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Journal articles on the topic 'Music education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Volk, Terese M. "World Musics and Music Education." Update: Applications of Research in Music Education 17, no. 1 (1998): 9–13. http://dx.doi.org/10.1177/875512339801700103.

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2

Lepherd, Laurence. "Comparative Music Education: Bicultural Music Education." International Journal of Music Education os-7, no. 1 (1986): 23. http://dx.doi.org/10.1177/025576148600700105.

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3

Darma Putra, Irdhan Epria. "HUMANISTIC THOUGHT IN MUSIC ARTS EDUCATION." Ekspresi Seni : Jurnal Ilmu Pengetahuan dan Karya Seni 25, no. 1 (2023): 63. http://dx.doi.org/10.26887/ekspresi.v25i1.3261.

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Research is the foundation of music education that has a humanistic mind. This research was conducted to determine the initial study of learning that could have been more optimal. Music education has not been able to express freedom and maturity. This research is due to a need to foster students' sense of awareness and responsibility. This awareness can expand students' experiences in music in the surrounding environment. The research used literature studies from ten articles published in national journals and then abstracted to compare the findings. The results showed that music education foc

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4

Mackinlay, Elizabeth, and 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 I

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5

Sularso, Sularso. "Pendekatan literasi musik: Upaya mengetahui persepsi mahasiswa pendidikan guru sekolah dasar tentang keragaman budaya musik Indonesia." Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan 10, no. 1 (2022): 1–7. http://dx.doi.org/10.30738/wd.v10i1.12745.

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Bagi mahasiswa pendidikan guru sekolah dasar, pembelajaran musik menjadi matakuliah wajib yang harus dituntaskan. Dalam masyarakat multikultural, siswa pendidikan guru sekolah dasar harus memahami khasanah musik Indonesia secara baik. Persoalannya adalah mahasiswa pendidikan guru sekolah dasar tidak secara spesifik mengambil jurusan musik, sehingga rata-rata mereka tidak memiliki pengetahuan literasi musik secara memadai. Perspektif literasi musik tradisional ini dimaksudkan untuk membantu mahasiswa sekolah dasar dalam memahami hubungan antara musik tradisional dan pendidikan musik multikultur

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6

Volk, Terese M. "Folk Musics and Increasing Diversity in American Music Education: 1900-1916." Journal of Research in Music Education 42, no. 4 (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

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7

Berdiyevich, Panjiyev Qurbonniyoz. "ORGANIZATION OF INDEPENDENT EDUCATIONAL ACTIVITIES OF MUSIC EDUCATION STUDENTS IN HIGHER PEDAGOGICAL EDUCATION." European International Journal of Pedagogics 4, no. 12 (2024): 95–98. https://doi.org/10.55640/eijp-04-12-20.

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This article considers the issues of effective organization of independent educational activities of music education students in the system of higher pedagogical education. The importance of independent education in the educational process, its role in developing students' creative thinking, musical analysis skills, and methodological approaches are analyzed. The article also describes methods for involving students in independent education using innovative technologies, interactive methods, and digital tools. Pedagogical experiences and practice results in the formation of students' independe

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8

X., Shermatova. "A LOOK AT THE MUSIC EDUCATION IN SCHOOLS: FORMS AND METHODS OF MUSIC EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (2021): 253–58. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-45.

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9

Kwami, Robert. "Non-Western Musics in Education: Problems and Possibilities." British Journal of Music Education 15, no. 2 (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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10

Kane, Jan. "Music Education." International Journal of the Humanities: Annual Review 5, no. 10 (2008): 95–104. http://dx.doi.org/10.18848/1447-9508/cgp/v05i10/42250.

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11

Wolffenbüttel, Cristina Rolim. "Music Education and Folk Music." International Journal of Social Science Studies 9, no. 1 (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 ped

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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, no. 2 (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 und

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13

Ibragimovich, Mustafoev Bakhtiyor. "Reforms of Music Culture Education." International Journal of Psychosocial Rehabilitation 24, no. 4 (2020): 7155–60. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020530.

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Makhammatov, Abdumannon. "Computerization Technology Of Music Education." American Journal of Social Science and Education Innovations 02, no. 10 (2020): 418–21. http://dx.doi.org/10.37547/tajssei/volume02issue10-67.

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15

Fu'adi, Fu'adi, Agustianto Agustianto, Heni Kusumawati, and Sritanto Sritanto. "Indikator Ideal Pendidikan Vokasional Bidang Musik Abad XXI di Indonesia." PROMUSIKA 12, no. 1 (2024): 22–31. http://dx.doi.org/10.24821/promusika.v12i1.12557.

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Model Pendidikan abad XXI menjadi hal yang sangat penting untuk dijadikan rujukan dalam penyelenggaraan sebuah pembelajaran. Artikel ini menguraikan berbagai indikator ideal dalam pendidikan vokasional bidang musik di Indonesia. Melalui observasi, wawancara, dan studi dokumentasi, diperoleh beberapa indikator ideal pendidikan vokasional bidang musik antara lain 1) Konteks pembelajaran vokasional bidang musik dapat ditinjau dari konteks ekonomi, sosial, pendidikan, sejarah dan internasional yang mampu memberikan daya kreatifitas dan skill yang tinggi dengan didukung sarana prasarana yang mutakh

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Oehrle, Elizabeth. "Challenges in Music Education Facing the New South Africa." British Journal of Music Education 15, no. 2 (1998): 149–54. http://dx.doi.org/10.1017/s0265051700009293.

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South Africa is undergoing dynamic changes affecting all aspects of life, and legacies of the previous regime have a bearing on these changes. Music educators informal institutions face many challenges. Music-making in the informal sector is extensive, ongoing and relevant. Today, one of the greatest challenges for music educators in the formal sector is to realise the importance and value of developing a philosophy and process of music education that emanates and evolves from musics and musical practices existing in southern Africa.

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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 (2019): 247–53. http://dx.doi.org/10.12739/nwsa.2019.14.3.d0242.

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18

Lee, Ka-won. "Music Education using Film Music in Liberal Arts Education." JOURNAL OF THE KOREA CONTENTS ASSOCIATION 24, no. 8 (2024): 480–89. http://dx.doi.org/10.5392/jkca.2024.24.08.480.

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19

Kelly-McHale, Jacqueline. "Equity in Music Education: Exclusionary Practices in Music Education." Music Educators Journal 104, no. 3 (2018): 60–62. http://dx.doi.org/10.1177/0027432117744755.

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20

Mueller, Katharina. "Secondary Musical Languages: Modeling Multicultural Music Curricula after Foreign Language Education." Nota Bene: Canadian Undergraduate Journal of Musicology 18, no. 1 (2025): 28–54. https://doi.org/10.5206/notabene.v18i1.22231.

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Music conservatories and university music departments around the world have recently begun to introduce additional musics outside the Western art music traditions into their required curricula, including non-Western traditions and Western vernacular traditions. While preprofessional training in Western art music remains the primary objective, these institutions are modifying curricula in order to expose their students to a broader scope of musics and cultivate an awareness of global musical diversity. However, many newly developed programs and course models that integrate additional musics fai

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21

Kertz-Welzel, Alexandra. "Rethinking Music Education and Aesthetic Education." Beijing International Review of Education 4, no. 3 (2022): 347–50. http://dx.doi.org/10.1163/25902539-04030006.

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Abstract In recent years, there has been an emphasis on music education for social change in Anglo-American music education. This one-sided focus caused a marginalization of aesthetic aspects. This is problematic since Anglo-American music education is often seen as “international” even though it only represents one part of global thinking. In Northern Europe, aesthetic music education has been a longstanding paradigm, being based on the concept of Bildung. It emphasizes that education is about more than knowledge and skills. It is also about formation, self-actualization and contributing to t

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22

Hess, Juliet. "Troubling Whiteness: Music education and the “messiness” of equity work." International Journal of Music Education 36, no. 2 (2017): 128–44. http://dx.doi.org/10.1177/0255761417703781.

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At the elementary level, White, female music teachers largely populate music education. In the diverse schools of Toronto in Canada, teachers navigate their White subjectivities in a range of ways. My research examines the discourses, philosophies, and practices of four White, female elementary music educators who have striven to challenge dominant paradigms of music education. Their practices include critically engaging issues of social justice, studying a broad range of musics, and emphasizing contextualization. In many ways, these teachers interrupt the Eurocentric paradigm of music educati

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23

Yoo, Hyesoo. "Toward a Decentered Music Education Using a Rhizomatic Approach." Music Educators Journal 110, no. 1 (2023): 34–40. http://dx.doi.org/10.1177/00274321231195823.

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As we work to connect equity to our curriculum and pedagogy, a rhizomatic approach may provide a valuable lens for reconsidering traditional conventions. Such an approach underlines interconnected multiplicity with a noncentered, nonhierarchical emphasis. Applying a rhizomatic method, I offer music teachers some practical applications to challenge conventional curricular tendencies in subtle but important ways. Instead of using an additive approach to the Western classical canon, this approach helps to engage in music comparatively or relationally, which can enable teachers and students to thi

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24

Sinaga, Fajry Sub'haan Syah, Sunarto Sunarto, Syahrul Syah Sinaga, Agus Cahyono, Udi Utomo, and Suwito Suwito. "Trunthung Music as an Informal Educational Model for Decolonizing Music Education: A Case Study in Cultural Context." Korean Music Education Society 54, no. 2 (2025): 161–82. https://doi.org/10.30775/kmes.54.2.161.

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본 연구는 음악 교육에서 탈식민화의 한 형태로서 트룬뚱 음악을 고찰하고자 한다. 트룬뚱 음악은 문화적 경험과 공동체의 참여를 중심으로 이루어지는 지역 전통 예술로, 인도네시아 음악 교육에서 서구 중심의 이론과 체계에 의해 간과되어 왔다. 본 연구는 현상학적 질적 연구 방법을 기반으로, 마겔랑군 메르바부산 기슭 지역 공동체 내 트룬뚱 음악 활동에 대한 현장 관찰과 함께, 예술가 수탄토 멘둣, 한도코 와랑안, 싱기 기자얀 등 주요 문화 인물들과의 면담을 통해 자료를 수집하였다. 연구 결과, 트룬뚱 음악은 지역 문화를 보존하고 공동체 정체성을 강화하는 데 기여하며, 음악 교육이 단순한 이론 전달을 넘어서 살아있는 문화적 실천의 장이 될 수 있음을 보여준다. 이러한 탈식민적 접근은 지역 지식과 예술 표현을 교육의 핵심 요소로 재조명함으로써, 기존의 서구 중심적 교육 패러다임에 대한 대안을 제시한다.

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25

Rauduvaite, Asta. "Music education of the present: Does popular music develop learners’ values?" New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (2017): 139–47. http://dx.doi.org/10.18844/prosoc.v4i1.2245.

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26

Kwami, Robert. "Music education in Ghana and Nigeria: a brief survey." Africa 64, no. 4 (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 pr

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27

Mahammatov, Abdumannon, Azam Abdurakhimov, and Mingjigit Kholbekov. "Combination Of Music And Physical Education." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 6–15. http://dx.doi.org/10.37547/volume03issue03-02.

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Oztug, Emine Kivanc, and Burcu Karagoz. "Music Education Policies of Northern Cyprus." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (2017): 442. http://dx.doi.org/10.18844/gjhss.v3i3.1613.

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29

Arslanova, Nafisa Jaxbaralievna, and Kizlarhon Anvarovna Isamova. "THEORETICAL FUNDAMENTALS OF MUSIC EDUCATION METHODOLOGY." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 12 (2021): 119–23. http://dx.doi.org/10.37547/pedagogics-crjp-02-12-24.

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Any science consists of a conclusion, a summary, a system of reliable and generalized knowledge about the objective laws of nature, society and the development of thought. The existence of a special understanding is an indispensable condition for the separation and normative activity of any science. Upbringing, education and teaching are the basic concepts of pedagogy as a science.

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30

Butler, Alison. "The judges’ decision is final: Judgement in music talent reality TV and school music education." Journal of Popular Music Education 3, no. 3 (2019): 399–415. http://dx.doi.org/10.1386/jpme_00003_1.

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This article explores music talent reality television (RTV) and conceptualizes it as a site of music education. It also considers whether music talent RTV might magnify sociocultural traits that are less easily detected in other sites of music education. A considerable body of research has developed around RTV, notably from the fields of sociology, media studies, cultural studies and women’s studies. These scholars frequently draw on Bourdieu’s concepts of habitus and capital to analyse participant and audience engagements with the genre. Judgement is central to these discussions, particularly

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31

Coeyman, Barbara, and Lucy Green. "Music, Gender, Education." Notes 55, no. 1 (1998): 138. http://dx.doi.org/10.2307/900387.

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32

Humphreys, Jere T. "Education and Music." Music Educators Journal 74, no. 5 (1988): 13–17. http://dx.doi.org/10.2307/3397974.

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33

Anderson, William M. "Multicultural Music Education." Music Educators Journal 78, no. 9 (1992): 25. http://dx.doi.org/10.2307/3398425.

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34

Reimer, Bennett. "Successful Music Education." Music Educators Journal 85, no. 3 (1998): 10–11. http://dx.doi.org/10.2307/3399137.

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35

Koskie, JaNell. "Transforming Music Education." Music Educators Journal 90, no. 2 (2003): 62–64. http://dx.doi.org/10.2307/3399938.

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36

Keil, Charles, and Christopher Small. "Music-Society-Education." Ethnomusicology 29, no. 2 (1985): 385. http://dx.doi.org/10.2307/852163.

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37

Richerme, Lauren Kapalka. "Measuring Music Education." Journal of Research in Music Education 64, no. 3 (2016): 274–93. http://dx.doi.org/10.1177/0022429416659250.

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Despite substantial attention to measurement and assessment in contemporary education and music education policy and practice, the process of measurement has gone largely undiscussed in music education philosophy. Using the work of physicist and philosopher Karen Barad, in this philosophical inquiry, I investigated the nature of measurement in music education while concurrently exploring the assumptions underlying documents related to the proposed music Model Cornerstone Assessments. First, Barad’s concepts of reflection and diffraction reveal the false assumption that measurement captures rat

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38

Aristotle. "Education in Music." Arts Education Policy Review 103, no. 5 (2002): 31–34. http://dx.doi.org/10.1080/10632910209600302.

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39

Oates, Jennifer. "Music Librarianship Education." Music Reference Services Quarterly 8, no. 3 (2004): 1–24. http://dx.doi.org/10.1300/j116v08n03_01.

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Gerrity, Kevin W. "Measuring Music Education." Music Educators Journal 99, no. 4 (2013): 17–19. http://dx.doi.org/10.1177/0027432113486414.

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Emert, Dennis, Scott Sheehan, and O. David Deitz. "Measuring Music Education." Music Educators Journal 100, no. 1 (2013): 30–31. http://dx.doi.org/10.1177/0027432113495796.

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Cangro, Richard M. "Measuring Music Education." Music Educators Journal 100, no. 3 (2014): 20–21. http://dx.doi.org/10.1177/0027432113519929.

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Orzolek, Doug. "Measuring Music Education." Music Educators Journal 100, no. 4 (2014): 22–24. http://dx.doi.org/10.1177/0027432114522387.

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Overland, Corin T. "Music Education, Inc." Music Educators Journal 104, no. 1 (2017): 55–61. http://dx.doi.org/10.1177/0027432117719462.

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Today’s students live in the center of a rich, interconnected system of public, philanthropic, and for-profit entities that support the act of music teaching and learning. Students are not limited to the kinds of musical instruction available to them in their schools. Provided they have the means and the access, the musically curious can supplement or supplant their in-school musical lives with extracurricular and cocurricular activities, private studio lessons, community ensembles, or religious services. The for-profit music education industry in particular has grown in popularity and commerc

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45

Shevock, Daniel J. "Music education for social change: constructing an activist music education." Music Education Research 23, no. 1 (2021): 125–27. http://dx.doi.org/10.1080/14613808.2021.1885883.

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46

Aguilar, Carla E., and Christopher K. Dye. "Developing Music Education Policy Wonks: Preservice Music Education and Policy." Journal of Music Teacher Education 29, no. 2 (2019): 78–88. http://dx.doi.org/10.1177/1057083719885335.

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The typical undergraduate music education student is focused on developing their musicianship and leadership abilities, professional education competencies, and specific pedagogical expertise. While these are desirable outcomes of a music education degree, music teachers must learn how to effectively interact with a range of policies that will influence how they navigate their professional and private lives. The purpose of this article is to outline and explore mechanisms to engage preservice teachers with educational policies and policy-related practices. We discuss resources for learning abo

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47

Shuler, Scott C. "Music Education for Life: Five Guiding Principles for Music Education." Music Educators Journal 97, no. 3 (2011): 7–9. http://dx.doi.org/10.1177/0027432110395080.

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48

Fatmawati, Erna. "KEBIJAKAN SEKOLAH DALAM PENDIDIKAN KARAKTER DENGAN KEGIATAN SENI MUSIK ANGKLUNG DI SD ISLAM TERPADU AL – KHAIRAAT." Spektrum Analisis Kebijakan Pendidikan 9, no. 1 (2021): 92–102. http://dx.doi.org/10.21831/sakp.v9i1.17039.

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AbstrakPenelitian ini bertujuan untuk mendeskripsikan dan mengetahui kebijakan sekolah dalam pendidikan karakter dengan kegiatan seni musik angklung di SD Islam Terpadu Al–Khairaat, yang meliputi 1) kebijakan sekolah dalam pendidikan karakter dengan kegiatan seni musik angklung 2) nilai-nilai karakter yang dihasilkan dalam kegiatan seni musik angklung 3) dampak kebijakan sekolah dalam pendidikan karakter dengan kegiatan seni musik angklung. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Teknik analisis data menggunakan model Miles dan Huberman yaitu dengan langka

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Lasauskiene, Jolanta, and Youdi Sun. "Challenges and visions in school music education: Focusing on Chinese and Lithuanian realities." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (2019): 38–46. http://dx.doi.org/10.18844/prosoc.v6i1.4153.

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This article focuses on music education in Chinese and Lithuanian schools, especially on the latest reforms of the national music curriculum for basic and general education. Due to the original reasons and historical development in the east and west, the philosophies of educations are different, resulting in differences in concepts of education, goals of education, methods of education, roles of teachers and students. The process of collecting information for music education in Lithuania and China will be explained in order to gain insight into specific issues related to each country. The resu

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Evelein, Frits. "Pop and world music in Dutch music education: two cases of authentic learning in music teacher education and secondary music education." International Journal of Music Education 24, no. 2 (2006): 178–87. http://dx.doi.org/10.1177/0255761406065479.

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