Relevant bibliographies by topics / Music Education Estonia, Comparative Music Education, Philosophy of Music Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Music Education Estonia, Comparative Music Education, Philosophy of Music Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Music Education Estonia, Comparative Music Education, Philosophy of Music Education"

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Väkevä. "Four Pieces on Comparative Philosophy of Music Education." Philosophy of Music Education Review 21, no. 1 (2013): 5. http://dx.doi.org/10.2979/philmusieducrevi.21.1.5.

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Stambaugh, Laura A., and Brian E. Dyson. "A Comparative Content Analysis of Music Educators Journal and Philosophy of Music Education Review (1993–2012)." Journal of Research in Music Education 64, no. 2 (2016): 238–54. http://dx.doi.org/10.1177/0022429416646997.

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Two journals reflecting the interests and concerns of music educators are Music Educators Journal ( MEJ) and Philosophy of Music Education Review ( PMER). The purpose of this study was to explore the interests of P–12 music teachers and university faculty as represented by the topics of articles in MEJ and PMER from 1993 to 2012. After identifying the primary topic of articles at least two pages in length ( N = 889), we determined the number of articles and pages published in each topic area within each journal. A chi-square analysis indicated topics within journals did not occur with equal pr
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Salvador, Karen, Allison M. Paetz, and Matthew M. Tippetts. "“We All Have a Little More Homework to Do:”: A Constructivist Grounded Theory of Transformative Learning Processes for Practicing Music Teachers Encountering Social Justice." Journal of Research in Music Education 68, no. 2 (2020): 193–215. http://dx.doi.org/10.1177/0022429420920630.

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The purpose of this study was to investigate processes that led practicing music educators in a graduate course to examine their beliefs and practices regarding inclusion, responsiveness, equity, and justice. Using Charmaz’s constructivist approach to grounded theory, we interviewed 22 participants from MUS 8XX: Philosophy of Music Education. Constant comparative analysis yielded an explanatory framework, which we presented as a model and named “transformative learning processes (TLP) for practicing music teachers encountering social justice.” TLP comprises four interrelated components: “build
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Nielsen, Frede V. "A VIEW ON THE FUTURE OF AN INTERNATIONAL PHILOSOPHY OF MUSIC EDUCATION: A PLEA FOR A COMPARATIVE STRATEGY." Philosophy of Music Education Review 14, no. 1 (2006): 7–14. http://dx.doi.org/10.2979/pme.2006.14.1.7.

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Nielsen, Frede V. "A View on the Future of an International Philosophy of Music Education: A Plea for a Comparative Strategy." Philosophy of Music Education Review 14, no. 1 (2006): 7–14. http://dx.doi.org/10.1353/pme.2006.0008.

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Árnason, Kári, Kristín Briem, and Árni Árnason. "Effects of an Education and Prevention Course for University Music Students on Their Body Awareness and Attitude Toward Health and Prevention." Medical Problems of Performing Artists 33, no. 2 (2018): 131–36. http://dx.doi.org/10.21091/mppa.2018.2021.

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BACKGROUND: Studies show a high cumulative prevalence of musculoskeletal disorders among musicians. Increased emphasis is needed on studying the effectiveness of education and prevention courses in music schools. OBJECTIVES: To investigate the effects on music students of an education and prevention course on body awareness and their attitude toward health and prevention. METHODS: 23 music students participated in this prospective descriptive comparative study, with 13 students taking the course and serving as a prevention education group (PG) and 10 students serving as a comparison group (CG)
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Mcphee, Alastair, Peter Stollery, and Ros Mcmillan. "The Wow Factor? A Comparative Study of the Development of Student Music Teachers’ Talents in Scotland and Australia." Educational Philosophy and Theory 37, no. 1 (2005): 105–17. http://dx.doi.org/10.1111/j.1469-5812.2005.00101.x.

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Schmidt. "A Rabi, an Imam, and a Priest Walk into a Bar … Or, What can Music Education Philosophy Learn from Comparative Cosmopolitanism?" Philosophy of Music Education Review 21, no. 1 (2013): 23. http://dx.doi.org/10.2979/philmusieducrevi.21.1.23.

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Hang, Ngo Vu Thu. "Critical Thinking Education for Enhancing the Effectiveness of Education in Vietnam." VNU Journal of Science: Education Research 34, no. 1 (2018). http://dx.doi.org/10.25073/2588-1159/vnuer.4122.

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This paper presents basic theoretical knowledge of critical thinking. It describes characteristics of critical thinking, which are used for the formation of critical thinking indicators. These indicators are needed for assessing students’ critical thinking levels and for designing lessons to develop critical thinking competence for students. The paper articulates arguments for highlighting the necessity of critical thinking education for students in Vietnam. The paper contributes to knowledge base of critical thinking education and supports further studies on critical thinking in order to enha
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Regnier, Daniel. "Utopia’s Moorish Inspiration: Thomas More’s Reading of Ibn Ṭufayl". Renaissance and Reformation 41, № 3 (2018). http://dx.doi.org/10.33137/rr.v41i3.31536.

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A promising but neglected precedent for Thomas More’s Utopia is to be found in Ibn Ṭufayl’s Ibn Ḥayy Yaqẓān. This twelfth-century Andalusian philosophical novel describing the self-education and enlightenment of a feral child on an island, while certainly a precedent for the European Bildungsroman, also arguably qualifies as a utopian text. It is possible that More had access to Pico de la Mirandola’s Latin translation of Ibn Ḥayy Yaqẓān. This study consists of a review of historical and philological evidence that More may have read Ibn Ḥayy Yaqẓān and a comparative reading of More’s and Ṭufay
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Dissertations / Theses on the topic "Music Education Estonia, Comparative Music Education, Philosophy of Music Education"

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Kangron, Ene. "Teaching music through active participation and involvement in music making." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34623.

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The development of Estonia’s national music culture has really taken place over the last 145 years, thanks to the national choral song festival tradition that began in 1869 and has continued until today. Song festivals have been always important as a form of non-political resistance confirming Estonian identity and self-confidence. Many have characterized Estonia as a “singing nation” and we know that a great contribution to this is provided by music teachers at schools.
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Wallbaum, Christopher. "Summary comparing normative constellations in music education." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34646.

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This summary connects parts of nearly every chapter of the book with a thick brush regarding normative constellations. Comparing the constellations shows both, how practices within lessons are normatively connected with practices in other social fields, and that there are fractures that show a need for further research. In conclusion I sketch a model for comparative praxial music education.
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Summers, Moira, Carolin Dässel, and Marcus Lauer. "Creating a classroom culture which promotes positive attitudes and motivated learners." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34626.

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Chapter and Analytical Short Films show the Scottish “aspects of quality” of music education. Four key capacities of comprehensive education: successful learners, confident individuals, responsible citizens, and effective contributors to society, and three key competences for comprehensive musicianship: listening, performing and composing.
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Lenord, Christiane. "“Positive action through positive reinforcement”: An example of performance-based music education in contrast to a reflection-based music lesson." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34613.

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This article deals with the differences of a performance-based approach of music education in the USA and a reflection-based approach in Germany. The lessons represent very different ways to reach students through music. The students respond either more enthusiastic or more rational, but always positively.
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Zandén, Olle. "Enacted possibilities for learning in goals- and results-based music teaching." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34628.

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In this chapter, enacted possibilities for learning in a Scottish and a Swedish music lesson are analysed and compared with the intended learning outcomes as defined in the Swedish national curriculum. The Scotland-Lesson proves to place more emphasis on music's auditive aspects while the Sweden-Lesson focuses playing as individual manual skills.
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Wallbaum, Christopher. "Comparing international music lessons on video." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A33770.

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Video-recorded music lessons (on multi angle DVDs) were used to inspire and improve understanding among experts from different cultures and discourses of music education. To make the process manageable and focused we developed the Analytical Short Film (2-3 minutes) to address particular areas of interest and starting points for debate. We asked selected music teachers from seven nation-states to allow a typical and (in their opinion) good lesson to be recorded. We also asked the students and their parents for permission. At a symposium, national experts and researchers presented views on „the
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Lehmann-Wermser, Andreas. "How lessons are structured." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34625.

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This chapter demonstrates how distinct positions in “Didactics” structure lessons in general, even down to structures in interaction. Another focus lies in the role of assessment in a comparison between the Lower-Saxony- and the Scottland-Lesson. It can be shown that the role of assessment that is proposed by the school administration influences classroom action, again down to structures of interaction.
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Pardàs, Lluïsa. "Constructivism and Collaborative Learning in Music Teaching." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.

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The lessons from Catalonia and Sweden, based in instrumental or vocal music performance, are analysed taking into account the respective teachers’ goals and practices. The implications of the two different methodologies used, top-down big ensemble and collaborative small groups, and their relationship to constructivist pedagogies are discussed.
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Rolle, Christian. "What can we expect from international comparison in the field of music education?: Opportunities and challenges." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34630.

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Analysing the conversations at the conference the chapter addresses fundamental issues of cultural comparison in music education. There is a disciplinary bias that can tempt the researcher to overestimate cultural conditions. This could lead to cultural relativism that keeps us from critically addressing normative issues associated with aims and contents of music education.
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Petrova, Irina School of Music &amp Music Education UNSW. "A comparative study of primary/ elementary school music curricula in Australia (NSW), in the UK (England), in the Russian Federation and in the United States of America." Awarded by:University of New South Wales. School of Music and Music Education, 2005. http://handle.unsw.edu.au/1959.4/23330.

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In different countries, the music curricula for primary/ elementary school children has been influenced by many diverse factors including a number of progressive educational practices and a variety of psychological theories. This research gives a detailed analysis of a number of primary/ elementary school programs for general music in Australia (New South Wales, i.e. NSW), in the UK (England), in the Russian Federation and in the United States of America. The research aims to find out to what extent music education in different countries is based on or follows psychological theories of child d
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Books on the topic "Music Education Estonia, Comparative Music Education, Philosophy of Music Education"

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Hanʼguk sosŏl ŭi pundan iyagi. Chʻaek Sesang, 2006.

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Book chapters on the topic "Music Education Estonia, Comparative Music Education, Philosophy of Music Education"

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"Reflective Practice in Music." In Transforming Music Education in P-12 Schools and the Community. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2063-5.ch001.

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This chapter proposes that music-making is a reflective practice and critically examines the issues of reflective practice in music listening, performing, and creating in P-12 and community schools. The author illustrates the framework of reflective practice embedded in music practice followed by proposing how music teaching and learning can be shared reflectively. Next, as a trait of this book, the author also adds an Asian perspective to understand reflective practice in music teaching and learning with a comparative and international topic in music education. Confucian philosophy of learning and Suzuki's philosophy that every child reflectively learns from the perceived environment.
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