Elementary Music Education Research Articles

Research on the Effects of AI-Based Learning depending on Learning style and Interest type in elementary Music education

Research on the Effects of AI-Based Learning depending on Learning style and Interest type in elementary Music education

현대음악으로서의 실용 및 대중음악 분석

Objectives The need for an accurate understanding of the concepts of contemporary music, practical music, and popular music, and the recognition of the necessity for changes in music education based on individual music tastes and preferences, are affirmed. This aims to advocate for a reassessment of music textbooks, particularly in elementary music education, through a quantitative evaluation of practical and popular music content. Furthermore, the proposal emphasizes the necessity for changes in music textbooks through individual assessments of multi-frequent songs.
 Methods Analyze the popular music area included in elementary school music textbooks. We analyzed the songs included in 32 textbooks from 8 different publishers, established the multi-frequent songs, and looked into the characteristics and contents of each song. The need for changes to the songs included in textbooks is confirmed through individual evaluation of the distribution of songs included in music textbooks and the multi-frequent songs.
 Results First, animation music accounts for 26.4% and movie music 25.8%, which accounts for more than 50%. Second, there are 121 foreign songs and 61 domestic songs, with POP (13.2%) followed by K-POP (9.9%), and there are many POP in the singing field. Third, there are differences between textbooks, Fourth, the content related to the music industry is insufficient, and it is included in 5 textbooks (out of 32), and Fifth, there are problems with the content and release period of multi-frequent songs. Lastly, since multi-frequent songs are repeatedly included in middle and high school textbooks, a feasibility study on this aspect is also necessary.
 Conclusions There is a need to realistically reflect the songs included in textbooks, and for this, it is necessary to reexamine the songs included in textbooks. There is a need for a change in perception of popular music education due to scientific development, and a practical approach to the methods and content needed for future popular music education is needed.

Strategies to Enhance Students' Autonomous Learning Ability in Elementary Music Education

Strategies to Enhance Students' Autonomous Learning Ability in Elementary Music Education

Development of a VR Training System for Saito's Music Conducting Method

It is important for university students studying elementary music education to master basic conducting gestures. We have developed a VR training system for self‐study of Saito's music conducting method. The system uses a depth camera and magnetic motion capture system to measure hand movements, and an HMD to superimpose the teacher's hand on the trainee's own hand. With the system, trainee can self‐study while visually and three‐dimensionally checking the motion and timing of the teacher's and the trainee's own hand gestures. In this paper, we describe an evaluation experiment with our system. The results showed that the VR environment is effective for learning three‐dimensional movements, and that the addition of a visual line display function for trajectories, a function to display trajectories from different viewpoints, and a replay function improves the learning effect. Specifically, the results of a short training session of 5 min revealed that the developed system was effective in bringing 75% of the trainees closer to the teacher's gesture. © 2023 Institute of Electrical Engineer of Japan and Wiley Periodicals LLC.

Student Perceptions of Glover/Curwen Hand Signs in the Elementary Music Classroom

Elementary music educators use a variety of strategies in classroom instruction. The purpose of this case study was to explore student perceptions of Curwen hand signs, a common instructional strategy in elementary music classrooms. Second- and third-grade students reported various challenges, benefits, and influential factors surrounding hand sign use. Results indicated that students enjoyed movement activities and benefited from visual and physical reminders of singing tasks during instruction. They described several challenges, including multitasking, required background knowledge, and distraction. Influential factors included a learning curve, accuracy, placement, pattern length and complexity, and enjoyment. The results of this study suggest that hand signs should be considered one instructional strategy in a toolbox of multiple approaches.

Elementary Music Educators’ Use of Folk Songs With Racist Origins and Anti-Racist Pedagogical Practices

The purpose of this survey study was to investigate the self-reported practices of P–6 elementary general music teachers ( N = 275) regarding their experiences with American folk songs with racist origins. A secondary purpose was to examine P–6 elementary general music teachers’ familiarity with and incorporation of anti-racist pedagogical practices into their teaching. Data were collected through an online questionnaire. Out of 19 folk songs with racist origins, “Jingle Bells” was the song most participants (67.6%) continued to teach and was the only song that 50% or more participants continued to teach. I categorized participants’ responses regarding why they discontinued teaching the 19 songs as follows: (a) racism/minstrelsy and (b) origins/history. Additionally, participants’ American folk songs with racist origins were categorized under teaching and planning. Musical enjoyment/utility and teaching about racism/minstrelsy were subcategories for teaching, while removing/replacing and learning through researching were subcategories for planning. Regarding anti-racist pedagogical practices, 76.6% of participants agreed that teachers should teach songs that represent various races and ethnicities in respectful ways even if they disagreed that teachers should use folk songs to challenge race, privilege, equity, and racial/ethnic injustices. Implications and recommendations for future research are discussed.

Gamified Learning Intervention to Promote Music Literacy and Creativity in Elementary Music Education

Music education often emphasises the acquisition of practical components, with students assessed on their ability to handle and operate musical instruments. The theoretical aspects of music education, particularly music theory, have been relegated to a secondary role. However, recent research has shown that music creativity, including composition, improvisation, performance of composed music, and ideation, is a core element in music studies. Teaching music theory is becoming less popular among music teachers, and consequently, the stigma associated with learning music theory limits students' ability to explore music independently. This study proposes a gamified learning intervention through Music Rhythm Tour Board Game to promote music literacy and creativity in elementary music education. Observations on players’ behaviour were conducted to test the efficacy of the board game in promoting music composition. The gameplay analysis showed how the intervention successfully reduced the stigma associated with constructing rhythmic phrases, facilitating a smoother transition to music composition and rhythmic sight reading (kinetic responses of players). The findings showed that Music Rhythm Board Game effectively reflects the potential of capitalising on collaborative structures of cooperative board games. It provides a promising avenue for improving music education by encouraging students to develop their creativity and musical skills through gamified learning.

Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education

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.

If Music Be the Food of Education: Thinking Elementary Music Education with Michel Serres

If Music Be the Food of Education: Thinking Elementary Music Education with Michel Serres

에듀테크를 활용한 국악교육의 방향성 모색

In order to explore the direction of Korean traditional music education using edutech, this study first reviewed the music textbooks for elementary, middle, and high schools according to the 2015 revised curriculum, and then looked at various examples of traditional music education using edutech in institutions. As a result of examining music textbooks, Korean traditional music education activities using edutech were suggested in the middle school group, and most of the activities were limited to classes using applications. On the other hand, education in institutions was conducted according to the introduction of various technologies such as realistic content, VR, coding, and non-face-to-face education platforms. The use of various edutech tools and teaching and learning methods are required in Korean traditional music education. Based on the above considerations, the following suggestions were made on the direction of traditional music education using edutech. First, in terms of operation, a practical class model for traditional music education using edutech was presented. Second, in terms of methods, interactive edutech was selected and teaching and learning methods were sought accordingly. Third, in terms of application, positive changes in the perception and necessity of edutech among instructors and learners were discussed. Through this study, it is expected that the active introduction of edutech and the revitalization of Korean traditional music education through effective educational innovation in elementary, middle, and high school traditional music education.

A case study: 30 elementary music education majors’ perceptions of preparedness, interest, and comfort teaching choir before and after taking a choral methods course

The purpose of this case study was to evaluate the elementary general music education majors’ perceptions of preparedness, interest, and comfort with the choral skills presented in a choral methods course. Thirty elementary general music education majors ( N = 30) enrolled in a choral methods course responded to a pre- and post-course survey. Participants self-assessed their feelings of preparedness to teach choir, stated their interest in teaching choir, and specified their comfort levels teaching seven choral skills. It was found that there were differences between the participants’ feelings of preparedness to teach choir at the beginning and the end of the semester and in the participants’ indication of interest in teaching choir before and after taking the choral methods course. Participants’ overall comfort ratings on the seven choral music teaching skills increased from the beginning to the end of the semester; choral repertoire was the area that participants felt most comfortable, which is indispensable to provide meaningful choral experiences to young singers. Implications for music education are that music education students’ feelings of preparedness, interest in teaching choir, and their comfort in acquiring the required teaching skills to do so, provides insights into effective preservice music teacher preparation.

The Current Status of Elementary Music Education in Yangon, Myanmar

Public schools in Myanmar have offered music education as part of the regular curriculum since 2000; however, very little information is available about the current teaching practices of music education as well as differences and problems regarding music education in different types of schools. Therefore, the purpose of this study was to investigate the current status of elementary music education in Yangon, Myanmar in three different types of schools: Public schools, private schools, and international schools. A mixed-method design was employed to achieve the purposes of the study. Qualitative data were collected using in-depth interviews with seven key informants. Quantitative data were collected from 93 respondents—33 music teachers and 60 classroom teachers responsible for teaching music—using a web-based questionnaire and telephone interviews. Both the quantitative and qualitative results indicated that compared to private schools and public schools, international schools receive more practical support in terms of qualified music teachers, standard music programmes, and excellent facilities. Although the Ministry of Education in Myanmar has commenced curriculum reform to include music as a compulsory subject in public schools at the elementary level since the 2016-2017 academic year, there are still many challenges regarding music training for teachers, the effectiveness of music curricula, and adequate support for music facilities and other necessities such as musical instruments, teaching aids, musical equipment, and educational resources. The findings of the study also confirm that the support of the government is crucial for music education policy and partnership in Public schools and Private schools.

Elementary Music Education in the Era of Remote Teaching – Constraints and Prospects for Development

In the discourse undertaken, an attempt was made to indicate the limits and perspectives for the development of music education of distance teaching. The specificity of music education based on experience, emotions in action, a creative approach to an artistic creation and expressive action requires special attention in this regard. The teacher is expected to develop a new strategy for action, which in the existing educational situation will result in an increase in students’ interest in music. Obtaining satisfactory results should be seen in the use of teaching methods and forms appropriate for the given situation and means of communication.

Rethinking the Elementary “Canon”: Ideas, Inspirations, and Innovations from Hip-Hop

This article offers perspectives on disrupting the typical elementary school “canon” through providing considerations and pedagogical orientations for including hip-hop. Three issues of critical importance in elementary music education are addressed: decentering Whiteness in elementary music, understanding hip-hop in relation to culturally responsive teaching, and establishing new pathways for musical creativity through hip-hop. Engaging with hip-hop both as a genre and the product of a culture offers music educators opportunities to meaningfully reconsider their practices.

A Corpus Based Analysis on Elementary Music Education Research over the Past 20 Years

본 연구는 지난 20년간 초등음악 관련 연구의 흐름을 파악하고자 국내에서 발표된 학위논문과 학술지 논문 총 1,860편의 논문명 을 코퍼스 분석 프로그램인 WordSmith Tools를 통해 빈도 분석하였다. 분석결과, 지난 20년간 ‘초등음악’ 관련 연구는 2007년까지 꾸준한 성장을 이루다가 이후 감소하고 있는 추세인 것으로 나타났다. 연구 대상으로는 ‘학생’, ‘교과서’, ‘교육과정’ 순으로 빈도수가 높았으며, ‘교사’의 빈도수는 이보다 낮았다. 연구 방법으로는 문헌연구와 프로그램(지도안) 개발이 주를 이루었으며, 실태조사도 일정부분 진행되었다. 연구 영역에서는 교수·학습방법, 평가, 음악활동, 학습내용, 교육환경 등에 관련된 다양한 주제의 연구가 진행되었으나, 음악활동에서는 ‘감상’에, 학습내용에서는 ‘국악’에 다소 편중된 현상이 나타났다. 초등음악교육이 앞으로 더욱 발전하기 위해서는 이러한 점에 대한 보완이 필요함을 제언하는 바이다.The purpose of this study was to analyze the research trend on elementary music over the past 20 years, using corpus approach. The titles of thesis and academic journals published in Korea were analyzed through WordSmith Tools. As a result of the analysis, research on elementary music over the past 20 years had been steadily grown until 2007 and has been decreasing since then. As for the research subjects, student , textbooks , and curriculum were in high frequency, whereas teacher was lower than the other three. As for the research method, textbook and curriculum analysis and program development were mainly carried out, and survey research were also conducted for some extent. As for the research area, various topics were conducted relating to teaching and learning methods, evaluation, music activities, learning contents, and educational environment. However, among those music appreciation and Korean traditional music were overly focused. It is suggested that in order for elementary music education to develop further in the future, it is necessary to supplement this phenomenon.

ЭЛЕМЕНТАРОНОЕ МУЗИЦИРОВАНИЕ В СОВЕТСКОМ СОЮЗЕ: ПРЕДПОСЫЛКИ ВНЕДРЕНИЯ В УЧЕБНО-ВОСПИТАТЕЛЬНОЕ ПРОСТРАНСТВО

The purpose of the work is to study historical aspects of the development in the USSR of Elementary Music Education, created by a German teacher, musician and composer Carl Orff. The article substantiates the value of this pedagogical system and the prospects for its use in the training and educational process. The initial stage of the introduction of Elementary Music Method in the Soviet Union and the organization of the Carl Orff Pedagogical Society are considered. As a result of applying theoretical scientific research methods, the main factors that influence the process of introducing a new direction in music education are established. The significance of the unified system of music and movement education created by Carl Orff is defined. The system developed by Russian and Soviet enlightener, music theorist, teacher, performer and public figure Boleslav Leopoldovich Yavorsky correlates with German teacher's system. The author analyzes the reasons for which the system developed by B. L. Yavorsky is not widespread in our country. The significance of the activities of the musicologist, historian and publicist Oksana Timofeevna Leontyeva, an active promoter of the Elementary Music System and the first researcher of Orff-composer and Orff-children's music teacher, is determined. The article stresses the first contacts between Soviet musicians and their German colleagues during the visit to the Carl Orff Institute in Salzburg. Emphasis is placed on the importance of publishing literature describing the content, methods and principles of Elementary Music for Soviet teachers interested in new areas of music education and upbringing. Educational institutions are indicated, in which attempts are made to use C. Orff's methods in classrooms. The author reveals the optimization of processes of introducing domestic musicians to the methods of music and movement education, caused by the arrival in the USSR of foreign experts in the field of musical pedagogics. The role of Lev Vyacheslavovich Vinogradov, one of the first followers of new directions in music education, is priceless, as is the importance of his pedagogical activity and his contribution to the popularization and implementation of the method combining music and movement education.

Using Music to Encourage Joint Attention for Students with Autism Spectrum Disorder: Attention as a Reciprocal Relationship

This article describes effective ways for elementary general music educators to serve their special education students with autism spectrum disorder in the self-contained music classroom. It includes educational, social, and scientific rationales for selecting musical repertoire to support the development of joint attention communication skills for students on the more profoundly affected end of the autism spectrum. Many song titles are included, along with ideas for encouraging and eliciting vocal responses from the students. Resources, including a bibliography of related books and websites for source materials, are also provided.

The Journey From Instrumental to Elementary General Music Education: How to Succeed in a New Specialization

For various reasons, instrumentalist music education majors may find themselves teaching in an elementary general music classroom. Based on research and experience, this article will discuss why the transition from instrumental to elementary general music education may occur as well as offer suggestions to support instrumentalists new to the elementary general music classroom.

Інноваційна сутність видів і форм діяльності на уроках музики в початковій школі

The issue of improvement of the system of elementary music education is considered in the article. The research has established that modernization of education is the process and result of incorporation of progressive changes defined by the modern requirements for the young pupils’ musical education level. Use of innovative technologies on the way of formation of a new state modern artistic education contributes to the purposeful synthesis of teaching methods, opens up new opportunities for methodical variability inhe organization of a person-oriented educational process. Hence, general artisticeducation directs the actions of teachers to the versatile personal development of students, the application of such educational technologies that take full account of the significance of all factors of socio-pedagogical influence and provide opportunities for children to realize their musical activity. Innovative organization of cognitive and practical musical activity of students in the system of a person-oriented approach can be carried out by using non-standard forms of learning (dialogue, discussion, compilation of "vocabulary of feelings of musical works"; methods (interactive, game, problem-search, auditorium transmission, visual demonstration; methods of polymodal presentation of aesthetic information (plastic modeling, visual stimulation), reflexive techniques – ranking, emotional hearing and independent exercise artistic and creative projects. As the main objective of using innovative technologies in music lessons, one can consider activating cognitive and creative activity of students. This is facilitated by the use of interactive and information technologies in music art lessons The lesson of musical art should be characterized by the maximum support of the smallest attempts of creative self-expressing students, both in the performance of tasks on the elementary creation of musical samples or improvisation, and in the development of executive-interpretation skills.An important task of innovative forms and activities should be taking into account the features of rehearsal preparation and concert performances. At this stage creative expression of children should take place.

Troubling Whiteness: Music education and the “messiness” of equity work

At the elementary level, White, female music teachers largely populate music education. In the diverse schools of Toronto in Canada, teachers navigate their White subjectivities in a range of ways. My research examines the discourses, philosophies, and practices of four White, female elementary music educators who have striven to challenge dominant paradigms of music education. Their practices include critically engaging issues of social justice, studying a broad range of musics, and emphasizing contextualization. In many ways, these teachers interrupt the Eurocentric paradigm of music education to explore other possibilities with students. However, equity work is messy, and there were also moments that unsettled these teachers’ active equity agendas. This article describes both the subversions and the reinscriptions in a way that might be instructive to music education.