School Music Research Articles

The Social Organization of Post-Secondary Music Students’ Work and Health: An Institutional Ethnography Protocol

Researchers have found that many post-secondary music students suffer from physical and mental health issues. However, researchers have mainly studied these problems at the individual level, with little investigation of how music students’ work is shaped by the coordinating effects of policies, texts, and discourses at and beyond their local site. This paper describes a protocol for an international project that will explore the health of music students in the context of their daily work. Using an institutional ethnography approach, we will examine the social organization of music students’ work at three universities: two in Canada and one in Australia. This will be the first set of studies that use institutional ethnography specifically for the purpose of understanding how the social organization of music students’ work shapes their health. Data will be collected using several methods common to institutional ethnography: interviews, focus groups, observations, and collecting texts. Data analysis will begin during the data collection process and proceed in two fluid stages. The first stage will involve a detailed investigation of the pertinent work activities at each music school. The second will involve linking that work to specific social relations within and beyond the institution. After data analysis has been completed at all three sites, findings will be compared to one another to identify commonalities and differences in how students’ work is organized. Findings of the entire project may inform policy-making and lead to positive change at the institutions studied, as well as others where similar social organization may occur. The novel approach described here will provide opportunities to expand current knowledge about music students’ work and health beyond what has been learned through approaches that focus on students’ individual behaviours and attributes.

ФОРМИРОВАНИЕ КАДРОВОГО ПОТЕНЦИАЛА В БУРЯТ-МОНГОЛЬСКОЙ АССР В СФЕРЕ МУЗЫКАЛЬНОЙ КУЛЬТУРЫ И ОБРАЗОВАНИЯ В 1920–1930-е ГОДЫ

One of the tasks of the state cultural policy in the 1920s and 1930s was to create the necessary conditions for the development of musical culture and education in the Buryat-Mongolian ASSR. To solve the problem of personnel training in this sphere, a number of activities were carried out: organization of training courses for cultural and educational work, amateur art instructors, attraction of specialists from the main cities of the country, development of the material base, search for various forms of financing. The most important events in that period were the opening of a children’s music school in Verkhneudinsk (since 1934 — the city of Ulan- Ude) and the first institution of secondary specialised music education — the Technical School of Arts, transformed in 1936 into a Theatre and Music College. The opening of the Technical School allowed the creation of theatres, orchestras, philharmonic society, and contributed to the further development of musical culture and art in the Buryat-Mongolian ASSR. To provide highly qualified personnel, the most talented musicians were sent for internships and studies to the leading universities in the country. As a result, the first decade of Buryat-Mongolian art, held in Moscow in 1940, showed a high level of achievement of creative and professional potential of its participants. Thus, in the 1920s and 1930s, the formation of human resources in the field of musical culture and education in the Buryat-Mongolian ASSR took place.

The Creation of Guideline for Development Private Music School Business

A very serious epidemic broke out in China at the beginning of 2020, and the market's economic environment was greatly affected. As a branch of the education and training industry, private music schools have also been hit hard. After all, the education and training industry supports operations through advanced collections, but the epidemic has led to a serious increase in class consumption data for many important indicators. On the one hand, it is worsening due to the inability to recruit new students. On the other hand, the overall data on class consumption is no longer growing. At the same time, when the rent and labor costs remain unchanged, most institutions in the education and training industry are in varying degrees. Losses, the main research of this article is from what angle can the private education industry make breakthroughs in the three years since the establishment of the epidemic and the implementation of the double reduction policy? Can some problems in operation and management during the epidemic be solved through bleaching, combined with the implementation of national policies that have once again passed reforms to better adapt to future industry development?

Autonomous Support and Achievement Motivation of Students in Private Music Schools: The Mediating Role of Basic Psychological Needs

Autonomous Support and Achievement Motivation of Students in Private Music Schools: The Mediating Role of Basic Psychological Needs

Practical Study on the Integration of Taiyuan Lianhualuo into Middle School Music Classroom under the Background of Art Education

Practical Study on the Integration of Taiyuan Lianhualuo into Middle School Music Classroom under the Background of Art Education

Analysis of Corresponding Strategies for Junior Middle School Music Teaching under the Background of Quality Education

Analysis of Corresponding Strategies for Junior Middle School Music Teaching under the Background of Quality Education

Multimedia Technology Supporting Innovation in Junior High School Music Education

Multimedia Technology Supporting Innovation in Junior High School Music Education

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

Exploration and Practice of Lvliang Lishi's “Playing and Singing” in Primary and Secondary School Music Education

Exploration and Practice of Lvliang Lishi's “Playing and Singing” in Primary and Secondary School Music Education

From Keyboard to Classroom: Integration of Piano in Junior High School Music Education and Analysis of Teaching Effectiveness

From Keyboard to Classroom: Integration of Piano in Junior High School Music Education and Analysis of Teaching Effectiveness

A Feasibility Analysis of Artificial Intelligence in High School Music Composition in China

A Feasibility Analysis of Artificial Intelligence in High School Music Composition in China

School Music Education: A New Exploration of Concept, Practice and Influence

School Music Education: A New Exploration of Concept, Practice and Influence

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

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

COVID-19 Pandemic Effects on Student Efficacy in Jazz Performance and Improvisation in Secondary School Musicians

Abstract: This study investigated the effects of the COVID-19 pandemic on secondary students' self-efficacy in jazz performance and improvisation. Students ( n = 38) from secondary-school jazz ensembles attending a jazz festival in a Southwest state participated in a questionnaire about their perception of achievement in jazz performance and improvisation during the 2020–2021 school year with COVID-19 restrictions in place and the year after when restrictions had been eased. Jazz ensemble directors ( n = 8) were interviewed about their experiences and positive and negative outcomes of the two years pertaining to students' self-efficacy. A paired two-tailed t-test revealed that students had a significantly higher self-efficacy perception after restrictions were lifted in jazz performance and improvisation. Directors reported increased competency with technology and a drop in enrollment in their jazz ensembles. Directors also experienced a shift in their educational philosophy, opting for a more empathetic as opposed to a results-based approach to student achievement.

대중국악의 교육현황 및 중등음악교사의 인터뷰를 활용한 발전방안

In this study, creative Korean traditional music, which is taught and learned educationally without clear definitions such as new folk songs, new Korean traditional music, creative Korean music, Korean traditional music, Korean traditional music, fusion Korean music, crossover, and world music presented in various textbooks, is called popular Korean traditional music. Understanding popular Korean traditional music will allow teachers and students to experience more diverse forms of Korean traditional music and will give them an easier access to traditional Korean music, which can only be felt difficult. To this end, it was possible to investigate and analyze popular Korean traditional music contained in textbooks and grasp the educational status of popular Korean traditional music to see what musical elements are emphasized educationally. Moreover, 38 incumbent teachers working as middle and high school music teachers across the country presented educational implications and development plans through actual educational cases, awareness, teaching, and interviews of learning about Korean traditional music. Through the above research, we will find educational significance for popular Korean traditional music, which is unclearly educated, and provide students with an opportunity to understand the current creative traditional music and improve their artistic sense expressed in traditional music.

Effects of Max/MSP Based Orff-Schulwerk Software for Secondary School Music Classes on Singing Skills

Bu araştırma kapsamında, ortaokul müzik dersi kazanımlarının büyük bir çoğunluğunu kapsayan söyleme kazanımı temel alınarak 5. Sınıf müzik kitabından seçilen okul şarkıları Orff-Schulwerk teorisi ile eşliklendirilmiş ve sanal bir eğitim materyali hazırlanmıştır. Hazırlanan yazılımda, şarkılara ait eşlikler ve kullanılan Orff çalgıları somut bir şekilde gösterilmiş, müziğin ana unsurları belirgin bir şekilde aktarılmaya çalışılmıştır. Yazılım, sınıflardaki akıllı tahtalarda kullanılmış, öğretim sürecine daha fazla duyu organının dâhil edilmesi ve bu duruma bağlı olarak başarının artırılması hedeflenmiştir. Çalışmada, “Orff-Schulwerk Yaklaşımı” doğrultusunda oluşturulan müzik eğitim yazılımının öğrencilerin şarkı söyleme becerisi üzerine etkisi ne düzeydedir?” sorusuna cevap aranmıştır. Bu bağlamda, yöntem olarak gerçek deneme modellerinden ön-test-son-test kontrol gruplu deney modeli kullanılmıştır. Çalışma grubu olarak (n=20) 5. sınıf öğrencileri belirlenmiştir. Deney ve kontrol grubuna iki hafta ön uygulama yapılmış akabinde ön-test ölçümleri alındıktan sonra altı haftalık deney çalışması yürütülerek son-test ölçümleri yapılmıştır. Elde edilen bulgulara göre kullanılan Orff-Schulwerk yazılımının şarkı öğretimine büyük oranda katkı sağladığı ve başarıyı artırdığı tespit edilmiştir.

Narrative observation about music institutionalization through music educational institutions in Kosovo (1948-2020)

The institutionalization of music in Kosovo emerged as a necessary process, playing a pivotal role in fostering sustainable cultural and social development. Its profound effectiveness became evident in the musical trajectory of cultural advancements from the 1950s and 60s onwards. Music schools stood as the primary catalysts, generating a cadre of music professionals involved in various facets of musical productivity. They provided comprehensive professional training to the entire musical community, encompassing composers, conductors, instrumentalists, and pedagogues, who actively contributed to the vibrant musical activities. The year 1948 marked a significant milestone with the establishment of the first music school, initially named ‘Josip Slavenski’ and now known as ‘Lorenc Antoni,’ in Prizren. This was followed by the inception of the music school ‘Stevan Mokranjac,’ later renamed ‘Prenk Jakova,’ in Prishtina in 1949. These institutions served as foundational pillars, laying the groundwork for the subsequent development of a multidimensional music landscape. Notably, the establishment of the Higher Pedagogical School (Branch of Music Education) in 1963 and the Music Academy in 1975 represented crucial milestones, marking the expansion and enrichment of the music sector. The period between 1990 and 1999, characterized by a tumultuous socio-political landscape, posed significant challenges to music education. In the years following 2000, music education in Kosovo continued to adapt and evolve, reflecting to the changing socio-political and cultural landscape. This era witnessed new processes of the established institutional forms and typologies, prompting the adoption of new curricula and a re- evaluation of music education within the context of the evolving social reality and market demands. Furthermore, the demand for music education continued to grow, leading to the establishment of more music schools and programs throughout the country. In general, since 1948, music education in Kosovo represents an unstoppable process that in terms of historical importance, it represents the cornerstone of all professional musical developments in Kosovo.

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.

Preliminary Study on the Evaluation Methodologies of Junior High School Music Academic Performance

The junior high school music academic entrance examination holds significant importance in the context of the new curriculum reform, serving as a pivotal instrument for implementing the "General Plan for Deepening the Reform of Educational Evaluation in the New Era" and the "Opinions on Comprehensively Strengthening and Improving School Aesthetic Education in the New Era," issued by the General Office of the State Council. As frontline educators, it is imperative to adeptly navigate the impending junior high school art subject entrance examination by acquiring evaluation knowledge and mastering scientifically sound assessment methods. Recognizing this urgency, the author secured approval for the "Thirteenth Five-Year Plan" project in Shaanxi Province in 2018, titled "Research on the Unified Music Examination Methods for Junior High School Graduation in Shaanxi Province." This research primarily delves into the grading criteria outlined in the "Music Curriculum Standards" for compulsory education, exploring the knowledge points, question types, weights, and evaluation methods. The findings represent a culmination of in-depth practical exploration, offering valuable insights for educators and stakeholders. These operational research results are shared here for reference purposes only.

Interdisciplinary Research Overview of Secondary School Music Education

This study explores interdisciplinary research in secondary school music classrooms to enhance teaching concepts. It emphasizes the importance of blending music and literature to deepen students' understanding of the arts, promoting connections between music composition and literary reading, enhancing overall literacy, and fostering enthusiasm for artistic diversity. The study advocates for introducing aesthetic education to cultivate students' emotions and understanding of artistic creation, aiming to develop their sensitivity to beauty and independent aesthetic insights in music. Additionally, it underscores the importance of integrating visual arts teaching methods to create a more enriching learning experience, enhancing students' perceptual abilities in music and promoting diverse creative expression. The study also highlights the incorporation of STEAM education into music classrooms, fostering comprehensive learning in science, technology, engineering, arts, and mathematics, contributing to holistic student development and improving education quality. Ethical education elements are proposed to guide students in forming correct artistic perspectives and cultural values, nurturing a sense of responsibility. Lastly, the study emphasizes integrating traditional Chinese culture, especially poetry, into music education to stimulate students' interest, promote cultural inheritance and innovation, and contribute to China's cultural heritage in music education.