High School Music Research Articles

Exploring Influencing Factors of Interactive Teaching Decision-Making Level Among Novice Junior High School Music Teachers

This study investigates the factors influencing interactive teaching decision-making level among novice music teachers in junior high schools, a fundamental skill that spans the entire music teaching process. Focusing on classroom instruction and student learning, the study addresses two primary questions: (1) What factors affect the interactive teaching decision-making of novice music teachers? (2) How do these factors vary by gender, educational background, and teaching experience? A questionnaire survey of novice music teachers in Boshan, China, was conducted, and the collected data were analyzed using SPSSAU software. The findings indicate that student response is the most influential factor, while evaluation is the least. Comparative analysis shows that novice teachers with 2-3 years of teaching experience rank higher in classroom resilience and teaching skills, whereas those with 0-2 years score higher in classroom management. Nonparametric statistics further illuminate differences in interactive decision-making by teaching experience. The study suggests that novice music teachers should prioritize student responses, enhance classroom resilience and teaching skills, and emphasize classroom evaluation and reflection. These insights aim to improve decision-making processes and support the professional development of novice music teachers.

Investigating the Continuation of Ethnic Music in Junior High School Music Education

Investigating the Inheritance of Ethnic Music in Junior High School Music Education aims to guide students to understand traditional Chinese ethnic music, cultivate their emotional cognition, and enhance cultural confidence. Through inheritance education, it seeks to improve musical literacy and promote teaching innovation. Employing a literature review method to analyze connections, explore current situations, and propose practical pathways. Issues include the undervaluation of music subjects, monotonous teaching content, and a lack of in-depth exploration. Suggestions involve enriching teaching methods, uncovering the beauty of music, enhancing cultural literacy, and facilitating inheritance. This research holds practical significance and educational value, as introducing teaching methods can cultivate aesthetic tastes, while innovative teaching can enhance quality and promote development.

Investigation and Analysis of the Application of Efficient Classroom Model in High School Music Appreciation Course

In China, the efficient classroom teaching model is also known as the "6+1" teaching model, which was first applied to cultural courses, such as math, chemistry and English."6+1" refers to the six segments of classroom teaching, including "guide", "think", "discuss", "show", "assess", "check"; the second part is the "1" in the efficient 6+1 model, which is called "use", which is a learning segment carried out in the self-study after class (Ma, 2023). It emphasizes the students' subject position and focuses on cultivating students' independent learning ability and innovative thinking. But whether this teaching mode is suitable for high school music appreciation courses has not yet been researched in a targeted way. The cultivation and improvement of independent learning ability has become an important symbol of deepening teaching reform (Du, 2020). Therefore, the efficient classroom mode was adopted for classroom teaching in the high school music appreciation course, and after four weeks of teaching practice, questionnaires on music learning attitudes, learning styles, and learning goals as the main content were administered to teachers and students respectively. The results of the study showed that after the teaching of the efficient classroom model, teachers were positive about the instructional model, and students' learning attitudes became more positive. Students also listen to more musical works on their own. The results of the study are expected to provide some useful references and lessons for the reform and development of high school music education in China.

Technological Pedagogical and Content Knowledge (TPACK) Integration in Teaching Music : A Perception of High School Music Teacher

This study aims to describe the perceptions of TPACK integration among high school music teachers in Bandung, West Java province, Indonesia. This study used mixed-methods with a sequential explanatory design. The research subjects consist of 19 respondents. In the first phase, quantitative data were obtained through questionnaires and analyzed using descriptive and inferential statistical techniques. In the second phase, in an effort to explore the results of the questionnaire, qualitatively conducted interviews as well as observations. The findings of this study showed that integration of each TPACK domain in music teaching was perceived as high confidence. Each domain, from one to another, positively correlated with varied interpretations. Demographic characteristics, both gender and tenure, did not show contrasting differences in confidence. This perception is the impact of the teacher education process that has been experienced, involvement in a number of trainings that have been followed, support from stakeholders in the procurement and enrichment of educational and technological resources, and the dynamics of the times that force them to be adaptive and innovative towards technological developments.

고등학교 음악비평문 지도방안 연구

Objectives The purpose of this paper is to provide teaching methods for guiding music criticism in Music Appreciation and Criticism, one of the High School Music Career-related Subjects.
 Methods The authors have reconstructed Stolnitz's art criticism and presented three musical criticisms, contextual criticism, intrinsic criticism, and impressionist criticism; we have applied Feldman's four critical stages, description, analysis, interpretation, and evaluation to the three types of musical criticism. We have also presented a model of what should be included in each stage so that students can actually write criticism of musical works.
 Results In the first stage, explanation, students can obtain some information on the composer's biography and background of the work from textbooks and introductory books, and describe musical surface such as tonality, beat, rhythm, etc. When guiding students on the second stage, analysis, let them identify the components of the music and the characteristics of the piece. In the next stage, interpretation, students are asked to find musical meaning based on the analysis, describe the work in a social or historical context, or contextually reveal their subjective feelings about the work. In the final stage, evaluation, the teacher makes students judge the meaning and value of the piece.
 Conclusions This study is significant in that it systematizes and presents a framework for writing in high school music criticism classes. Through this study, we hope that discussions on music criticism will be actively conducted and contribute to school music education.

Determining factors in the career choice of music high school students

In Hungary, little attention has been devoted to the secondary level of music education, even though it is not only a transition between primary and tertiary education but also has predictive power regarding the future of music education. In our research, we surveyed students in their final year at a vocational secondary school with music specialisation using open-ended questions to investigate the factors influencing their career choice, their vision of the future, and the external and internal professional motivational factors. The questions focused on music-related career choice, practising, the attraction of a career in music, motivations for persevering, and the factors and people strengthening self-confidence. According to the respondents, healthy self-confidence and adequate motivation constitute an inevitable basis and source of professional success. Motivation is best derived from the positive feedback of the environment and the experience of success. Due to the individualised instruction in music education, the main subject teacher plays a decisive role, often influencing not only students’ professional career but also their personal path. In our research, we also examined students’ perception of the ideal main subject teacher. Students’ recognition of a main subject teacher is enhanced by personalised attention, setting realistic expectations to the student, exemplary professional knowledge, and interpersonal skills. Based on their professional experience and perceptions, students also commented on the qualities required from a musician and the personal meaning of music. According to the responses, the best characteristics of a musician are perseverance, humility, and diligence, whereas music is a means of self-expression, which provides relaxation, serenity, and refuge.

From Keyboard to Classroom: Integration of Piano in Junior High School Music Education and Analysis of Teaching Effectiveness

From Keyboard to Classroom: Integration of Piano in Junior High School Music Education and Analysis of Teaching Effectiveness

A Feasibility Analysis of Artificial Intelligence in High School Music Composition in China

A Feasibility Analysis of Artificial Intelligence in High School Music Composition in China

대중국악의 교육현황 및 중등음악교사의 인터뷰를 활용한 발전방안

In this study, creative Korean traditional music, which is taught and learned educationally without clear definitions such as new folk songs, new Korean traditional music, creative Korean music, Korean traditional music, Korean traditional music, fusion Korean music, crossover, and world music presented in various textbooks, is called popular Korean traditional music. Understanding popular Korean traditional music will allow teachers and students to experience more diverse forms of Korean traditional music and will give them an easier access to traditional Korean music, which can only be felt difficult. To this end, it was possible to investigate and analyze popular Korean traditional music contained in textbooks and grasp the educational status of popular Korean traditional music to see what musical elements are emphasized educationally. Moreover, 38 incumbent teachers working as middle and high school music teachers across the country presented educational implications and development plans through actual educational cases, awareness, teaching, and interviews of learning about Korean traditional music. Through the above research, we will find educational significance for popular Korean traditional music, which is unclearly educated, and provide students with an opportunity to understand the current creative traditional music and improve their artistic sense expressed in traditional music.

Preliminary Study on the Evaluation Methodologies of Junior High School Music Academic Performance

The junior high school music academic entrance examination holds significant importance in the context of the new curriculum reform, serving as a pivotal instrument for implementing the "General Plan for Deepening the Reform of Educational Evaluation in the New Era" and the "Opinions on Comprehensively Strengthening and Improving School Aesthetic Education in the New Era," issued by the General Office of the State Council. As frontline educators, it is imperative to adeptly navigate the impending junior high school art subject entrance examination by acquiring evaluation knowledge and mastering scientifically sound assessment methods. Recognizing this urgency, the author secured approval for the "Thirteenth Five-Year Plan" project in Shaanxi Province in 2018, titled "Research on the Unified Music Examination Methods for Junior High School Graduation in Shaanxi Province." This research primarily delves into the grading criteria outlined in the "Music Curriculum Standards" for compulsory education, exploring the knowledge points, question types, weights, and evaluation methods. The findings represent a culmination of in-depth practical exploration, offering valuable insights for educators and stakeholders. These operational research results are shared here for reference purposes only.

초ㆍ중ㆍ고 음악교과서 내 토리의 개념 정립을 위한 제언

초ㆍ중ㆍ고 음악교과서 내 토리의 개념 정립을 위한 제언

Teaching Strategies for Improving High School Music Appreciation

As an important part of aesthetic education, music plays an important role in teaching. Excellent musical works have a strong appeal and can bring people enjoyment through beauty. Music is an art form that is primarily auditory. By appreciating music, students can enrich their emotional world, relax, and vent their emotions. When their emotions accumulate to a certain level, students will naturally have the ability to appreciate music. Therefore, this article expounds on an effective way to improve the music appreciation abilities of high school students so as to help them learn music better.

Determining the Perceptions of Fine Arts High School Music Department Students About the Concept of Instrument Training Through the Word Association Test

Determining the Perceptions of Fine Arts High School Music Department Students About the Concept of Instrument Training Through the Word Association Test

Comparative Investigation of Fine Arts High School Music Department Curricula in Turkey from Past to Present

Fine arts high schools are schools that form the basis for vocational music education given in higher education institutions. These schools form the basis for higher institutions; therefore, it is of great importance that the contents of their curriculum be of a quality that will prepare them for higher education institutions. Based on this purpose, in this study, eight music department programs that have been reached in the fine arts high school music departments from their establishment to the present day were examined comparatively. Document analysis method was used in the data collection process of this case study model research, one of the qualitative research methods, was used. The data obtained by document analysis were analyzed by content analysis. When the findings obtained from the research were examined, it was found that the most striking results were that the biggest change at the first and second-grade level was in the foreign language course, as a result of the separation of high schools as “Music” department, “Turkish Folk Music” department and “Turkish Art Music” department in 2016, the piano course at the third-grade level was only included in the third and fourth grades of the music curriculum, and the course, which was under the name of “choir” until 2005, was divided into “Western Music Choir” and “Turkish Music Choir” after 2005. Suggestions were given in line with the results of the research.

Measures for the Cultivation of Students' Musical Aesthetic Ability in Junior High School Music Education

Along with the deepening process of the new curriculum reform, the more traditional teaching methods in the past are now no longer applicable in the modern teaching classroom, therefore, teachers can only successfully cultivate students by constantly updating their teaching concepts in a timely manner, implementing various new teaching methods and actively implementing various reform policies in the end. This paper stands on the basis of the current situation of junior high school music teaching, analyzes and studies the teaching concept of aesthetic ability, puts forward some countermeasure suggestions that are more targeted, and aims to help junior high school music teaching to carry out teaching in a smooth and orderly manner.

A Study on the Mechanisms of Influence of High School Music Curriculum Instructional Design on Developing Students' Core Literacy in Music Subject - Structural Equation Modeling

<p>The level of high school music curriculum instructional design determines the effectiveness of high school students' music discipline core literacy development. To clarify the mechanism of the influence of high school music curriculum instructional design on the cultivation of students' core literacy in music can help the cultivation of high school students' core literacy in music. The empirical study using structural equation modeling found that there were significant correlations among the four dimensions within the questionnaire: instructional goals, instructional content, instructional implementation, and instructional evaluation in high school music curriculum instructional design; there was no direct effect of instructional content on developing high school music discipline core literacy; there was a significant mediating effect of instructional implementation and instructional evaluation between instructional goals and high school music discipline core literacy There is no direct influence of teaching content on the development of core literacy in high school music; there is a significant mediating influence of teaching implementation and teaching evaluation between teaching objectives and core literacy in high school music; teaching objectives have a significant positive influence of teaching evaluation on teaching content, teaching practice and teaching evaluation. In this regard, in the process of high school music curriculum instructional design, music teachers should further enrich the instructional design system that helps develop students' core literacy in music.</p>

Public High School Music Education in Maryland: Issues of Equity in Access and Uptake

The purpose of this study was to investigate issues of equity in access, uptake, and outcomes of high school music education in the context of an individual state, Maryland. I explored equity through four angles: (a) representation among music students and teachers, (b) factors associated with access to music courses, (c) student and school characteristics associated with music enrollment, and (d) postsecondary enrollment outcomes of students who did and did not enroll in music. Sample members included all students enrolled in a public high school in Maryland belonging to the 2015 to 2016 ninth-grade cohort ( N = 55,500) and public high school teachers ( N = 17,250) during the 2015 to 2016 school year. Approximately 22% of all students were enrolled in a music course their ninth-grade year, and there were substantive differences in demographic representation in band, chorus, orchestra, piano, and guitar classes compared to the student body. Logistic regression results showed that school size was the most salient predictor of access to a music course. Multilevel modeling revealed student-, school-, and teacher-level characteristics were all associated with student enrollment in an ensemble music course. Finally, students who enrolled in music courses did not suffer an opportunity cost regarding college enrollment.

An Analysis of the Status of High School Music Elective Course Offerings under the 2015 Revised Curriculum

본 연구는 2015 개정 교육과정을 바탕으로 음악과 선택 과목 운영 현황을 파악하고자 2018년부터 2021년까지 나이스를 사용하고 있는 전국의 모든 유형별 고등학교의 음악과 교육과정을 전수조사하여, 설립별⋅유형별⋅학과별⋅과목별로 분석하였다. 연구 결과 2015 개정 교육과정 적용 이후 우리나라 고등학교의 음악 선택 교과개설률은 모든 학교 유형별로 증가하였으나, 일반고에 비해 자사고, 특목고, 특성화고는 다과목 개설 비율이 낮았다. 또 국⋅공립교에 비해 사립교의 다과목 개설수가 적었다. 이를 해결하기 위해서는 예술 과목 선택권 보장 체계를 마련하고, 유형별⋅설립별로 제반사항을 공유하여 협력하도록 제도적으로 지원하여야 한다.This study aimed to identify the current status of music elective courses based on the 2015 revised curriculum. A complete enumeration survey on the music curriculum of all types of high schools across the nation using NEIS from 2018 to 2021 was conducted. Course offerings were categorized by educational foundation, type, department, and subject. The result of the study revealed that, after applying the 2015 revised curriculum, the rate of offering music electives in Korean high schools increased for all school types. Compared to general high schools, private, special-purpose, and vocational high schools, and vocational high schools had a lower rate of opening multiple subjects. Also, compared to national and public schools, the number of courses opened in private schools were small. In order to solve this problem, a system for guaranteeing the right to choose art subjects needs to be provided and all matters by educational foundation and type shared for cooperation.

Professor Emeritus Miljenko Lapaine - On the Occasion of his 70th Birthday

Miljenko Lapaine was born in Zagreb on 4 April 1952. After primary school and junior music school, he attended a mathematics gymnasium and music high school. He then studied mathematics and graduated in 1976 from the Faculty of Natural Sciences and Mathematics of the University of Zagreb, majoring in theoretical mathematics.

Reframing Recruitment as Marketing: Building Connections with Prospective High School Music Students, Families, and Administrators

The transition from middle school to high school can be a particularly challenging time for music program retention. However, when music teachers view this process through the lens of marketing, it may be possible to develop a more holistic and comprehensive approach toward student enrollment. Marketing strategies related to perception, targeting, salience, and the “rule of seven” are all adaptable to music program membership efforts. These tools can help music teachers more effectively tailor messages and attract prospective students.