Songs In Teaching Research Articles

The Value of Music Appreciation for Students

The significance of music and the appreciation that music brought to student lives was the driven force behind the study. The study has found that music plays an important role in the development of a student from the early stage which is why it has been recommended that student should be introduced to music to have a link with their heritage and history.Teaching music and songs are critical in cultural transfer from one generation to the next generation which without it many values inherited from the ancestors may go into extinction. Thus, one of the ways this can be achieved is the teaching of songs and music especially of the old generation so that the new generation can catchup with their history and culture. The study further recommends that sustaining music and songs in schools from the early stage of kindergarten to university level can further enhance the cultural integration and it will make the students not to far away from their heritage and history.

고든의 R.S.T.P. 초등학교 음악수업 적용 방안 - 동요, 기악곡, 감상곡, 전래동요 제재곡 예시 중심 -

The purpose of this study is to reveal the differences between Gordon's R.S.T.P. 8-step singing instruction method and other rote song teaching methods through comparison and to develop a method to apply Gordon's R.S.T.P. 8-step teaching process in elementary school music classes in Korea.
 The subjects of the study are each stage and corresponding contents of Gordon's R.S.T.P. singing instruction and selected songs from the current music textbook to which it will be applied. As a result of the study, it was discovered that Gordon's R.S.T.P. singing instruction unlike other singing instruction methods was designed to systematically practice recognizing Macrobeats and Microbeats, recognizing Resting Tone and practicing singing the tone, and practicing Audiation, which can be represented by the ability to inner listening.
 In addition, it was revealed that Gordon's R.S.T.P. can be easily applied to elementary school music education in Korea, and six ways to apply it to actual music classes were proposed.

고든의 R.S.T.P. 초등학교 음악수업 적용 방안 - 동요, 기악곡, 감상곡, 전래동요 제재곡 예시 중심 -

The purpose of this study is to reveal the differences between Gordon's R.S.T.P. 8-step singing instruction method and other rote song teaching methods through comparison and to develop a method to apply Gordon's R.S.T.P. 8-step teaching process in elementary school music classes in Korea.
 The subjects of the study are each stage and corresponding contents of Gordon's R.S.T.P. singing instruction and selected songs from the current music textbook to which it will be applied. As a result of the study, it was discovered that Gordon's R.S.T.P. singing instruction unlike other singing instruction methods was designed to systematically practice recognizing Macrobeats and Microbeats, recognizing Resting Tone and practicing singing the tone, and practicing Audiation, which can be represented by the ability to inner listening.
 In addition, it was revealed that Gordon's R.S.T.P. can be easily applied to elementary school music education in Korea, and six ways to apply it to actual music classes were proposed.

Practice Beyond the Classroom: Vietnamese University Students' Perception of Using Songs to Learn English

English songs are believed to be a helpful tool in teaching and learning English. Literature shows that the use of this vigorous tool not only facilitates students’ language development, but also enlarges their knowledge and motivation to learn. While applying songs in teaching has been widely studied, little is known about what learners think of this practice. The present study was therefore conducted to address this question. The study had a participation of 49 students majoring in English at Can Tho University, Vietnam. Using a questionnaire to survey learners’ opinion, the study found that Vietnamese university students have a positive attitude and high motivation towards listening to English songs in their study outside the classroom. Students’ preference regarding trendy songs and favorite singers and listening challenges were also identified and discussed. The study suggests a number of implications that add to the current literature on songs and their application in education.

The Implementation of Songs in Teaching Listening in Online Learning Environment

Language acquisition in early childhood is crucial for a child's overall cognitive and emotional development. This paper investigates the implementation of songs in English teaching for kindergarten students in an online learning environment. With the increasing prevalence of remote learning, educators face the challenge of engaging young learners in an effective and enjoyable manner. This study aims to explore how the integration of songs can enhance the listening abilities of kindergarten students during online English lessons. The research methodology involves conducting a literature review on the benefits of incorporating songs in language education and an empirical study consisting of online lessons with a group of kindergarten students. The findings indicate that the implementation of songs positively impacts students' listening comprehension, motivation, and overall engagement in the online learning environment. The results also highlight the importance of carefully selecting age-appropriate songs that align with the learning objectives and student interests. Based on the outcomes, this paper offers recommendations for educators on effectively utilizing songs in online English teaching for kindergarten students. The integration of songs in online English teaching for kindergarten students is an effective and enjoyable method to enhance their listening skills, vocabulary acquisition, cultural awareness, and overall engagement in the learning process.

A Literature Review On The Use Of Songs In Teaching English To Young Learners: Benefits And Difficulties

This paper contains a comprehensive literature review on the use of songs in teaching English to young learners. This paper reviews the concept of teaching English to young learners, and then discusses the benefits and difficulties in using songs and how songs should be implemented in English as a Foreign Language (EFL) classroom. A number of previous studies from 2008 to 2015 investigating the use of songs in teaching English have been analysed. Most of the studies used in this research are empirical studies. It is found that the benefits of songs to teach English can be classified into four categories: (1) affective; (2) cognitive; (3) linguistic; and (4) culture. This review presents a better understanding on the benefits and difficulties of using songs to teach English to young learners. It can be argued that teaching English songs to young learners is prominent. At the end, the author outlines several recommendations regarding on how to overcome the difficulties in teaching songs so the use of songs in teaching can be maximised.

Use of Technology-Supported Educational Tools in General Music Education and Its Contribution to the Process of Music Education

Abstract Introduction: In our current century, technology continues to exist in almost all domains of human life. In this day and age, technological changes and developments make a great contribution to the rapid production of information and easy access to it. As a result of rapidly developing and changing needs, it is considered essential to organize education in line with these needs and to incorporate technology within the education system. In the present study, it was aimed to identify the use of technology supported educational tools in general music education and their contribution to the process of music education. Methods: The convergent parallel design, which is one of the mixed research methods, was used in this study. Based on this particular point in mind, it was attempted in this study to establish the opinions of music teachers about the level of use of technology-supported educational tools in general music education through both closed-ended and open-ended questions. In this study, homogeneous sampling was used and it was attempted to reach out the teachers who taught general music knowledge in Turkey. The study group of the research was formed with 59 music teachers teaching at different institutions who agreed to participate in the study on a voluntary basis. Results: In line with the data obtained, it was concluded that teachers found themselves partially sufficient and willing to improve themselves in terms of using the technology-supported educational materials more effectively and efficiently in the process. Discussion: From the results of the research, it is seen that technology-supported applications are used especially in the listening and expression stages of the teacher, and it is preferred in the sampling, song teaching and showing and telling stages. In addition, it was determined that these applications were used by only 1 participant during the evaluation phase. It has been determined that technology-supported applications contribute positively to learning speed, permanent learning and the realization of more effective lessons. Throughout the music education process, which includes abstract concepts, the students' acquisition of the knowledge and making sense of this knowledge will contribute positively to their academic success. It is believed that it is essential to draw students' attention and include them effectively within the education process by getting them to gain new experiences. In this sense, it is crucially significant that teachers have the competence to use different applications in today's age of technology. Limitations: The research was limited to 59 music teachers who voluntarily agreed to work during the data collection process. The research was carried out in the spring term of the 2020-2021 academic year. Conclusions: In accordance with the findings obtained from the study, it was found that the participants utilized the technology-supported teaching tools especially in listening and lecturing, and they did not use these tools throughout the process. It was revealed that these tools had positive effects such as increasing students’ attention and contributing to their permanent learning, as well as negative effects such as the tendency (to expect everything to be handed to one on a silver plate) and reducing the teacher's remedial role.

WORKING MEMORY IN THE PROCESS OF TEACHING SONGS

The control processes and mnemonic strategies used in working memory are important both in the general learning process and in the music learning process. In the acquisition of music, the working memory determines the formation of auditory notions, which is an essential dimension in the development of musicality. Its qualitative indicators are (1) accuracy - accurate perception and reproduction of memorized music material; (2) persistence - duration of remembrance. Therefore, it is pedagogically important to improve it at the primary school age, because working memory forms the basis for creating more complex conceptual content constructions both in music and in other fields. The aim of the research is to promote the development of working memory in the process of teaching songs. In order to achieve the goal of the research, a song teaching strategy for the development of working memory has been developed, a pedagogical observation of the music learning process for a duration of three years at the primary school level has been performed, and the obtained data have been analysed using descriptive statistics. The sample of the study consists of 200 primary school students. The data obtained in the article allow us to conclude that the purposefulness and regularity with which the chosen exercises are used, the quality of music perception and attention, and musical thinking all contribute to the development of musical memory in primary school music education. The relationship between song acquisition and working memory described in this publication expands the understanding of music educators and helps them improve their professional skills.

Song Transmission as a Formal Cultural Practice.

From a biological point of view, the singing of songs is based on the human vocal learning capacity. It is universally widespread in all cultures. The transmission of songs is an elementary cultural practice, by which members of the older generations introduce both musico-linguistic rules and affect-regulative means to the younger ones. Traditionally, informal singing in familiar settings primarily subserves affect-regulation goals, whereas formal song transmission is embedded in various normative claims and interests, such as preserving cultural heritage and representing collective and national identity. Songs are vocal acts and abstract models that are densely structured and conform to cultural rules. Songs mirror each generations’ wishes, desires, values, hopes, humor, and stories and rest on unfathomable traditions of our cultural and human history. Framed in the emerging scientific field of didactics, I argue that research on formal song transmission needs to make explicit the norms and rules that govern the relationships between song, teacher, and pupils. I investigate these three didactic components, first, by conceptualizing song as rule-governed in terms of a grammar, with songs for children representing the most elementary musico-linguistic genre. The Children’s Song Grammar presented here is based on syllables as elements and on syntactic rules concerning timing, tonality, and poetic language. It makes it possible to examine and evaluate songs in terms of correctness and well-formedness. Second, the pupils’ learning of a target song is exemplified by an acoustical micro-genetic study that shows how vocalization is gradually adapted to the song model. Third, I address the teachers’ role in song transmission with normative accounts and provide exemplary insights into how we study song teaching empirically. With each new song, a teacher teaches the musico-linguistic rules that constitute the respective genre and conveys related cultural feelings. Formal teaching includes self-evaluation and judgments with respect to educational duties and aesthetic norms. This study of the three-fold didactic process shows song transmission as experiencing shared rule-following that induces feelings of well-formedness. I argue that making the inherent normativity of this process more explicit – here systematically at a descriptive and conceptual level – enhances the scientificity of this research domain.

Relationships Between the Home Learning Environment, Weight Status, and Dietary Intake: Results From a Cross-Sectional Study of Preschool-Aged Children in New South Wales, Australia.

The home learning environment is a potential correlate of childhood obesity and obesity-related factors. We examined relationships between the home learning environment and weight status and the home learning environment and dietary intake, in a sample of 303 preschool-aged children from Australia. We measured their height and weight, and their parents completed a questionnaire that included questions related to demographics, dietary intake, and the home learning environment. Parents reported their children’s usual consumption of foods from each food group, the frequency of their discretionary food intake, and the frequency of home activities that might support cognitive stimulation. We analysed relationships using regression, adjusting for parents’ education level, and household income. We found no significant associations between the home learning environment and BMI or weight category. We found a significant inverse relationship between the overall home learning environment and discretionary food intake scores, but when stratified by income, this result was significant for children from lower-income families only. Regarding specific elements of the home learning environment, we found significant inverse relationships between discretionary food intake and both reading to children, and teaching them the alphabet. While reading was significant across all income levels, teaching the alphabet was only significant in children from higher-income families. We also found significant inverse relationships between discretionary food intake and: visiting a library, teaching numbers or counting, and teaching songs, poems and nursery rhymes in lower-income families only. There was no association between the home learning environment and meeting individual dietary guidelines. This area requires further research to explore broader home environment factors that may influence these relationships. We also suggest that interventions explore the use of strategies to improve the home learning environment to determine its efficacy in improving healthy eating behaviors.

O gênero canção nos livros didáticos de literatura e língua portuguesa

Este artigo se insere na discussão sobre o ensino de língua e literatura, tendo em vista que visa a discutir o papel do gênero canção na sala de aula e analisar coleções didáticas disponíveis no mercado contemporâneo brasileiro. Ademais, e a partir disso, ensaiamos propor percursos possíveis com a canção em situações de ensino-aprendizagem, sobretudo no ensino médio. Nosso objetivo alinha-se, pois, tanto às diretrizes e às pesquisas que hoje balizam o ensino de língua portuguesa e literatura, considerando-se o enfoque no ensino a partir dos gêneros textuais e da formatação estética dos textos, quanto a um lugar sociocultural que a canção ocupa em nosso país, sendo um gênero importante para a formação da identidade nacional.

The Effect of Song Maps Created by Using Graphs, Symbols and Images on The Success of Teaching

In recent years, various teaching strategies based on creativity and effective learning have been developed within the scope of the Turkish Elementary Education Programs. These strategies are reinforced with visual materials to establish an active learning environment. In doing so, the aim is to ensure active participation of students in courses by means of using concept and mind maps in different fields of education. Visual materials are known to play an important role in achieving more effective teaching by means of materializing knowledge, increasing memorability and making courses attractive for the students. It is believed that visual materials must be used to symbolize while teaching the fourth grade students knowledge, and even songs, taking account of their cognitive development. This study aims to find out to what extent the song maps developed by the author are affective in teaching students school songs and to determine the practicability of these maps for teachers and students as a another song teaching approach. In line with this purpose, we performed an experiment throughout a period of 6 weeks with experimental (N=25) and control groups (N=23) comprising of fourth grade students from an elementary school in the Nilüfer District of Bursa in the school year 2015/16. 6 songs were chosen in line with the Fourth Grade Music Course Curriculum and these songs were mapped by the author. Before and after the experiment, the scale for measuring the success of learning school songs prepared by the author was used in the pre-test and post-test. Besides, another scale measuring students’ opinions on song maps was prepared by the author and administered on the students in the experimental group in the final course to determine their opinions. A Mixed ANOVA was carried out for data analysis using the SPSS 23 package program. The findings of the study showed that the success levels of the experimental group in learning the songs were higher than those of the control group. Moreover, song maps were found to increase memorability and to have positive impact on the students.

Singing as an Anxiety-Reducing Strategy for Learners Struggling with Different Levels of Foreign Language Classroom Anxiety

Foreign language classroom anxiety (FLCA) adversely affects learners’ performance in foreign language classes. The related literature focuses on the relationship between FLCA and learners’ achievement or its potential sources. Considering the possibility of students’ having different levels of FLCA in classes, this study was designed to find out whether teaching English songs could decrease FLCA of the students having different levels of anxiety and whether it could increase foreign language examination performance of these learners. The participants consisted of 161 tenth graders. FLCA scale (Horwitz et al., 1986) was administered as a pre-test at the beginning of the study which determined the participating classes as high anxiety (two classes) and low anxiety (two classes). The students in two experimental classes were taught four songs chosen through their votes in four weeks. The results indicated that teaching students’ favourite English songs in regular English classes decreased students’ FLCA regardless of their anxiety level, though higher anxiety group benefited more. Moreover, the results also showed an increase in students’ foreign language examination performance with the use of song teaching due to decreased FLCA.

Using Android-based applications to support elementary school teachers to teach songs

Elementary school teachers in Indonesia have an obligation to teach various subjects, including teaching songs in the field of music. However, the majority of teachers lack the strategies to teach songs to the students, even many teachers do not dare to teach songs to the students. This study aims to increase the ability and courage of elementary school teachers to teach songs to the students. The research method is carried out in the following stages: (1) exploring Android-based applications for vocal learning; (2) choosing and studying the application for vocal learning; (3) learn songs via MP3 audio; (4) simulations for teaching vocals; and (5) evaluation of teaching vocals. Research subjects were teachers in Sumedang district who volunteered to attend music teacher training. Subjects numbered 45 people, a combination of female and male teachers from 26 sub-districts in Sumedang district, West Java province, Indonesia. The results showed that all teachers who attended the training were brave to teach songs through the use of MP3 audio and Scorebooks (equipped with the number of notated and solmization). It can be concluded, that the ability and bravery of the teachers teach songs increased through the provision of digital technologies and comprehensive teaching materials.

Shifting Primary School Teachers Understanding of Songs Teaching Methods : An Action Research Study in Indonesia

In order to teach songs properly, primary school teachers need to be equipped with various strategies in songs teaching, and develop an understanding about correct methods of songs teaching. These primary school teachers teach songs through traditional oral methods with their own voices as the role model, though they did not have a perfect pitch. This research aims at rectifying primary school teachers’ understanding of their own teaching methods in vocal teaching. This research exemplifies the results of a collaborative teamwork for critical units in order to change primary school teachers’ understanding on teaching songs to their students. The result of these units show that by providing information about the impact of teaching songs to their prospective students who sang with poor singing skills and did not have a good pitch, it is possible to change teachers’ understanding of teaching songs by using modern teaching methods. Moreover, guiding teachers to use various applications and media in teaching songs would provide new insight into them to choose supporting devices, and improve teaching literacy for vocal teaching.

Music Teachers' Usage of the Breathing and Voice Exercises in Song Teaching

Singing has a profound effect on the child's mental and emotional development and is directly related to the basic mental functions and physiological development. In this context, it is considered that voice training with the aim of using the voice correctly and effectively is necessary in the general music education and breathing and voice exercises have a particular importance for good and quality sound production in this process.With this idea, in this research, it was aimed to determine the situation of music teachers in Turkey on using breathing and voice exercises while singing in events held in the context of the general music education. According to findings obtained from the research, it has been determined that music teachers' usage of breathing and voice exercises differ according to the institution they are studying, the weekly hours of the music lesson and the inadequacy of the classroom equipment influenced the use of breathing and voice exercises by music teachers in song teaching and teachers felt that they were sufficient enough to accompany themselves to voice exercises.

Development of the New Song Teaching Program Basedon Musical concepts for young children

Development of the New Song Teaching Program Basedon Musical concepts for young children

A Study on the Use of Songs to Improve Students’ Pronunciation and Listening Skill

The aims of this research are to describe how is the process of teaching listening and pronunciation by using songs and to find out if the use of songs can help improve students’ pronunciation and listening skill at English education department. This study is a classroom action research. The population of this research was students of the second semester at English Education Department. The sample of this research was class B in Intermediate Listening subject and the total students involved in this research were of 23 students. The instruments of this research were tests, in the form of oral test and written test, observation sheetsand documents. The implementation of this research was conducted in two cycles, every cycle consisted with the steps of planning, acting, observing, and reflecting. The findings in the analysis show that the action research was successfull, because the results of quantitative data obtained for the first cycle was 39.3 % of the total number of students declared not succeeded and the second cycle 86.9 % of the total number of students declared successful and the results of qualitative data through observation sheets and documents showed that the use of songs can improve students’ pronunciation and listening skill. There is an increase in student learning outcomes of intermediate listening subjects after using the songs in teaching and learning activities. Based on the findings it is concluded that the use of songs could improve students’ pronunciation and listening skill. Furthermore the use of songs is effective as a media to improve students’ pronunciation and listening skill. Thus this research may suggest that the use of songs should be used routinely in each learning activity because in the activity the students would be able to comprehend what they learn. It is recommended, the use of songs which are simple, enjoyable, pleasurable, comfortable, and easy to learn may help students’ learning. Key Words: Songs, English Foreign Language, Pronunciation, and Listening

English

This study aims to identify whether the use of popular music in teaching song creates a significant difference in attitudes of middle school students to music lessons. “Pretest-posttest design” from experimental models was used. The experimental and control groups consists of 8 classes of continuing education from four different middle schools in Burdur province which were selected randomly. The music lesson attitude scale was used for both groups by the researchers before the experiment. The “syncopation/off-beat” topic chosen by the researchers was taught to the experiment and control groups for four weeks. While the song teaching related to the topic was taught traditionally to the control group, examples of songs from Turkish pop music chosen by the researchers were taught to the experimental group using prepared karaoke recordings. After the experiment, the music lesson attitude scale was applied to both groups again by the researchers, and an attempt was made to identify whether there was a significant difference in the attitudes of the students to music lessons. The research concluded that the use of popular music examples in song learning caused a general increase in attitudes of students to music lessons. Additionally, when the differences in mean attitude points for items are examined students had more enjoyment from music lessons where pop music samples were used for song learning. It was identified that their motivation for the lesson and their desire to participate in activities in class and outside of class increased. Key words: Popular music, music attitude, music education.

The Effectiveness Of Using Songs And Dialogues To Teach Students’ Pronunciation

This research was conducted to observe fourty eight seven graders of SMP N 17 Pekalongan’s pronunciation ability in pronouncing the simple phrases. The participants were divided equally into two groups for the experimental research. The first group used songs in teaching and learning the pronounciation and another group used dialogues. The data of this study were taken from the recorded voice that we transcribed and the teacher’s notes. Based on the transcription we gave the score based on the score rubrics we made before. The analysis was observed quantitively from the recordings, transcription, scores based on the score rubrics from the pre-test and the post-test, and the teacher’s notes which were taken during and after the lesson. We analyze and describe the result based on the data and used SPSS and t-table to analyze the post-test. The result showed that in general, the group used songs produced better result than the group used dialogues. The participants that used songs tended to attend the pronunciation class more willingly and showed more enthusiasm in conducting the activities. Meanwhile the participants that used dialogues were distracted after hearing the songs sung in the group that used songs. It is suggested that teachers must know how to control the situation and to keep the students from disturbing other classes because sometimes singing songs make the students over enthusiastic.