符号水平明显高于使用木块时。然而,根据演奏的音乐类型(声音或乐器),发明的记谱没有显着差异。本研究表明,为儿童提供各种音乐体验和表现的例子以及工具,可以使他们在不需要双重表现的情况下进行自由和即时的表现。此外,调查结果还证实,韩文在儿童音乐表现方面具有优势。
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引用次数: 0
Sing by Ear project: multiple-case studies of popular music education in Hong Kong 随听随唱计划:香港流行音乐教育的多个案研究
IF 2.3 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-18 DOI: 10.1080/14613808.2023.2210156
Pearly Tsz Wai Poon, Jason Chi Wai Chen
ABSTRACT This study explores the impacts of popular music education in classroom practices from different aspects such as learning by ear, motivation, musicianship, peer learning and creativity. The Sing by Ear approach was created based on the concepts of informal learning in singing a cappella. A total of 323 participants aged 11–14 were invited to participate in the 3-month project. Students learnt to sing cover songs by ear in an a cappella setting instead of reading music notations. The result from the case studies showed that students gained positive experiences in musicianship, peer-learning and peer-teaching, confidence and satisfaction, and creativity following the project. A pedagogical model was proposed based on the literature and findings in the study to inform the research and practice in popular music education for teachers and researchers.
摘要本研究从听学、动机、乐感、同侪学习和创造力等不同方面探讨流行音乐教育对课堂实践的影响。耳唱法是基于无伴奏合唱中非正式学习的概念而创造的。共有323名11-14岁的参与者被邀请参加了这个为期3个月的项目。学生们学会了在无伴奏合唱的背景下凭耳朵唱翻唱歌曲,而不是阅读乐谱。个案研究结果显示,学生在参与项目后,在音乐修养、同侪学习与同侪教学、自信心与满足感、创造力等方面均获得正面体验。在此基础上,本文提出了流行音乐教育的教学模式,为流行音乐教育的研究和实践提供参考。
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引用次数: 0
Understanding virtual rehearsal participation through self-determination theory 从自决理论理解虚拟排练参与
IF 2.3 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-10 DOI: 10.1080/14613808.2023.2210146
Matthew L. Williams, Amanda L. Schlegel, A. Harrington, J. Bugos
ABSTRACT The motivation to participate in ensemble rehearsals may be influenced by the rehearsal environment. With the emergence of the virtual rehearsal environment, there is a need to gain a better understanding of how online rehearsals affect participation decisions. The purpose of this study was to determine the applicability of one theory of motivation, Self-Determination Theory, to older adults’ decisions to participate or not participate in virtual rehearsals. Respondents (N = 49) included participants (n = 20) and nonparticipants (n = 29) who completed the Intrinsic Motivation Inventory (n.d.) and the Modified Computer Self-Efficacy Scale (Laver et al. 2012). Mann–Whitney U comparisons indicated that nonparticipants had significantly lower ratings on the Perceived Competence and Value/Usefulness subscales on the IMI, in addition to significantly lower feelings of self-efficacy on the MCSES. Overall, the results seem to support the use of Self-Determination Theory to explain differences in the decision of New Horizons band members to participate in online rehearsals. To encourage participation in virtual ensembles, there is need to confirm ensemble members are comfortable with the technology and understand the value and usefulness of the activity itself.
摘要参加合奏排练的动机可能受到排练环境的影响。随着虚拟排练环境的出现,有必要更好地了解在线排练如何影响参与决策。本研究的目的是确定一种动机理论,即自决理论,对老年人决定参加或不参加虚拟排练的适用性。受访者(N = 49)包括参与者(n = 20) 和非参与者(n = 29)完成了内在动机量表(n.d.)和改良的计算机自我效能感量表(Laver等人,2012)。Mann-Whitney U的比较表明,非参与者在IMI的感知能力和价值/有用分量表上的评分显著较低,此外在MCSES上的自我效能感也显著较低。总体而言,研究结果似乎支持使用自决理论来解释新视野乐队成员参与在线排练的决定差异。为了鼓励参与虚拟合奏团,需要确认合奏团成员对技术感到满意,并了解活动本身的价值和有用性。
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引用次数: 0
Globalization, nationalism, and music education in the twenty-first century in Greater China 全球化、民族主义与21世纪大中华区的音乐教育
IF 2.3 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-09 DOI: 10.1080/14613808.2023.2210160
Ying Xie
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引用次数: 0
Who takes part in participation? Challenges to empowering student voice in music teacher education 谁参与了参与?在音乐教师教育中赋予学生话语权的挑战
IF 2.3 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-08 DOI: 10.1080/14613808.2023.2210159
Bendik Fredriksen, Silje Valde Onsrud, Hanne Rinholm, Judy Lewis
ABSTRACT In this study, we employ a participatory action research framework to investigate how preservice music teachers can take part in developing their own education. The main focus is on how two music teacher educators at two institutions in Norway work to create a space for student voice and participation. The study’s data are analysed and presented through a combination of self-study methodology and narrative analysis conducted by two of the authors, followed by reflections by the two other authors. In these analytical steps, we identify four teacher roles in the form of metaphors: ‘the impatient manager’, ‘the conflicted gatekeeper’, ‘the balancing artist’ and ‘the reluctant host’. These roles are further discussed in light of theoretical perspectives on student voice and participation. The results reveal challenges in the use of participatory action research and in making changes to music teacher education.
在本研究中,我们采用参与式行动研究框架来调查职前音乐教师如何参与发展自己的教育。主要关注的是挪威两所院校的两位音乐教师如何为学生的声音和参与创造一个空间。该研究的数据是通过自学方法和两位作者进行的叙事分析相结合的方式进行分析和呈现的,然后是另外两位作者的反思。在这些分析步骤中,我们以隐喻的形式确定了四种教师角色:“不耐烦的管理者”、“矛盾的看门人”、“平衡艺术家”和“不情愿的主人”。这些角色将从学生声音和参与的理论角度进一步讨论。结果揭示了在使用参与式行动研究和改变音乐教师教育方面的挑战。
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引用次数: 0
Education and the reggaetón genre: does reggaetón socialize in traditional masculine stereotypes? 教育和reggaetón类型:reggaetón在传统的男性刻板印象中社交吗?
IF 2.3 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-15 DOI: 10.1080/14613808.2023.2193209
E. Díez-Gutiérrez, Eva Palomo-Cermeño, Benjamín Mallo-Rodríguez
ABSTRACT Reggaetón music is very popular among young people of school-age. Thus, we intend to examine the values of equality transmitted in the lyrics of this music genre. Using critical discourse analysis and assisted by the Maxqda software package we analysed the lyrics of 65 of the most popular reggaetón songs of 2020. Results suggest that reggaetón reprises certain traditional masculine stereotypes (machismo). In our discussion we compare alternative approaches and positions concerning the reggaetón genre. We feel it is necessary that educational spaces adopt a critical and consciousness raising approach to reggaetón due to the powerful influence exerted on young people by this product of the culture industry.
Reggaetón音乐在适龄年轻人中很受欢迎。因此,我们打算研究在这一音乐流派的歌词中传递的平等价值观。使用批判性话语分析,在Maxqda软件包的帮助下,我们分析了2020年最受欢迎的65首reggaetón歌曲的歌词。结果表明,reggaetón重复了某些传统的男性刻板印象(男子气概)。在我们的讨论中,我们比较了关于reggaetón流派的替代方法和立场。我们认为,由于文化产业的这一产品对年轻人产生了强大的影响,教育空间有必要对reggaetón采取批判性和提高意识的方法。
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引用次数: 1
Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education 在基础音乐教育中,同伴辅导是培养小提琴、中提琴学生音准的工具
IF 2.3 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-15 DOI: 10.1080/14613808.2023.2193210
Andrea Fernández-Barros, David Duran, Laia Viladot
ABSTRACT The aim of this study was to investigate the potential and limitations of peer tutoring in the development of the intonation of violin and viola students in elementary music education. Researchers have found that peer tutoring is a highly beneficial learning strategy. Peer tutoring is defined as the pairing of learners in an asymmetric relationship, who learn by teaching and start with a common, known, shared goal and an interaction framework previously structured by the teacher. After presenting a didactic proposal based on peer tutoring for the development of intonation, this research adopted a mixed-method approach to present quantitative improvements in intonation. The analysis of the pairs’ interaction explains these improvements as coming from the framework fostered by the pairs and the opportunities to learn through teaching. It is concluded that peer tutoring is a very effective tool for improving the intonation of string students.
摘要本研究旨在探讨同伴辅导在基础音乐教育中对小提琴和中提琴学生语调发展的潜力和局限性。研究人员发现,同伴辅导是一种非常有益的学习策略。同伴辅导被定义为处于非对称关系中的学习者配对,他们通过教学进行学习,并从一个共同的、已知的、共享的目标和教师先前构建的互动框架开始。在提出了一个基于同伴辅导的语调发展教学建议后,本研究采用了一种混合方法来呈现语调的定量改进。对两人互动的分析解释说,这些改进来自于两人培养的框架和通过教学学习的机会。研究表明,同伴辅导是提高弦乐学生语调的有效手段。
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引用次数: 0
What happens in school music in Norway? Findings from a national survey of music teachers 挪威的学校音乐是怎样的?这是一项针对音乐教师的全国性调查
IF 2.3 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-15 DOI: 10.1080/14613808.2023.2183494
L. Ellefsen, S. Karlsen, S. Nielsen
ABSTRACT This article reports on a survey of Norwegian compulsory school music teachers, in which 293 teachers from 239 schools participated. In addition to providing demographic information, the teachers were asked what kinds of music their students listened to, sang, played, and created during lessons, and what activities this music was part of. We explore this material with respect to which forms of activities were included and how they were distributed, how the activities were related to teacher characteristics, what forms of participation the activities allowed for, and how this participation relates to broader societal patterns. The findings show that a broad palette of activities was implemented, but also that teachers with less formal competence in music chose activities that allowed for broader participation than their more musically specialised colleagues. Drawing on Bourdieu's concept of refraction, we interpret this as the latter being loyal to the logic of the art field.
摘要本文报道了一项对挪威义务学校音乐教师的调查,来自239所学校的293名教师参与了调查。除了提供人口统计信息外,教师还被问及学生在课堂上听、唱、玩和创作了什么样的音乐,以及这些音乐是什么活动的一部分。我们探讨了这些材料,包括哪些形式的活动以及它们是如何分布的,这些活动如何与教师特征相关,这些活动允许哪些形式的参与,以及这种参与如何与更广泛的社会模式相关。研究结果表明,实施了广泛的活动,但在音乐方面能力较弱的教师选择的活动比他们在音乐方面更专业的同事更广泛。借用布迪厄的折射概念,我们将其解读为后者忠于艺术领域的逻辑。
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引用次数: 0
期刊
Music Education Research
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