School Music Education Research Articles

The Inheritance and Development of Northern Shaanxi Folk Songs in the Era of Big Data

With the arrival of the big data era, the inheritance and development of northern Shaanxi folk songs are facing unprecedented opportunities and challenges. From the perspective of big data, this paper analyses the communication status of northern Shaanxi folk songs in contemporary society, discusses the impact of the big data era on the inheritance and development of northern Shaanxi folk songs, and puts forward a series of innovative inheritance and development strategies. Firstly, this paper gives a brief introduction to the concept and characteristics of the big data era, and elaborates on the historical and cultural value of northern Shaanxi folk songs. Through the data mining of network platforms and field research, the communication characteristics of northern Shaanxi folk songs are analysed, and it is found that its communication channels are wide and the audience groups are diverse, but at the same time, it also faces the dilemma of the traditional inheritance method and the problem of low acceptance of the younger generation. In view of these problems, this paper proposes a series of inheritance and development strategies. In terms of dissemination, it is suggested that new media channels such as digital music platforms and online short videos be used for promotion; in terms of education and training, it is advocated that Shaanxi folk songs be integrated into school music education and professional training courses to cultivate a new generation of Shaanxi folk song inheritors; in terms of artistic innovation, it is encouraged that Shaanxi folk songs be combined with modern art forms, and that new Shaanxi folk songs with the characteristics of the times be created. In order to verify the feasibility of the proposed strategy, this paper selects two successful cases to introduce and analyse, summing up a series of valuable experience. Finally, this paper summarises the whole paper and looks forward to the future inheritance and development of northern Shaanxi folk songs in the era of big data.

The Effect of STEAM Integration on Middle School Music Education

The research aims to assess the impact of integrating STEAM (Science, Technology, Engineering, Arts, Mathematics) learning into middle school music education in Korea. It investigates the integration of STEAM in music education and identifies factors influencing student motivation. Statistical analysis reveals that STEAM integration positively affects student motivation, attendance, and participation. A significant difference in motivation levels was found between control and experimental groups, with the experimental group showing higher motivation. The findings suggest that STEAM learning enhances student engagement and enthusiasm, particularly in the working details of music, leading to improved competencies and motivation.

Re-positionings and reductions: A case of curriculum evolution in senior secondary music in Victoria, Australia

The impact of neoliberal and postmodern agendas on teaching and learning is explored in this paper through a systematic document analysis of the case of current and recent curricula for the Victorian Certificate of Education Study Designs for Music spanning accreditation periods 2011 to 2027. Careful reading and analysis were conducted to develop emerging themes that revealed patterns of reinvention. It was found that changing language and expectations are intended to be broadly inclusive and focused on student wellbeing. Despite this seemingly noble shift in focus driven by curriculum reform, there is an undercurrent of curriculum reduction and marginalisation that glosses over musically specific terminology, difficult knowledge, understanding and practice. The situation in Victoria, Australia is not unique, but a careful analysis and consideration of this serious issue will reassure school music educators that they are experiencing considerable challenge driven by neoliberal and postmodern agendas. This paper is intended to offer insight and possibly raise caution to those in positions of authority and influence concerning curriculum design and expectations about senior music education.

Integrating the Preparation for an Educational Concert Into the School Curriculum

We present our experience with designing and implementing the preparation of a class of fifth-grade students prior to attending an educational concert within the requirements of the official school curriculum. Based on the scientific evidence regarding preference and familiarity with music, the rationale for the lesson plans was to increase the familiarity of the students with the music they would hear in the concert through a variety of activities which met with requirement of the set curriculum. We present key points from our lesson plans as well as the reaction of the students to the lessons. With a background in both music education and mediation, we planned the lessons and created our own materials for the preparation, based on: a) analysis of the repertoire of the educational concert by a woodwind quintet; b) analysis of the requirement of the school curriculum of the Romanian Ministry of Education in the subject Musical education for schools teaching in Hungarian language; c) analysis of some resource materials for teachers, prepared by symphony orchestras for concerts with similar repertoire. Keywords: music education in schools, educational concerts, familiarity

The Workforce Entry and Teaching Responsibilities of New Music Education Graduates: Evidence From a State Longitudinal Data System

The purpose of this study was to investigate Maryland music teacher education program completers’ background and transition into the K–12 public school music teacher ( N = 700). Using data from the Maryland Longitudinal Data System between 2008 and 2020, I examined characteristics associated with music teacher employment in the public schools, the job responsibilities of new music teachers, the characteristics of schools in which new music teachers were employed, and how the school in which new music teachers were employed was similar or dissimilar to the high school from which they graduated. Overall, approximately 59% of music education graduates subsequently taught in Maryland K–12 public schools. Most new teachers taught in elementary (60%) or middle schools (30%). Teaching responsibilities of new teachers included general music (59%), chorus (29%), band (26%), and orchestra (22%). Implications for music teacher education and policy recommendations for music teacher shortages are discussed.

Investigating the Continuation of Ethnic Music in Junior High School Music Education

Investigating the Inheritance of Ethnic Music in Junior High School Music Education aims to guide students to understand traditional Chinese ethnic music, cultivate their emotional cognition, and enhance cultural confidence. Through inheritance education, it seeks to improve musical literacy and promote teaching innovation. Employing a literature review method to analyze connections, explore current situations, and propose practical pathways. Issues include the undervaluation of music subjects, monotonous teaching content, and a lack of in-depth exploration. Suggestions involve enriching teaching methods, uncovering the beauty of music, enhancing cultural literacy, and facilitating inheritance. This research holds practical significance and educational value, as introducing teaching methods can cultivate aesthetic tastes, while innovative teaching can enhance quality and promote development.

CCM in the choral classroom: Pedagogical practices of two high school music educators

This study aims to enrich the discourse on integrating contemporary commercial music (CCM) genres into vocal music education. Despite existing methodologies by vocal pedagogues, there is a pressing need for a formalized CCM pedagogy. Developing such a pedagogy requires understanding and possibly drawing inspiration from the pedagogical practices and philosophical beliefs of current vocal music educators teaching these styles. To delve deeper, the author conducted a qualitative case study with two suburban high school music educators proficient in CCM vocal techniques. Each participant underwent a 30- to 40-minute semi-structured interview and an observed rehearsal, and provided course materials. Analysis revealed key themes: Caroline’s motivation, teaching techniques and community response; and Matt’s musical background, motivation, beliefs, teaching practices and community response. Despite contextual differences, both shared musical backgrounds and positive community feedback. These findings offer insights for vocal music educators and teacher education programmes.

디지털 테크놀로지를 활용한 음악 창작 수업 실행에 관한 질적 사례 연구: 행위자-네트워크 이론에 기반하여

This study aims to explore practices of music creation classes that utilize digital technology based on actor-network theory. For this purpose, the study conducted a qualitative case study of four middle school music teachers who incorporate digital technology in their music creation classes. The study revealed that the interaction between human and nonhuman actors in and out of school differed among teachers, such as the combination of heterogeneous things, entanglement of what is mine and what is not, alliances with actors beyond the school, and coexistence of old and new. The study also found that nonhuman actors exerted their own positive or negative thingpower on teachers, such as new attempts and challenges, becoming teachers as co-learners, excessive focus on technology, and unexpected occurrences, resulting in changes in teachers’ teaching practices. Based on these findings, it was suggested that there is a need for research that considers a variety of human and nonhuman actors involved in teachers' teaching practices and comprehends music creation classes using digital technology more diversely.

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

Study on the Communication Path of the New System of Quality-oriented School Music Education in Chinese Music Education Institutions

With the deepening reform of quality education and art education in the new era, a new system of music education in quality-oriented schools has emerged. In order to effectively explore the dissemination path of the new system of quality-oriented music education in Chinese music education institutions, this paper summarizes the current development status of the new system of quality-oriented school music education. Starting from the sources and characteristics of the music education system of quality-oriented schools, it takes Beijing IGW Love and Country Art Center as a case study, analyzes the development status and user profile of the Chinese music education industry, and summarizes the promotion strategy of the new system of teaching, in order to explore a sustainable development path for the dissemination of the new system of quality-oriented school music education in Chinese music education institutions.

Investigation and Analysis of the Application of Efficient Classroom Model in High School Music Appreciation Course

In China, the efficient classroom teaching model is also known as the "6+1" teaching model, which was first applied to cultural courses, such as math, chemistry and English."6+1" refers to the six segments of classroom teaching, including "guide", "think", "discuss", "show", "assess", "check"; the second part is the "1" in the efficient 6+1 model, which is called "use", which is a learning segment carried out in the self-study after class (Ma, 2023). It emphasizes the students' subject position and focuses on cultivating students' independent learning ability and innovative thinking. But whether this teaching mode is suitable for high school music appreciation courses has not yet been researched in a targeted way. The cultivation and improvement of independent learning ability has become an important symbol of deepening teaching reform (Du, 2020). Therefore, the efficient classroom mode was adopted for classroom teaching in the high school music appreciation course, and after four weeks of teaching practice, questionnaires on music learning attitudes, learning styles, and learning goals as the main content were administered to teachers and students respectively. The results of the study showed that after the teaching of the efficient classroom model, teachers were positive about the instructional model, and students' learning attitudes became more positive. Students also listen to more musical works on their own. The results of the study are expected to provide some useful references and lessons for the reform and development of high school music education in China.

Technological Pedagogical and Content Knowledge (TPACK) Integration in Teaching Music : A Perception of High School Music Teacher

This study aims to describe the perceptions of TPACK integration among high school music teachers in Bandung, West Java province, Indonesia. This study used mixed-methods with a sequential explanatory design. The research subjects consist of 19 respondents. In the first phase, quantitative data were obtained through questionnaires and analyzed using descriptive and inferential statistical techniques. In the second phase, in an effort to explore the results of the questionnaire, qualitatively conducted interviews as well as observations. The findings of this study showed that integration of each TPACK domain in music teaching was perceived as high confidence. Each domain, from one to another, positively correlated with varied interpretations. Demographic characteristics, both gender and tenure, did not show contrasting differences in confidence. This perception is the impact of the teacher education process that has been experienced, involvement in a number of trainings that have been followed, support from stakeholders in the procurement and enrichment of educational and technological resources, and the dynamics of the times that force them to be adaptive and innovative towards technological developments.

Investigation of the Status of Music Teaching in Middle School under the Background of "Art into the Middle School Entrance Examination" in Dejiang County, China

Aesthetic education is an indispensable part of all-round quality education. Art education belongs to the category of aesthetic education and is an important content and way to implement aesthetic education. Music education is a form of education with music art as the medium and aesthetics as the core. In October, 2020, the general offices of the General Office of the Central Committee of the CPC and the State Council issued the Opinions on Comprehensively Strengthening and Improving Aesthetic Education in Schools in the New Era, which put forward the requirement of bringing art subjects into the pilot reform of senior high school entrance examination. The implementation of the new policy of "art entering the senior high school entrance examination" is a brand-new challenge to junior high school music teaching. In order to better implement the policy of "art entering the senior high school entrance examination", it is necessary to understand the current situation of junior high school music teaching. In this study, 241 junior high school students in four middle schools in Dejiang County, Guizhou Province were investigated from three aspects: their attitude towards music, the basic reasons for liking music and the mastery of basic music skills, and then the data were statistically analyzed by Excel and SPSS software. Based on the analysis results of the previous part, combined with the requirements of "Art Entrance Examination", this paper puts forward that we should pay more attention to music courses, enrich the content of music courses and strengthen the teaching of basic music knowledge.

Family first: Yahritza y Su Esencia, family bands and the musical education of Mexican Americans

Beginning with a description of música Mexicana’s rising stars, Yahritza y Su Esencia, a ‘family band’ of young Mexican American musicians, we suggest that school music educators become more informed of the musical interests, involvements and learning styles of Mexican American students at home, within their families and in the communities that surround them. Yahritza’s trademark sierreño style is described and contextualized in light of other notable genres such as mariachi, música nortena, son jarocho, banda, grupera and trap corridos. The phenomenon of family bands within Mexican American communities is explored as a means of children’s musical enculturation away from school, juxtaposed with a history of exclusion of Mexican American students from school music opportunities. The article addresses limitations of the American model of school music programmes, including (1) the need for opportunities for Mexican American (and other) populations to access meaningful musical education experiences, and (2) the gap between the music genres offered within the curriculum and those that Mexican American (and other) students experience at home and within their communities. Even as we acknowledge and applaud the presence of family bands and other strong music community music practices among Mexican Americans, we call for a national initiative among music educators to ensure that the music which students learn in school is at least germane to students’ home experiences.

Identification of bottlenecks and solutions for secondary school music teachers’ career development in Jiangxi Province based on data mining

Identification of bottlenecks and solutions for secondary school music teachers’ career development in Jiangxi Province based on data mining

Five years in: a case study of an Australian early-career secondary school music teacher

Abstract Early-career secondary school music teachers navigate many challenges as they settle into the profession. These include consolidating their knowledge of subject content, gaining classroom confidence and honing skills in classroom management. In addition, their sense of belonging can be enhanced by working at collegial relationships within their faculty, across the school and feeling a part of the wider school community. These factors can elicit a ‘make or break’ response for continuing in the profession. This paper reports on a case study of an Australian early-career secondary school music teacher, in her fifth year in the profession. The case study, as a part of a larger study, sequenced quantitative and qualitative research methods, allowing insight into the music teacher’s working life and enabled the researcher to understand factors that impact daily practice. Themes explored in the study include motivation, perception of value, stress and the difficulties of securing permanent employment. The music teacher presented a positive approach to her work through her development of resilience and shared her future goals and dreams. This research offers suggestions on how schools and education authorities can best support early-career secondary school music teachers to enable them to become resilient, confident and valued practitioners for the future.

In/Visible Voices: Investigating Asian American Music Teachers’ Experiences Through the Lens of AsianCrit

Abstract This study explored the experiences of six Asian American public school music teachers in the United States, utilizing Asian critical theory (AsianCrit) as a method of inquiry. The study brought to light the often invisible challenges these teachers confront, both in their personal upbringing and within the educational system. The analysis revealed four main themes: (a) not being perceived as “fully American,” (b) experiences of invisibility, (c) dealing with microaggressions during the COVID-19 pandemic, and (d) a commitment to social justice. The findings underscore the need for greater representation of Asian American music teachers and recognition of the barriers they frequently face.

A Study on the Construction and Enhancement Strategies of Primary and Secondary School Music Teachers’ Core Literacy under the “Double Reduction” Programmer

The “Double Reduction” policy is an important education reform initiative to be fully implemented by the state in 2022, which is an important policy to better promote the development of educational equity. With the gradual implementation of the “double reduction” policy, the requirements for the core qualities of primary and secondary school music teachers are also getting higher and higher, and the review of the current situation reveals that there are many problems with the core qualities of primary and secondary school music teachers.

Reform and Development of School Music Education Based on Psychology

Reform and Development of School Music Education Based on Psychology

The retention and attrition of early-career music teachers: a survival analysis

Over 30 states have experienced a shortage of music teachers in the past decade. The attrition of early-career teachers is one of the largest contributing factors to the rising demand for teachers nationally, but there is a lack of rigorous empirical research examining characteristics associated with attrition of music teachers. I leveraged data from the Maryland Longitudinal Data System to examine early-career music teachers’ retention and attrition patterns between 2013 and 2020 using descriptive statistics and discrete-time survival analysis (N = 6430). On average, 74% of early-career music teachers retained their current position each year, 8% moved to a different school in Maryland, and 18% of left public school music teaching in Maryland. Survival analysis indicated that half of all music teachers left public-school music teaching in Maryland within their first five years of teaching. Attrition risk was greatest in years two and three. Other factors associated with attrition risk included sex, race, ethnicity, school grade level, aspects of school culture, the student body, school and district urbanicity, and the number of teachers employed by the school district. Discussed policy recommendations include mentorship programs, teacher compensation, school resources, comprehensive family leave, and music teacher recruitment.