Music Appreciation Class Research Articles

Diversified Teaching Practice of High School Music Appreciation Course under the Background of Core Literacy

In order to deeply implement the requirements of the new curriculum standards and cultivate the core competencies of high school students in music, this article is based on the background of core competencies and explores the practical path of diversified teaching in high school music appreciation classes. The application of diversified teaching methods is conducive to improving the effectiveness of cultivating students core competencies in high school music appreciation courses. By adopting different teaching strategies, the teaching content of music appreciation courses can be further enriched, which is conducive to meeting the learning needs of different students.

Review of Interactive Teaching Methods of Music in Junior Middle Schools

At present, music teaching in junior high schools is gradually highlighting the importance and development trend of interactive teaching. This study provides an in-depth analysis of all aspects of interactive teaching of music in junior middle schools through a multi-faceted research perspective, providing richer insights and methods for improving the quality of teaching. The art of teacher-student interaction in junior high school music classroom teaching under the new curriculum reform was discussed, and the core role of interaction in teaching was explained in detail. Researchers have conducted in-depth studies on teacher-student interactive teaching strategies in junior high school music classes, providing more practical guidance for actual teaching. In terms of revealing the problems and countermeasures of music teaching in junior high schools, researchers have put forward more specific suggestions. In the process of in-depth exploration of interactive teaching of music in junior high schools, researchers realized the actual current situation of interactive teaching in online music classes and revealed various challenges and opportunities in online teaching. This article advocates improving the effectiveness of music teaching in junior middle schools through interactive teaching and injecting richer vitality into education. At the same time, researchers have focused on in-depth discussions on interactive teaching strategies in junior middle school music appreciation classes, providing systematic theoretical support for cultivating students' music appreciation abilities. They also paid attention to the application of interactive teaching models in junior high school music teaching, which provided profound inspiration for the construction of active interactive teaching models. Starting from the core literacy background, researchers conducted in-depth research on the interaction methods between teachers and students in junior high school music classes, and provided specific operational plans for the implementation of literacy education. Paying attention to the new form of teacher-student interaction in improving the musical literacy of junior high school students provides strong empirical research support for cultivating students' comprehensive literacy. Through in-depth research on the interactive teaching model of junior high school music classes, it provides experienced practical guidance for building a more interactive teaching framework. To sum up, the current research on interactive teaching of music in junior high schools involves many aspects such as teaching strategies, problems and countermeasures, online teaching, multimedia applications, and core competencies. These studies not only provide profound theoretical support for junior high school music teaching, but also provide rich experience and inspiration for practical teaching. In the future of music education, interactive teaching will continue to play a positive role in promoting, opening up broader possibilities for cultivating students' comprehensive literacy. Based on the latest references, this article conducts an in-depth study of interactive teaching methods of music in junior high schools, providing a solid theoretical foundation for subsequent research.

Exploring the Role of Traditional Music Elements in Music Art Appreciation

Abstract Music appreciation class is to appreciate and evaluate musical works through listening, experiencing, exploring and evaluating, so as to cultivate students’ aesthetic perception ability and music cultural literacy. This paper examines the relationship between music emotion and music elements, selects traditional music elements that have a significant impact on people’s perception of music emotion for labeling, and creates a data set. Then, based on the emotional characteristics of music elements, the role mechanism of traditional music elements in music art appreciation was explored. Based on the coupling model, we also explored the law of time evolution of the coupling system of “traditional elements-music empathy level.” Traditional music elements have a significant positive correlation (P=0.0021) with students’ empathy in music appreciation, as demonstrated in the results. The results show that students’ music appreciation ability can be significantly enhanced through the synergy of excellent traditional Chinese music elements in music and art appreciation, which can help them to establish a correct worldview, outlook on life, and values.

A Case Study of China Music Teachers in the Use of Assistive Technology in Teaching

In the context of the music education, many middle school music teachers are starting to use Tablets as teaching tools for teaching technology in music appreciation classes. Teachers understand that utilizing Tablets as ICT teaching tools can enhance student engagement and foster a greater interest in learning, When Tablets are distributed to students for use in teaching. However, some teachers are unable to effectively utilize teaching tools such as Tablets in music appreciation classes, thereby failing to achieve optimal teaching outcomes. The objective of this study is to interview teachers' attitudes, skills, and barriers when using Tablets in music appreciation teaching. This study was conducted in five middle schools located in KuanCheng District, Changchun City, Jilin Province, China. The sample consisted of five middle school music teachers, including two males and three females, who had varying years of teaching experience and expertise. The design of this study used qualitative approaches and interview methods to gather data. The result of the study was analysed in content analysis. This finding indicated a low level of attitude and skill towards the use of tablets as the teaching tool in music appreciation teaching, primarily due to a lack of skills, infrastructure, and resources associated with tablets.

The Application and Value of Mind Mapping in Middle School Music Appreciation Class

The Application and Value of Mind Mapping in Middle School Music Appreciation Class

Digital Development Path of Music Appreciation Based on the Kalman Filter

For a long time, due to the influence of curriculum orientation and examination-oriented education, the learning of music appreciation courses has not been paid much attention. This makes the teaching method in music appreciation teaching single, the classroom effect cannot reach the expected learning goal, and the classroom teaching efficiency becomes low, which urgently needs a new learning method to deal with these problems. Focusing on the digital education background of the new curriculum reform, this paper investigates the teaching nature, teaching methods, teaching design and evaluation, classroom construction, and student ability development of music appreciation. In this paper, the Kalman filter algorithm is used, and the optimal transformation order determined in advance is used to suppress the noise in music and improve the sound quality of music appreciation. If the order of the full-band signal model is selected as 10, and the number of sub-bands is selected as 4, then the order of the sub-band signal model should be at least greater than or equal to 2. In the music appreciation teaching test based on the Kalman filter, it was found that 35.6% of the students believed that the music appreciation course based on the Kalman filter could completely improve the learning efficiency, and 49% of students believe that the teaching of music appreciation class based on the Kalman filter can improve a large part of the learning efficiency. Overall, 85.5% of the students believed that the music appreciation class based on the Kalman filter is of great help in improving the learning efficiency, and the Kalman filter denoising method proposed in this paper has an obvious effect, which is a new attempt to promote the digital development of music appreciation.

Gagaku, Ensemble OnoTeruhisa Fukuda, maître de shakuhachi. Offrande musicale

Gagaku, Ensemble OnoTeruhisa Fukuda, maître de shakuhachi. Offrande musicale

ARCS 학습 동기 모델을 적용한 대학 교양 음악수업 방안

Objectives This study is aimed at providing measures for teaching approach in music appreciation class through activities that trigger learning motivation in order to remedy students lack of learning motivation.
 Methods Keller s ARCS learning motivation model was selected through a literature study on learning motivation, and methods to increase motivation in music education based on the main factors of attention, relevance, confidence, and satisfaction were explored.
 Results To promote self-motivated participatory learning in music activities, a music study plan was proposed based on the core musical activites of listening, composing, singing and instrument playing which use “the Five” and their musical works to address each of ARCS learning motivation factors: 1) attention (using fables that arouse curiosity); 2) relevance (using stories of overcoming adversities that relate to learners personal worries); 3) confidence (using challenging music games); and 4) satisfaction (performing using acquired musical knowledge and skills).
 Conclusions Music activities applying this learning motivation method can be an alternative method for learners who have difficulties with or who lack of interest in music appreciation class, and can be used as basic data for music education that promote learning motivation.

A Probe into the Teaching Path of Music Appreciation Course in Colleges and Universities from the Perspective of Aesthetic Education

Under the current situation, the work of aesthetic education in colleges and universities has received more and more attention from the country. The research and practice of aesthetic education in colleges and universities has become the focus of social attention. Classroom teaching in colleges and universities is an important position for the practice of aesthetic education. The author takes the music appreciation class in ordinary colleges and universities as the entry point, explores the teaching path from the perspective of aesthetic education, and puts forward the following point of view: aesthetic education is to cultivate students' aesthetic perception and at the same time stimulate students' understanding of humanities. The comprehensive improvement of literacy and artistic literacy cultivates students' noble character and improves their physical and mental health; in the teaching of music appreciation classes, teachers and students are used to dialogue and share discussions on an equal footing, to stimulate students' perception and thinking of beauty, so as to cultivate students' thinking ability; In the teaching of music appreciation class, teachers guide and students experience ways to cultivate students' ability to discover beauty, recognize beauty, feel beauty, and express beauty.

Janusz Miketta – organizer and reformer of music education in Poland

Janusz Miketta (1890-1954) – Polish musicologist, pedagogue and music life organizer. He studied philosophy at the University of Warsaw. He completed his music studies at the Music Institute in Warsaw and in Leipzig, as well as at the F. Chopin Higher Music School in Warsaw. Next, he was the principal of the Music School in Warsaw and from 1919 – the director of the Music Society and the S. Moniuszko Music School in Lublin. In 1924, he started his teaching career at the F. Chopin Higher Music School in Warsaw and later at the M. Karłowicz Music School in Warsaw. In the years 1926–1931, he was a desk officer for music affairs in the Ministry of Religious Denominations and Public Enlightenment and from 1931 – the secretary of the Local Sightseeing Society in Warsaw and Stanisławów. From 1945 to 1948, he was the head of the Music Education Section of the Music Department in the Ministry of Culture and Art and the chairman of the Program Committee of Music Education in the above-mentioned Ministry. Based on Janusz Miketta’s own concept of music education, the Ministry of Culture and Art issued a directive of 7 December 1945 on a special system of music education. Music schools in Poland were divided into vocational ones (lower, middle and higher) and those providing music appreciation classes. This three-stage structure made it possible to adjust teaching program to new needs and select a specialization based on the degree of a pupil’s talent. As a result of reforms introduced in the 1949/1950 school year, schools providing music appreciation classes were liquidated, though the three-layer structure of the school system was maintained. This schooling system, with minor changes, is still in operation in Poland. In the years 1948-1954, Miketta was a professor of the State Higher Music School in Cracow.

A Study on the Music Appreciation Class Plans for Transfer - Focused on non Music based Learners of University -

A Study on the Music Appreciation Class Plans for Transfer - Focused on non Music based Learners of University -

The Function of Reflection in Musical Thinking within Music Appreciation Classes

The Function of Reflection in Musical Thinking within Music Appreciation Classes

Effects of Flipped Learning on Music Appreciation Class in Middle School

본 연구의 목적은 청소년 음악교육의 활성화를 위한 방안으로 음악수업에서 플립러닝을 적용해 보고, 학생들의 음악적 태도변화를 분석해보고자 하는 것이다. 이를 위하여 2016년 1학기 P중학교 학생들에게 플립러닝으로 감상수업을 운영한 후 학습자들의 변화를 살펴보았다. 연구 결과에 따르면, 플립러닝의 음악수업을 한 후 음악정보 능력과 협력학습, 모둠에서의 의사소통 능력 등에서 전통학습에 비하여 향상되었음을 나타냈으며, 질적 자료에서도 학습자는 음악에 대한 지식이나 흥미도에서 이전의 수업에 비해 긍정적인 변화를 경험하였다고 응답하였음을 확인할 수 있었다. 반면에 학습자들은 사전학습에 대한 부담감도 있었다. 이러한 결과는 본 수업에서의 자신의 활동이 준비성과 관련됨을 인지하게 되었고 학생들은 차시를 거듭할수록 참여의 욕구를 적극적으로 나타냈음을 보여준다. 이는 플립러닝을 통한 자기주도학습이 중등음악교육의 활성화를 위하여 도움이 될 수 있음을 시사한다.The purpose of this study was to apply flipped learning to a music class to analyze changes in student attitudes toward music, thereby providing a method of promoting music education for adolescents. We applied flipped learning to a music appreciation class in a middle school for a semester in 2016 and investigated the changes in the learners. The music class with flipped learning improved music information ability, collaborative learning, and communication skills in a group when compared to the traditional class. In the qualitative data, the learners responded that they experienced positive changes more frequently in the flipped-learning class than in the previous class in terms of musical knowledge or interest in music, while they expressed burdens with prior learning. Overall, the students recognized that their activities in the class were related to how much they had prepared for the class and they indicated a more active desire to participate as the music class progressed. This study may suggest that self-directed learning via flipped learning is helpful in activating music education in middle schools.

The Process of Self-Expression in “Graphic Score Making” in a Music Appreciation Class :

The Process of Self-Expression in “Graphic Score Making” in a Music Appreciation Class :

The Function of Physical Expression Seen in Critical Essays about Music Appreciation Classes :

The Function of Physical Expression Seen in Critical Essays about Music Appreciation Classes :

Der Tod und die Forelle: New Thoughts on Schubert's Quintet

Introductory Note: In the early years of Current Musicology, the only required courses beyond the MA level for PhD students in historical musicology were . the two "Research Seminars in Musicology;' one taught by Denis Stevens and the other by Paul Henry Lang. These courses were designed to engage advanced students in original research, advanced methodology, and signifi­ cant writing and to prepare them for the qualifying examinations on music history and on theoretical and aesthetic writings in the required languages (French, German, Italian, and Latin). In the fall of 1968, Professor Lang selected as his topic for the research seminar (in which I was enrolled) the symphonies of Franz Schubert. This was the last research seminar given by Professor Lang, who was approaching retirement from Columbia. He di­ vulged to those of us taking the course that in his opinion the three master composers of the tonal era who were most in need of scholarly attention were Handel, Haydn, and Schubert. Lang self-confidently claimed that his recently published study of Handel was setting the record straight on that great composer but that similar work still needed to be done on the other two, and especially on Schubert's instrumental compositions. l The seminar whetted my appetite, and I soon found that Lang was quite right: there was, for example, not a single complete recording of the Schubert symphonies by a major orchestra back in 1968. I decided to write my PhD dissertation on the Schubert symphonies, and so my interest in Schubert's instrumental music got its start. 2 The "Trout" Quintet, D. 667, is Franz Schubert's best-known chamber music composition. There are myriad recordings of it, and it is often studied in music appreciation classes. The quintet's catchy and buoyant tunes appeal to listeners, and its relationship to one of Schubert's most popular songs makes it a good conversation piece. 3 As the music critic Conrad Wilson has written, "If you wish to introduce somebody to the world of chamber music, this is surely the work with which to do so" (2003:21). While the date of composition of the "Trout" Quintet remains an open question, I am convinced that 1819 is the "correct" date, for reasons that will become clear to the reader shortly, as well as because of the arguments in favor of 1819 provided by Piero Weiss (1979). Legitimate reasons exist

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children.

The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the development of strategies for auditory learning.

The Perception of Pacing in a Music Appreciation Class and Its Relationship to Teacher Effectiveness and Teacher Intensity

The purpose of this study was to determine relationships among pacing, teacher effectiveness, and teacher intensity in the context of a realistic teaching situation. A scripted stimulus video was created in which the teacher demonstrated predefined pacing lapses to measure their effects on observers’ ratings of teacher effectiveness, teacher intensity, teacher pacing, and general perceptions. Participants ( N = 164 college students) were randomly assigned to one of four groups ( n = 41) to evaluate ongoing teacher effectiveness, teacher intensity, teacher pacing, or general perceptions (control group). Participants evaluated the teacher on their assigned construct using both continuous (Continuous Response Digital Interface) and summative measures (Likert-type scale). Results showed that the constructs had strong positive linear correlations with each other. The pacing group evidenced a greater response magnitude than the other three groups (effectiveness, intensity, control), suggesting that participants in the pacing group may have been reacting differently to some aspect of the teaching demonstration compared to the other groups.

Research of Mobile Learning System for Music Appreciation Class Based on Cloud Computing

The application of cloud computing technology provides a new idea to the development of mobile learning. The applications based on cloud computing is focus on the solution of music appreciation class in the paper. The design of mobile learning system for music appreciation class based on cloud computing is proposed and the related concepts of cloud computing is briefly introduced. The topology of the system is given. In the end, it shows deeply mobile learning system class based on cloud computing is the urgency of education development. It can provide the better services of music appreciation class.

Body functions associated with meaning generation in music appreciation classes that introduce bodily expressions : Looking at Dewey's Theory of Communication

Body functions associated with meaning generation in music appreciation classes that introduce bodily expressions : Looking at Dewey's Theory of Communication