Abstract
The purpose of this article is to present various solutions concerning music education aided by computer technologies. The article applies public music education. The author attempts to provide an answer to questions concerning the role of music teachers working with new media , which requires them to constantly improve and expand their skills. How are they able to utilise new technological achievements while at the same time blending them with well-proven, traditional methods of music teaching/learning, without falling prey to the dangers of modern media ? Any attempts at using innovative solutions are bound to cause numerous challenges for students, teachers, and the entire education system. However, the effects of such actions could contribute to the improvement of the quality of music education in society, which justifies the efforts. The intention of the author is attempt to look into the future on the basis of the existing data sources, analyses and global pedagogical trends and to search for theoretical and practical solutions, which may influence the formulation of the paradigms in modern music teaching.
Highlights
Music education aided by computer technology undergoes constant changes
Music teachers equipped with digital tools have much greater capabilities in terms of planning their classes than teachers working according to traditional methods
The authoress asks a series of questions aiming at identifying educational solutions taking into account the use of modern Information and Communication Technologies (ICT) technologies in the process of aesthetic education of the young generation, who find it rather difficult to distinguish between valuable music and the waste of the digital civilisation
Summary
Music teachers equipped with digital tools have much greater capabilities in terms of planning their classes than teachers working according to traditional methods. The authoress asks a series of questions aiming at identifying educational solutions taking into account the use of modern ICT technologies in the process of aesthetic education of the young generation, who find it rather difficult to distinguish between valuable music and the waste of the digital civilisation. The author emphasises a significant role of a teacher, who within a paradigm of the modern digital education becomes a consultant and advisor in place of an omniscient master than teachers working according to traditional methods. What qualifications should the music teachers have and which forms of improvement should they use to avoid risks associated with the digital era?
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