Music Teaching Research Articles

Mentoring in the context of music teacher education: A systematic review

The preparation of music teachers represents a key factor within the educational framework. In a world in constant evolution, the need to integrate new training proposals that cater to different environments is of vital importance to strengthen music education. The aim of this study is to analyze the use of mentoring in the context of music teaching through a systematic review using PRISMA. Among the results, the main areas addressed by mentoring are observed, being centered around professional development and the accompaniment of both students and teachers who are new to teaching. The profile of the participants in the mentoring relationship (mentor-mentee) is detailed in the systematic review, being the formal models of mentoring, linked to an institution, the most widespread throughout the article. Among the main conclusions, the prominence of the USA in the research and development of mentoring programs is noted and the positive impact of mentoring in both formal and informal contexts is highlighted, emphasizing individualized and group mentoring for professional and personal development in higher education.

Effectiveness of a movement and music programme on activity, sedentary, and sleep behaviours and motor and musical skills in young children: protocol for the MoviMusi cluster randomised controlled trial

The early childhood education and care (ECEC) environment is an important setting for providing children with daily opportunities for movement and music, supporting holistic child development in the early years. To date, there are no studies evaluating the implementation of a holistic programme in the ECEC context in the areas of movement behaviour and motor and musical skills. The main aim is to examine the effectiveness of a holistic movement and music programme on physical activity (PA), sedentary behaviour and sleep, motor skills and musical skills in young children (1–3 years). The secondary aims are to examine the impact of the movement and music programme on the perceptions of the educational community, as well as the barriers and facilitators they perceive in the process of baseline assessment, construction, and implementation of the movement and music programme in their own ECEC community. This cluster-randomised controlled trial (intervention and control groups) with public ECEC centres will be performed over a 24-month period. Baseline measurements will be taken in the first year of the project, and assessments to examine the effectiveness of the programme will take place 12 months after the baseline assessment. For young children the main outcome variables will be: (a) PA, sedentary time, and sleep time; (b) gross and fine motor skills; and (c) musical skills. The secondary outcomes will be: (a) PA and sedentary time during outdoor play and structured PA sessions; (b) play patterns during outdoor free play; and (c) movement and music behaviours after ECEC hours. For families, secondary outcomes will be: (a) perceived barriers and facilitators to PA in young children; (b) perceived barriers and facilitators to the inclusion of music at home; and (c) the means of transport to ECEC settings and barriers to active commuting. For ECEC educators, the secondary will be: (a) perceived barriers and facilitators for the inclusion of movement and music as curricular practices in the ECEC institution; (b) perceived impact of the implementation of the movement and music programme. This research project aims to fill a knowledge gap during a period of childhood that has rarely been explored, either nationally or internationally (1–3 years), and to position movement and music teaching practices as key contexts in the curriculum development of infant and toddler education.

Research Strategies of “Instrumental Music in the Classroom” in Secondary School Music Teaching

Nowadays, the state vigorously develops aesthetic education, and secondary school music education, as a part of aesthetic education, has received more and more attention. With the provisions of the music curriculum standard and the promulgation of the new curriculum reform in 2022, the importance of instrumental music teaching is increasing. Starting from the current situation of instrumental music teaching in secondary schools, we analyze the problems of instrumental music teaching in secondary schools through the investigation of internship schools, interviews with teachers and the study of secondary school music textbooks, as a direction to explore the specific strategies of “instrumental music in the classroom”. Through literature review and interviews, we take the recorder as an example to provide relevant strategies, such as choosing suitable instruments, innovating recorder teaching methods and modes, cultivating teachers, compiling school-based teaching materials, standardizing recorder classroom behaviors, and perfecting the teaching evaluation mechanism, etc., so as to effectively implement instrumental music teaching in secondary school music classrooms.

Enhancing sound source localization and music teaching through integrated computational resource allocation

In contemporary educational and computational settings, the incorporation of cutting-edge technologies like sound source localization and personalized music teaching helps in offering an effective resource allocation strategies. Previous systems for sound localization and music teaching frequently lacked real-time flexibility and effective resource use, reducing their efficiency in dynamic learning settings and tasks involving computation. To overcome these shortcomings, the SoundLocMusicTeachRA (SLMTRA) algorithm is presented, a single, integrated platform made to maximize sound localization accuracy, improve music teaching efficiency, and enhance computational resource oversight. However, the existing study did not highlight the importance of computation resource allocation but this proposed algorithm will address it. SLMTRA uses a new Bagging ensemble approach incorporating Random Forest (RF), Decision Trees (DT), Naive Bayes (NB), Support Vector Machine (SVM), and K-Nearest Neighbor (KNN), with hyperparameter tuning to enhance the effectiveness of the approach. These classifiers are trained utilizing sound localization datasets from recordings made with microphones, music teaching feedback datasets from data on student performance, and resource allocation datasets from metrics for computer utilization. Experimental findings indicate SLMTRA’s high accuracy in sound source localization, improved music teaching feedback capacities, as well as effective resource allocation tactics, guaranteeing the best performance of the system. The implementation of SLMTRA represents a noteworthy development in combining sound localization, music teaching, and resource allocation within a unified computational framework, offering a more flexible and effective system compared to previous methodologies.

Reflection on Cultivating Students Appreciation Ability in College Music Teaching

As an important part of college art education, music plays a very good role in cultivating students artistic sentiment and emotion. In college music teaching, in order to further improve students music level, it is necessary for teachers to focus on cultivating students appreciation ability, and stimulate students emotional resonance to the works through appreciation and analysis of various excellent music works, so as to strengthen students music literacy in a deep level. Therefore, this paper mainly explores the strategies of cultivating students appreciation ability in college music teaching, hoping to provide some reference for the majority of college music teachers.

Research on the Reform and Innovation of College Music Teaching Based on Collaborative Filtering Algorithm

With the rapid development of artificial intelligence technology, collaborative filtering (CF) algorithms are becoming increasingly widely used in the field of education. This paper aims to explore the application of CF algorithms in the reform and innovation of music teaching in universities, in order to improve teaching effectiveness and students’ learning experience. First, this paper analyzes the problems existing in current music teaching in universities, such as single teaching methods and low student participation. In order to complete the research on the extension of online music systems in music teaching, this paper reused the post filtering paradigm of contextual information and redesigned the two-stage process of the hybrid algorithm. After the initial screening of CF, the algorithm extracts recommendation results with contextual bias based on tag information. Then, based on the improved algorithm, an online music teaching system was implemented. Applying hybrid algorithm intelligent algorithms to university music teaching can not only improve the personalization and interactivity of teaching, but also promote the cultivation of students’ creativity and critical thinking abilities. The experimental results show that the music teaching system using hybrid intelligent algorithms significantly improves students’ learning participation, with an average participation rate increased by 30% compared to traditional teaching methods. At the same time, students’ learning outcomes have also significantly improved, with an average score increase of 15% in music theory exams. And in the assessment of creativity and critical thinking ability, students show stronger thinking activity and innovation ability. In addition, system feedback indicates that over 90% of students are satisfied with the teaching system, believing that it enhances the fun and interactivity of learning.

‘한국 동요 새노래 지도’경험 탐색: 우즈베키스탄 예비유아교사들을 중심으로

The purpose of this study is to improve students' Korean language and deliver advanced Korean music education to pre-service early childhood teachers in Uzbekistan through ‘the new-song learning activities of Korean children's songs’. 65 students in the Department of Early Childhood Education at Ferghana Korea International University in Uzbekistan were targeted. Starting in September 2023, 15 weeks of ‘the new-song-learning activities of Korean children’s songs’ classes were applied. As a result of the study, interest in the Korean language are increased, Korean was difficult for TOPIK preparation.. However, speaking Korean through song lyrics is a fun everyday English. the basic composition of music was learned through the scale of Korean Children’s songs, and an integrated approach was naturally learned through physical movement activities. It is significant in that it has prepared basic data for research on Korean language classes (bilingual classes) through Korean children's song lyrics and children's music teaching and learning methods in Uzbekistan, which is envious of advanced Korean education.

Current Situation and Thinking of Contemporary National Music Teaching

National music, as an important carrier for inheriting and promoting the excellent culture of the Chinese nation, has distinct, unique and profound national characteristics and aesthetic education value. National music teaching demonstrates the value concept of educating people with beauty and people-oriented, which is the concentrated embodiment of the core value of art courses. Based on the analysis of the current situation of national music teaching in my country, this paper proposes to focus on the cultural literacy of music teachers, improve the construction of national music teaching materials, and enhance the status of music education in school education, etc., to optimize the countermeasures of national music teaching in the new era, and provide a practical path for the widespread dissemination and popularization of national music in school education in my country.

구글 크롬 뮤직랩을 활용한 초등학교 예비 교원의 AI · 디지털 매체 역량 강화 방안 연구

The purpose of this study is to provide basic data to prospective elementary school teachers to strengthen their teaching and digital media utilization capabilities in the field of music creation using AI · digital media, and to help them research on improving the curriculum of pre-service elementary school teachers. Based on this, the 2022 revised music curriculum, and current music textbooks were analyzed and 4 sessions for pre-service elementary school teachers using Google Chrome Music Lab were developed. The significance of this study is that it presented a curriculum plan for pre-service elementary school teachers that focused on Google Chrome Music Lab among various AI · digital media for music education. It is also significant that the 2022 revised music curriculum, current textbooks, and achievement-based music creation were analyzed to consider the connection between digital media and the educational field. To make suggestions through this study, first, it is necessary to discover various cases of music teaching methods using AI · digital media. Second, music creation training using digital media should be actively conducted not only for pre-service teachers but also for teachers. Finally, it is necessary to create an educational environment with digital literacy in accordance with the changing times by sufficiently establishing AI · digital-related equipment in the educational field. It is hoped that this study will help improve elementary school music creation classes and pre-service teacher curriculum using AI · digital media.

The Use of Cloud Platform Technology to Help University Music Teachers Teaching Decision-Making Research

With the COVID-19 pandemic, more and more universities are turning to online teaching, and music teaching is no exception. Because music teaching pays attention to the particularness of teachers' demonstration and students' imitation, the change of teaching environment from offline teaching to online teaching has a greater impact on the music discipline, which has new requirements for teachers' decision-making level. Through literature and questionnaires, this study identified that the most significant factor affecting teachers' decision making after the teaching environment was changed to online teaching was teacher-student interaction and designed a model to improve the interactive teaching of teachers through cloud platform technology. It is found that the model can effectively improve the interaction between teachers and students, so that teachers can make good decisions more easily and easily, so as to improve students' music scores and achieve effective teaching.

Current Situation of University Music Teaching and Countermeasures

Current Situation of University Music Teaching and Countermeasures

Reform Strategies for the Popular Music Public Course Based on Key Competences

This study aims to explore the application potential of international music teaching methods in the reform of public basic courses of popular music in Chinese universities. Using mixed research methods, the applicability of Dalcroze, Kodaly, and Orff teaching methods was systematically evaluated through expert interviews, teaching material development, and a quasi-experimental design. The study found that these methods have high overall applicability in the Chinese higher education environment (average rating 4.183/5), but require localization adjustments. Based on this, the innovative textbook "Fundamentals and Applications of Popular Music" (IOC value 0.920) and a 12-week teaching plan (IOC value 0.880) were developed. The results of the 16-week teaching experiment showed that the students in the experimental group were significantly better than the control group in terms of music theory knowledge, appreciation ability, creative ability and learning interest (p<0.01). This study proposes a curriculum reform strategy that integrates innovation, technology empowerment, and interdisciplinary integration, providing theoretical basis and practical guidance for improving the quality of popular music education in colleges and universities. Future research directions include expanding the sample scope, conducting long-term follow-up studies, and deepening cross-cultural comparative analysis.

Music Education Inequality: A Case Study in Zhejiang

Abstract: This article describes the inequality distribution of music education resources in Zhejiang Province, such as the difference in music classroom facilities and music teaching equipment, and makes a statistical analysis of the data. Zhejiang Province has a high level of economic development compare with other Chinese provinces and the music facilities in the urban areas are great. Compared with rural schools, students in the urban area have more music learning opportunities and resources. However, for students in rural areas, the venues and conditions for music activities are limited, and it is difficult to meet the needs of students' music education requirements, so their level of music training is relatively low. Based on the differences between urban and rural schools in Jiaxing and Haining cities in Zhejiang Province, the essay describes that there are certain differences between urban and rural schools. Urban schools have more perfect facilities and equipment, and they can invest a lot of money in education, while rural schools are relatively backward in facilities and lack of educational resources.

Комментарий очерка Сергея Слонимского «Скандалист поневоле: хроника хронического стресса – 1972-1991» из книги «Заметки на полях нотной тетради»

The article continues the publication and commentary of S. M. Slonimsky’s 2002 essay “An Unwilling Scandalmonger: A Chronicle of Chronic Stress – 1972-1991” from the book “Notes in the Margin of a Music Score”. Due to space limitations, the entire material of the essay is divided into three parts: the first article is dedicated to the post-war period of the author’s life until the beginning of the 1970s. The second (this) article explores events from the composer’s life and work in 1972-1991. The following, third article will cover the last decade of the 20th century and the beginning of the 21st century, 1992-2002. The focal points of the author’s reflections in the second essay of the “chronicle of chronic stress – 1972-1991” are also themes of moral and ethical issues within the composer’s society. These themes are explored in a different light – in direct connection with S. M. Slonimsky’s life in chronological order. The essay covers the second half of the 20th century and the beginning of the 21st century. The writing of this commentary is driven by the intensifying crisis of moral values in contemporary society. The author concludes: one should “focus on only one painful moment, quite typical of my creative and life path. Perhaps scandalous storms are my cross, the fateful predetermination of my destiny. Perhaps it is a fatal necessity for an independent person walking their own path, not wanting to prudently submit to those in power, to what promises peace, recognition, success, prosperity, and happy success. That is how I am, and that is how I will remain until the end <…> In my work, my philosophical worldview, personal traits of my emotional temperament, and my attitude towards many people inhabiting Russia, Europe, Asia, our entire earth are absolutely obvious.” As a result of the study, Slonimsky’s unwavering commitment to the established moral and ethical order and his uncompromising stance against manifestations of evil, envy, and betrayal in the composers’ milieu and music teaching have been identified and confirmed.

SỬ DỤNG PHƯƠNG PHÁP DẠY HỌC ÂM NHẠC ORFF-SCHULWERK ĐỂ PHÁT TRIỂN NĂNG LỰC DẠY HỌC TÍCH HỢP CHO SINH VIÊN SƯ PHẠM ÂM NHẠC

Using the Orff-Schulwerk method in music teaching at high school levels has created an experiential learning environment that not only helps students develop musical knowledge but also brings educational experiences. diverse and rich but also contributes to helping students develop comprehensively and have flexible thinking in the learning process. Therefore, this research article points out the principles of music teaching according to the Orff-Schulwerk method and focuses on analyzing and using nursery rhymes and folk songs in the lesson design process. From there, deploy lectures for music pedagogy students according to Orff-Schulwer's teaching method to develop integrated teaching capacity for music pedagogy students.

The Role of Experiential Learning in Transforming Music Appreciation Education and Pedagogical Practices

This study examines the role of experiential learning in transforming high school music appreciation education. Grounded in the experiential learning theories of John Dewey, Kurt Lewin, and Jean Piaget, the research explores how active and immersive approaches can enhance students' emotional and intellectual engagement with music. Utilizing a mixed-methods approach, the study incorporates teacher interviews, student surveys, and a case study centered on a specific music lesson (Homesickness Melody). Results indicate that experiential learning fosters creativity, deeper emotional connections, and critical thinking skills, while addressing some of the limitations of traditional music teaching methods. However, challenges such as teacher readiness, resource availability, and student participation were identified as key barriers to implementation. The case study demonstrated the effectiveness of kinesthetic and sensory activities in enhancing students' appreciation of music. Overall, the findings suggest that experiential learning offers a promising pedagogical strategy for music education, promoting both aesthetic literacy and emotional engagement.

Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students

ABSTRACT This study documents the enduring impacts of a workplace music mentoring programme for generalist classroom teachers in early childhood school settings in Australia. The study draws on follow-up interviews with mentors, teachers and principals from five of 11 participating schools one year after the programme. This study identifies participant perceptions of enduring outcomes, enduring effective mentoring, and effective mentor qualities. Two researchers undertook thematic analysis independently and conducted iterative discussions to refine the emerging themes. Enduring outcomes for mentors, teachers and students included: (1) music mentoring as collaborative self-development; (2) identification and realisation of individual and collective goals for music teaching; (3) reflection, feedback and joint planning informing learning; (4) integration of music into daily activities, lesson transitions, school culture; (5) creating a community of music practice in and across schools; and (6) improved classroom climate and enhanced student engagement and positive behaviours. Enduring qualities of effective music teaching included: (7) building teacher confidence and competence for music leadership; (8) observation of expert practice as a learning tool; (9) focused feedback informing lesson planning and implementation; and (10) specialised, collaborative workplace mentoring. Enduring qualities of effective music mentors included sensitivity, responsiveness, situational awareness, flexibility, and subject and pedagogic expertise.

Analysis of music teacher education programs in Puerto Rico

This article presents a descriptive analysis of eight music teacher education programs in Puerto Rico. Within the international landscape, music education in Puerto Rico faces obstacles similar to other countries in the form of government cutbacks and limited offerings in school settings. This study presents an analysis and evaluation of the curricular characteristics of music education bachelor’s degrees and a depiction of preservice music teacher education in the country. This was achieved through the use of the Project ALFA II-0448-A analysis matrix, an instrument that compiles four forms of data: (a) general information; (b) history of the program, (c) structure and duration; and (d) curricular principles. Information was obtained from the official web pages of each institution and/or department. Comparisons with programs in other countries reveal a propensity to adopt foreign music education models, with our analysis also outlining the implications of adopting external approaches. Musical instruction in Puerto Rican music teaching degrees is exclusively on Western art music; none of the programs offer musical instruction through popular music or the country’s traditional music or music-pedagogical lessons conducive to teaching such art forms. The lack of education in popular and Indigenous music renders it challenging for music educators to offer school-level students culturally responsive music lessons. The case of Puerto Rico thus demonstrates the perpetuation of European cultural hegemony in higher music education spaces, driven by adherence to foreign standards and approaches to music pedagogy that emanate from the global north.

The Construction of Localized Teaching Model of Orff Music Teaching Method Based on Big Data Analysis

This paper discusses how Orff's music education system is combined with the localized teaching mode under the background of globalization, especially with the support of big data analysis to realize the innovation of music education. Orff's music education has attracted worldwide attention for its openness, diversity and innovation. In China, its localization practice aims to balance the international educational concept with the local cultural needs. The innovations of this paper are as follows: firstly, the big data analysis technology is integrated into the localized teaching mode, and the new mode of music teaching is analyzed; Secondly, advocate students' active participation, get rid of the shackles of traditional teaching and make music learning lively and interesting; Thirdly, from a new discipline perspective, combined with the frontier concept of national music education, this paper interprets Orff's localization theory and practice in order to push Orff's music education in China out of the dependent development mode.

Music education training for kindergarten teachers: a workshop integrating Shulman’s pedagogical content knowledge and pedagogical reasoning and action model

ABSTRACT Kindergarten teachers often express concerns about the insufficient preparation they receive in their training programs to effectively teach music. This lack of confidence in their music teaching and musical ability can impact their effectiveness of teaching, which in turn can affect children’s music learning. To address this deficiency in music training for preservice teachers, this study consists of a workshop that integrates Shulman’s Pedagogical Content Knowledge (PCK) through the Pedagogical Reasoning and Action Model (PRA). The workshop takes an experiential approach, moving away from the traditional separation of content knowledge and pedagogy. Nine participants took part in the workshop and were interviewed to address two research questions: 1. How do preservice teachers perceive the significance of their musical competence and music pedagogy skills when conducting a music lesson? 2. In what ways does the workshop contribute to the professional growth and effectiveness of preservice teachers in music teaching? The integrated approach employed in the workshop proved effective in enhancing the preservice teachers’ comprehension of PCK through PRA model. The study emphasizes the significance of designing training programs that encompass the breadth and depth of Shulman’s theory of teaching, equipping teachers to deliver music education.