Artykuły w czasopismach: „Music teaching”

1

Botstein, L. "Teaching Music". Musical Quarterly 80, nr 3 (1.01.1996): 385–91. http://dx.doi.org/10.1093/mq/80.3.385.

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Asmus, Edward P. "Music Teaching and Music Literacy". Journal of Music Teacher Education 13, nr 2 (styczeń 2004): 6–8. http://dx.doi.org/10.1177/10570837040130020102.

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Volkmann, Roberta. "Teaching Music Globally". Music Educators Journal 91, nr 2 (listopad 2004): 52–53. http://dx.doi.org/10.2307/3400051.

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Shirley, Ian. "Teaching primary music". Education 3-13 45, nr 6 (7.07.2017): 757–58. http://dx.doi.org/10.1080/03004279.2017.1351146.

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Oren-Chazon, Dorly. "Music teaching instrument". Journal of the Acoustical Society of America 112, nr 1 (2002): 23. http://dx.doi.org/10.1121/1.1500929.

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Wayman Davis, Virginia. "Teaching general music". Music Education Research 19, nr 3 (29.08.2016): 352–53. http://dx.doi.org/10.1080/14613808.2016.1225557.

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Nolan, Karin K. "SMARTer Music Teaching". General Music Today 22, nr 2 (7.10.2008): 3–11. http://dx.doi.org/10.1177/1048371308324104.

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Tuinstra, Beth. "Embracing identity: An examination of non-Western music education practices in British Columbia". International Journal of Music Education 37, nr 2 (21.02.2019): 286–97. http://dx.doi.org/10.1177/0255761419827359.

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Although traditional music programs and university music and music education training programs have mostly incorporated Western classical music, British Columbia’s new curriculum signifies a shift from the Western classical framework to one that is more inclusive of the cultural diversity that exists in Canada. Using the frameworks of decolonization, non-Western music education, and music education and identity, I researched the current practices, experiences, and attitudes of British Columbian kindergarten to Grade 12 (K–12) music educators. I used a mixed-methods questionnaire to gain an understanding of the practices, experiences, and attitudes of these educators ( N = 80). Through this examination, I discovered that although 84% of respondents felt that it was important for students to receive a diverse, non-Western music education, only 63% currently utilized non-Western musics in their teaching practices. Respondents included the benefits or difficulties that they have experienced while including non-Western musics in their teaching practices, but they also talked about the barriers that have prevented them from including non-Western musics into their teaching practices. However, educators reported that by including non-Western musics, students showed greater joy, self-expression, engagement, open-mindedness, and empathy for others, causing a positive shift in classroom culture.

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Terrien, Pascal. "For a Didactical Approach to Electroacoustic Musics: The example of Metallics by Yan Maresz". Organised Sound 18, nr 2 (11.07.2013): 161–69. http://dx.doi.org/10.1017/s1355771813000071.

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This paper observes the conditions of reception and understanding of music using the theoretical concepts of learning (Chevallard 1985; Brousseau 1998) adapted to the teaching of these various musics (Terrien 2006). We verify, in the light of an epistemological questioning, the nature of electroacoustic music, and if the didactic transposition (Verret 1975; Chevallard 1985) applied to Yan Maresz's Metallics allows us to understand the phenomena of music (listening, intention-reception: issues of perception and interpretation), and identify issues of language. Our contribution is a tool for reflection on a teaching approach that relies on new teaching methods in the teaching of this music.

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10

Zhang, Yang. "The Value of Orff's Music Teaching Method in College Music Teaching". Learning & Education 9, nr 1 (15.03.2020): 29. http://dx.doi.org/10.18282/l-e.v9i1.893.

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<p>As an innovative music teaching method, under the background of educational reform, Orff's music teaching method has increasingly attracted the attention and attention of university teachers. By applying the Orff teaching method in university music teaching, it can not only effectively promote the improvement of teaching quality, but also promote students to develop deep music exchanges and effectively cultivate students' musical literacy and innovative thinking.</p>

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Ferencziné Ács, Ildikó. "The Nyíregyháza Model: The Teaching of Teaching Music / of Making Music". Studia Universitatis Babeş-Bolyai Musica 65, nr 2 (21.12.2020): 9–36. http://dx.doi.org/10.24193/subbmusica.2020.2.01.

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"The Music Pedagogy Workshop working within the Institute of Music at the University of Nyíregyháza has initiated several programmes related to music methodology, financed by EU funds. Within the framework of subproject entitled “Renewing the practice of teaching music in public education based on folk traditions,” digital handbooks and teachers’ books have been designed for the Grades 1 to 4 of primary schools. The present paper introduces the novel features of the material designed for Grades 1 and 2. It touches upon the issues of the relevant points in curricular regulations, the possibilities of the innovative methods of score notation and score reading, tailored to the age characteristics of students, and the new approach to teaching the musical elements connected to a selected song corpus. The basic concept in designing the material of the first two grades was the amalgamation of folk culture, including folk tales and children’s game songs, and the world around children. The elements of the knowledge of the present and the past appear side by side in the individual thematic units. Interdisciplinarity also gets emphasised. The generative and creative music activities, the tasks aimed at developing receptive competences, games, and the application of graphic notation, targeting the development of fine motor skills and music literacy, have been designed to broaden the toolkit of music pedagogy for junior schools. Keywords: digital education material, folk music, children’s songs, graphic notation, generativity"

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Wolffenbüttel, Cristina Rolim. "Music Education and Folk Music". International Journal of Social Science Studies 9, nr 1 (28.12.2020): 64. http://dx.doi.org/10.11114/ijsss.v9i1.5114.

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This essay deals with aspects related to folk music and its insertion in music education, considering the possibilities that the pedagogical-musical work, in dialogue with the teaching of music can bring. It also presents some suggestions for activities, both in Basic Education and in a more specific work with music teaching, as in schools specialized in this teaching. Focusing on folklore and its importance in people's lives and teaching, the essay proposes the use of various folk music genres, weaving historical and musicological explanations, in order to support the planning of possible pedagogical-musical activities.

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13

Dong, Kangtan. "Multimedia Pop Music Teaching Model Integrating Semifinished Teaching Strategies". Advances in Multimedia 2022 (22.01.2022): 1–13. http://dx.doi.org/10.1155/2022/6200077.

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In order to improve the effect of popular music teaching, this paper combines the intelligent music frame feature recognition technology and the semifinished product teaching strategy to construct a multimedia popular music teaching system. Moreover, this paper reexpresses energy detection and zero-crossing detection mathematically from the perspective of aggregation and proposes a new two-level detection method for music frames. In addition, this paper uses the fusion and expansion of the zero-crossing rate detection result to judge whether a piece of speech is a valid musical speech. Finally, this paper uses a four-tier architecture to design the system framework, constructs the system functional modules, builds a multimedia pop music teaching system that incorporates semifinished teaching strategies, and then validates the performance of the system. From the experimental research, it can be seen that the multimedia pop music teaching system integrated with the semifinished product teaching strategy proposed in this paper can play an important role in music teaching and effectively improve the effect of music teaching.

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Lebaka, Morakeng Edward Kenneth. "Modes of Teaching and Learning of Indigenous Music Using Methods and Techniques Predicated on Traditional Music Education Practice: The Case of Bapedi Music Tradition". European Journal of Education 2, nr 1 (30.04.2019): 62. http://dx.doi.org/10.26417/ejed-2019.v2i1-55.

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This paper takes a look at music education in Bapedi society in Sekhukhune district, Limpopo Province in South Africa as the transmission of musico-cultural manifestations from one generation to the other. The aim is to investigate the modes of transmission of indigenous Bapedi music. Music teaching and learning in Bapedi society is an integral part of cultural and religious life, and is rich in historical and philosophical issues. Traditional music knowledge system produces a better result to the teaching and learning of indigenous music in Bapedi culture. The research question of interest that emerges is: What are the modes of transmission for indigenous Bapedi music during the teaching and learning process? The primary source for data collection was oral interviews and observations. Secondary sources include theses, books and Journal articles. Performances were recorded in the form of audio-visual recordings and photographs. The results have shown that in Bapedi society, learning music through participation has been a constant practice. The transmission process involves participation, fostering of communal sense, concentration on the present moment and the use of musico-cultural formulae and cues for interactional purposes. It was concluded that in Bapedi society, creative music making and music identity are the obverse sides of the same coin, in that the former provides an arena in which the latter can be explored.

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15

Brand, Manny. "Teaching Music: Managing the Successful Music Program". Music Educators Journal 76, nr 7 (marzec 1990): 26–28. http://dx.doi.org/10.2307/3401032.

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Yong-Hee Kim. "Teaching Strategies for Multicultural Music: Hawaiian Music". Journal of Research in Curriculum Instruction 13, nr 3 (wrzesień 2009): 437–55. http://dx.doi.org/10.24231/rici.2009.13.3.437.

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Ready, Karen Kunkel. "Teaching Grammar through Music". Die Unterrichtspraxis / Teaching German 22, nr 2 (1989): 184. http://dx.doi.org/10.2307/3530193.

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Alinte, Camelia. "Teaching Grammar through Music". Journal of Linguistic and Intercultural Education 6 (15.06.2013): 7–28. http://dx.doi.org/10.29302/jolie.2013.6.1.

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Baumgartner, Christopher M., i Kimberly H. Councill. "Music Student Teaching Seminars". Update: Applications of Research in Music Education 35, nr 2 (1.08.2016): 62–69. http://dx.doi.org/10.1177/8755123315615183.

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The purpose of this study was to examine the structure and content of music student teaching seminars at 4-year, degree-granting institutions accredited by the National Association of Schools of Music across the United States. A secondary purpose was to determine how these seminars (a) addressed perceived needs of student teachers and beginning teachers when reflecting on their student teaching experience and (b) met those needs through course structure and content. Though variability existed in frequency and length, most seminars ( n = 95, 77.86%) were taught in the music department. Participants ( N = 205; 42.71% overall response rate) indicated that teacher responsibilities, job searching, and behavior management were the most frequently addressed topics in their seminars; creating résumés, lesson planning, and peer discussions represented the most common activities. Data suggest variability in both structure and content of seminars, as well as a discrepancy between perceived student teacher needs and seminar content.

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Silveira, Jason M., i Frank M. Diaz. "Student Teaching in Music". Journal of Music Teacher Education 23, nr 2 (8.05.2013): 92–104. http://dx.doi.org/10.1177/1057083713487215.

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Moll, Kevin N. "Teaching Music History (review)". Notes 60, nr 1 (2003): 191–93. http://dx.doi.org/10.1353/not.2003.0115.

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Farish, Margaret K. "Teaching Twentieth-Century Music". American String Teacher 43, nr 3 (sierpień 1993): 35–37. http://dx.doi.org/10.1177/000313139304300316.

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Farish, Margaret K. "Teaching Twentieth-Century Music". American String Teacher 49, nr 4 (listopad 1999): 34–36. http://dx.doi.org/10.1177/000313139904900405.

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Apagyi, M. "Symmetries in music teaching". Computers & Mathematics with Applications 17, nr 4-6 (1989): 671–95. http://dx.doi.org/10.1016/0898-1221(89)90255-1.

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Ramsey, Gordon P. "Teaching Physics with Music". Physics Teacher 53, nr 7 (październik 2015): 415–18. http://dx.doi.org/10.1119/1.4931010.

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Colwell, Richard. "Music Teaching: Cognitive Psychology". Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, nr 4 (kwiecień 1992): 196–98. http://dx.doi.org/10.1080/00098655.1992.10114199.

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Knudsen, Craig. "Method for teaching music". Journal of the Acoustical Society of America 127, nr 5 (2010): 3295. http://dx.doi.org/10.1121/1.3432311.

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Berglund, Jenny. "Teaching Islam with music". Ethnography and Education 3, nr 2 (czerwiec 2008): 161–75. http://dx.doi.org/10.1080/17457820802062409.

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Kenney, Susan. "Brain-Compatible Music Teaching". General Music Today 23, nr 1 (30.09.2009): 24–26. http://dx.doi.org/10.1177/1048371309342700.

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Burns, Kimberly. "Teaching Music Listening Skills". General Music Today 8, nr 3 (kwiecień 1995): 31–32. http://dx.doi.org/10.1177/104837139500800309.

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Zhu, Jia. "Multimedia Music Teaching System Application". Key Engineering Materials 474-476 (kwiecień 2011): 1903–8. http://dx.doi.org/10.4028/www.scientific.net/kem.474-476.1903.

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Early 1980's MIDI technology coming into being, it has created condition for the development of modern music technology. From the MIDI, computer music, multimedia music to music computer and network teaching, it has already played an important role in music education concept and the reform of the teaching means. In the higher music college's teaching, the best solution to realize the music teaching means modernization development is the configuration and application of multimedia teaching systems. We have the analysis and introduction on the teaching system hardware and software configuration and their in music teaching, creation, scientific research and management application.

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Yoo, Hyesoo, Sangmi Kang, Camilo I. Leal i Abbey Chokera. "Engaged Listening Experiences: A World Music Sampler". General Music Today 33, nr 3 (25.11.2019): 14–20. http://dx.doi.org/10.1177/1048371319890291.

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As the U.S. population has become significantly more culturally diverse, many music educators have acknowledged the necessity to implement culturally diverse musics in music curricula. One of the challenges in teaching culturally diverse musics is designing a balance between performing-based activities and other activities such as listening, improvising, and composing activities. Despite the importance of developing students’ listening skills, listening lessons are still relatively deficient within the context of world musics. Therefore, we provide general music teachers with engaged listening strategies for implementing world music lessons in music classrooms. The lessons provided in this article are appropriate for upper elementary and secondary general music classrooms.

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Wang, Dongfang. "Analysis of Multimedia Teaching Path of Popular Music Based on Multiple Intelligence Teaching Mode". Advances in Multimedia 2022 (28.01.2022): 1–10. http://dx.doi.org/10.1155/2022/7166569.

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Pop music multimedia is one of the popular digital pop music types. Based on the multiple intelligences teaching model, a multimedia multiple intelligences teaching method of popular music is proposed. This method not only analyzes the characteristics of pop music in detail, but also fully considers other important characteristics of pop music. It teaches college students multimedia, purifies their hearts, improves their personality, cultivates their innovative consciousness, and promotes their healthy growth. In this paper, the multiple intelligences teaching model is introduced into the process of pop music multimedia teaching path. In the stage of music audio segmentation, the deep belief network algorithm is used to accurately carry out music multimedia teaching. Finally, the experimental analysis results show that the integration of pop factors into music teaching, the combination of pop music and quality education, and the creation of music that is suitable for students’ personality characteristics and the needs of aesthetic development can better serve the needs of students’ quality improvement.

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Kim, Jieun. "Implementing a Co-Teaching Model in Music Student Teaching: A Literature Review". Update: Applications of Research in Music Education 38, nr 1 (22.04.2019): 18–24. http://dx.doi.org/10.1177/8755123319843169.

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The purpose of this literature review is to examine music education research concerning the emerging practice of co-teaching between cooperating music teachers and student teachers, and to understand the benefits of co-teaching for both. The review is organized into two sections: (a) how cooperating music teachers and student teachers view their co-teaching experiences and (b) how cooperating music teachers mentor student teachers in a co-teaching model. Co-teaching during student teaching can occur successfully through cooperating teachers’ willingness to facilitate the co-teaching process, student teachers’ reflective practice with cooperating teachers and careful sequencing in teaching opportunities, and co-teachers’ engagement in daily communication activities. Music education researchers should continue to examine various topics related to implementing a co-teaching model in student teaching. This article will provide current P–12 music teachers with successful co-teaching examples and suggestions for applications in music classrooms.

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Prichard, Stephanie. "A Mixed-Methods Investigation of Preservice Music Teaching Efficacy Beliefs and Commitment to Music Teaching". Journal of Research in Music Education 65, nr 2 (13.06.2017): 237–57. http://dx.doi.org/10.1177/0022429417710387.

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The purpose of this study was to investigate the music teaching efficacy beliefs and commitment to teaching of preservice music teachers enrolled in an introductory music education course. Also explored was the impact of introductory music education course experiences on preservice music teachers’ music teaching efficacy beliefs and commitment to teaching. This study was conducted in a sequential explanatory mixed-methods design, organized into two strands (Strand I: Quantitative, Strand II: Qualitative). Introductory music education students ( N = 684) from 41 National Association of Schools of Music–accredited institutions participated in Strand I, with a nested sample of 24 interviewees participating in Strand II. Preservice music teachers’ efficacy beliefs were interpreted as having two dimensions: music teaching efficacy beliefs and classroom management efficacy beliefs. Mixed-methods analyses indicated that introductory music education students’ music teaching efficacy beliefs may have been impacted by a variety of course experiences, including individual mentoring, peer teaching, and field experience. Participants’ commitment to teaching may have been strengthened by mentoring, although instances of weakened commitment were rare. Additional findings included the types and qualities of experiences perceived by participants as influential to music teaching efficacy beliefs or commitment.

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Wang, Huizhong. "Streaming Media Music Classroom Teaching Mode and Effect Analysis Based on Audio Band Analysis Technology". Journal of Sensors 2022 (31.03.2022): 1–15. http://dx.doi.org/10.1155/2022/9370782.

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Music teaching mode refers to the basic structure or framework of various types of music teaching activities under the guidance of certain music teaching ideas and music teaching theories. The process of music teaching needs to reflect the procedural coping strategies. With the continuous deepening of quality education reform, higher vocational colleges pay more attention to cultivating students’ professional skills and vocational abilities. Therefore, many schools need to change the current situation of music teaching in higher vocational colleges and explore new music teaching models. School teaching expects to further stimulate students’ interest in music learning and give full play to the aesthetic education function of music teaching. This article focuses on the research and evaluation of the music teaching model around the audio recognition technology and organically combines the music education theory with the music teaching practice. Research through the construction of a new mode of music teaching in higher vocational colleges, enrich the music teaching methods of music courses, and improve the effect of music teaching. The research has realized the aesthetic education function that music teaching should have in quality education. At the same time, the research results also provide a reference for music teaching in similar higher vocational colleges.

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Yunita, Ayu Tresna, Ayub Prasetiyo i Aditya Tri Anggara Astanta. "Implementasi Materi Musik Berdasarkan Kurikulum Tematik 2013 Sekolah Dasar di Kecamatan Sewon Bantul Yogyakarta". PROMUSIKA 9, nr 1 (7.09.2021): 39–50. http://dx.doi.org/10.24821/promusika.v9i1.5774.

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Berdasarkan Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 81A Tahun 2013 tentang Implementasi Kurikulum 2013, maka sekolah dari tingkat Sekolah Dasar hingga Sekolah Menengah Tingkat Atas mulai memberlakukan kurikulum 2013. Kurikulum tematik 2013 untuk Sekolah Dasar terdiri dari kompetensi inti dan kompetensi dasar. Pembelajaran seni khususnya seni musik termasuk dalam mata pelajaran Seni Budaya dan Prakarya (SBDP). Penelitian tentang implementasi pelajaran seni musik berdasarkan kurikulum tematik 2013 di sekolah dasar yang berada di kecamatan Sewon Bantul Yogyakarta bertujuan untuk mengetahui bagaimana pelaksanaan pengajaran pendidikan SBDP khususnya seni musik dan apakah hasil kompetensinya bisa tercapai. Penelitian ini menggunakan metode penelitian kuantitatif. Tujuh Sekolah Dasar diambil sebagai sampel populasi dari total duapuluh tiga Sekolah Dasar di Kecamatan Sewon, Bantul, Yogyakarta. Informasi informasi dikumpulkan dengan menggunakan kuesioner dan wawancara. Pengajaran SBDP seni musik yang diajarkan oleh guru kelas, hasilnya belum sesuai dengan capaian kompetensi pada kurikulum 2013. Hal ini antara lain disebabkan karena kurang adanya pelatihan atau diklat tentang pengajaran seni musik sekolah dasar bagi guru kelas dan guru pengampu SBDP tidak memiliki latar belakang pendidikan seni khususnya seni musik. Kendala dan kesulitan bisa diatasi antara lain dengan membuat metode atau modul pengajaran music untuk sekolah dasar, mengadakan workshop, seminar dan pelatihan seni musik.AbstractImplementation of Music Material Teaching Based on Thematic Curriculum 2013 in Elementary School in Sewon Bantul District, Yogyakarta. Based on the Regulation of the Minister of Education and Culture of the Republic of Indonesia No. 81A of 2013 concerning the Implementation of the 2013 Curriculum, schools from Elementary to Senior High level began to apply the 2013 Curriculum. The 2013 thematic curriculum for Elementary School consists of core competencies and essential competencies. Learning art, especially music, is included in Cultural Arts and Crafts (SBDP). Research on the implementation of music lessons based on the 2013 thematic curriculum in several elementary schools in the Sewon district of Bantul Yogyakarta aimed to find out how SBDP education teaching, especially the art of music, and whether the competency result by achieved. This study used quantitative research methods. Seven out of twenty-three elementary schools were chosen as population samples in Sewon District, Bantul, Yogyakarta. Information was collected using questionnaires and interviews. The results of SBDP teaching of music art taught by classroom teachers are not following the competency achievements in the 2013 curriculum. The partly due to the lack of training or education and training on teaching music art for elementary school teachers, and SBDP teachers themselves do not have an art education background, especially music. This paper suggested solutions to overcome obstacles and difficulties by making methods or modules for teaching music at the elementary school level, holding workshops, seminars, or training in the art of musicKeywords: implementation; 2013 curriculum; music

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Taylor, Jack A. "The Gap between Music Research and Music Teaching". Design For Arts in Education 88, nr 5 (czerwiec 1987): 27–30. http://dx.doi.org/10.1080/07320973.1987.9935490.

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Weidensee, Victor. "Teaching Music Literacy in the Music Performance Ensemble". NASSP Bulletin 70, nr 487 (luty 1986): 100–101. http://dx.doi.org/10.1177/019263658607048724.

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Shim, Sookyoung, i Rayoung Ahn. "The relationship among music teaching efficacy, music teaching intention and children's maladjusted behaviors". Korean Society for Child Education 31, nr 1 (25.02.2022): 5–25. http://dx.doi.org/10.17643/kjce.2022.31.1.01.

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Mackinlay, Elizabeth, i Peter Dunbar-Hall. "Historical and Dialectical Perspectives on the Teaching of Aboriginal and Torres Strait Islander Musics in the Australian Education System". Australian Journal of Indigenous Education 32 (2003): 29–40. http://dx.doi.org/10.1017/s132601110000380x.

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AbstractIndigenous studies (also referred to as Aboriginal and Torres Strait Islander studies) has a double identity in the Australian education system, consisting of the education of Indigenous students and education of all students about Aboriginal and Torres Strait Islander cultures and histories. Through explanations of the history of the inclusion of Aboriginal and Torres Strait Islander musics in Australian music education, this article critiques ways in which these musics have been positioned in relation to a number of agendas. These include definitions of Aboriginal and Torres Strait Islander musics as types of Australian music, as ethnomusicological objects, as examples of postcolonial discourse, and as empowerment for Indigenous students. The site of discussion is the work of the Australian Society for Music Education, as representative of trends in Australian school-based music education, and the Centre for Aboriginal Studies in Music at the University of Adelaide, as an example of a tertiary music program for Indigenous students.

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Zhuanga, Chun Mei, i Kok Chang Pan. "A Survey on Chinese Music Teachers’ Attitudes towards World Music Teaching". International Journal of Scientific and Management Research 05, nr 10 (2022): 60–73. http://dx.doi.org/10.37502/ijsmr.2022.51005.

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This study used a questionnaire as a research instrument to investigate the attitudes of 1 368 Chinese primary and secondary school music teachers towards world music teaching. The questionnaire includes single- and multiple-choice questions. It was used to examine the music teachers’ definitions of ethnomusicology and world music, their understanding of the major rationales for world music teaching, the world view of music, and the purpose of world music education, teaching approaches, and effective teaching activities as they perceived, and the challenges faced by Chinese music teachers in world music teaching. The results showed that Chinese music teachers did not have a clear and profound understanding of the aspects examined above. Instead, the teachers are more influenced by Western centralist values. They are less affected by ethnomusicology, which interprets human music from a cultural perspective, and multicultural music education. In general, the music teachers lacked confidence in teaching world music.

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Kwon, Oh-Sun. "A study on music teaching efficacy and music teaching practices of early childhood teachers and music teachers". Journal of Korea Open Association for Early Childhood Education 27, nr 2 (30.04.2022): 37–58. http://dx.doi.org/10.20437/koaece27-2-02.

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Vries *, Peter de. "Reel music teaching: a classroom music teacher reflects on the portrayal of music teaching inMr Holland's Opus". Asia-Pacific Journal of Teacher Education 32, nr 2 (lipiec 2004): 159–67. http://dx.doi.org/10.1080/1359866042000248471.

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COX, GORDON, i STEPHANIE PITTS. "Editorial". British Journal of Music Education 21, nr 1 (marzec 2004): 5–6. http://dx.doi.org/10.1017/s0265051704005595.

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This issue – the first of our 21st anniversary year – has two clear themes: the teaching and learning of world musics, and the assessment of musical performance and understanding. Within these themes, the papers present accounts of research at all levels of music teaching, from nursery to higher education, and range across diverse geographical contexts: Australia, China, the UK, the USA and Zambia. There is evidence here of a wide-ranging research community in music education, which would have been hard to imagine when the British Journal of Music Education was founded in 1984.

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Wei, Wei. "Kodaly Music Teaching Method Develops in Music Education in Local Colleges and Universities". International Journal of Education and Humanities 5, nr 2 (25.10.2022): 146–48. http://dx.doi.org/10.54097/ijeh.v5i2.2127.

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Kodaly music teaching method is an important teaching method recognized by all countries in the world. It has its own characteristics to train music ability, especially to play a guiding role in singing training. In this paper, Kodaly music teaching method and local college music courses are combined to improve the quality of students' learning and music literacy, and improve the shortage of teaching. This paper mainly expounds Kodaly music teaching method in the development of music education in local colleges and universities, for reference only.

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Ivanovic, Marija. "Savremeni mediji u nastavi muzike – didaktičke specifičnosti i potencijali". Zbornik radova, nr 21 (grudzień 2019): 227–42. http://dx.doi.org/10.46793/zbradova21.227i.

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The paper discusses the phenomenon of modern media today, as well as the possibility of their application in education, with particular reference to the technologies and potential of the Internet, social networks and applications in teaching music and learning musical contents. There was talk about didactic specifics and potentials of modern media in teaching music and how they can be integrated into teaching music. The aim of the paper is to provide an overview of the modern media that can serve the development and improvement of the quality of music education.

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Killian, Janice N., Keith G. Dye i John B. Wayman. "Music Student Teachers". Journal of Research in Music Education 61, nr 1 (28.02.2013): 63–79. http://dx.doi.org/10.1177/0022429412474314.

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In this descriptive study, we examined self-reported concerns of 159 music student teachers pre– and post–student teaching, over a period of 5 years. Resulting comments ( N = 867) were analyzed on the basis of (a) stages of teacher concern (focus on self, subject matter [music and teaching], and students) modeled after Fuller and Bown and (b) emerging categories of concern compared with those identified by Madsen and Kaiser. Stages of concern were reliably identifiable across all comments. Teachers, as predicted, began student teaching with more self (56%) and fewer student (4%) comments. Post–student teaching comments resulted in fewer self (33%) and more student (20%) mentions. Categorization of concerns indicated that pre– and post–student teachers shared some concerns (applying knowledge, discipline, confidence) but showed marked differences in other areas (cut out for teaching, information about students, administrative duties). Pre–student teaching categories were similar to those reported by Madsen and Kaiser a decade earlier; post–student teaching comments differed.

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Botirkhonovich, Shokirkhonov Bakhtiyorkhon. "EDUCATION OF MUSICAL ABILITIES, TEACHING ONE AND TWO VOICES". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, nr 05 (1.05.2022): 54–57. http://dx.doi.org/10.37547/pedagogics-crjp-03-05-09.

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This article provides detailed information on the pedagogical skills of a music teacher, ways to develop children's musical abilities, the role of music in the upbringing of children, the directions of teaching music to children by a music teacher in one and two voices.

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Hastuti, Erni Purwaning, i Sunaryo Soenarto. "Pengembangan multimedia pembelajaran mata pelajaran teori musik kelas X SMK Negeri 2 Kasihan Bantul". Jurnal Inovasi Teknologi Pendidikan 5, nr 2 (30.10.2018): 129–39. http://dx.doi.org/10.21831/jitp.v5i2.15292.

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Penelitian ini bertujuan untuk: (1) menghasilkan produk multimedia pembelajaran teori musik untuk kelas X SMK Negeri 2 Kasihan Bantul yang berisikan tentang bentuk, nilai nada, dan sukat; (2) mengetahui kelayakan produk multimedia yang dihasilkan, (3) mengungkapkan keefektifan produk multimedia yang dihasilkan. Penelitian ini merupakan penelitian dan pengembangan yang diadaptasi dari model Alessi & Trollip, yang mencakup tahapan kegiatan sebagai berikut: perencanaan, desain, dan pengembangan. Hasil penelitian ini adalah sebagai berikut (1) produk yang dihasikan adalah multimedia interaktif yang terdiri dari kompetensi, materi, rangkuman, dan evaluasi. (2) Berdasar validasi ahli materi, ahli media dan uji beta, produk multimedia pembelajaran teori musik yang dikembangkan layak digunakan untuk pembelajaran. Kelayakan dapat diperoleh berdasarkan hasil penilaian ahli materi dengan nilai 4,03 (Baik), ahli media dengan nilai 4,32 (Sangat Baik) dan uji beta dengan nilai 4,25 (Sangat Baik). (3) Berdasarkan hasil analisis skor rata-rata n-gain dari pretest dan posttest sebesar 0,68 dengan kriteria sedang, maka disimpulkan produk multimedia pembelajaran teori musik kelas X ini efektif untuk meningkatkan pemahaman siswa tentang materi bentuk, nilai nada, dan sukat.Kata kunci: multimedia pembelajaran teori musik DEVELOPING TEACHING MULTIMEDIA OF MUSIC THEORY SUBJECT FOR CLASS X OF SMK NEGERI 2 KASIHAN BANTUL.AbstractThis research aimed: (1) to develop music theory teaching multimedia for class X of SMK Negeri 2 Kasihan Bantul, containing the form, value and time signature; (2) to reveal the feasibility of the developed teaching multimedia; (3) to reveal the effectiveness of the developed teaching multimedia. This research was research and development adapted from Alessi & Trollip models that covered three-phase activities: planning, design, and development. The result was as follows. (1) the product resulted was interactive multimedia that consist of competencies, materials, summary and evaluation. (2) The developed music theory teaching multimedia was advisable to use for teaching according to subject matter experts, media experts, and Beta test. The advisability could be obtained based on the subject matter experts’ appraisal score of 4.03 (good), media experts’ score of 4.32 (very good) and Beta test score of 4.25 (very good score). (3) Based on the analysis result of the N-Gain mean score from the pretest and posttest 0,68 which fell, in the average criteria, It was concluded that the developed music theory teaching multimedia off class X is effective to elevate students’ comprehension on the material of form note value, and time signature.Keywords: music theory teaching multimedia

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