Primary School Music Research Articles

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

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

Harmonizing Progress: Unveiling the Evolution, Challenges, and Strategies for Sustainable Formal Music Education in Nigeria

Educating a nation is crucial for the development of society in the developing world. This study used a crosssectional survey design, employing both quantitative and qualitative approaches. Quantitative data were collected and processed using the Statistical Package for Social Sciences (SPSS 22.0). The data were coded, entered into a computer, and summarized using frequency tables to identify errors and make necessary edits. The study included a total of 208 participants, with the findings presented as percentages. The study revealed that the number of female teachers was lower compared to male teachers, with females accounting for 45% and males for 55%. This disparity was attributed to the fact that many schools in villages had fewer female teachers, who often had spouses or lived separately in towns, resulting in limited teaching availability. Additionally, 43.4% of respondents had been in the same school for 4-7 years, while 26.6% had been in the same school for at least 10 years, suggesting a potential repetition of experiences year after year. Furthermore, 16.6% of teachers were separated and 20% were single, which could potentially interfere with their duties and impact student performance. Among the respondents, 8.4% were widowed and 5% had divorced, indicating that they had to handle everything on their own, potentially leading to less focus on their assigned duties in the classroom and resulting in poor student performance. Additionally, 50% of respondents were married, although some were not located in the same workplace as their spouses, making it challenging to concentrate on school assignments. The study emphasized the importance of equipping head teachers with leadership knowledge and skills in order to exert influence on their schools and academic work. Keywords: Formal Music Education, Nigeria, Tertiary-Level Music Programs, Primary School Music Education, Curriculum Challenges, Cultural Foundation and Sustainable Development.

Efficient Application of Musical Instruments in Primary School Music Class under the Background of New Curriculum Standard—Taking Organ Performance as an Example

Efficient Application of Musical Instruments in Primary School Music Class under the Background of New Curriculum Standard—Taking Organ Performance as an Example

Research on the Practice of Music Creation in Primary School Music Teaching

Research on the Practice of Music Creation in Primary School Music Teaching

Comparison Of Primary School Teacher Training Program Music Lesson Contents And Primary School Music Lesson Contents

Bu çalışmanın amacı, Türkiye’de sınıf öğretmeni yetiştirme sürecinde geliştirilen/değiştirilen programlar kapsamında müzik derslerinin yeri, kredi, saat ve ders sayısı bakımından incelemektir. Araştırma betimsel nitelikte olup, veriler doküman analizi yöntemi ile elde edilmiştir. Doküman analizi sürecinde farklı yıllarda yürürlüğe giren Sınıf Öğretmenliği programlarında yer alan “müzik öğretimi” dersi ile ilkokul müzik dersi içerik ve kazanımları karşılaştırılarak ele alınmıştır. Sınıf öğretmenliği programına yönelik incelemede, 1998, 2007, 2018 programlarındaki ders tanımlarında meydana gelen değişiklikler tespit edilmiş ve 2018 programında sadece “müzik öğretimi” dersinin 2007 programındaki aynı tanım ile yer aldığı belirlenmiştir. Araştırmada, İlkokul müzik dersi, kazanımları ve içerikleri bakımından “müzik öğretimi” dersi içeriğiyle karşılaştırılmış ve büyük oranda örtüştüğü görülmüştür. Ayrıca MEB ÖYGM tarafından hazırlanan öğretmen yeterlikleri içerisinde sınıf öğretmenliği alanına ilişkin müzik alanı incelenmiş ve bu yeterlikler kapsamında değerlendirildiğinde “müzik öğretimi” dersi ile örtüştüğü ortaya konmuştur. Tüm programlar ve yeterlikler büyük oranda örtüşmekle birlikte sınıf öğretmenliği programında yer alan müzik öğretimi dersini alacak öğrencilerin hazırbulunuşluk düzeylerine bakılmadan bir dersin öğretimi dersini almalarının kredi ve saat bakımından uygulamada aksaklıklara neden olabileceği söylenebilir. Ayrıca ilkokul 1,2,3,4. sınıflardaki kazanımların gerçekleştirilmesi bakımından da aksaklıklar yaşanabileceği sonucuna ulaşılmıştır. Bütün bu değerlendirmeler sonucunda sınıf öğretmenliği programlarında müzik ders sayılarının, kredi ve saatlerinin artırılması, sınıf öğretmenliği programlarındaki öğrencilerinin yetenek ve hazırbulunuşluk düzeylerine göre seçmeli derslerle desteklenmeleri gerektiği, bu düzenlemeler yapılıncaya kadar ilkokul 1,2,3,4. sınıf müzik derslerine müzik branş öğretmenlerinin girmesi önerilmiştir.

The Role of Teachers in the Implementation of Primary School Music Curriculum: Strategies for Enhancing Music Aesthetic Education

A high-quality education for children requires that teachers perform their jobs effectively. Aesthetic education, on the other hand, fosters students' creativity and imagination, so assisting them in the development of critical thinking abilities and a heightened understanding of cultural diversity. Therefore, in this study, the influence of teaching tactics, teacher motivation, and the availability of technology on music aesthetic education and teacher performance is investigated, with a particular emphasis placed on the role that teacher's training plays in mediating those relationships. A customized questionnaire was used to collect responses from a total of 375 different music instructors for the study. After applying a structural equation modeling strategy to the data. The survey has 34 statements in it. Using a 5-point Likert scale, respondents had options for each of the assertions. The following factors were evaluated: teacher's training (4 items), technology availability (6 items), teacher motivation (6 items), and teaching strategies (7 things). Five criteria were used to assess music aesthetic education, whereas six criteria were used to assess teacher performance. We surveyed in English, as was the original questionnaire. With 30 individuals who shared comparable features, a pilot research was conducted, and the final sample was used to assess the questionnaire's dependability. The results showed that music aesthetic education and teacher performance are highly impacted by teaching methodologies, teacher motivation, and the availability of technology. In addition, the research concluded that the training of teachers plays a moderating function in the connection between the aforementioned elements and music aesthetic instruction as well as teacher performance.

A Comparison of Teaching Methods Between Chinese and International Primary School Music Lesson

This qualitative method had explored the comparison of teaching methods between Chinese general primary school and international school music classrooms while encouraging students to participate more actively in music classrooms. In this study, interview methods were used. Four music teachers had been interviewed, four teachers from two different schools, two from ordinary Chinese primary schools, and two from international primary schools in China. Before the interview, the teacher had been sent a participant consent form of the basic question. Then, four teachers had been interviewed on the screen. The interviews had been semi-structured and conducted in a one-on-one format via video. The entire interview had consisted of open-ended questions. Finally, the data had been used to analyze different teaching methods in the music classroom, find out teaching methods that could improve the active participation of pupils in the music class. The data had been analyzed by thematic analysis. These findings may have contributed to the significance of music education in Chinese elementary schools.

Research on the Application of Ethnic Music Promotion in Primary School Music Education under the Threshold of Core Literacy

Core literacy is an important concept in the context of the reform of the new curriculum standards and the basic requirement of education reform. Primary education is an important educational stage in a person's life, which has a foundation and laying role in the cultivation of students' literacy. Primary school music is an important part of quality education. The latest music curriculum standards point out the importance of traditional ethnic music culture. Primary school music education actively promotes national music is of great significance to the promotion of traditional Chinese culture. In recent years, there are still problems in the promotion of ethnic music in primary school music education, such as primary school students' low awareness of ethnic music and preference for popular music. the limited teaching level of music teachers. the single national music teaching materials suitable for primary school students, and the lack of popularization of ethnic music in society. This article will expound on the significance of promoting ethnic music in the primary school stage, starting from the concept of core literacy. As well as analyze the problems existing in the promotion of ethnic music in the primary school stage from the three aspects of students, schools, and society, and propose corresponding solutions

A Study on the Use of Denizli Folk Songs in Primary School Music Courses

Folk songs, which have carried Turkish culture from generation to generation, are the living heritage of the Turks. The folk songs that witnessed the events in history were accepted as sacred. The use of folk songs as a tool in music education will both provide a benefit to music education and allow our cultural richness to be transferred to new generations. Thus, the study aims to explore the folk songs of the Denizli region for music education, provide material for primary school music lessons, and ensure that Turkish culture can reach new generations. In this context, through the data collected from the TRT repertoire, 90 Denizli folk songs were analyzed via content analysis. The data analyses were conducted in terms of the appropriateness of modal, method, and words, which were investigated by experts from each field. At the end of the research, 16 folk songs, which are suitable for implementation in primary school music lessons, were identified in the field. It is suggested that further research should include the effect of these 16 folk songs to have success in music education.

What Is the Purpose of Primary School Music Education?

Music education in primary school is necessary. Music education in primary schools is believed to bring benefits such as rounded personalities, expanded children’s abilities, the development of future musicians, and increasing equality in society. Primary school music education is a way to develop the brain, a way to expand children’s abilities, a way to train future musicians and a way to a better society. Music can tap the imagination of citizens. Music education has the power to witness and feel different lives, a strong engagement and a more sympathetic understanding of different individuals and cultures in the world. From the point of view of schools and teachers, the fundamental purpose of primary school music education is that it contributes to the development of human imagination and common morality. Music education fosters imagination, which is essential for citizens of the world. Art, represented by music education, cultivates judgment and sensitivity, which is reflected in the choice of civic behavior. The musical memory of a country and a people can be seen as part of the culture that shapes not only the overall goals in social life, but also the aspirations and aspirations of citizens in society.

Research on Teaching Strategy of "Primary School Music+Educational Drama" with Interdisciplinary Integration

Research on Teaching Strategy of "Primary School Music+Educational Drama" with Interdisciplinary Integration

Exploration on the Innovative Path of Primary School Music Teaching under the Background of New Media

Exploration on the Innovative Path of Primary School Music Teaching under the Background of New Media

Effective Application of Body Rhythm Teaching Method in Primary School Music Class

With the continuous reform of education in China, the development of music teaching has been gradually improved, and the body rhythm teaching method has been widely used in primary school music classes to further improve the quality of music classroom teaching. This paper makes an in-depth study on the effective application of body rhythm teaching in primary school music class. Firstly, it summarizes the content and composition of body rhythm teaching method. Secondly, it analyzes the present situation of primary school music classroom; Finally, the effective application of body rhythm teaching method in primary school music classroom is analyzed from three aspects: improving teachers' literacy and professional level, teaching with sound and movement, cultivating students' musical literacy, understanding the psychological characteristics of primary school students and giving full play to students' main role.

A Comparative Study of Chinese and French Primary School Music Education Curriculum Concepts

Music education is essential for children's intellectual, social, and emotional development. The primary school music education curricula in China and France are two of the most significant music education systems in the world. This study attempts to compare the principles and objectives of these two curricula and uncover parallels and contrasts. The primary goals of this research are to conduct an analysis of the music education curriculum concepts taught in primary schools in both China and France, to identify the similarities and differences between these curricula, and to evaluate the potential impact that these differences may have on the musical development of young children. In this study, a comparative analysis methodology is utilized to investigate the music education curriculum of elementary schools located in both China and France. The process of doing the analysis entails conducting interviews with music instructors in both nations, reviewing the pertinent literature, and examining the curriculum materials. According to the findings of the study, the primary school music education curricula in China and France have some goals in common, including the promotion of cultural awareness, the development of students' musical skills, and the encouragement of creativity. Yet, there are also major discrepancies in the conceptual frameworks of the curriculum, the instructional strategies, and the evaluation strategies. The study emphasizes the significance of comprehending the cultural and historical settings of music education systems in various countries.

Investigation of Primary School Music Education Repertoire in Terms of Music Terminology

The aim of this study was to conduct a terminological examination of the songs and folk songs in primary school Music course books through the musical notes. Based on the statement that music theory, musicality and music aesthetics should be offered to primary school children, the musical notes in the coursebooks were examined under the titles of Tempo, Break and Pause, Dynamics, Articulation, Expression, Repetition and codas. Case study method, one of qualitative research designs, was adopted in the study. A total of 126 songs and folk songs included in 1st, 2nd, 3rd and 4th Grade Music coursebooks published by the Ministry of National Education in 2018-2019 were investigated. Document analysis was used in data analysis. One book for the 1stGrade Music course (21 musical works), two different books for the 2ndGrade Music course, one was published in 2018 (21 musical works) and the other in 2019 (22 musical works), two different books for the 3rdGrade Music course,both published in 2019 (21 and 18 musical works) and one book for the 4thGrade Music course(23 musical works) were published and distributed.2nd and 3rd Grade Music coursebooks, which had two different editions, differed according to the region and schools. The results showed that the terms and symbols of tempo, breaks, articulation, expression, ornaments, accent, repeat, which form the basis of the music, were not included sufficiently, the musical expressions intended to be taught were not reinforced and the international music terminology was not followed. In addition, it was found that although the musical notes were presented in the coursebooks, they were not explicitly shown to the students, and even the teachers were directed to videos instead of using musical notes. In addition, it was found that the end-of-unit evaluations did not consist of questions related to music terminology, and no definition of music terminology was presented in the glossary section at the end of the coursebooks. As a result, it was concluded that the coursebooks cannot go beyond activity planning due to the lack of a teaching on music theory and that the mistakes related to music terminology in the musical works can disrupt music education.

Analysis on the Cultivation Strategies of Primary School Music Class Habits

Analysis on the Cultivation Strategies of Primary School Music Class Habits

Research on Music Games in Primary School Music Classroom Teaching

Research on Music Games in Primary School Music Classroom Teaching

Analysis on Improving the Efficient Teaching of Primary School Music Through Parent-Teacher Cooperation

Analysis on Improving the Efficient Teaching of Primary School Music Through Parent-Teacher Cooperation

Research on the Importance and Strategies of Developing Rhythm Teaching in Primary School Music Teaching

Research on the Importance and Strategies of Developing Rhythm Teaching in Primary School Music Teaching

The Use Of Interactive Methods In Preparation For Primary School Music Culture Lessons

The pedagogical conditions of teaching in the development of specific processes of bachelor's degree in music education in modern pedagogical education, the current situation in practice are studied and the authors provide methodological recommendations to improve the effectiveness of teaching the subject.