Music Classroom Research Articles

Research on the Application of Red Songs in Music Education in Colleges and Universities under the Concept of Curriculum Thinking and Politics

Red classic songs have irreplaceable research value in the field of vocal music teaching in colleges and universities in China. Under the environment of the development of curriculum ideology, integrating red songs into the process of vocal music teaching in colleges and universities, seeking for the fit between red songs and vocal music teaching in colleges and universities, and carrying out the teaching in a better way are the problems that must be paid attention to and researched for the vocal music teaching in colleges and universities at present, and the organic combination of the two is able to The organic combination of the two can further implement the fundamental teaching task of vocal music teaching and effectively improve the quality of teaching. This paper discusses the current situation of teaching vocal music in colleges and universities. Under the concept of course ideology, the importance of red songs into the process of vocal music teaching has been studied and analysed to effectively establish the vocal music classroom under the concept of course ideology, and combined with the specific status quo of vocal music teaching in colleges and universities in China, it analyses the specific use of red songs in the process of vocal music teaching in colleges and universities under the concept of course ideology to effectively improve the quality and level of vocal music teaching in colleges and universities in China.

Songwriting Workgroups: Leveraging the Power of Collaboration in the Music Classroom

Songwriting pedagogy is in its infancy in music education. This article presents a new way to think about pedagogy that utilizes student workgroups that more closely align with the ways songs are written in the real world. Implications for music education’s connections to the world of contemporary commercial music are provided.

The Application of Interesting Teaching Method in Music Classroom of Middle School

Interesting teaching method is a new teaching method in the modern education situation. The interesting teaching method especially emphasizes from many aspects and angles, in order to achieve better classroom teaching effect. There are three chapters in this paper. The first chapter is about the concept of interesting teaching; The second chapter is about the problems and reasons of the implementation of interesting teaching methods in middle school music classroom; The third chapter is the specific application of interesting teaching methods in middle school music classroom. Through the study of interesting teaching methods, teachers can use interesting teaching methods in the classroom, so as to cultivate students' interest in music learning and improve their enthusiasm and initiative in music learning. This paper mainly studies the application of interesting teaching methods in middle school music classroom.

The Impact of Popular Music Teaching in Music Classrooms: Perspectives of Malaysian Primary School Music Teachers

The Impact of Popular Music Teaching in Music Classrooms: Perspectives of Malaysian Primary School Music Teachers

The Progression of Technology Integration in the Music Classroom to Support Student Engagement: Part I-Using Google Keep

Pre-pandemic, technology integration into music lessons was helpful but not a necessity for effectively teaching elementary music. Those who believed technology integration was important for student engagement, as well as those comfortable with their technological skills, were experimenting with tools on an interactive board or through a website within a whole group. This article presents solutions to the challenges of integrating technology in the general music classroom setting. Specifically, this article explains a music activity using Google Keep, a note and list application not typically used to teach music, and the steps for integrating technology and providing feedback using student discourse.

The Influence of Short Video Music on the Development of Middle School Students' Mental Health: Exploring the New Music Classroom from the Perspective of Music Psychology

Short video music has a greater and deeper impact on the daily life of junior high school students. In order to explore the causes of its formation, from the perspective of music psychology and therapy, from the characteristics of short video music and junior high school students' psychological development, this paper analyzes how short video music affects the ears of teenagers. Under the influence of mass media, whether music teachers can make use of these characteristics to better apply them to the classroom. How to use short video music as a "double-edged sword" has become one of the important research topics in music teaching.

Music Classroom Assessment Methods based on Core Literacy

This paper explores the integration of core literacy into music education, proposing strategies for a holistic and growth-oriented classroom assessment. By diversifying evaluation subjects, content, methods, and ensuring the continuity and value-added nature of assessments, educators can nurture well-rounded students with a lifelong passion for music. The strategies aim to enhance students' creativity, cultural awareness, and critical thinking, aligning with the core literacy framework.

Research on Music Performance Anxiety from the Perspective of Music Education

This study and experimentation focus on understanding the origin of Music Performance Anxiety (MPA) and the relationship between music education and alleviating MPA. It reveals the crucial role of music education in inhibiting and mitigating Music Performance Anxiety. Both domestic and international research indicate that various psychological therapies can alleviate MPA, and these therapeutic approaches can be integrated into music education. This implies an inseparable connection between the occurrence and alleviation of Music Performance Anxiety in music classrooms.

Identifying Elements of Inclusion: Interviews With Elementary Music Teachers About Their Students With Autism Spectrum Disorder

Each year, increasingly more children with autism spectrum disorder (ASD) are being served in schools. Many children with ASD are included in elementary music classrooms, but little is known about the experiences of these students and their teachers. For this study, we purposefully selected two elementary music teachers from participants in a survey about students with ASD. Semi-structured interviews with these teachers allowed us to identify elements necessary for creating a culture of inclusion and implementing the inclusion of students with ASD. Follow-up, in-class observations with one teacher confirmed interview findings. Overall, results from the teachers’ interviews suggested elements that could impede or facilitate elementary music teachers in their efforts to create a classroom culture of inclusion and implement inclusion using best practices from music education and special education. Findings also provide important implications for music teacher preparation programs and school policies and procedures.

Music-related wellbeing as a teaching objective? A critical interpretive synthesis

Educational researchers increasingly focus on psychosocial factors, implying the need for an improvement of school settings regarding child wellbeing. However, so far, studies which focus music-related wellbeing of primary school aged children are rare. The paper explores the essential question which empirically based frameworks offer concrete foundations for corresponding educational practices in the music classroom. Hence, the research conducted a critical interpretive review of English-language publications. In a multi-stage process, it sampled publications between 2017 and 2020 targeting children of early primary school age and focussing on a connection between musical practices and well-being. For a full-text analysis, the research selected studies offering theoretical frameworks for synthetic theorisation. Findings show that until now, few studies have focussed on primary school-aged children. However, it also indicates that an integrative model such as the PERMA Well-being Cycle can function as point of reference for the design of educational settings. Departing from ongoing reflections of this research, the paper argues for a differentiated professional perspective on psychosocial processes in the music classroom and music-related wellbeing as an explicit teaching objective instead of following implicit ‘hidden’, yet powerful agendas. The outcome might serve as the clarification of strategies to foster child wellbeing in music education settings.

The use of an interactive whiteboard in solfeggio teaching

This paper explores the application of digital technology, that is, interactive whiteboards, in solfeggio lessons. Digital technology, such as computers and interactive whiteboards, is gradually becoming part of the classroom, both in general education and music schools. In addition to traditional teaching tools (blackboard, chalk/markers, piano, and printed textbooks), computer programs and web applications can be beneficial complements to solfeggio lessons. The music classroom for teaching solfeggio is a great place where interactive whiteboards can be integrated. However, to effectively implement any form of digital technology in solfeggio, the teacher must be competent, IT-literate, know basic musical terms in English, and be receptive to the modern possibilities offered by technology. The aim of this paper is to demonstrate the possibility of using an interactive whiteboard in solfeggio teaching. Employing a descriptive methodology, the study entailed the application of the interactive whiteboard for certain classroom activities while covering topics in solfeggio such as intonation, music dictation, and theoretical musical concepts. The research revealed that the interactive whiteboard can primarily function as a conventional whiteboard without its multimedia capabilities, allowing the written content to be preserved. In addition, interactive whiteboards have numerous advantages when utilized for singing musical examples, writing musical dictations, and practicing theoretical musical content.

Increasing Musical Persistence and Engagement in the Contemporary Music Classroom

With many activities vying for students’ time and attention, helping young musicians achieve their potential while inspiring them to continue engaging with music throughout their lifetime is a vital part of the music educator’s role. To accomplish this important function, the teacher may strive to fulfill students’ psychological needs, leading to improved student achievement and well-being, enjoyment of learning, and greater participation in class, among other positive outcomes. Through an understanding of the basic human needs for autonomy, relatedness, and competence, this article applies these fundamental components of human psychology to the music classroom. Teachers can readily implement meaningful activities to guide students in lifelong music learning, leading to increased engagement and decreased attrition in musical study.

Virtual Musical Instruments in Music Classrooms: Performing with East Asian Music Cultures

In this article, we, culture bearers and music educators, discuss ways of using East Asian virtual musical instruments to promote culturally diverse music activities in classrooms. We introduce affordable tablet-based virtual instruments (Korean hyang-piri, Chinese erhu, and Japanese koto) and hands-on music activities to help students gain deeper understandings of East Asian music cultures. We provide an introduction of each instrument in its acoustic and tablet-based form, appropriate instrumental techniques to express unique musical and cultural characteristics (e.g., mode, vibrato, and ornamentations), and a teaching sequence of a sample piece. Such a performance-based and culturally diverse musical experience is intended to cultivate students’ intercultural sensitivity and attitudes that honor diverse cultures.

MUSIC EDUCATION ASSESSMENTS IN CHINA: BIBLIOMETRIC ANALYSIS


 
 
 
 Music assessment is critical to delivering thoughtful, frequent music instruction. The assessment provides information to both instructors and students regarding student achievement and serves as a guide for instructional practices. In China, the teaching system is affected by an exam-oriented habitus, which has resulted in the long-term use of summative assessment to evaluate learning outcomes in the music classroom. Traditional assessment methods have the disadvantage of needing more real-world context. Students answer questions one by one without the need to apply long-term critical reasoning skills. Peer assessment is related to both the processes and the outcome. It is a technique where students assess their performance. Instructors must relinquish their dependence on traditional metrics of technique usage to accommodate this new concept. Peers evaluate student work on projects, assignments, and reports. Innovative teaching techniques and assessments are not only the exterior expression of innovation in music education but also the focal point of this innovation. When it comes to adapting to the demands of the new millennium, music education assessment is a strategic decision for the twenty-first century. The purpose of this study is to review the music assessment methods in Chinese higher education through a bibliometric analysis.
 
 
 

Interactive Word Walls in Music Classrooms

Word walls are an important element in teaching students how to describe music and use academic vocabulary in authentic ways. This article will explore what word walls are; different forms that word walls can take in the classroom; and ways to increase the interactivity of word walls to promote student learning.

Using Technology to Support Students with Disabilities in Inclusive Music Classrooms

Students with disabilities may require specific assistive technology to use their strengths to compensate for a weakness or need caused by the disability, including both “devices” and “services.” As a result, teachers need to be able to use and support students while using assistive technology during instruction. Teachers also can use technology during instruction to support students with and without disabilities. This article summarizes the different types of assistive technology students may use in the inclusive music classroom as well as ways music teachers can use other technology to support students with disabilities.

The "strong teacher" strategy for music teachers in rural primary and secondary schools from the perspective of subject core literacy

This article mainly discusses the development characteristics of "strong teacher" in rural music teachers from the perspective of subject core literacy, and summarizes the development plans for teachers form three aspects of "independent development", "social participation", and "cultural foundation". Through effective thinking on the analysis of the current situation of music education in rural primary and secondary schools, the following three issues can be identified: cognitive bias in the construction of rural music education, insufficient integration of rural music teachers, and insufficient equipment in rural music classrooms. A comprehensive development strategy has been proposed to enhance the comprehensive strength of rural music teachers, as well as their professional ethics and subject core literacy, and integrate localized teaching resources for the development of "strong teachers" in rural music. The aim is to improve the level of teaching staff.

Music curriculum integration and reconstruction model based on advanced music waveform iterative reconstruction algorithm

To improve the effect of intelligent teaching in music classrooms, this paper combines the advanced music waveform iterative reconstruction algorithm to analyze the integration and reconstruction of the music curriculum. Aiming at the problem that the projection matrix occupies a large space and takes a long time to calculate in iterative reconstruction, a fast and real-time incremental method for generating a music wave matrix is proposed. The improved method avoids the judgment and comparison calculations performed by the incremental method when calculating the length and number of each voxel that the ray passes through. The research results show that the music curriculum integration and reconstruction model based on the advanced music waveform iterative reconstruction algorithm can effectively improve the teaching effect of modern music classrooms.

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.

Analysis and Design of Digital Transformation Factors in the Teaching Process of the "Wise Traditional Music Classroom"

This study aims to explore the digital technology-enabled traditional music classroom education and teaching ecological design based on cultural heritage protection and inheritance, in order to improve the efficiency of cultural heritage classroom teaching and digital reform. We chose the excellent traditional Chinese music culture "Poyang Fishing Song" as a case study for analysis and demonstration. Mathematical modelling methods, time series analysis, data mining and optimisation models were used to quantify the efficiency of cultural heritage transmission and the impact of digital reform. Meanwhile, the application of blockchain technology in music education, especially in the field of copyright management, is explored to support the digital transformation of the education ecosystem. By digging deeper and revealing the potentials and limitations of digital transformation, it provides tools for educational institutions, policy makers and researchers to learn from in order to better address new challenges and seize new opportunities.