Field Of Music Education Research Articles

Artificial Intelligence-Assisted Music Education: A Critical Synthesis of Challenges and Opportunities

Artificial intelligence (AI) is a hot topic that presents new challenges and opportunities for the improvement of educational processes. The disruptive and transformative force of this new technological development implies the adaptation of educational ecosystems for its use and integration as a didactic and pedagogical resource. From this perspective, a systematic literature review has been conducted to analyze the didactic potential of generative AI tools in the field of promoting artistic creativity in music education. The research results confirm that the incorporation of AI in music education is paving the way for a more personalized, interactive and efficient learning experience. In addition, the analysis suggests nine fundamental fields of IA implementation in music education: virtual and augmented reality (VR; VA); learning personalization, intelligent tutoring systems; composition assistants; improved historical and contextual learning; assessment systems; interactive ear training and music theory systems; tools for music collaboration and performance; and assistive technologies. Furthermore, the challenges presented by the intersection of AI and digital didactics in the field of music education are discussed.

Christian perspectives on music education: A framework for teaching to reach heads, hearts, and hands

The purpose of this article is to present a Christian perspective on teaching music. Throughout history, Christianity has pervaded the field of music education, impacting the way and the reasons music is taught. This article presents a brief review of historical and theological concepts relating to the philosophy of music education, with specific attention given to orthodoxy, orthopathos, and orthopraxis (or in simpler terms, head, heart, and hands). A preliminary philosophical framework is presented for incorporating the concept of teaching music to educate heads, hearts, and hands.

개념 기반 교육과정에 기초한 음악과 수업 설계 방안 탐색

Concept-based curriculum is a curriculum that emphasizes on leading learners to form conceptual understanding through the process of inquiry into facts and phenomena and transferring them to new contexts. The purpose of this study is to explore music class design plan based on Concept-based curriculum. For this purpose, the main contents of concept-based curriculum, the emergence and application of conceptual approach in music education field, and concept-based lesson model for music class. Music concepts are the basis of understanding the structure and principles of music and musical activities, and it is very important to help students form concepts even in music classes centered on various activities. This study is significant in that it reconsiders the meaning and role of conceptual understanding in the general school music education process and expands the discussion on connections to other subjects and life.

Study on Strategies for Improving Piano Education for Preschool Children with Parental Participation

This study focuses on exploring the key role of parental involvement in children's education, especially in the process of piano learning, in the field of music education, in order to provide corresponding improvement strategies. This study adopts a mixed method research design, combining quantitative and qualitative research methods. First of all, the basic information of parents, their participation in children's piano learning and students' piano learning level were collected through a questionnaire survey. SPSS software was used for frequency analysis, descriptive statistical analysis and difference analysis to explore the relationship between parents' characteristics and participation level and the influence of participation level on students' piano learning level. Secondly, through in-depth interviews with school administrators, qualitative data on the challenges faced by parents involved in children's piano learning were obtained, and targeted solutions were proposed on this basis. The quantitative results show that parents' gender, age, education level and occupation are closely related to their participation in their children's piano learning, and parents' participation is significantly positively correlated with students' piano learning level. The qualitative analysis reveals the challenges encountered by parents in the process of participation, such as time and resource limitations, cognitive level and skills deficiencies, and puts forward some coping strategies, such as providing educational resources and strengthening communication and cooperation between family and school. Finally, this study emphasizes the positive role played by parents in children's piano learning, that is, by creating a good learning environment, emotional support and strengthening family ties, it effectively promotes the development of children's musical ability and the improvement of comprehensive quality. Therefore, it is suggested that school administrators actively advocate and promote parents to effectively participate in their children's piano learning, and form a good mechanism of home-school cooperation and co-education to help children develop comprehensively.

METHODOLOGICAL GUIDELINES IN THE STUDYOF MUSIC EDUCATION PEDAGOGY

This article discusses the methodological foundations that play a key role in research in the field of music education. One of the most important methodological guidelines is methodological analysis, considered as a meta-method in the context of music pedagogy. This analysis is an integrated approach to the research process, which allows us to comprehend various aspects and processes of musical and pedagogical theory and practice. Within the framework of methodological guidelines, professionally significant functions and approaches are also highlighted, which contribute to the awareness of the value of concepts of a musical and pedagogical nature, innovative processes in science and education, as well as the formation of a research strategy. The approaches under consideration include various intellectual operations, among which reflection stands out as a method of creative thinking and personal rethinking of values and motives in the activities of a teacher-musician. The basis for the development of methodological guidelines in this context is knowledge from various fields of human activity, including science and art. Reliance on knowledge serves as the basis and methodological basis for the pedagogy of music education, to determine the principles and methods of organizing the research process.

Music Education in China and the Philippines: The Exploration of Tradition and Integration

As two countries with characteristics, China and the Philippines both carry rich cultural heritage and historical background, especially in the field of music education have formed a unique tradition. In China, as an ancient civilization with a long history, its music education is deeply influenced by traditional culture. The inherited classical music, national Musical Instruments and music education concepts all highlight the extensive and profound Chinese culture. In the Philippines, as a country with diverse cultures, its music education integrates a variety of foreign cultures and local characteristics, showing a diversified, inclusive and innovative educational style. With the wave of building a community with a shared future for mankind sweeping the world, and culture as the spiritual embodiment of a community with a shared future for mankind, China and the Philippines have also begun to break regional boundaries and conduct frequent exchanges and cooperation. In the aspect of music education, this exchange and integration is not only reflected in the mutual reference of music education concepts, but also includes the sharing and innovation of teaching methods and teaching materials, as well as the exchange of visits and exchanges between teachers and students. In this process, the music education of the two countries is constantly absorbing each other's advantages and making up for their own shortcomings, so as to explore a music education model more in line with the development needs of The Times. This paper traces the origin of music education in the two countries from a historical perspective, deeply analyzes the uniqueness of their respective education systems, and compares the similarities and differences of teaching methods in detail. At the same time, this paper also focuses on the integration phenomenon of Sino-Philippine music education in the background of globalization, which is not only the exchange of technology and methods, but also the deep collision and integration at the cultural level.

Develop a curriculum for first-year students at Aksu vocational and technical college’s school of humanities and arts, focusing on teaching Chinese folk songs

This research investigates the integration of Chinese folk songs into the curriculum at Aksu Vocational and Technical College, situated in the culturally diverse Aksu region of Xinjiang, China. This study identifies significant gaps in current music education methods, particularly the disconnect between theoretical learning and practical application, which hinders students’ ability to engage deeply with the material and develop employable skills. Employing a mixed-methods research design, both qualitative and quantitative approaches were used to develop, implement, and evaluate a teaching package specifically designed for first-year students. The package aimed to enhance students' understanding and appreciation of Chinese folk music, thereby improving their cultural competence and engagement with the academic content. The findings suggest that the new curriculum significantly boosted the students' knowledge of and connection to folk music traditions. It also facilitated a better understanding of the music’s historical, cultural, and social contexts. Moreover, the teaching package fostered essential skills in cultural awareness and academic involvement, contributing effectively to vocational music education in a multi-ethnic setting. This approach not only bridges the gap between theory and practice but also enriches the students’ educational experience by embedding cultural appreciation into the learning process, making a substantial contribution to the field of music education.

University students facilitating hip hop in a community engagement project: experiences and perceptions

ABSTRACT Hip hop is the most popular music in the US and remains on the fringes of the music education profession as both under-integrated, researched, and utilised. The purpose of this project was to investigate the experiences and perceptions of undergraduate music students who facilitated a hip hop project with hip hop experts in a local youth arts organisation located in the southeastern region of the US. As a qualitative investigation, analysis of these data revealed four themes associated with undergraduate music student experiences, which included (1) adaptability, (2) connection, (3) discomfort, and (4) impact. These data suggest direct influences on participant understandings related to hip hop with implications for the field of music education to include hip hop experiences in democratic and learner-led classrooms.

Research on VR e-learning based on load balancing algorithm in intelligent music education system

This paper aims to explore the application of virtual reality (VR) electronic learning based on load balancing algorithm in the simulation of intelligent music education system. This paper designs and implements an intelligent music education system simulation, which uses load balancing algorithm and virtual reality (VR) technology to provide the convenience of e-learning and personalized learning experience. The load balancing algorithm allocates and manages multiple tasks or requests in the system to ensure the balanced utilization of resources and the efficient operation of the system. In the intelligent music education system, the load balancing algorithm can be used to manage user requests, allocate appropriate resources and services, and ensure that the system can respond quickly and provide a stable learning environment. This paper introduces the architecture and implementation details of the system, including the design and optimization of load balancing algorithm and the application of VR technology. The results show that we point out that VR e-learning based on load balancing algorithm has potential in the simulation of intelligent music education system, which can provide high-quality personalized music learning experience and provide useful enlightenment for innovation in the field of music education.

“We Just Kind of Found Ourselves”: A Narrative Study of First-Generation College Students and Belonging in Music Education

As the field of music education explores ways to mitigate barriers for underrepresented populations along the path to becoming a music teacher, the experiences of first-generation college students (FGCSs) in music teacher education programs warrant exploration. The purpose of this narrative study was to explore the lived experiences and perspectives of music educators who were FGCSs. Networks of support and mentoring were key in both the successes and challenges that participants experienced. Belonging was not a given for participants despite shared coursework and requirements with peers. Finding peers with similar backgrounds, accessing supportive relationships with faculty, and perseverance aided participants through college. Recommendations for music teacher educators include building relationships with FGCSs in targeted and strategic ways, starting in students’ first year, providing more intensive and proactive communication and advising structures, and building faculty knowledge of campus resources that may benefit FGCSs.

Fuzzy logical system for personalized vocal music instruction and psychological awareness in colleges using big data

Traditional psychological awareness relating to vocal musical instruction often disregards the impact of earlier experiences on music learning could result in a gap in meeting the needs of individual students. Conventional learning techniques of music related to psychological awareness for each individual has been focused on and addressed in this research. Technological upgrades in Fuzzy Logic (FL) and Big Data (BD) related to Artificial Intelligence (AI) are provided as a solution for the existing challenges and provide enhancement in personalized music education. The combined approach of BD-assisted Radial Basis Function is added with the Takagi Sugeno (RBF-TS) inference system, able to give personalized vocal music instruction recommendations and indulge psychological awareness among students. Applying Mel-Frequency Cepstral Coefficients (MFCC) is beneficial in capturing variant vocal characteristics as a feature extraction technique. The BD-assisted RBF can identify the accuracy of pitch differences and quality of tone, understand choices from students, and stimulate psychological awareness. The uncertainties are addressed by using the TS fuzzy inference system and delivering personalized vocal training depending on different student preference factors. With the use of multimodal data, the proposed RBF-TS approach can establish a fuzzy rule base in accordance with the personalized emotional elements, enhancing self-awareness and psychological well-being. Validation of the proposed approach using an Instruction Resource Utilization Rate (IRUR) gives significant improvements in engaging students, analyzing the pitching accuracy, frequency distribution of vocal music instruction, and loss function called Mean Square Error(MSE). The proposed research algorithm pioneers a novel solution using advanced AI algorithms addressing the research challenges in existing personalized vocal music education. It promises better student outcomes in the field of music education.

The Impact of (Jordan Academy of Music by its syllabus) on (music education) in Jordan

This study aims to shed light on Jordan Academy of Music as one of music higher education universities in Jordan and acknowledge its role in music education and learning in Jordan. The study used the analytical descriptive approach to analyze the study plan of the bachelor degree to identify the vision of the academy while preparing their students. In addition، the study took a look at the graduates of the academy and identified their major field work and contribution in thye field of music education. One of the major goals of this study is to acknowledge the Academy’s strategy while preparing its students، and its role in music education and learning in Jordan. One of the most significant conclusions of the study was emphasizing the important role of the Academy in music education and learning in Jordan، by focusing on both aspects: education and performance in its strategy. Keywords: music education، education syllabus، Jordan Academy of Music

Harmony Amidst Change: Revitalizing Guangxi's Intangible Cultural Heritage Music in Higher Education

Guangxi's intangible cultural heritage music culture has a long history, diverse types, and profound connotations. As a precious and primitive ethnic music cultural heritage, Guangxi's intangible cultural heritage can improve the quality of contemporary vocal teaching in professional skills such as music singing, instrument performance, enhance the training quality of national vocal music talents in China, and promote the development of folk music culture in China. However, as the rapid development of modern society, these valuable musical traditions are facing gradual marginalization and oblivion. Based on this phenomenon, this study interviewed four professors and four students in the field of music education, as well as conducted a detailed survey questionnaire on 347 students from four universities in Guangxi (Guangxi Arts University, Guangxi Normal University for Nationalities, Yulin Normal University, and Guangxi University of Foreign Language). The results show that students and educators maintain a strong interest in and a high level of respect for non-heritage music, despite the challenges of the current education system and resource allocation. Students and educators are eager to contribute to the preservation and transmission of this valuable cultural heritage to enhance the aesthetic and artistic sensibilities of university students and improve their musical aesthetic ability. Therefore, through investigation and analysis of the current situation and existing problems of music education in various universities, combined with the important significance of improving the music aesthetic ability of college students, targeted solutions are proposed to effectively improve the music aesthetic ability of music majors in universities.

From Return to Normal to a “New Normal”? A Call to Revive Music Teacher Motivation and Reflection

What might the field of music education do to learn, grow, and reinvent itself as we emerge from COVID-19 and virtual learning? Implied in the “return to normal” discourse, permeating all areas of music education in the year or more following virtual learning is the felt need to keep going and return to music education as usual. Yet significant changes, both positive and negative, occurred during virtual learning and music teachers have not received adequate time to reflect and consider new possibilities. In this article, I reject the idea of “return to normal” and call for a “new normal.” While this new normal might take many forms, I offer one possibility for middle level general music focused on student (as well as teacher) motivation. As music educators, we face a potentially exciting time to re-envision the future of music education—but only if we pause, reflect, and imagine a “new normal.”

A Study on the Design of Music Curriculum-Based Ecological Environment Convergence Education Program for Elementary School Learners

This study is to devise a convergence education program with the ecological environment based on the music of elementary school learners. Various agendas surrounding the environment, such as carbon neutrality, climate crisis, and ecological environment conservation, are also being discussed with enthusiasm in the education world. From this point of view, this study is expected to be an education that can be practiced in their lives in the future by properly establishing elementary school learners' values for nature and the environment as well as music subject content in the music education field. To this end, this study developed a new music education program that can further implement environmental education based on two previous studies on music-based convergence education through literature research methods. Through this, conclusions corresponding to four implications were drawn, and it can be said that the review that environmental education can be practiced in a fusion manner within music education has been conducted to some extent.

Exploring Teaching Strategies for Primary and Secondary Music Education in China's Ethnic Minority Regions from a Multicultural Perspective

This study aims to explore the implementation of multicultural music education in primary and secondary schools in ethnic minority regions of China from a multicultural perspective. The paper begins by delving into the theoretical foundations of multicultural education and its relevance in the field of music education. It then analyzes the unique music traditions and cultural backgrounds in different ethnic minority regions of China, as well as their influence on music education. The paper provides teaching strategies and methods that educators can employ to incorporate multicultural elements into music education. Furthermore, it presents case studies of successful music education projects in China's ethnic minority regions and discusses the ongoing challenges and future prospects of multicultural music education in China. In conclusion, this study underscores the importance of adopting a multicultural perspective in music education to foster cross-cultural understanding and enrich the learning experiences of students in ethnic minority regions.

The investigation of artificial intelligence-based applications in music education

The field of music education has garnered significant attention due to the burgeoning advancements in artificial intelligence technology. Currently, there are many works on applying Artificial Intelligence (AI) technology to the field of music education, and this review aims to comprehensively summarize the application of AI methods in multiple subfields of music education. In this paper, according to the focus of AI technology, the areas of music education to which it has been applied are divided into four modules, namely personalized learning, automatic assessment, composition assistance and interactive teaching. Firstly, representative AI methods applied to each of these four subfields are introduced, including but not limited to: the principle of the AI method, the improvement brought by the application. The text then describes the current status of the application of these methods in their domains, discusses the limitations of the application, and makes brief conjectures on how to break through these limitations. The research in this review paper is important for the development of AI technology applied to the field of music education. At the same time, this review also provides directions and suggestions for future research to promote the further development of AI in the field of music education.

Written and enacted policies in undergraduate music education admissions

Undergraduate music education programs are the most common pathway for someone seeking to become a music teacher. Admission into preservice programs may be a barrier for minority students. We conducted a collective case study and qualitative content analysis to examine the written and enacted policies of music education admissions at institutions within the BIG 10 academic conference. Utilizing Richerme’s feminine and poststructural extension of cosmopolitan ethics as a frame to consider our analysis, we considered how written policies present institutional priorities and compared them to enacted policies of local stakeholders. The results of this investigation highlight the varied interpretations of institutional and professional priorities, as well as the difficulty of determining responsibility and enacting change on the local level. Implications from this study include recommendations for changes to practice and policy, considerations for curricular shifts, and a discussion of ways to disrupt the seemingly iron-clad reproduction of a homogenous music education field that continues to exclude bodies and musicks that do not conform.

Enhancing Young Violinists’ Musical Identities Using a Dialectical Approach Drawn from the Stanislavsky System

ABSTRACT This paper draws on the fields of music education and actor training. It describes the use of acting techniques based on the Stanislavsky system in music education as a means of facilitating the exploration of musical identity in young violinists. It also investigates how acting activities can enhance students’ development through the social interactions of group teaching, and how the power of language, storytelling, imagination, and fiction can trigger meaningful processes and influence behaviour by shaping and shifting young students’ beliefs about a performer’s musical identity. The focus of this article is on the application of approaches and activities, based on the Stanislavsky system, to music education, in the context of violin pedagogy.

Гармонізація ринку освітніх послуг закладів позашкільної музичної освіти країн ЄС та України

In the current conditions of globalization and integration processes between Ukraine and the European Union (EU), the topic of harmonization of the educational services market, in particular in the field of extracurricular music education, becomes especially relevant. Harmonization of educational standards and approaches between the EU countries and Ukraine allows creating a single educational space that provides a high level of specialists’ training competitive both at the national and international labor markets.The article is devoted to the analysis of har monization key aspects of the educational services’ market in the field of music education, which includes consideration of the legal framework, analysis of methods and tools used for harmonization, as well as assessment of the these processes’ impact on the development of extracurricular music education in Ukraine. Considerable attention is paid to the study of the experience of the EU countries in the uniform standards’ implementation of education, in particular in the field of music education, and its possible application in the Ukrainian context. The article also analyzes the existing problems and challenges that stand in the way of harmonization, among which are the need to adapt national legislation, improve the level of teachers’ professional training, as well as provide financial and institutional support for this process from the state and international organizations. In addition, the prospects for the educational services market development in Ukraine in terms of integration into the European educational space are discussed. As the result of the study, it was found that the harmonization of the educational services’ market in the field of extracurricular music education is a necessary step to ensure the competitiveness of the Ukrainian educational system, its integration into the European space and improving the music education quality. It also creates preconditions for the cultural exchange development and national musical traditions preservation, which contributes to the formation of a unique cultural landscape in Europe. In general, the educational services harmonization in the field of music education should become the basis for the development of a sustainable and high-quality educational system that will meet the needs of modern society and the challenges of the global labor market.