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Relevant bibliographies by topics / Music curriculum

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Academic literature on the topic 'Music curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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Journal articles on the topic "Music curriculum"

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Müezzinoğlu, Alev, and Başak Gorgoretti. "THE NEW MUSIC CURRICULUM WITH A NEW MUSIC EDUCATION CONCEPT." E-journal of New World Sciences Academy 14, no. 3 (July 22, 2019): 247–53. http://dx.doi.org/10.12739/nwsa.2019.14.3.d0242.

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de Lowerntal, Elizabeth. "Curricular Innovations in Traditional Music: A Case Study of Zimbabwean Music Teacher Education." British Journal of Music Education 15, no. 2 (July 1998): 171–80. http://dx.doi.org/10.1017/s0265051700009323.

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The attainment of Zimbabwean independence in 1980 resulted in a variety of pressures on the curriculum for the education of music teachers. These pressures included dissatisfaction with the Eurocentric bias of the existing curriculum and demands for shifting the bias of education towards the promotion of previously marginalised aspects of Zimbabwean culture. This paper outlines the effects of these pressures on curricular innovations in Zimbabwean traditional music at Hillside Teachers' College, Bulawayo, and explores the possibilities for the future development of traditional music curriculum.

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Prendergast, Jocelyn Stevens, and Brittany Nixon May. "Curriculum reform and policy considerations: A multiple case study of the inclusion of modern band into music teacher preparation programmes." Journal of Popular Music Education 4, no. 1 (March 1, 2020): 21–40. http://dx.doi.org/10.1386/jpme_00012_1.

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Many music teacher education programmes in the United States are increasingly offering classes that fall within the scope of modern band. A number of policies impact music teacher education curricula in the United States. These include both hard policies, such as teacher certification and NASM accreditation requirements, as well as soft policies, such as institutional traditions. In this multiple case study, the researchers interviewed three music teacher educators from different universities to examine their individual experiences incorporating modern band into their music education curricula and identify any policy issues that arose as they proposed and instituted curricular changes. The themes identified with regard to implementing modern band into the music teacher education curriculum included time, support, curricular positioning, equity and access. Notably, the participants did not cite any specific policy issues as barriers to implementing modern band into music education coursework.

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Sukmayadi, Yudi. "Musik Kontemporer dalam Kurikulum dan Buku Sekolah di Jerman." Resital: Jurnal Seni Pertunjukan 15, no. 2 (December 1, 2014): 169–78. http://dx.doi.org/10.24821/resital.v15i2.851.

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Tulisan ini menyajikan tentang posisi musik kontemporer dalam kurikulum dan buku sekolah di Jerman. Hal yang dibahas adalah pemilihan materi musik kontemporer untuk setiap kelas, jenis musik kontemporer yang dibahas, serta metode didaktis yang diterapkan. Berdasarkan analisis dapat disimpulkan bahwa melalui pelajaran musik kontemporer, siswa tidak hanya mempelajari hal musikal, namun juga mempelajari masalah kontekstualnya di masyarakat, termasuk di dalamnya masalah musik kontemporer dan perkembangan teknologi. Contemporary Music in German Curriculum and Schoolbooks. This study presents the position of contemporary music in German curriculum and schoolbooks in Germany. This study discusses how to select contemporary music materials for every class, kinds of contemporary music, and how the didactic concepts are applied. This study also discusses how, through contemporary music, the students are introduced to contextual problems in society, including the issue of contemporary music and technology development.

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Wright, Ruth. "A Holistic Approach to Music Education." British Journal of Music Education 15, no. 1 (July 1996): 71–81. http://dx.doi.org/10.1017/s0265051700003776.

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This paper originates from a research project investigating the effects of a ‘holistic’ approach to music education in the secondary school. It is based upon a case study involving the work of one secondary school music department where a ‘holistic’ approach to the music programme is adopted in that the work in the curriculum at Key Stages 3 and 4 is used as the basis for extended curricular work. It is concluded that the holistic approach offers an interesting and in many ways educationally beneficial alternative to the more traditional separatist approach to the curriculum and extended curriculum.

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Kwami, Robert. "Music education in Ghana and Nigeria: a brief survey." Africa 64, no. 4 (October 1994): 544–60. http://dx.doi.org/10.2307/1161373.

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This brief historical survey of music education in Ghana and Nigeria encompasses three periods—the pre-colonial, colonial and post-colonial eras. Its main aim is to search for explanations of an apparent dichotomy between African and Western musics in the curricula of schools in both countries. It shows that, during the pre-colonial and colonial eras, some missionaries, colonial administrators and teachers encouraged the use of indigenous musics in the formal, Western, education systems, whilst, in the post-colonial period, initiatives to include more indigenous African musics have put some pressure at lower levels of the curriculum. Consequently, it may be necessary to reassess the content, methods and resources of music education in both countries.

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Livingston, Carolyn. "Charles Faulkner Bryan's Legacy for General Music." Journal of Research in Music Education 46, no. 2 (July 1998): 223–38. http://dx.doi.org/10.2307/3345625.

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Charles Faulkner Bryan (1911-1955), music educator and ethnomusicologist, was best known as a composer who was influenced by Appalachian folk music. This study focuses on his ideas about general music and the qualities of exemplary music teachers. Bryans own general music curriculum and his teaching attributes are also examined. Bryan believed in solid planning for instruction and maintained that the general music curriculum should be eclectic, experiential, community-oriented, founded on local culture and student interests, and include both vernacular and art music. Bryan valued adaptability, resourcefulness, and creativity in music educators. He believed that a teacher should demonstrate thorough musical knowledge, strong technical skill, an attractive personality, good work habits, and positive attitudes. By all accounts, he displayed these qualities in his own teaching. Bryan designed and taught a general music course that included multicultural music and curriculum integration. His work may have influenced present practices and curricula.

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Kwami, Robert. "Non-Western Musics in Education: Problems and Possibilities." British Journal of Music Education 15, no. 2 (July 1998): 161–70. http://dx.doi.org/10.1017/s0265051700009311.

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The recent explosion in ‘world musics’ can be seen as a positive element for music education; but a failure to adopt a well-grounded and consensual approach in British educational institutions may well signal problems for the future of music as a curriculum subject. This paper problematises the use of non- Western musics in schools and colleges, it recognises the need for a more thorough conceptual stance and a reappraisal of the music curriculum and, among a number of options, suggests an anti-racist and intercultural perspective as a possible way forward.

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Conway, Colleen. "Curriculum Writing in Music." Music Educators Journal 88, no. 6 (May 2002): 54. http://dx.doi.org/10.2307/3399806.

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Volk, Terese M. "Folk Musics and Increasing Diversity in American Music Education: 1900-1916." Journal of Research in Music Education 42, no. 4 (December 1994): 285–305. http://dx.doi.org/10.2307/3345737.

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From 1900 to 1916, the demographic makeup of the United States changed radically due to the heavy influx of people from Southern and Eastern Europe, and the schools, in particular, felt the impact of this immigration. Many music educators, like their colleagues in general education, found themselves facing an increasingly multicultural classroom for the first time. As a result of their efforts to help Americanize their immigrant students, music educators gradually came to know and accept folk songs and dances from many European countries and to make use of musics from these countries in music appreciation classes. Also during this period, some of the musics of Native Americans and African Americans were introduced into the music curriculum. Including these folk musics in the American school music curriculum resulted in an increased musical diversity that perhaps marked the beginnings of multicultural music education in the public schools.

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Dissertations / Theses on the topic "Music curriculum"

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Byrn, James R. "An audiation centered music curriculum." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/683.

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Schaus, Lam E. "Implementing multicultural music education in the elementary schools' music curriculum." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111519.

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The study examined the benefits of implementing multicultural music education into an elementary school's music curriculum. Conducted in a region with a culturally diverse student population, the study surveyed in-service music teachers and elementary students' parents on their perceptions of multicultural music education. Meanwhile, a set of experimental classes focused on Chinese music was taught to a diverse class of Grade 5 students to study their reactions and learning outcomes when studying non-Western music. Results indicate that (a) multicultural music needs to be better implemented in Ontario's music curriculum, (b) students receive non-Western music with enthusiasm, and (c) if taught responsibly, learning music from non-Western cultures can expand individual students' musical and cultural horizons, help eliminate stereotypes and discrimination in society, and possibly elevate the status of music education in schools.

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Liddle, Kathryn. "Curriculum and Sample Lesson Plans." Miami University Honors Theses / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1111150109.

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Kwami, Robert Mawuena. "African music, education and the school curriculum." Thesis, Boston Spa, U.K. : British Library Document Supply Centre, 1989. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.296838.

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Mefford, Rebecca Dunn. "Integrating music into the second grade curriculum." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1065.

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Costley, Carol. "Women, music & culture : equality issues in music education at Key Stage Three." Thesis, University of Surrey, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260254.

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Dundas, Katherine Dawn. "The construction of school curriculum and music education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25836.pdf.

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Kladder, Jonathan Ross. "Re-envisioning Music Teacher Education: A Comparison of Two Undergraduate Music Education Programs in the U.S." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6719.

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The coursework requirements for an undergraduate music education degree in the U.S. have remained relatively unchanged since its inception in the early twentieth-century. In light of the changing milieu of the twenty-first century music learner, some scholars and researchers have suggested redesigning particular components of the music education degree. A few universities in the U.S. have reacted by implementing changes to their undergraduate music education curricula. Preliminary data and reviews of literature revealed that limited investigations into these programs existed. The purpose of this research was to investigate two established music education degree programs in the U.S. where the faculty had redesigned their curricula, while extracting similarities and differences among them. Furthermore, this study was designed to investigate the impact of these curricular changes on students and faculty. Qualitative data were collected through interviews and observations. Lewin’s (1947) Change Theory was used as the framework guiding the investigation. Data analyses and a cross-case synthesis suggested the redesigns took two to four years, which included removing courses in the general music study areas. There were four main themes extracted from these data: (1) faculty-directed process, (2) tension, (3) impetus, and (4) outcomes. These themes illuminated the challenges associated with the work and the influence of the redesign on student dispositions, experiences, musicianship, and future careers. Implications for the field of music education and suggestions for future research are provided in conclusion.

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Burke, Donita Baham. "A Music Curriculum for the Non-Music Major Teacher of the Intermediate Grades." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/71.

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This study was developed for the teacher who may have limited resources in music education. The purpose of this study was to design a curriculum in music education for the intermediate grades so that a non-music major teacher could easily instruct music lessons. The characteristics of musical growth have been outlined and research has been shown to support the musical characteristics. A set of objectives has been formed as the foundation for teaching music to children of the intermediate grades. The curriculum devised has three components for the teacher to follow: songs appropriate for each season, holiday or month, listening to American composers, and creating musical instruments. The activities listed have been selected for student appeal and enrichment suggestions are given to allow the teacher the opportunity to expand the, music lesson. It is with great hope that this study will give the teacher confidence to undertake a program of music that may have been otherwise nonexistent in the classroom.

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Ng, Yuen-fun Fanny. "The Hong Kong secondary school music curriculum : constructing marginality /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19884576.

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Books on the topic "Music curriculum"

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Snoqualmie Valley School District #410. Music curriculum. [S.l.]: Snoqualmie Valley School District No. 410, 1988.

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Essex (England). Education. Advisory and Inspection Service., ed. Music curriculum handbook. Chelmsford: Essex Advisory and Inspection Service, Essex County Council Education, 1996.

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Adair-Hauser, Audrey J. Music curriculum activities library. West Nyack, N.Y: Parker Pub. Co., 1987.

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24J, Salem-Keizer School District. Elementary curriculum guide: Music. [Salem, Or: Salem-Keizer Public Schools, 1987.

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Asia-Pacific Symposium on Music Education Research (4th 2003 Hong Kong, China). Curriculum innovation in music. Edited by Yip Lai-Chi Rita, Leung Chi-Cheung, Lau Wai Tong, and Hong Kong Institute of Education. Dept. of Creative Arts. Hong Kong: Dept. of Creative Arts, Hong Kong Institute of Education, 2003.

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Schools, Seattle Public. Elementary curriculum summary: Music. [Seattle, Wash.]: Seattle Public Schools, 1987.

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Clark County School District (Nev.). Elementary music Orff curriculum. [Las Vegas], Nevada: Clark County School District, 1995.

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Oxnard Union High School District. Curriculum framework for music. [Oxnard, CA]: The District, 1985.

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Oxnard Union High School District. Curriculum framework for music. [Oxnard, CA]: The District, 1985.

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Council, Buckinghamshire (England) County. National curriculum guidelines for music. (Aylesbury): Buckinghamshire County Council, 1995.

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Book chapters on the topic "Music curriculum"

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Stauffer, Sandra L. "Placing Curriculum in Music." In Music Education for Changing Times, 175–86. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2700-9_14.

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Feldman, Evan, and Ari Contzius. "Curriculum, Assessment, and Grading." In Instrumental Music Education, 113–52. Third edition. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429028700-10.

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Murphy, Regina. "Integrating the Primary Curriculum." In Teaching Music Creatively, 135–46. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315643298-10.

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Biddulph, James, and Jane Wheeler. "Singing the Primary Curriculum." In Teaching Music Creatively, 74–90. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315643298-6.

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Krogh, Suzanne L., and Pamela Morehouse. "Music, Dramatic Play, and Drama." In The Early Childhood Curriculum, 275–307. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-12.

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Locke, Millie. "Leading with Music." In Transforming the Curriculum Through the Arts, 137–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52797-6_9.

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Gustafson, Ruth Iana. "Reason, Ventriloquism, and National Music Memory Contests." In Race and Curriculum, 123–43. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622449_7.

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Cooke, Carolyn, and Gary Spruce. "What is a music curriculum?" In Learning to Teach Music in the Secondary School, 63–79. 3rd edition. | London; New York: Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315621203-6.

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Elliott, David J. "Curriculum as Professional Action." In Music Education for Changing Times, 163–74. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2700-9_13.

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Barr, Adrian, and Diana Blom. "Curriculum as catalyst." In Teaching and Evaluating Music Performance at University, 227–36. [1.] | New York : Routledge, 2020. | Series: ISME global perspectives: Routledge, 2020. http://dx.doi.org/10.4324/9780429328077-16.

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Conference papers on the topic "Music curriculum"

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Surmani, Andrew, and Carl Anderson. "The Music Products Industry as Part of a Collegiate Music Industry Program Curriculum." In MEIEA Educators Summit 2018. Music and Entertainment Industry Educators Association, 2018. http://dx.doi.org/10.25101/18.22.

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Abrahams, Frank. "A FRAMEWORK TO INTEGRATE MUSIC INTO A STEM CURRICULUM." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0097.

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D'Avignon, India. "DELIVERING AN INNOVATIVE MUSIC CURRICULUM AT A POLYTECHNIC UNIVERSITY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1123.

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Saputra, Dani Nur. "New Curriculum: The Concept of Freedom Learning In Music Learning in Department of Music Education." In International Conference on Teaching and Science Education. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/ictase.v1i1.15.

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Malliou, Athina, Spyretta Vaxevanidi, and Lefkothea-Vasiliki Andreou. "BRAIN MUSIC: INTRODUCING RESEARCH THINKING TO THE SECONDARY EDUCATION CURRICULUM." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end105.

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"On the Educational Value of Music Curriculum in Middle Schools." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000953.

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"Practice and Exploration of Music Curriculum for Preschool Education Major." In 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000381.

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Thompson II, Dennis W. "INCORPORATING 21ST CENTURY SKILLS INTO DUTCH SECONDARY SCHOOL MUSIC CURRICULUM." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2380.

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Bialaszewski, Dennis, and Marsha Bialaszewski. "Ethics and Education: Curriculum Issues." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2882.

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Ethical considerations are a very important aspect for each one of us. However, faculty typically are often so concerned with covering all content associated within course structure they may not have sufficient time for class discussion regarding ethical considerations relevant for one’s discipline. This is sometimes addressed by designing a specific course with a specific purpose being ethical considerations. For example one may see the existence of a “Business Ethics” course as a requirement for a business major. One of authors of this paper has designed an “Ethics and Information Systems” course offered as an elective in the MIS major. Issues such as downloading music without paying, ergonomic issues, issues of copyright, privacy issues, et cetera are covered through case studies. There is an examination of codes existing at the Midwestern university to cover ethical considerations related to computing. It is interesting to note that currently a student from this same Midwestern university is being sued for his file sharing practices.

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Tseng, Hua Hui. "MUSIC CURRICULUM INTEGRATION PRACTICES - “ACCOUNTABILITY” AS POLICY TRANSLATION IN PROFESSIONAL MUSIC TRAINING: THE CASE OF THE TUT." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end002.

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