School Music Research Articles

Restoring Nsukka Music School, 1970–1985

During the Nigerian Civil War (1967–1970), the University of Nigeria, Nsukka (UNN) was plundered and was restored thereafter. This paper is about how the Department of Music in the UNN Nsukka Music School (NMS) was restored following the war. Data for the study were obtained from alumni who were eye witnesses; data-bearing documents in NMS’s office; embedded experience as a student in the NMS between 1977 and 1982; and, relevant publications. The data were subjected to deductive analysis and sequenced to answer the research questions. Findings indicate that between 1970 and 1975, the Sowande Building (SB) was renovated; the pioneer staff re-enlisted, as other faculty were appointed and sponsored abroad for graduate studies; a modicum of teaching-learning facilities was provided; a new curriculum was produced; and another building was erected and extended to cope with growing student registration. By 1979, most NMS faculty on graduate studies had returned, the extant teaching-learning facilities were decrepit, and some were replaced. With the new facilities, more ensembles were formed and public performances increased. By 1985, NMS was the flagship in Nigeria’s higher music education.

Motivational profiles in instrumental music learning: Perspectives on self-determination theory

This study examined the motivation of child and adolescent music students to learn instruments in five Austrian music schools using a person-centered approach. Drawing on self-determination theory, two autonomous and controlled forms of motivational regulation were surveyed. The results of a cluster analysis ( N = 616) were used to construct four motivational profiles: one autonomously motivated type (high quality), one overall highly motivated type (high quantity), one moderately autonomously motivated type (low quality), and one type with poor quantity motivation. The clusters showed differences in the support required to meet music students’ basic psychological needs in music lessons, which are essential determinants in the development of autonomous motivation, in the individual activity preferences associated with playing an instrument, and in the tendency to stop playing an instrument. No differences were found between the instrument groups and gender. This study provides theoretical and practical implications of a person-centered approach to music-related motivation research.

School Music Education Legislation in the Late Qing and Early Republican Periods

School Music Education Legislation in the Late Qing and Early Republican Periods

Education of church musicians in Krakow in the period from the end of the Second Vatican Council to the present day

The training of church musicians in Cracow in the period after the Second Vatican Council became one of the important tasks of the institutional Church associated with the post-conciliar renewal of the liturgy. In the 1970s, the training of church organists here took on a systematic and organised character. The activities of the Archdiocesan Organist’s College, as well as the Church Music Section at the Liturgical Institute, were constantly evolving. Over time, their tasks were taken over by the Archdiocesan Organist School (now the Archdiocesan Music School) and the Pontifical Academy of Theology in Krakow (now the Pontifical University of John Paul II in Krakow). Since 1997, the Academy of Music in Cracow has also been educating church musicians. At present, Cracow and the Archdiocese of Cracow offer many opportunities of professional music education, which are eagerly used by organists, choir conductors, as well as people passionate about Gregorian chant, liturgical composition and the broadly understood animation of the musical life of churches. The immediate impulse for writing this article was the 25th anniversary of the Cardinal Franciszek Macharski Archdiocesan School of Music, celebrated in 2023, which is an ­important link in the series of educational institutions thanks to which the level of education of church musicians is constantly rising.

Kayanapussana Satipatthana and the Buddhist practices of Samadhi and Sati as foundational practices in the development of Thai musical skills

The Buddhist Vipassana technique of Kayanupassana Satipatthana is used to develop samadhi (concentration) and sati (awareness) in the practices of Thai classical music (dontri Thai) teachers working in a Thai primary school and the specialist music school in a Thai university. While previous studies have explored the use of mediation as a means of alleviating stress or spiritual progress, the techniques described here are adapted in this dontri Thai pedagogy to help musicians optimize learning and performing through the cultivation of concentration, awareness, and bodily control. Within this pedagogy, sharpened concentration leads to heightened awareness which allows greater insight into the students’ state of mind, musical sounds, and sensory feelings in their bodies. This enable performers to reproduce what is conceptualized as the “ideal” sound. Students commence musical training by practicing meditation while producing a single note, a short melody, or a technical skill. The task is repeated until the tripartite goal of mental and physical immersion and the production of the ideal sound is achieved. The four key components of the method are integrated within a holistic and iterative learning process in which the student progressively develops the ability to focus on all relevant elements in a single moment.

PERCEPTIONS OF CLASSICAL MUSIC AND ITS IMPACT IN SCHOOL

This article examines the impact of music-making activities on children's development. It considers the musical perceptions of pupils in mainstream schools and the effect of classical music on their momentary emotional state. It also presents strategic models for integrating classical music samples into the learning process, which are tailored to the age range of students and the music curriculum to serve the music educator.

Research On the Impact of Pop Music In 2000s Films: Shaping Youth Culture Through Soundtracks

This research delves into the profound impact of pop music on youth-oriented films of the 2000s, examining aspects such as cultural representation, emotional connection, and financial gains. The introduction underscores the critical importance of this topic in understanding how media shapes youth culture and influences societal perceptions. By focusing on iconic films like "High School Musical" and "Mean Girls," the study illustrates how pop music is used to enrich narratives and captivate audiences, making it an integral part of the storytelling process. The analysis reveals several key issues, including cultural homogenization, the reinforcement of stereotypes, and the prioritization of commercialization over artistic integrity. These challenges highlight the need for a more thoughtful integration of music in films to avoid superficial portrayals and promote authenticity. To address these issues, the research recommends expanding the range of musical themes to reflect diverse cultures and experiences, breaking away from stereotypes to foster more nuanced character portrayals, and balancing commercial objectives with creative expression in future film productions. The conclusion emphasizes the significance of this research in guiding media practices toward greater cultural diversity in youth-oriented entertainment. By adopting these recommendations, filmmakers can create richer, more diverse content that resonates emotionally with audiences while also contributing positively to the cultural landscape.

Unveiling Barriers: Challenges to Access High-Quality Education in South African Music Schools for Underprivileged and Marginalised Communities

Unveiling Barriers: Challenges to Access High-Quality Education in South African Music Schools for Underprivileged and Marginalised Communities

Slovenian policies and initiatives addressing noise and acoustics issues in kindergartens and schools

The focus of this paper is on Slovenian policies and initiatives addressing acoustics and noise issues in kindergartens and schools. Despite crucial legislation for noise protection in buildings, technical guidelines are inconsistently followed, resulting in reverberation issues in various educational premises. Surveys gathered teachers' opinions on noise disturbance in three categories: kindergartens, primary schools, and a broader survey on dietary guidelines, which included questions on noise in dining areas. Preliminary findings reveal that primary schools, more than kindergartens, view noise as a significant concern, particularly acoustics over external sources. A National Institute of Public Health study, covering 653 education institutions, found that 107 primary schools considered noise disturbing. Poor acoustics was identified as the primary cause of disturbance in 171 of all institutions. Additional reasons included loud children, overcrowded places, and insufficient caregiver supervision. Information from a specialized noise and acoustics company highlighted nearly 180 interventions in Slovenian educational institutions over 15 years, primarily in primary schools (104), followed by kindergartens (11), and music schools (26). The widespread need for improvements underscores the importance of awareness and recommendations for schools, kindergartens, and municipalities to enhance the educational sound environment. This work was partly supported by the EU H2020 Equal-Life project.

A Study of Middle School Music Teacher's Perception on the Use of Media in Music Classes

A Study of Middle School Music Teacher's Perception on the Use of Media in Music Classes

Research on the Current Situation and Enhancement Strategies of the Integration of Civics and Political Elements in the Vocal Music Classroom of Guangzhou University

The purpose of this paper is to explore the current situation of integrating the Civics and Political elements in the vocal music classroom of the School of Music and Dance of Guangzhou University, and to put forward corresponding countermeasures. Through questionnaire survey and interview method, the feasibility and effect of integrating Civics and Political elements in vocal music classrooms both online and offline were analyzed. It is found that although most students have a positive attitude towards the integration of Civics and Political elements, there are still problems of low popularity and insufficient in-depth understanding by students. The article concludes with countermeasures to innovate the integration path, strengthen Civics and Political education, and enhance the teachers’ education ability. This study not only provides useful practical experience for the curriculum of Civics and Political elements in music education but also provides a reference for the construction of the curriculum in other art majors.

SOME FEATURES OF PERFORMANCE TECHNIQUES ON THE KAZAKH PRIMA KOBYZ

The improvement and advancement of performance on the four-string prima kobyz have contributed to the development of technical and bowing capabilities in musicians, such as increased agility in the fingers of the left hand. Pieces that were performed exclusively by students of higher educational institutions 50 years ago are now part of the curriculum in specialized music schools. In this context, the aim of this article is to describe the complex performance techniques of the modern prima kobyz and offer recommendations for overcoming the associated challenges. The tasks derived from this aim include exploring the formation of performance art and classifying the bowing techniques found in prima kobyz repertoire. The relevance of the study is underscored by the increasing level of performance on this instrument, the need for a classification system for bowing techniques, and the analysis of general trends in overcoming technical difficulties in playing the instrument. The scientific and methodological significance of this research lies in its practical application, which relates to both the educational process and performance practice. The practical significance of the study’s findings is that they can enhance the content of courses such as 'History of Performing Arts' and 'Methods of Teaching Special Disciplines.' The article applies performance analysis, content analysis, and qualitative methods to develop a grounded theory regarding performance issues with the prima kobyz. The prima kobyz has gradually lost many of the traditional kobyz's characteristic features (such as the open body, leather structure, and inclined neck) and has become a new national instrument. This transformation is due to its structural similarity to the violin, the incorporation of violin techniques, and the establishment of European academic principles in modern prima kobyz performance techniques.

Music Education Resource Materials in Relation to Quality of Teaching in Changsha County, China

The study conducted in-depth research and statistics on the music education resources and teaching quality of Changsha County, the participants of the study Were junior students from the Music School of Changsha Normal College. To understand their current assessment of the music education resources and music teaching quality in Changsha County. The results show that: The survey of student respondents showed a nearly balanced gender distribution (53.2% male, 46.8% female) and primarily included students over 20 years old, indicating a mature student demographic. Respondents generally affirmed the professional level and teaching quality of music teachers but highlighted deficiencies in resource allocation and extracurricular community support. Sex and age differences in evaluating resource adequacy, teacher quality, and community support were not significant, indicating consistent perceptions across these demographics. High-quality resource materials in music classes were strongly correlated with positive teacher attributes, such as enthusiasm, interaction skills, and organizational ability, suggesting that well-resourced classrooms enhance teacher effectiveness and student engagement.

The effectiveness of improvisation in the development of creative thinking in dance education / La eficacia de la improvisación en el desarrollo del pensamiento creativo en la enseñanza y aprendizaje de la danza

This paper investigates the effectiveness of improvisation in creative thinking development in dance education. The study used the experimental method, which implies conducting a survey and identifying the level of creative thinking development. The following methods were used to study the level of creativity: the Reisman Diagnostic Assessment of Creativity method, Assessment of the creative potential of an individual, The Torrance Tests of Creative Thinking (TTCT). The study was conducted at the School of Music and Dance at Hunan First Normal University. A total of 561 students participated in the study. The findings show there is a statistically significant ( p < .05) difference between the students’ self-assessment of creativity and their level of creativity, instructors’ selected expertise, knowledge level, professional competencies and skills as the primary criteria. The results of the pre-test and post-test show that the indicators of the high level increased from 51% to 61%, and the average level from 27% to 34%. Low-level indicators, on the contrary, decreased from 12% to 5%.

Exploring Influencing Factors of Interactive Teaching Decision-Making Level Among Novice Junior High School Music Teachers

This study investigates the factors influencing interactive teaching decision-making level among novice music teachers in junior high schools, a fundamental skill that spans the entire music teaching process. Focusing on classroom instruction and student learning, the study addresses two primary questions: (1) What factors affect the interactive teaching decision-making of novice music teachers? (2) How do these factors vary by gender, educational background, and teaching experience? A questionnaire survey of novice music teachers in Boshan, China, was conducted, and the collected data were analyzed using SPSSAU software. The findings indicate that student response is the most influential factor, while evaluation is the least. Comparative analysis shows that novice teachers with 2-3 years of teaching experience rank higher in classroom resilience and teaching skills, whereas those with 0-2 years score higher in classroom management. Nonparametric statistics further illuminate differences in interactive decision-making by teaching experience. The study suggests that novice music teachers should prioritize student responses, enhance classroom resilience and teaching skills, and emphasize classroom evaluation and reflection. These insights aim to improve decision-making processes and support the professional development of novice music teachers.

Methods of teaching flute playing: Synthesis of Ukrainian and European schools

The aim of the study was to investigate the methods of teaching flute playing through the unification of international schools. In the course of the study, a series of focus groups were held with 26 people, including experienced flutists, teachers of music schools and conservatories, and students of music faculties. The focus groups helped to find out which teaching methods are most effective and which aspects of Ukrainian and European schools can be successfully combined to achieve the best results in flute teaching. The study found that different breathing techniques, hand and finger positions, interpretation of musical works and development of musical ear are important for flute playing. The results of the study showed that the Ukrainian school emphasizes folk traditions and emotional expression, while the European school focuses on technical excellence and academic accuracy. The focus group participants agreed that a synthesis of these approaches could provide students with a more comprehensive music education, combining technical skills with a deep emotional understanding of music. Based on the data obtained, recommendations for teachers were developed that include a combination of techniques from both schools, which contributes to the harmonious development of students’ musical abilities. The study points out the importance of an individual approach and the need to adapt techniques to the needs of each student, which is a key aspect of successful flute teaching. This approach allows taking into account the individual characteristics of each musician, contributing to their harmonious development and success in their musical career

THEORETICAL FOUNDATIONS OF THE DEVELOPMENT OF MUSICAL THINKING IN PRIMARY SCHOOL STUDENTS

The article discusses the theoretical foundations of musical thinking of younger schoolchildren and its structure. Musical and didactic principles are presented that can form a solid foundation for developing piano performance classes in children's music schools.

ADAPTACIA KLAVIRNEHO DIELA BELU KELERA ROMANTICKY ZIVOT OP. 101 PRE VYUZITIE V KLAVIRNEJ PEDAGOGIKE

Piano piece Romantic life op. 101 celebrates its 180th anniversary this year. Originally the piece was named Waltz of Bardejov Spa season 1844, referring to the birth place of the author. Bela Keler was one of the most important composer of salon music of 19th century. Kelers work represent cultural heritage, we would like to introduce to the wider audience. Based on todays requirements, it requires certain modifications mostly due to the interpretation. Romantic life op. 101 is extensive piano piece refering to the Bardejov spa. It represents ideal oportunity for adaptations to the easier piano arrangement. We created the arangements of this waltz that are for piano student of the Elementary music schools with various technical levels starting from easiest to the more difficult ones. Thanks to these arrangements, students in the first year of piano playing, will have the opportunity to actively familiarize themselves with the work of our important composer who comes from the territory of todays Slovakia, Bele Keler.

Who stays? Who goes? Motivation and tendency to drop out in music schools.

Based on self-determination theory, this study examined the extent to which the satisfaction of the basic psychological needs for autonomy, competence, and social relatedness in instrumental lessons explain the quality and quantity of motivation, which are responsible for persistence and dropout in music schools. This study also investigated whether parental involvement contributes to dropout. A total of 140 music students from Austria (37.16% male, 62.1% female, 0.8% diverse) were surveyed using a quantitative questionnaire. The central variables are the tendency to dropout (dependent variable) and, as predictors, the motivational regulation styles, the satisfaction of basic psychological needs in the classroom and parental involvement. The results of a structural equation model indicated that satisfaction of basic needs in class and parental involvement, mediated by motivation, predicted dropout tendencies. Autonomous motivation in lessons is negatively associated and controlled motivation is positively associated with the tendency to drop out of music schools. Satisfaction of basic psychological needs during lessons and parental involvement predicts autonomous motivation. However, basic psychological needs cannot predict controlled motivation but parental involvement can predict controlled motivation to a limited extent. Finally, this study emphasizes the practical importance of need satisfaction and parental involvement in motivation and continuing to play a musical instrument.

Corrigendum to “Challenges and Successes During the Early Years of the Nsukka Music School”

Corrigendum to “Challenges and Successes During the Early Years of the Nsukka Music School”