Music Curriculum Research Articles

A Comparative Study on Music Curriculum Design in Universities based on AR technology: A Survey of 10 Undergraduate Colleges in Nanjing

Purpose: During the past few decades, there has been a huge increase in the usage of technological devices like mobile phones, which are now an indispensable part of our everyday lives. AR-based applications for smartphones and tablets have proven to be a game-changer in a number of fields, most notably education. Currently, Nanjing's college music programmes are undergoing a fast development. Universities are currently experiencing innovation and a reform of their teaching methods in the field of music education. Improving music education in higher education institutions has emerged as a crucial concern for the music Students in Nanjing's undergraduate institutions. Method: An analysis of how AR technology has affected the evolution of music curricula in undergraduate institutions in Nanjing through comparisons. Pre- and post-tests were used to evaluate the cultural understanding and motivation for the study of music of both groups. An Overview of Ten Nanjing Bachelor Colleges. Through the use of augmented reality technology, the experimental team introduced undergraduates’ students to a range of cultural contexts, practices, and norms. Results: The results show that as compared to the control group, the experimental group, which received AR-based training, had noticeably greater levels of intercultural competency and motivation for music learning. Conclusion: Quantitative data analysis revealed that AR-based training increased undergrad participants' involvement, motivation, and understanding of culture. This study provides insights into prospective patterns and paths that AR technology could take in learning, giving readers a preview of future advances. This comprehensive viewpoint provides teachers, scholars, and professionals with significant insights into the instructional implications, technological characteristics, and practical issues of AR. Increasing the development of music education in institutions of higher learning can play an obvious role in helping to grow the influence.

PERCEPTIONS OF CLASSICAL MUSIC AND ITS IMPACT IN SCHOOL

This article examines the impact of music-making activities on children's development. It considers the musical perceptions of pupils in mainstream schools and the effect of classical music on their momentary emotional state. It also presents strategic models for integrating classical music samples into the learning process, which are tailored to the age range of students and the music curriculum to serve the music educator.

Democratising the Music Curriculum: Integrating Ubuntugogy for the Africanisation of South African Higher Education

In recent years, there has been an ongoing debate about the need for redress in South African higher education which is largely informed by Western perspectives, and the music curriculum is no exception. Even though there is growing progress, music education continues to be dominated by the Western classical canon. Therefore, the purpose of this article was to provide a comprehensive investigation of how ubuntugogy can be successfully and effectively merged into the South African higher education music curriculum. The researcher used ubuntugogy as a theoretical framework to advocate for the integration of ubuntugogy—a teaching philosophy rooted in African values and communal learning—to democratise and Africanise the music curriculum in South African higher education. This article used a qualitative content analysis grounded in examining existing literature on a similar subject under the guidance of the research questions developed earlier. The findings of this study show that ubuntugogy provides an approach that can Africanise the curriculum and pedagogy by incorporating indigenous musical practices, oral traditions, and cultural values into the teaching and learning process. The results of this article revealed that applying ubuntugogy as a method of teaching and learning can help in preparing music education students to engage with the world from a culturally informed and empowered perspective. This article concludes by affirming that ubuntugogy as a method of teaching and learning provides a transformative framework for Africanising music education in South African higher education.

A Comparative Analysis of Early Childhood Music Curriculum in South Korea and China

A Comparative Analysis of Early Childhood Music Curriculum in South Korea and China

Planning with Purpose and Intent: Designing Lesson Objectives and Assessments to Embed Social Emotional Learning in Elementary General Music

Social Emotional Learning (SEL) is a topic of growing interest and relevance to music educators, particularly those who teach elementary general music. While there are natural connections between music education and SEL, the incorporation of SEL into a music curriculum must be done with purpose and intent. Many elementary general music teachers struggle with purposefully embedding SEL into their existing curricula, due to factors such as a lack of time, relevance, and inadequate preparation. In this article, elementary general music teachers will discover ways to design lesson objectives and assessments that purposely embed SEL skills with musical outcomes to support the social, emotional, and musical development of all students in their classroom.

블랜디드 러닝 수업을 적용한 칼림바 합주 수업지도 방안 연구: 메타버스 플랫폼 ‘ZEP’을 중심으로

The purpose of this study is to design a Kalimba ensemble teaching plan based on the direction and digital application of the 2022 revised curriculum, and to suggest ways to effectively fulfill the goals of the 2022 revised curriculum in the school setting. The theoretical backgrounds of the Kalimba and the Metaverse were gathered through a review of academic papers and dissertations. The performance domain of the 2022 revised music curriculum was analyzed to design a teaching plan and explore practical methods for implementing a digital-instrument integrated class, as intended by the revised curriculum. The digital elements and music performance classes emphasized in the 2022 revised curriculum were fused so that students could experience the basics of new technologies. To create a student-led participatory class, a virtual reality space and study score were produced directly, enabling students to engage in creative and self-directed learning. To complement this, this study creates a virtual reality space using the Metaverse platform "ZEP" and provides online video and ensemble performance forms using the video link connection function of "ZEP" to foster basic digital literacy and improve music performance. It is hoped that research on instrumental teaching methods using digital media will be further expanded so that students can recognize the sensibility and value of music.

Evaluation of 8th Grade Music Curriculum Utilizing Eisner's Educational Connoisseurship and Criticism Model

Evaluation of 8th Grade Music Curriculum Utilizing Eisner's Educational Connoisseurship and Criticism Model

Metaverse VR technologies in contemporary Chinese music education

ABSTRACT The research purpose is to explore the need to introduce innovations in the curriculum and the classroom in music colleges and universities influenced by virtual reality multimedia environments with elements of metaverse VR technologies. Particular attention is paid to the metaverse platforms with VR games in academic disciplines such as Applied Music, Fundamentals of Composition, and Learning to Play Musical Instruments. The practical part involves the analysis of the experimental and control groups of 240 individuals, selected and structured using the sampling method and the quasi-experimental method. Method Questioning is used by scholars to summarise the information and survey results collected from students. The experiment reveals that up to 72.2% of students suppose that the introduction of the art course based on digital multimedia virtual reality is effective, and their music teachers prefer to use multimedia virtual reality learning tools. The gamification elements in different musical disciplines are interesting for 78% of students. The results’ significance is the possibility to adapt the music curriculum in colleges to students’ needs. Further research is needed to evaluate the use of VR technologies for musical workshops as part of playing musical instruments and the basics of musical composition.

텍스트 마이닝을 활용한 중학교 음악과 교육과정 원문 분석

The purpose of this study is to examine the characteristic changes in music curriculum over time using scientific analysis methods. To this end, the original texts of the Middle School music curriculum from the revised 2007 to the revised 2022 were analyzed using the TF-IDF technique of Text Mining, a big data analysis method based on artificial intelligence, to extract the core concepts of each curriculum and to examine the trends. As a result of the analysis, the following conclusions were drawn. First, Korean music curriculum have been in a state of flux, reflecting various factors such as global trends in music education, education policies, and needs of the educational community. Second, the paradigm of ‘curriculum reconceptualization’ has been increasingly accepted over time. Third, text mining can be used to analyze and visualize curricula in an objective way, making it easy to intuitively understand curriculum changes over time. It can be a useful tool for curriculum-related research.

음악교육의 역사적 관점에서 바라본 초등학교 저학년의 ‘즐거운 생활’

This research proceeds from posing a question whether the ‘enjoyable life’ in Korea is justified from a vantage point of music education. The writer highlights historical contexts between the general school music class and the ‘enjoyable life’ as an integrated subject. And then, the curricular for the ‘enjoyable life’ are analytically examined for the connection between music class and the ‘enjoyable life’. In ancient times, a comprehensive music education was recommended as it is shown in works of Confucius or Plato. Music was also a significant subject matter in elementary schools in the Christian culture where singing hymns established an educational tradition as a process of socialization. However an aesthetic and humanistic approach, for example by Rousseau or Pestalozzi, is regarded as the cornerstone of modern music education in elementary school. The ‘enjoyable life’ in Korea emerged in 1980s which seemingly succeed to traditional music class, and eventually claimed an independent subject, but from the perspective that music curricula can lead holistic development in children, it has been unsuitable for integrative education. Thus, the writer proposes to restore the music class instead of ‘enjoyable life’ in elementary school and to enhance teaching methods for integrated music education.

Teaching curricula for musical instruments in Iraq

Every new onset, situation or phenomenon, positive or negative, there are obstacles, obstacles or difficulties you face, or perhaps you need to study more thoroughly and comprehensively including the use of western musical instruments in our eastern Iraqi music.The experience of using Western instruments in the music curriculum in Iraq has played a positive role while at the same time negatively affecting our music heritage in particular. Most music institutes and colleges in Iraq lack the teachers of Arabic authentic instruments such as Al Awd, Al Nai, Al Sinatour and Al Jawah. Because of the lack of a qualified teaching staff who give practical and applied lessons to these machines I have found the opportunity to study quickly this important and useful topic for us and our students, and I am sure I have come up with some indicators or conclusions, some negative and the other positive because it is an experience, we are taking for the first time but it remains the leading and ideal experience and it is sure to evolve in the years ahead.

Music Curriculum in Higher Education that is Consistent with Student Development in the 21st Century: Empirical Data from Rajabhat University in Thailand

The curriculum is important in setting the directions of teaching and learning activities and developing students to have knowledge and ability which lead to success. This research focuses on the study of music curriculum development and student development with the objectives: 1. To analyze the music curriculum in higher education 2. To study structures and learning outcomes of music curriculum in higher education in student development according to the 21st century skills and 3. To develop music curriculum in higher education to respond to changes in the 21st century. The research scope is to study Rajabhat University group in Thailand by analyzing data from the curriculum structures and learning outcomes. The correctness and suitability are assessed by using EDFR technique for 2 rounds to confirm the data and use it to create a questionnaire to organize a group discussion (focus group). The study shows that the music curriculum in Rajabhat University has a total of 127-140 credits throughout the curriculum, which is in line with the standards for undergraduate programs, with a total of not less than 120 credits. The learning outcomes of music curriculum of Rajabhat University have 6 learning outcomes which are consistent with the standard qualifications of higher education. It is also found that developing the curriculum to be consistent with changes in the 21st century must be created with outstanding points and unique identity and set clear goals for developing students to have knowledge and skills consistent with the needs of Thai and global contexts.

‘A re-imagined Music Curriculum’: Jeremy Strong interviews PhD candidate Natasha Hendry

Professor Jeremy Strong (University of West London) interviews PhD candidate Natasha Hendry whose research seeks to formulate a framework for more inclusive, diverse, and equitable music education for black pupils in the UK.

디지털 시대의 초ㆍ중등 국악교육 지원을 위한 국립국악원 e-국악아카데미의 활성화 방안

This study aims to suggest a plan to revitalize the National Gugak Center's e-Gugak Academy to support gugak education in elementary, middle, and high schools, considering the changing direction of school education in the digital age. To this end, it examines the changing aspects of school education in the digital age through literature research and reviews the contents development status and usability in school education by analyzing the National Gugak Center's e-Gugak Academy site. As a result, it is found that school education in the digital era emphasizes the orientation of learner-centered customized education based on digital technology and the establishment of future teaching and learning methods and evaluation systems. In addition, the National Gugak Center's e-Gugak Academy is analyzed to have utility as basic data for gugak teaching materials based on the music curriculum, multimedia gugak teaching and learning materials, extraction of gugak instruction contents, and design of gugak teaching and learning methods. Based on these results, this study proposes a direction to improve the usability of the National Gugak Center's e-Gugak Academy in school education in the digital era as ‘strengthening the educational function of the e-Gugak Academy as a digital gugak education platform.’ And as a concrete way to reach this direction, this study focuses on two aspects: ‘customized gugak education support’ and ‘digital-based gugak class support’.

Implicit Theories of Teachers About the Importance of Teaching Music

Contemporary pedagogical literature emphasizes holistic upbringing and education, with the goal of developing the overall personality of students. In this regard, the aim of this study is to explore and determine how teachers perceive the importance of teaching music. This research was conducted in the second semester of the 2022/2023 school year on with a sample of Republic of Srpska primary school teachers (N=10). Empirical data were collected through semi-structured interviews conducted both online and in person; a protocol with open-ended questions was developed. The data were analyzed using the method of qualitative thematic analysis. The research results show that teachers perceive music education positively and emphasize its importance for the comprehensive development of students. Additionally, teachers believe that certain changes are needed in the music curriculum, although they emphasize that they have freedom in choosing content in all teaching areas. There is a prevailing opinion among teachers which indicates the need for an increased focus of the educational system towards music education in the lower grades of primary school.

The Frequency of Music Improvisation Activities in the Fourth and Fifth Grade of Primary School

The aim of the present study was to investigate and compare the frequency of the implementation of music improvisation activities in music lessons by classroom teachers and subject teachers teaching music in the fourth and fifth grade in Slovenian primary schools. We also explored the teachers’ sense of competence to implement music improvisation activities, reasons for the infrequent inclusion of such activities and solutions for more frequent inclusion. A descriptive nonexperimental method of research was used, collecting data with a questionnaire. The study found that teachers occasionally carry out music improvisation activities, most often rhythmic improvisation. The results showed no differences between the frequency of improvisation activities between classroom teachers and subject teachers. However, subject teachers do feel more competent to perform music improvisation activities than classroom teachers and there was a weak correlation between the sense of competence and the frequency of improvisation activities in music lessons. Teachers cite a lack of time, knowledge and self-confidence as the key reasons for the infrequent implementation of music improvisation activities. They see solutions for the more frequent inclusion of music improvisation activities in additional music improvisation training and changes in the music curricula, advocating for more flexible and broadly defined learning objectives. Due to the small sample size, the results are not generalisable, but they do provide an insight into the current state of the integration of music improvisation activities in music lessons in the fourth and fifth grade of primary school.

다문화 음악교육을 위한 컵타 합주 교수 · 학습 방안 연구: 뱅크스의 다문화 교육이론을 바탕으로

The purpose of this study was to investigate a teaching and learning approach with a cup percussion ensemble to provide an effective lesson in multicultural music education. To develop a lesson plan that achieved the study’s purpose, this study selected a cup percussion as a medium of interaction and this study examined the multicultural education theory porposed by James Banks. This study adapted the lesson model of the multicultural transformation approach in social studies suggested first-grade middle students music curriculum to help students increase their academic achievement and develop positive attitudes toward multiculturalism. Through this study, First, cup perussion instrumental activities can provide a special musical experience to teachers as well as students, and in the practice process through ensemble, it can be extended to creative experience activities linked to creative and cooperative learning for each group. Second, to promote understanding of cup percussion, this study discussed the definition of rhythm, looked into the concept and characteristics of cup percussion and how they use oral consonants, and analyzed the educational functions of cup percussion and included in middle school music textbooks. Third, Playing a cup song while singing folk songs from different countries promoted interest and positive interactions among the students. It is hoped that this study will help you learn about the cultural background of each country's unique value through multicultural music education, and will be a study to professionally understand the concept, principle, theory, and practice of multicultural music education through the Cup percussion ensemble as an effective response task.

2022 개정 음악과 교육과정 기반 초등 음악 교과서 국악 영역의 편성 방향 탐색

The purpose of this study is to compare and review the characteristics of the 2015 and 2022 revised music curriculum, analyze the contents of Korean traditional music instruction in eight elementary music textbooks in the 3rd and 6th grades reflecting the 2015 revised music curriculum, and propose a direction for writing Korean traditional music textbooks based on the 2022 revised music curriculum. The results of the study are summarized as follows. First, the content system of the 2015 revised music curriculum consisted of three areas: expression, appreciation, and daily life, and the expression area was mainly composed of singing, performing, and creative activities. Focusing on the explicit and independent form of Korean traditional music instruction in elementary music textbooks, it was classified and reviewed into factors such as the number of units(sanction songs) for each area, sub-areas according to the activity content, the number of programming pages, the time difference, and the organization rate. As a result, the contents of Korean traditional music instruction in 8 types of elementary music textbooks were, on average, linked to activities in 8 to 9 units(sanction songs) in the expression area and various sub-areas, a total of 16 to 20 pages, a total of 16 to 20 sessions, around 25%; linked activities in 2 to 3 units(sanction songs) in the appreciation area and various sub-areas, a total of 5 sessions, around 7%; linked activities in one unit(sanction songs) in the daily life area and several sub-areas, a total of 1 to 2 pages, a total of 1st sessions, less than 1 to 5%. On the other hand, it was found that within the same textbook, the organization rate by area showed a rather large variation by grade group. Second, the 2022 revised music curriculum was designed in three areas: performance, appreciation, and creation, unlike the previous curriculum. Accordingly, the direction of organizing the Korean traditional music instruction contents of elementary music textbooks to be developed in the future should be linked to the expansion of performance activities centered on differentiated singing and instrumental music, the presentation of continuous appreciation activities, and the implementation of reinforcement of differentiated and independent creative activities. In addition, based on explicit and independent units, the 2022 revised elementary music textbook Korean traditional music instruction content should be at least 27 sessions and at least 40% of the organization rate in all music textbooks. Specifically, six to eight units(sanctioned songs) in the performance(singular and instrumental music) area, a total of 15 sessions or more, 22% or more; two to three units in the appreciation area, a total of six sessions or more, 9% or more in the organization rate; two to three units in the creative area, a total of six sessions or more; a ratio of 3:1:1 in the three areas of performance, appreciation and creation; It is suggested that the organization rate be arranged in a balanced manner so that the deviation of the organization rate by area is not too large by grade group. However, it should be noted that the number of units(sanction songs) can be added or subtracted depending on the autonomy of the publisher's writers, and various activities such as body expression and play should be designed to be integrated with the main area's activities. The total organization rate increases further because the contents of Korean traditional music are integrated and organized through Western music, multicultural music, concerts, and unit arrangements.

Understanding the Hong Kong music curriculum through the lenses of posthumanism, postcolonialism, and poststructural psychoanalysis

AbstractThe use of “post‐isms” has become increasingly prominent in academic discourse because it offers new perspectives for gaining insight into current developments in human society and the historical dimension of culture. In the Hong Kong educational context, the concept of “post‐isms” has permeated the current music curriculum. The curriculum guide alludes to posthumanist primary interests, was created in the postcolonial state after the return of the sovereignty of Hong Kong from Britain to China in 1997, and is associated with poststructural psychoanalysis that values the subjectivity of listeners. This article investigates the entanglement of the Hong Kong music curriculum and the “post‐isms” from the perspectives of posthumanism, postcolonialism, and poststructural psychoanalysis. It is found that the curriculum guide demonstrates a commitment to ecology/human relations through both cross‐species communication and understanding, as well as pro‐nature humanism. It entangles with the concept of hybridity in postcolonialism and functions as a strategy of disavowal of the colonial legacy and the cultivation of the original national identity. The guide also perceives music as an agency that produces subjectivity by positioning the listener as subject. By investigating the Hong Kong music curriculum through the three lenses, implications for music curriculum development were drawn. It is urged that only when a music curriculum takes into account the multidimensionality of music can it reveal the greatest potential of music.

Music Curriculum Research Using a Large Language Model, Cloud Computing and Data Mining Technologies

This paper presents a method to enhance the scientific nature of the music curriculum model by integrating a large language model, cloud computing and data mining technology for the analysis of the music teaching curriculum model. To maintain the integrity of the mixing matrix while employing the frequency hopping frequency, the paper suggests dividing the mixing matrix into a series of sub-matrices along the vertical time axis. This approach transforms wideband music signal processing into a narrowband processing problem. Additionally, two hybrid matrix estimation algorithms are proposed in this paper using underdetermined conditions. Furthermore, utilizing the estimated mixing matrix and the detected time-frequency support domain, the paper employs the subspace projection algorithm for underdetermined blind separation of music signals in the time-frequency domain. This procedure, along with the integration of the estimated direction of arrival (DoA), enables the completion of frequency-hopping network station music signal sorting. Extensive simulation teaching demonstrates that the music curriculum model proposed in this paper, based on a large language model, cloud computing and data mining technologies, significantly enhances the quality of modern music teaching.