Music Lessons Research Articles

CURRENT PROBLEMS OF MODERNIZATION OF MUSIC EDUCATION OF THE PRC IN THE CONTEXT OF MODERN CHALLENGES

The scientific review article presents an analysis of the current problems of music education in the People's Republic of China, which are caused by the contradictions between the urgent need to preserve and multiply the national cultural potential and the requirements for the reorganization of the education system in accordance with the tasks of integration into the cultural and educational world space. The role of Chinese musical art in the historical, cultural and philosophical excursion is characterized. The main problems of music education in the People's Republic of China, which are determined by the music-pedagogical community, are presented. They are the following: orientation of Chinese music education on the training of performers, improvement of their technique; insufficient use of interdisciplinary connections with humanitarian disciplines to form a holistic view of musical art as a spiritual phenomenon; insufficient level of professional training of teachers of musical art; conservative approach in the organization and implementation of the educational process. The views of Chinese scientists, teachers, and art critics regarding the modernization of music education in the People's Republic of China are highlighted: updating and expanding the content of education by disciplines, topics of a national nature; the use of modern methods, techniques, organizational forms of training; raising the level of training of music teachers. The importance of building a national music school for the implementation of the state national cultural strategy is revealed. Among other important factors are solving the problems of national unification of the country, consolidation of the people, harmonization of relations in the society on the basis of cultural cohesion of the nation; elevation of the national identity of the Chinese nation. Prospective directions for the development of the national music school are outlined: updating the performing repertoire, supplementing the musical material studied in music lessons with examples of folk art; creating a historical and cultural context when teaching musical disciplines; promoting the spread of traditional Chinese music, its popularity and prestige in public consciousness; improvement of the process of teaching Chinese traditional music in educational institutions of all levels; defining and reconstructing the subjectivity of Chinese music, using the unique spiritual experience of national music.

STEAM based music activity example for gifted students

In this study, the aim is to present a STEAM-based music activity for gifted students and to determine the students' awareness of the process at the end of the activity. The study group of the research consists of exceptionally gifted students who applied to STEAM Based Music Activities Workshop in the Halil İnalcık Science and Art Center. Accordingly, we determined the study group of the research as 25 5th grade students studying at Bursa Halil İnalcık Science and Art Centre in the 2023–2024 academic year. At the same time, these students also take information technologies course. We carried out the activity of “I design my instrument with Scratch program and Makey Makey” for a total of 8 hours in 4 weeks, i.e., two hours each week. The activity was prepared in line with the 5E learning model. At the end of the research, we applied the Formative Evaluation Form to the students and obtained data about their awareness of the process. We used the content analysis method to analyze the date. In the research, we determined that the students enjoyed the activity, their interest in music increased, music can be used effectively in different fields, coding studies with music are more fun, and they developed self-confidence by liking their work. In line with the data obtained in the research, the conclusion was that the realisation of music lessons with different fields by using today's technologies has positive effects on students.

A Creative Approach to Preparing Inclusive Music Lessons: The Role of Neuropedagogy in Inclusive Music Education

The article discusses the issue of music education for children with special needs in children’s art schools. It highlights the most relevant problem, namely, insufficient knowledge among music school teachers and art school teachers about the peculiarities of development and learning of such children. Besides, a significant gap in today’s music education is the lack of appropriate methods and techniques of music instruction that are suitable for learners with special educational needs. The article shows the most common disorders that allow for education in children’s music schools, reveals the difficulties encountered in teaching children with developmental delays and provides corresponding recommendations. The authors of this article believe that principles widely applied in corrective pedagogy can contribute to music education in children’s art schools. These principles include minimization, accessibility, cyclicity, intensification and comprehensiveness. When adapted to music pedagogy, they can be successfully incorporated into the educational process. Also, the article defines the category of children with special needs and describes a creative approach to preparing inclusive music lessons. Finally, it characterizes inclusion in music for children with developmental delays in mental and language abilities and identifies the role of neuropedagogy in inclusive music education.

Examining high school students’ metaphorical perceptions of the concept of „music lesson“

The aim of this study was to determine and examine students’ metaphorical perceptions of a “music lesson” in different high school grade levels. The research method was designed following a qualitative research approach while a phenomenological design was used. The research study group consisted of 305 high school students selected by a purposeful and random sampling method. The research data were collected using a metaphor prepared by the researchers. Students were asked to fill in the blanks in the sentence given as follows: “A music lesson is like…..because .....” Out of 305 forms, only 202 forms containing the metaphor sentence were evaluated. The data obtained as the research results were analyzed by the methods of content and metaphor analyses, and the results obtained were categorized and tabulated. The tables representing the categories were supported by the participants’ direct statements. As the result of the study, it was determined that 94 different metaphors and 10 categories were formed. Keywords: Secondary Education, Music Lesson, Metaphor

The Possibilities of Improving School Textbooks “Music”

Music as a subject was introduced in the early 60s. For the first time, the presented article raises the urgent problems of teaching music in secondary schools of our republic. Searches in this direction begin with determining the time of music training in secondary schools and the first authors of textbooks. Further, a scientific excursion into the field of content and methodological problems covered in the textbooks on music by B. Gizatov, P. Momynov and O. Baydildaev takes place. A significant place is paid to the analysis and comparative study of these textbooks with samples of a later generation. In the field of view of the authors were textbooks on music for grades 1-4 of a comprehensive school, which were created at the dawn of independence. Various topics on music have been subjected to analytical study, games and their cognitive capabilities. At the same time, the methodological principles reflected in alternative programs "Yelіm" and "Mұrager" were considered. Textbooks of a new model intended for grades 1 and 2 of secondary schools of our republic did not remain out of attention. The positive aspects of textbooks are noted, which differ noticeably from previous publications in an abundance of interesting cognitive materials. All this shows that the time has come to revise the educational and educational content of music lessons in a comprehensive school.

Exploring the relation between teacher autonomy support and children’s musical creativity

In primary music education a key question is what teachers can do to stimulate students’ musical creativity. For the answer, delving into teacher-student interaction during the creative processes in the naturalistic setting of primary music lessons is required. Twenty-six music lessons from thirteen teachers and their classes of seven Dutch schools were recorded to explore the relation between teachers’ autonomy support and students’ divergent and convergent thought & action. Quantitative sequential analysis and thematic analysis were combined to examine this relation, using a framework offered by Complex Dynamic Systems theory and Enaction theory. In contrast to classical correlational analysis, sequential analysis focuses on the dynamics, and thus on the temporal relation in classroom interaction. The results show that mostly lower-level autonomy support was offered. Especially in creative lessons, higher-level autonomy support is more likely to lead to higher-level student divergent thought and action. For convergent thought and action, the results were less conclusive. An implication of the findings is that (research into) music education could benefit from interventions aimed at enhancing autonomy support in primary school music.

INFLUENCE OF MUSIC ON SPIRITUALITY

The article discusses the role of music in human life, its educational significance, and its role in the system of aesthetic education. Based on the opinions of famous scientists, it is shown that music is an integral part of the aesthetic education of young people in the family, preschool educational organizations, as well as in the school system. Taking into account that music is a powerful educational tool, it is emphasized that it is necessary to pay more serious attention to music lessons in preschool educational organizations.

Methods of Developing Student Personal Intellect Through Music Listening Activities in Music Culture Lessons

We know that one of the most important tasks facing education today is the development and formation of the student's intellect. It is possible to perform this task in every direction of education. In this article, we will talk about the theoretical and practical foundations of the development of the student's intellect through the activity of listening to music in music lessons.

A concept to evaluate activity-based acoustic settings in preschools for children aged three to six

Describing common noise patterns caused by different activities and situations in educational buildings is a complex topic. First categorizations of activities have been developed for primary schools addressing children starting from the age of six. They were based on the teacher-to-children-communication pathways or the teaching activity, such as math class versus music lessons. Until now, preschools and, thus, children younger than six have been rarely examined in previous literature. This study seeks to investigate activities in preschools for the age group of three- to six-year-olds and discusses a categorization of activity patterns concerning the educators-to-children interaction and communication pathways. For this, acoustic measurements were conducted in preschools. Differences in selected noise descriptors (e.g., sound pressure level and psychoacoustic parameters) were explored and discussed with respect to the proposed categorization. Furthermore, this study focuses on adding children's points of view into the evaluation by integrating effects assessed using a child head and torso simulator.

Didactic transposition in music education: Exploring didactical suitability in three Navarrese schools

Didactic transposition occurs when scholarly knowledge is transformed into knowledge to be taught in order to reach didactical suitability. In this study, we explore didactic transposition implemented in music lessons from the perspective of didactical suitability. Utilising Design-Based Research, the current study collected qualitative and quantitative data from three urban schools in the Chartered Community of Navarre, Spain. Findings reveal that didactic transposition depends on the teacher’s beliefs because, while one-to-one teaching and academicism are preferred by educators who prioritise music theory, collective teaching and creativity are promoted by teachers who favour holistic development. In conclusion, didactic transposition enables the aspiration to didactical suitability, explaining the characteristics of didactic contracts. Lastly, some pedagogical implications are provided.

The application of virtual reality technology in the teaching of clarinet music art under the mobile wireless network learning environment

The traditional education model is undergoing tremendous changes, and network education has gradually developed and matured. This paper first gives an overview of the development history of the clarinet and the structure of the clarinet and then starts with the performance of the clarinet. This paper analyses and solves the situations that students are prone to encounter in teaching and expresses some opinions on the teaching of performance methods; also gives a brief overview of the psychology of going on stage. Combined with the above, some discussions are made on the teaching of performance methods. Performance requires not only skills but also music. Performance summarizes the characteristics and styles of music in various periods from the classical period to the century, and then discusses how the performer forms his performance style; the performance style is the re-creation and re-creation of the performer based on being loyal to the author's intention. This article compares and studies the performance of the clarinet before the 20th century and the performance of the clarinet today, and deeply explores the reasons why the clarinet performance method has formed the current performance method after a long evolution. The experimental results prove that virtual reality technology has made positive attempts and breakthroughs in the field of clarinet music art teaching. It has created an environment of “self-learning”, and the traditional learning method of “teaching to promote learning” has been replaced by learners through their learning. Interaction with the information environment to obtain a new learning method of knowledge and skills, the optimized local matrix decomposition recommendation algorithm can greatly improve problems such as expensive musical instruments and lessons, scarce teachers, and lack of facilities, making the traditional clarinet Music arts teaching more diverse.

The role of autonomy support from teachers in young learners’ self-regulation in dyadic contexts: An examination through three-level multilevel analysis

BackgroundAutonomy-supportive contexts are thought to promote students’ self-regulation. However, research looking at this link empirically, in naturalistic dyadic contexts and in young learners, is scarce. AimsTo address this gap, we adopted an observational approach and investigated whether autonomy-supportive teaching is related to pupils’ self-regulation in one-to-one music lessons. We explored specific aspects of positive self-regulation and the under-researched area of failures in self-regulation. Sample22 teachers and their 42 pupils (aged 5–11). MethodsWe video-recorded each teacher-pupil dyad during a one-to-one lesson, and 231 observation segments were collected. ResultsUsing 3-level multilevel modelling and DSEM (observations nested within pupils nested within teachers), our findings indicated that teachers' autonomy support is positively related with pupils' positive self-regulation, and negatively related to pupils’ failures in self-regulation. We also identified which specific autonomy-supportive behaviours were related to self-regulation. ConclusionsThis study can inform teaching practice and inspire further research into learners' self-regulation and teachers’ autonomy support.

Müzik Öğretmeni Adaylarının Teknoloji Kullanımına Yönelik Eğilimleri ve Öğretmenlik Uygulaması Dersinde Teknoloji Kullanım Durumları

This study aims to reveal the tendencies of prospective music teachers towards the use of technology in the lesson, their use of technology in the music lesson practices they conduct in the school environment within the scope of the "teaching practice" course, and their views on this. In this study, in which the mixed method has been followed, what is the simultaneous diversification pattern; qualitative and quantitative data were collected together but analyzed separately. The research group includes 88 prospective music teachers who are currently continuing their education in various state universities during the 2022-2023 academic year. The data were collected with multiple-choice questions in the Tendency Scale for Technology Use in Class and the Questionnaire Form on the Use of Technology in the Teaching Practice Course of the Prospective Teachers, and the qualitative data were collected with the open-ended questions in the same questionnaire. In line with the quantitative findings obtained, it has concluded that the pre-service teachers' tendencies towards technology use were at an above-average level, their recognition rate of music/hearing education software was below the middle, and the frequency of technology use in practice courses was generally below medium. In line with the qualitative data of the research, the opinions of the pre-service teachers emphasizing the advantages of technology as facilitating, being economical, and providing efficient learning, problems related to the internet connection in the classroom environment, and the inadequacy of technological equipment came to the fore. Among the suggestions of the participants, it was emphasized that the pre-service and in-service teachers should be trained in the use of technology.

Media Pembelajaran Interaktif Berbasis Mentimeter untuk Pembelajaran Teori Musik Anak Berkebutuhan Khusus

Technology in education continues to evolve, offering new opportunities for more interactive teaching and learning, especially for children with special needs. One innovation that can be utilized is Mentimeter, an interactive tool that allows teachers and students to engage in a dynamic learning environment. This article discusses the implementation of Mentimeter as an interactive learning medium in teaching music theory to children with special needs. The objective of this research is to examine the effectiveness of Mentimeter in enhancing students' understanding and engagement with music theory material. Using the classroom action research method, this study involved 20 students from SLB Negeri Surakarta with various special needs who participated in music lessons over a period of three months. The results of the research indicate that the use of Mentimeter increased students' active participation and facilitated a better understanding of the material.

ФОРМИРОВАНИЕ КРЕАТИВНОГО МЫШЛЕНИЯ НА УРОКАХ МУЗЫКИ

At present, when teaching at various educational levels, a lot of attention is paid to the need for the formation of creative thinking in teaching. Creative thinking is necessary for a modern person in order to be successful in professional activities, especially for those professions that are associated with creativity. Over the past 25 years, music educators have witnessed an increased focus on student-centered approaches to teaching and learning, in which musical growth occurs through creative experiences. Our profession as music educators' interest in constructivist ideas about how learning happens is displacing the teacher as the sole bearer of official knowledge and increasing student control over musical decision making in the classroom. In connection with the foregoing, the author of this article made an attempt to scientific analysis and critical understanding of the problem of the formation of creative thinking in music lessons in a modern school.

The effects of cognitive-emotional music listening in ear training on acquired knowledge and liking of the lessons

Previous research has shown that a cognitive-emotional approach (CEA) to music listening can improve music teaching in general education schools. This study tested it in music school ear training lessons. The aim was to compare the standard teaching approach (STA), which focuses more on cognitive and analytical tasks, and CEA, which also incorporates emotional, multimodal and interdisciplinary elements, on children’s knowledge acquisition and their liking of the lessons. Both approaches involved Dvořák’s music (an excerpt from the 4th movement of Symphony No. 9 in E minor, op. 95 ‘From the New World’) and had the same learning outcomes in two lessons, one related to the E natural minor scale and the other to rhythmic elements and duration. The sample consisted of 423 pupils, who were on average 10.5 years old and attended third grade in 16 Croatian music schools. Half of them participated in lessons prepared in STA, while the other half received lessons in CEA. Findings reveal that implementing CEA in ear training results in increased liking of the lessons, while the knowledge acquired in the lessons remains similar or better than that gained in STA. The implications of including music listening in ear training lessons were further discussed.

Didactic Changes in Sound Compositions with Synthesizer Apps

How can tasks and learning environments be designed to activate young people artistically and - in an aesthetically experienced attitude - enable them to turn to these sound worlds by designing them themselves and inventing sounds? The project deals with simple forms and formats of making music, improvising, and composing with digital devices used as musical instruments. This article outlines the effects of adaptations of digital and analog things in collaborative learning processes with smartphones. The design research project "Inventing Music with Smartphones" combines everyday practices of young people using mobile devices with music-related tasks in music lessons at secondary schools. The design research focused on collaborative phases of making or inventing music with smartphones in music lessons in secondary school and sound materials that learners encounter in everyday life as ringtones on smartphones, alerts in public transport, background music in computer games or videos. Due to the rapid technological change during the years of research, the project also documents these enormous changes in the use of digital technologies - and is thus already after a short period already partly a part of history of technology-based music.

음악 문화유산 교육을 위한 에듀테크 기반의 수업 전략

The purpose of this study is to propose teaching strategies based on various edutech that can be applied to music cultural heritage education. To achieve this, we examined the music cultural heritage included in music textbooks and developed a curriculum plan for different class levels and lessons. We designed a total of 6 lessons for elementary school students in grades 5 and 6, actively incorporating the use of educational technology tools in each lesson. Based on the content structure and achievement criteria outlined in the curriculum, we established four stages: Developing an Interest in Music Cultural Heritage, Researching, Expressing, and Presenting and Sharing. In the ‘Developing an Interest’ stage, real-time opinion gathering tools and quiz-based edutech tools were employed to stimulate motivation. During the ‘Researching’ stage, applications were used to enable students to collect accurate and diverse information. For the ‘Expressing’ stage, we actively utilized book creators to facilitate cooperative learning. Lastly, in the ‘Presenting and Sharing’ stage, we recommended the use of edutech tools that allow real-time sharing of thoughts and feelings through multiple connections. Based on these stages, we confirmed the feasibility of implementing music cultural heritage education with the application of educational technology. We hope that this research will serve as a helpful resource for designing music cultural heritage lessons and inspire further exploration of diverse teaching methods.

High School Concert Band Directors’ Self-Efficacy for Classroom Management

The purpose of this study was to examine relationships between high school concert band directors’ self-efficacy for classroom management, efficacious sources, and classroom management behaviors. Participants ( N = 271) completed the Band Director Self-Efficacy for Classroom Management scale and responded to items about their demographic and school characteristics, formal preparatory experiences, stress from student behavior, support and trust, and satisfaction with recent classroom management. Additionally, participants rated their effectiveness for using classroom management behaviors. Participants’ level of satisfaction with their recent classroom management was the strongest positive predictor of their self-efficacy for classroom management scores, followed by their ratings of parent resource support. When participants indicated higher stress from student behavior or higher administration resource support, they also had lower self-efficacy for classroom management scores. Results indicated that several classroom management behaviors predicted participants’ self-efficacy, including establishing routines and procedures, keeping students on task, and rarely referring to the music score or lesson plan. Implementing and refining effective classroom management behaviors may improve the likelihood of directors gaining positive mastery experiences and lessen the influence of stress from student behavior on their self-efficacy for classroom management.

Music-based Language Programme for Preschool Teachers' Training and Lesson delivery: A Pilot Trial

Language delay in preschoolers is linked to learning difficulties and persistent communication issues. Studies show that early music-making positively impacts young children's language development. Music-based Language Programme aims to enhance preschoolers’ language skills by training preschool teachers to deliver quality music lessons with language-focused objectives. This pilot trial aimed to determine the feasibility of teacher training for the programme's delivery. Furthermore, the secondary aim was to evaluate the acceptability of the programme's implementation by stakeholders. Methods: The 6-week one-arm pilot trial took place in Sarawak, Malaysia (October to November 2021). It included preschool visits, parent briefings, teacher training, and music lesson delivery. The participants included teachers (n = 4), preschoolers (n = 11), parents (n = 11), and the principal (n = 1) in a preschool that practiced inclusion. A non-probability-purposive sampling recruitment strategy was employed amid the COVID-19 pandemic. The study used a case study mixed methods approach to collect data through reports, observations, group discussions, feedback, questionnaires, and documentation. Results: There was a high rate of participant retention (100%) and completion of data collection tasks (91–100%). Additionally, there was a favourable shift (7–27%) in three teachers' self-efficacy ratings before and after the teacher training and a reasonably high implementation fidelity (87%). There were no adverse events related to the study participants. Conclusion: The study demonstrated promising results across multiple participant levels, as it was perceived to be feasible, acceptable, and appropriate by teachers, preschoolers, the principal, and parents. The findings provided direct implications for the progression of the pilot trial to the full-scale main study.