Role Of Music Education Research Articles

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

The Significance of Percussion Instruments in Isan Thai Folk Music within the Context of Music Education and Learning

In northeastern Thailand, the beating heart of tradition and music intertwines seamlessly. The objective of this study was to explore the significance of percussion instruments in Isan Thai folk music within the context of music education and learning. The scope of the research site spans the northeastern Provinces of Thailand. The study employs qualitative interviews with experts and practitioners, complemented by field visits and observations. The findings emphasize that Isan Thai folk music serves as a cultural bridge, nurturing mutual understanding and expressing the extraordinary occurrences within the community. Music education emerges as a pivotal tool in safeguarding the cultural heritage of Isan Thai folk music, offering students a window into diverse cultures, and enriching their appreciation of the world's cultural tapestry. Despite challenges such as a dearth of successors and waning interest among the younger generation. The preservation of Isan percussion instruments is an invaluable component of intangible cultural heritage, thus contributing substantially to the broader discourse on cultural heritage preservation and the role of music education in fostering cross-cultural appreciation and understanding.

Effectiveness of music education in developing and fostering reading and writing for learners

Background: It is well-known, but perhaps not well documented, that after the first democratic elections in 1994, South African education was declared standard. However, poverty is widespread in rural-based schools, which negatively impacts the development of quality education for learners. This is attributed to the unique challenges that learners in rural-based schools face that affect their quality of education. Apart from inadequate state funding, insufficient resources, and underqualified teachers, learners are faced with poor reading and writing in foreign languages such as English. Furthermore, teaching language incorporating music as a supportive tool has been neglected. Music can be a powerful tool for language teaching for several reasons. This has become a significant contributor and barrier to effective education.Objective: Therefore, from this background, this article aims to discuss the effectiveness of music education in developing and fostering reading and writing in rural-based schools.Method: A qualitative research method was used embedded within content analysis of existing scholarly writings.Results: Framed within music learning theory, the findings of this article reveal that music education plays an essential role in improving the readability of learners, especially in rural-based schools.Conclusion: This article concludes by affirming that music education is essential in developing and fostering the reading and writing of languages such as English in rural-based schools. However, this calls for the Department of Basic Education (DBE) to provide a proper music infrastructure in rural-based schools.Contribution: This article provides new insight about the role of music education in improving reading and writing for learners.

Exploring T-spherical fuzzy sets for enhanced evaluation of vocal music classroom teaching

Vocal music is a relatively complex skill and skill course, which not only plays an important role in music education in universities, but also cultivates students’ musical level and artistic cultivation. In the process of teaching vocal music in universities, how to improve the quality of teaching has become an important task and goal for teachers. The vocal music classroom teaching quality evaluation is a classical multiple-attribute group decision-making (MAGDM) problem. In this paper, some novel Dice similarity measures (DSM) and some generalized Dice similarity measures (GDSM) are proposed under T-spherical fuzzy sets (T-SFSs). Then, the weighted generalized Dice similarity measures (WGDSM) is used to solve the MAGDM with T-SFSs. Finally, an illustrative example for vocal music classroom teaching quality evaluation is given to demonstrate the efficiency of the GDSMs.

The Role of Music Education in Childhood

Abstract Introduction: From the second half of the 20th century onwards, studies on the transfer effects of music learning have become increasingly common. Both in the domestic and international literature, we can read research with a solid scientific background that supports the transfer effects of music education on different aspects of life. Purpose: The aim of paper was to map the effect of learning music in childhood based on both the international and the Hungarian scientific literature. Methods: When analyzing the social impact of learning music in detail we distinguished five areas: 1. state of physical development, skillfulness, health; 2. cognitive skills; 3. personal development and emotional intelligence; 4. the role of compensating for deficit; 5. community building. In this study we present in detail the results of research studies in these fields. Conclusions: In our opinion music education institutions transmit several values and hidden curriculum to children the effect of which serves as a determining and formative factor throughout their whole lives. That is why it is important that, based on the research findings, teachers should be aware of it and consciously control it. In our view learning music can act as a supporting factor for the physical, spiritual and mental development of the children and apart from improving different areas of competence it can also influence their attitude to work.

Fostering Meaningful Feedback through the Critical Response Process

Feedback plays an essential role in music education, helping individuals learn to consider creative works from multiple perspectives. In this article, we explore the Critical Response Process, a four-step process for engaging with artistic works in progress. Founded on the principle that both artists and responders play active roles in feedback, this process is designed to promote discovery and help students learn how to engage in a responsive feedback dialogue with others. In addition to outlining the process, we also offer narratives from our own practice, examples of how the process might be implemented in various settings, and ideas for adaptations.

Information and Communication Technologies in the Process of Developing the Digital Competencies of Teachers/Professors in Music Education

The dynamic development of modern information and communication technologies, which play a significant role in music education, indicates the need to strengthen and develop the digital competencies of music educators. Accordingly, research was conducted to examine the current situation at different levels of music education on the use of information and communication technologies and the experiences of teachers and students, in future music pedagogues. Their experiences, which were the subject of the research, can serve as initial guidelines for further improvement of the digital competencies of teachers in music education.

Educational Recasting AI-based Music Education: The Discussion on the Role of Music Educators

Educational Recasting AI-based Music Education: The Discussion on the Role of Music Educators

Application of Composite Nanomaterials in the Teaching of Piano Touch Technology and Timbre Expressiveness

The piano is a western musical instrument. The art of piano performance has made great progress in China. Education is essential for the inheritance and development of the arts, including the piano. Piano lessons play an important role in music education and are the foundation of music education. Teachers play a leading role in the learning process. The comprehensive quality of teachers, including ideological and moral accomplishment, cultural accomplishment, work level, teaching theory, and artistic aesthetic level, directly or indirectly affects the teaching level and the growth, learning, attitude, and concept of students. Through the research and experiment on the application of composite nanomaterials in the teaching of piano touch and timbre expressiveness, the experimental data showed that after the improvement of piano touch and timbre performance by nanomaterials, the students’ interest in the piano improvisational accompaniment course has greatly increased. There were 86 people who were interested, accounting for 86.13%. There were 13 people who were not interested and indifferent, accounting for 13.87%. Compared with the increase of 36 people who were interested before the improvement, the number of people, who were not interested and indifferent, was decreased by 36 people. From the abovementioned data, it can be seen that the application of nanomaterials in piano teaching, it has made an indispensable contribution to the development of piano teaching.

Role of Music Education in Social and Cultural Integration

The article aims at interpreting the collective behaviour of people subjected from early childhood to music education carried out with new, pioneering methods. This specific education takes place in Poniatowa, a small town in Lublin Voivodship, where a “musical conglomerate” has been in operation for 47 years, founded and managed to this day by a married couple of musicologists, Danuta and Witold Danielewicz. During the artistic work, unexpected and interesting effects of musical education have been observed, influencing the social integration of the children and young people subjected to this education.

Jazz: definition, formation and role in music education

Jazz: definition, formation and role in music education

Music Education for Students With Autism Spectrum Disorder in a Full-Inclusion Context

The purpose of this multiple-case study was to explore the experiences of two students with autism spectrum disorder (ASD) in a full-inclusion music education context and how those experiences aligned with stakeholder perspectives regarding the role of music education for this population. Three themes emerged from the data: The Not-So-Atypical Benefits, A Focus on Strengths, and A Culture of Inclusivity. Factors related to the educators and school community had impact on these students’ experiences and are further explored through the lens of an ethic of hospitality. Documenting educational practices and elucidating the beliefs of stakeholders (including music educators, the special education team, administration, and parents) regarding music education for students with ASD in an inclusion setting may offer insights into best practices while interrogating perceptions regarding unique benefits for this population.

МУЗИЧНЕ ВИКОНАВСТВО ЯК КОМПОНЕНТ ОСВІТНЬОГО ПРОЦЕСУ В ХОРЕОГРАФІЧНІЙ ШКОЛІ

The article analyzes the problem of organizing the educational process in art schools of choreographic direction; the phenomenon of musical performance in the context of professional training of a student-choreographer is considered and the organization of educational process on the example of Nizhyn children’s choreographic school is analyzed; musical performance is identified as a necessary component of the education of the student-choreographer, the role of music education is emphasized to deepen the student’s understanding of the artistic and emotional content of dance; the significance of musical performance for the development of artistic and creative abilities of students is substantiated; the importance of integration of educational disciplines and their direction on formation of a complex of professional competences in students is emphasized. The pedagogical problems that arise in the educational process are identified and the ways of overcoming them in the process of teaching students-choreographers to play a musical instrument are determined. The pedagogical factors which will promote complex development of the personality of the student-choreographer are formulated, namely: observance in educational process of theprinciples necessary for musical training; creation of the necessary artistic and creative environment in the classroom of a musical instrument; comprehensive and systematic student support. The necessity of purposeful pedagogical management of the process of mastering by the student the ways of activity in the emotional-volitional, intellectual, musical-technological and motor spheres is emphasized.

VALUES CREATED BY MUSIC EDUCATION IN GENERAL COMPREHENSIVE SCHOOLS

This is the final part of research started in 2014 when development of the new National Curricula (NC) was initiated. The role of music education had to be mapped to prove its meaning as a traditional mandatory subject in the NC. According to the research program, different aspects, related to music education (content, integration of art subjects, informal and non-formal music activities, supportive learning environments, etc.), were analysed. The research of 2020 is summarising the values music education can provide for development of educated, responsible, ethical and creative people. The data collected from essays of school students and (future and in-service) music teachers (n=166), were analysed by qualitative methods. The values were classified by the following categories: social, cultural, cognitive, moral, aesthetic, personal. The research results can be used as arguments for developing music education syllabi in the NCs from kindergartens to gymnasia. The whole program of research is already being used for further development of music teacher education.

The role of music education in the development of personal qualities of creative persons

The article is devoted to the results of research and the creation of guidelines on the pedagogical foundations of education and the development of personal qualities, logical thinking and scientific research of creative individuals by means of music.

Educação musical e projetos sociais: discutindo a relação entre música, pertencimento e demandas sociais em dois países

Os projetos sociais em música são uma temática sobremodo hodierna no campo da Educação Musical. Devido a pujança do tema aqui discutido, é indicada a dilatação do objeto aprender e ensinar música para além das feições do contexto social em que esses projetos sociomusicais estão inseridos. Desta maneira, busca-se alcançar um olhar ampliado para as vivências em música oferecidas em projetos sociais não só no Brasil, mas também em contextos com refugiados oriundos de países em situações de guerra. Aqui são protagonizadas vivências em projetos sociomusicais no estado de Dakota do Norte, nos Estados Unidos. Por meio de diálogos com teóricos da Educação Musical busca-se trazer à reflexão a temática dos refugiados de países em guerra, o sentimento de pertencimento e o papel da educação musical em comunidades frente as demandas que perpassam os aspectos musicais.
 Palavras-chave: educação musical, projetos sociais, sentimento de pertencimento, transformação social.
 
 Music education and social projects: discussing the relationship between music, belonging, and social demands in two countries
 ABSTRACT. The social projects in music are a modern topic in the field of music education. Due to the importance of the point provided here, it is indicated the expansion of the object learning and teaching music beyond the aspects of social context in which these music social projects are inserted. Therefore, we seek to achieve an expanded look at the musical experiences offered in social projects not only in Brazil, but also in contexts with refugees originally from countries at war. In this article, we also illustrate experiences in social projects located in North Dakota, in the United States. Through dialogues with researchers of music education, we seek to reflect on the situation of refugees from countries at war, the sense of belonging, and the role of music education in communities in relation to the demands that permeate the musical aspects.
 Keywords: music education, social projects, sense of belonging, social transformation.
 
 Educación musical y proyectos sociales: discutiendo la relación entre música, pertenencia y demandas sociales en dos países
 RESUMEN. Los proyectos sociales en la música son un tema muy hodierna en el campo de la Educación Musical. Debido a la fuerza de tema que aquí se aporta, se indica la ampliación del objeto de aprendizaje y enseñanza de la música más allá de las características del contexto social en el que se insertan estos proyectos socio-musicales. Así, se busca lograr una mirada más amplia sobre las experiencias en música ofrecidas en proyectos sociales no sólo en Brasil, sino también en contextos con refugiados de países en situación de guerra. Aquí nos centramos en las experiencias de proyectos socio musicales en el estado de Dakota del Norte, en Estados Unidos. A través de diálogos con teóricos de la educación musical, pretendemos hacer reflexionar sobre el tema de los refugiados de países en guerra, el sentimiento de pertenencia y el papel de la educación musical en comunidades frente a las demandas que impregnan los aspectos musicales.
 Palabras clave: educación musical, proyectos sociales, sentimiento de pertenencia, transformación social.

Language, Music, and Revitalizing Indigeneity: Effecting Cultural Restoration and Ecological Balance via Music Education

In this paper, we explore challenges in conveying the culturally constructed meanings of local Indigenous musics and the worldviews they manifest to students in K-12 school music classes, when foundational aspects of the English language, historical and current discourse, and English language habits function to thwart the transmission of those meanings. We recount how, in settler colonial societies in North America, speakers of the dominant English language have historically misrepresented, discredited, and obscured cultural meanings that inhere in local Indigenous musics. First, we examine three ways in which the use of English has distorted the cultural meanings of those musics. Next, we explain how historical discourses in English have intentionally undervalued or discredited the values intrinsic to those musics, also describing how some current music education discourse in English might work against the embedding of Indigenous meanings in school music education settings. We then consider additional factors distinguishing Indigenous languages from European languages (especially English) to show how a people’s “language habits” influence their perception of and thus their relationship with their natural environment. We conclude by considering the role of music education in revitalizing local Indigenous languages and musics and advancing the cultural values of their originating communities.

THE ROLE OF A TEACHER IN MUSIC EDUCATION OF YOUNG PROFESSIONAL MUSICIANS

The paper deals with the teacher’s role in music education of pupils in music high schools. Taking into account the nature of the subjects, their objectives and outcomes, as well as the modes of instruction, the paper examines the teacher – pupil relationship, and in line with the observations, examines the role of a teacher. What dominates in teaching an instrument or solo singing, which is individual and based on performing music, is partnership between teachers and pupils, but teachers’ motivational role and his role of an evaluator are also important. On the other hand, the role of a teacher in group teaching moves towards cognitive-diagnostic, and the role that becomes prominent is the role of a regulator of social relationships. It involves fostering of good interpersonal and collegial relations within the subjects based on collective performance, such as Choir, Orchestra or Chamber Music, because they are an important prerequisite for the quality of instruction. Aside from the specific teachers’ roles in the field of music education, the paper also points to some other important teachers’ roles in terms of their wider influence on pupils and social environment.

The Role of Music Education in National Identity

Bu çalışmada Kıbrıs Türk kimliğinin biçimlenmesinde müzik eğitiminin etkileri araştırılmıştır. Araştırmanın amacı Kıbrıs Türk kimliğinin biçimlenme sürecinde müzik eğitimi ile nasıl bir etkileşim içerisinde olduğu ve bu etkileşimin KKTC’de uygulanan müzik öğretim programları ve müzik ders kitaplarında yer alan milli günleri anma etkinlikleriyle nasıl ilişkilendirildiğinin saptanarak ve Kıbrıs Türk toplumu tarafından söylenen marşların içerdiği sosyal mesajların ortaya konmasıdır. Araştırmada döküman incelemesi yöntemi kullanılmıştır. Müzik öğretim programları ve ders kitapları döküman analizi yöntemi ile incelenerek milli gün anma ve kutlama etkinliklerinin ele alınış şekli belirlenmiştir. Ayrıca müzik öğretmenlerinin okullarda söylettiği marşları saptamak amacıyla yapılandırılmış görüşme tekniğine başvurulmuştur. Görüşmelerde müzik öğretmenlerinin Türkiye’den Kıbrıs Türk kültürüne adapte edilen milli günler için düzenlenen etkinliklerde ve müzik derslerinde hangi marşları kullandıkları, KKTC’ye ait ulusal günlerde hangi marşları söylettikleri ve milli günler dışında kullandıkları marşlar sorulmuştur. Marşların analiz edilmesi bölümünde, 8. Sınıf müzik ders kitabında yer alan “Kuzey Kıbrıs Bağımsızlık Marşı”nın içerdiği müziksel ve sözel unsurlar analiz edilmiştir. Görüşülen müzik öğretmenlerinin KKTC milli günlerini anmak ve kutlamak amacıyla kullandıkları marşların çeşitlilik gösterdiği görülmüş, benzerlik bulunamamıştır.

The Pedagogical Use of Visual Feedback for Enhancing Dynamics in Higher Education Piano Learning and Performance

Research on technology-based learning and teaching has demonstrated evidence of its relevant role in music education. However, the application of technology to studio-based instrumental learning and teaching remains a relatively under-researched area. The article draws on findings from a recent exploratory study (HAMOND, 2017) which included fieldwork in Brazil. The aim of this study was to investigate the nature and potential pedagogical use of technology-mediated feedback in a higher education piano studio. Participants were one student-teacher dyad plus the researcher (the first author) with the dyad working on a memorised movement of a classical sonata of the student’s current repertoire. The technology system involved a digital piano connected to a laptop computer running Digital Audio Workstation (DAW) software via Musical Instrument Digital Interface (MIDI) interface, and an additional computer screen. Three data sets were collected: videoed piano lessons (n = 2), semi-structured interviews with participants after each piano lesson (n = 4) and technology-generated MIDI data through the use of DAW software. Qualitative data analysis (QDA) involved a multi-methods approach. Research outcomes demonstrated how new digital technology can improve accessibility to aspects of advanced musical behaviour and learning that are often outside the individual’s conscious awareness. The use of new digital technology can also optimise traditional pedagogical approaches in one-to-one piano studios, since it is likely to make the lesson foci clearer and the learning process more efficient.