Pub Date : 2023-11-07DOI: 10.1177/00224294231206098
Kenneth Elpus, David S. Miller
The purpose of this study was to investigate the potential relationship between student enrollment trends in elective secondary music ensembles and music ensemble teacher job turnover. Although student enrollment is widely accepted as an important concern for music educators and a crude proxy measure of music teacher quality, these normative beliefs have not been thoroughly examined empirically. This study tested these beliefs using data from a State Longitudinal Data System to link statewide high school student ensemble enrollment data to teacher workforce data for the academic years 2012 to 2013 through 2019 to 2020. Two-way fixed effects estimators with logistic and multinomial logistic regression showed that decreasing enrollments in high school music ensembles predict music teachers’ departure from the profession. A comparative interrupted time-series analysis showed that a change in music teacher does not significantly affect the future enrollment trend of a high school music ensemble program. An exploratory analysis examining the postteaching careers of former high school music teachers showed that the majority of music teachers who exited the profession earned considerably higher wages in their new careers. The authors conclude by discussing the implications of the results for music teachers, music administrators, music teacher education, and future research.
{"title":"Do Declining Enrollments Predict Teacher Turnover in Music?","authors":"Kenneth Elpus, David S. Miller","doi":"10.1177/00224294231206098","DOIUrl":"https://doi.org/10.1177/00224294231206098","url":null,"abstract":"The purpose of this study was to investigate the potential relationship between student enrollment trends in elective secondary music ensembles and music ensemble teacher job turnover. Although student enrollment is widely accepted as an important concern for music educators and a crude proxy measure of music teacher quality, these normative beliefs have not been thoroughly examined empirically. This study tested these beliefs using data from a State Longitudinal Data System to link statewide high school student ensemble enrollment data to teacher workforce data for the academic years 2012 to 2013 through 2019 to 2020. Two-way fixed effects estimators with logistic and multinomial logistic regression showed that decreasing enrollments in high school music ensembles predict music teachers’ departure from the profession. A comparative interrupted time-series analysis showed that a change in music teacher does not significantly affect the future enrollment trend of a high school music ensemble program. An exploratory analysis examining the postteaching careers of former high school music teachers showed that the majority of music teachers who exited the profession earned considerably higher wages in their new careers. The authors conclude by discussing the implications of the results for music teachers, music administrators, music teacher education, and future research.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"223 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-03DOI: 10.1177/00224294231207267
Jessica Nápoles, D. Gregory Springer, Brian A. Silvey, Mark Montemayor, Thomas J. Rinn
The purpose of this study was to examine the degree to which impostor feelings and selected demographic variables predict burnout among undergraduate music education majors. Participants ( N = 143) completed the Clance Impostor Phenomenon Scale (CIPS) and the Maslach Burnout Inventory for Students. Overall, participants reported relatively high levels of impostor feelings and burnout. Results of multiple regression analyses revealed that CIPS score and year in school significantly predicted exhaustion and cynicism. Participants with higher CIPS scores (more frequent impostor feelings) and more years in school experienced greater exhaustion and cynicism. Descriptive analyses indicated that upper-division and band students experienced more cynicism than lower-division and choral/string/general music education majors, respectively. CIPS score was the only variable that significantly predicted professional efficacy. Participants with lower CIPS scores rated themselves higher in professional efficacy.
{"title":"Burnout and Impostor Phenomenon Among Undergraduate Music Education Majors","authors":"Jessica Nápoles, D. Gregory Springer, Brian A. Silvey, Mark Montemayor, Thomas J. Rinn","doi":"10.1177/00224294231207267","DOIUrl":"https://doi.org/10.1177/00224294231207267","url":null,"abstract":"The purpose of this study was to examine the degree to which impostor feelings and selected demographic variables predict burnout among undergraduate music education majors. Participants ( N = 143) completed the Clance Impostor Phenomenon Scale (CIPS) and the Maslach Burnout Inventory for Students. Overall, participants reported relatively high levels of impostor feelings and burnout. Results of multiple regression analyses revealed that CIPS score and year in school significantly predicted exhaustion and cynicism. Participants with higher CIPS scores (more frequent impostor feelings) and more years in school experienced greater exhaustion and cynicism. Descriptive analyses indicated that upper-division and band students experienced more cynicism than lower-division and choral/string/general music education majors, respectively. CIPS score was the only variable that significantly predicted professional efficacy. Participants with lower CIPS scores rated themselves higher in professional efficacy.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"47 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135820172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1177/00224294231201073
Timothy J. Groulx
Band repertoire lists evolved from a desire to make the school band experience “more educational” when school bands themselves were relatively new. The first national band repertoire list was created for the National Band Contest in 1924, with new lists published annually through 1943. These lists gave prominence to the literature they contained, and through nationwide dissemination, the literature contained on them formed the foundation of many band libraries. This study was an analysis of the pieces and composers that were on the lists, how the lists were structured, and also the people who created them. Only 9.25 percent of the literature on the earliest lists between 1924 and 1931 had been originally composed for band, whereas 40.23 percent of literature on the lists from 1931 to 1943 had been composed for band. Only 2.58 percent of the literature on the lists was composed by women or people of color, and their works on the list were all transcriptions for band. The literature lists, designed to make band “more educational,” excluded popular styles, including jazz and ragtime. These lists were created and maintained by 41 White men between 1924 and 1943, predominantly (88.1 percent) from New York and seven states in the Midwest.
{"title":"Creating the Canon of Wind Band Literature: A History of the National Contest Literature Lists, 1924–1943","authors":"Timothy J. Groulx","doi":"10.1177/00224294231201073","DOIUrl":"https://doi.org/10.1177/00224294231201073","url":null,"abstract":"Band repertoire lists evolved from a desire to make the school band experience “more educational” when school bands themselves were relatively new. The first national band repertoire list was created for the National Band Contest in 1924, with new lists published annually through 1943. These lists gave prominence to the literature they contained, and through nationwide dissemination, the literature contained on them formed the foundation of many band libraries. This study was an analysis of the pieces and composers that were on the lists, how the lists were structured, and also the people who created them. Only 9.25 percent of the literature on the earliest lists between 1924 and 1931 had been originally composed for band, whereas 40.23 percent of literature on the lists from 1931 to 1943 had been composed for band. Only 2.58 percent of the literature on the lists was composed by women or people of color, and their works on the list were all transcriptions for band. The literature lists, designed to make band “more educational,” excluded popular styles, including jazz and ragtime. These lists were created and maintained by 41 White men between 1924 and 1943, predominantly (88.1 percent) from New York and seven states in the Midwest.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"217 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kabirdas is a poet who lived in medieval India. He visioned to spread social purity with philosophical thinking through the poems which are termed as Nirgun bhajans. Bhajan is simply known for chanting the qualities and the physical appearance of Hindu deity/deities. The bhajans or poems composed by Kabirdas are not consisting of the latter, but they are also put under the term 'bhajan' in terms of lyrics and their musical presentation. Traditionally, bhajans refer to devotional songs that depict the qualities and physical attributes of various deities. However, Kabirdas' bhajans deviate from this norm by focusing on different themes, while maintaining a certain essence of traditional bhajans. This study investigates how the melodies of Kabir bhajans effects in the absence of chanting the qualities and the physical appearance of a Hindu deity/deities in the lyrics. This study also aims to look at the broader significance of devotional music in promoting social and philosophical ideals in medieval India.
{"title":"The Position of Kabir Bhajans in North Indian Music","authors":"G.G.G.L. Abeysekara","doi":"10.4038/jrm.v1i2.10","DOIUrl":"https://doi.org/10.4038/jrm.v1i2.10","url":null,"abstract":"Kabirdas is a poet who lived in medieval India. He visioned to spread social purity with philosophical thinking through the poems which are termed as Nirgun bhajans. Bhajan is simply known for chanting the qualities and the physical appearance of Hindu deity/deities. The bhajans or poems composed by Kabirdas are not consisting of the latter, but they are also put under the term 'bhajan' in terms of lyrics and their musical presentation. Traditionally, bhajans refer to devotional songs that depict the qualities and physical attributes of various deities. However, Kabirdas' bhajans deviate from this norm by focusing on different themes, while maintaining a certain essence of traditional bhajans. This study investigates how the melodies of Kabir bhajans effects in the absence of chanting the qualities and the physical appearance of a Hindu deity/deities in the lyrics. This study also aims to look at the broader significance of devotional music in promoting social and philosophical ideals in medieval India.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"5 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135166837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching grammar has always posed challenges for English teachers due to the tendency for it to be perceived as boring, resulting in disinterest and poor retention among learners. This study investigates the effectiveness of incorporating songs as an instructional tool for teaching the present perfect tenses in the context of English language learning. It explores whether songs can facilitate a deeper understanding of the tenses’ usage, promote accurate application in authentic contexts, and enhance learners' overall interest in learning English as a second language. A mixed-methods approach was employed, combining quantitative measurements of learners' performance on a grammar test with qualitative data gathered through focus group discussions. The results indicate that the group taught through the use of songs demonstrated significantly better test scores compared to the control group. Moreover, the qualitative analysis revealed students' positive perceptions of using songs, emphasizing the engaging and enjoyable nature of this approach. The findings align with previous research, highlighting the benefits of using songs in language learning, including increased motivation, engagement, and language proficiency. These results contribute to the growing body of research supporting the incorporation of music into language instruction and suggest its potential as an effective instructional tool for enhancing grammar proficiency. Further research is recommended to strengthen the generalizability of these findings and explore the underlying factors that contribute to the effectiveness of using songs in language learning contexts. Overall, this study emphasizes the importance of embracing innovative and creative approaches to create meaningful language learning experiences for students.
{"title":"Exploring the Efficacy of Utilizing Song Texts as an Instructional Tool for Teaching the Present Perfect Tenses","authors":"Sumudu Embogama","doi":"10.4038/jrm.v1i2.9","DOIUrl":"https://doi.org/10.4038/jrm.v1i2.9","url":null,"abstract":"Teaching grammar has always posed challenges for English teachers due to the tendency for it to be perceived as boring, resulting in disinterest and poor retention among learners. This study investigates the effectiveness of incorporating songs as an instructional tool for teaching the present perfect tenses in the context of English language learning. It explores whether songs can facilitate a deeper understanding of the tenses’ usage, promote accurate application in authentic contexts, and enhance learners' overall interest in learning English as a second language. A mixed-methods approach was employed, combining quantitative measurements of learners' performance on a grammar test with qualitative data gathered through focus group discussions. The results indicate that the group taught through the use of songs demonstrated significantly better test scores compared to the control group. Moreover, the qualitative analysis revealed students' positive perceptions of using songs, emphasizing the engaging and enjoyable nature of this approach. The findings align with previous research, highlighting the benefits of using songs in language learning, including increased motivation, engagement, and language proficiency. These results contribute to the growing body of research supporting the incorporation of music into language instruction and suggest its potential as an effective instructional tool for enhancing grammar proficiency. Further research is recommended to strengthen the generalizability of these findings and explore the underlying factors that contribute to the effectiveness of using songs in language learning contexts. Overall, this study emphasizes the importance of embracing innovative and creative approaches to create meaningful language learning experiences for students.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"106 1-2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135168253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In every field, starting from land to space, both females and males have contributed to its development. However, it can be seen that due to each society’s unique set of cultural, and religious attitudes, women are subjected to certain restrictions that vary across the globe. This study was done to explore such issues faced by women in Sri Lanka, particularly, those who are instrumentalists in the field of music. The research was based on the problem that even though there are many talented2 female instrumentalists in the country, there is fewer number of female music instrumentalists in the music industry of Sri Lanka. Thus, the main purpose of the study was to discover what factors have resulted in Sri Lankan female instrumentalists’ limited contribution or their absence in the music industry. This study analyzed the responses of the chosen participants regarding the difficulties they have faced during their contribution to an occasion related to music. The participants included in the study were selected using the convenience sampling technique. To collect the primary data, a questionnaire was distributed among 17 female musicians that play at least one musical instrument. The questions included open-ended and closed-ended questions. The responses that the participants gave included issues related to male dominance and societal attitudes toward female musical instrumentalists, and the role they have to play in the family as a wife and mother. Additionally, it was evident that females are more reluctant to pursue music from secondary school onwards due to the issues mentioned previously. It could be stated that based on the findings, female musical instrumentalists contribute less to the music business due to the above-mentioned factors.
{"title":"Female Instrumentalists’ Contribution to the Music Industry in Sri Lanka","authors":"E.M. Indrani Edirisooriya","doi":"10.4038/jrm.v1i1.5","DOIUrl":"https://doi.org/10.4038/jrm.v1i1.5","url":null,"abstract":"In every field, starting from land to space, both females and males have contributed to its development. However, it can be seen that due to each society’s unique set of cultural, and religious attitudes, women are subjected to certain restrictions that vary across the globe. This study was done to explore such issues faced by women in Sri Lanka, particularly, those who are instrumentalists in the field of music. The research was based on the problem that even though there are many talented2 female instrumentalists in the country, there is fewer number of female music instrumentalists in the music industry of Sri Lanka. Thus, the main purpose of the study was to discover what factors have resulted in Sri Lankan female instrumentalists’ limited contribution or their absence in the music industry. This study analyzed the responses of the chosen participants regarding the difficulties they have faced during their contribution to an occasion related to music. The participants included in the study were selected using the convenience sampling technique. To collect the primary data, a questionnaire was distributed among 17 female musicians that play at least one musical instrument. The questions included open-ended and closed-ended questions. The responses that the participants gave included issues related to male dominance and societal attitudes toward female musical instrumentalists, and the role they have to play in the family as a wife and mother. Additionally, it was evident that females are more reluctant to pursue music from secondary school onwards due to the issues mentioned previously. It could be stated that based on the findings, female musical instrumentalists contribute less to the music business due to the above-mentioned factors.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"11 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135168424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Festival of Lights in Berlin was conducted despite the current emergency situation regarding electric power. Nothing could stop the organizers and the visitors from doing this event. It took place in Berlin’s city centre from 6-16 October 2022. This review describes the experience with special emphasis given to the sound-video-concept that was realised.
{"title":"The Berlin Festival of Lights in Darker Times and How it Sounds in 2022","authors":"Gisa Jaehnichen","doi":"10.4038/jrm.v1i1.6","DOIUrl":"https://doi.org/10.4038/jrm.v1i1.6","url":null,"abstract":"The Festival of Lights in Berlin was conducted despite the current emergency situation regarding electric power. Nothing could stop the organizers and the visitors from doing this event. It took place in Berlin’s city centre from 6-16 October 2022. This review describes the experience with special emphasis given to the sound-video-concept that was realised.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"48 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135169356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is evident that Sri Lankan musicologists have mainly used the meanings of traditional folk poetry/verses and the occasions on which they are sung to categorize them. The authors of this paper attempt to introduce a classification that can be used according to the characteristics of the melody/pitches, focusing on seepada, currently only known as a poetic stanza in Sinhala folk songs. The authors explain the distinctive features of seepada identified employing yathi and the notion of ‘Cents’, a logarithmic unit used for measuring musical intervals, and reveal those characteristics, acknowledging seepada as a traditional singing style unique to Sri Lanka. Suggestions for sustaining this fading art form are presented in this article including the urgent need for action by stakeholders to preserve the identity of traditional Sinhala folk songs, music and melodies of Sri Lanka.
{"title":"Distinctive Features of Traditional Singing in Sri Lanka","authors":"Saman Panapitiya, Rohan Nethsinghe","doi":"10.4038/jrm.v1i2.7","DOIUrl":"https://doi.org/10.4038/jrm.v1i2.7","url":null,"abstract":"It is evident that Sri Lankan musicologists have mainly used the meanings of traditional folk poetry/verses and the occasions on which they are sung to categorize them. The authors of this paper attempt to introduce a classification that can be used according to the characteristics of the melody/pitches, focusing on seepada, currently only known as a poetic stanza in Sinhala folk songs. The authors explain the distinctive features of seepada identified employing yathi and the notion of ‘Cents’, a logarithmic unit used for measuring musical intervals, and reveal those characteristics, acknowledging seepada as a traditional singing style unique to Sri Lanka. Suggestions for sustaining this fading art form are presented in this article including the urgent need for action by stakeholders to preserve the identity of traditional Sinhala folk songs, music and melodies of Sri Lanka.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"21 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135168583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A perfect person is not born at birth. Just as we learn mathematics and languages, we should also become specialists in those lessons that are fundamental to living in harmony and social progress, such as respect, empathy, equality, solidarity, and critical thinking. Without these and other ethical principles that define us as human beings, it will be difficult for us to build a better world.
Value education, therefore, promotes tolerance and understanding above and beyond our political, cultural, and religious differences, putting special emphasis on the defense of human rights, the protection of ethnic minorities and the most vulnerable groups, and the conservation of the environment. Developing value education in students is the primary responsibility of all stakeholders, and it is not the sole responsibility of each school. It is the collective responsibility of the family, schools, universities, businesses, and sports associations to provide all the ideal contexts to teach those ethical principles.
Teachers and students are directly involved in the learning-teaching process of the school system according to the curriculum designed for the school system by the Education Ministry of Sri Lanka. Teachers must have a good understanding of the syllabi relevant to any subject and have a good understanding of school children. Teachers should comprehend their learners’ needs, tastes emotions, possibilities, aspirations, and mental and psychological capacities. Therefore, teachers are the major contributors among the key parties who make any changes and developments in the curriculum. Teachers have a vast body of knowledge and experience about the knowledge, skills, and attitudes to be taught to children through the curriculum, as well as concepts and skills related to good personal and social habits, and it is important to look into that when the curriculum is reformed.
All these malpractices occurred because of the lack of knowledge of religious, moral and education values. Therefore, it is the foremost duty of each and every citizen of Sri Lanka to promote and rebuild value education. As such, this study may help to promote and develop a specific value education in the school system of Sri Lanka.
If students do not learn good values through education, they will have to face various problems not only in school but also in society. The incorporation of value concepts into the school curriculum may be a solution to resolve this situation. When designing curricular, one needs to ask such questions such as, how should value concepts be included in the curriculum? What are the values that should be taught in the current curriculum? Failure to ask teachers about the inclusion of value concepts into the school curriculum can lead to several practical problems in the learning-teaching process.
{"title":"Study on the Importance of Including Concepts Related to Value Education in the Grade Six Western Music Sri Lankan School Curriculum","authors":"G.S.G. Wasantha Kumara","doi":"10.4038/jrm.v1i1.4","DOIUrl":"https://doi.org/10.4038/jrm.v1i1.4","url":null,"abstract":"A perfect person is not born at birth. Just as we learn mathematics and languages, we should also become specialists in those lessons that are fundamental to living in harmony and social progress, such as respect, empathy, equality, solidarity, and critical thinking. Without these and other ethical principles that define us as human beings, it will be difficult for us to build a better world.
 Value education, therefore, promotes tolerance and understanding above and beyond our political, cultural, and religious differences, putting special emphasis on the defense of human rights, the protection of ethnic minorities and the most vulnerable groups, and the conservation of the environment. Developing value education in students is the primary responsibility of all stakeholders, and it is not the sole responsibility of each school. It is the collective responsibility of the family, schools, universities, businesses, and sports associations to provide all the ideal contexts to teach those ethical principles.
 Teachers and students are directly involved in the learning-teaching process of the school system according to the curriculum designed for the school system by the Education Ministry of Sri Lanka. Teachers must have a good understanding of the syllabi relevant to any subject and have a good understanding of school children. Teachers should comprehend their learners’ needs, tastes emotions, possibilities, aspirations, and mental and psychological capacities. Therefore, teachers are the major contributors among the key parties who make any changes and developments in the curriculum. Teachers have a vast body of knowledge and experience about the knowledge, skills, and attitudes to be taught to children through the curriculum, as well as concepts and skills related to good personal and social habits, and it is important to look into that when the curriculum is reformed.
 All these malpractices occurred because of the lack of knowledge of religious, moral and education values. Therefore, it is the foremost duty of each and every citizen of Sri Lanka to promote and rebuild value education. As such, this study may help to promote and develop a specific value education in the school system of Sri Lanka.
 If students do not learn good values through education, they will have to face various problems not only in school but also in society. The incorporation of value concepts into the school curriculum may be a solution to resolve this situation. When designing curricular, one needs to ask such questions such as, how should value concepts be included in the curriculum? What are the values that should be taught in the current curriculum? Failure to ask teachers about the inclusion of value concepts into the school curriculum can lead to several practical problems in the learning-teaching process.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135168418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The interference of mass media plays a key role in changing people's listening behavior and thinking patterns in numerous ways. Due to technological factors, a majority of Sri Lankans are exposed to “light songs” which are music tracks to last only for three to five minutes. From earlier to present times, almost all recording and reproducing technologies in the island have been used basically for this purpose. Various types of government and private FM channels, TV channels, and social media propagate these forms of songs in the contemporary music scene for different purposes. Because of the commercial benefits and good demand for songs, mobile network companies also promote artists to record songs according to the contemporary taste of the younger generation. This study discusses how Sri Lankan music was stuck to a monocentric stream of light songs due to the fact that the listeners in Sri Lanka are constantly being exposed to “light songs” through radio broadcasting and radio politics.
{"title":"Issues in Radio Music Broadcasting in the Sri Lankan Cultural Environment","authors":"Manoj Alawathukotuwa","doi":"10.4038/jrm.v1i2.11","DOIUrl":"https://doi.org/10.4038/jrm.v1i2.11","url":null,"abstract":"The interference of mass media plays a key role in changing people's listening behavior and thinking patterns in numerous ways. Due to technological factors, a majority of Sri Lankans are exposed to “light songs” which are music tracks to last only for three to five minutes. From earlier to present times, almost all recording and reproducing technologies in the island have been used basically for this purpose. Various types of government and private FM channels, TV channels, and social media propagate these forms of songs in the contemporary music scene for different purposes. Because of the commercial benefits and good demand for songs, mobile network companies also promote artists to record songs according to the contemporary taste of the younger generation. This study discusses how Sri Lankan music was stuck to a monocentric stream of light songs due to the fact that the listeners in Sri Lanka are constantly being exposed to “light songs” through radio broadcasting and radio politics.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"21 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135166840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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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