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Journal articles on the topic 'Teaching music education'

Author: Grafiati

Published: 11 September 2021

Last updated: 30 July 2025

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1

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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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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Rui, Mu DongXing Liu. "Music Teaching Of Preschool Education Major In Colleges And Universities In Hebei Province From The Perspective Of Orff Teaching Method." Multicultural Education 9, no. 4 (2023): 19. https://doi.org/10.5281/zenodo.7834289.

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<em>With the promotion of quality education and the liberalization of the two-child policy, preschool education plays an increasingly important role. There are new challenges to the reform of music teaching in preschool education in colleges and universities. The traditional teaching mode has been unable to effectively mobilize students' learning enthusiasm, which requires that music teaching in preschool education in colleges and universities draws on the advanced</em> <em>This paper examines the effects of the Orff teaching method on students' interest in music and their understandin

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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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Asmus, Edward P. "Music Teaching and Music Literacy." Journal of Music Teacher Education 13, no. 2 (2004): 6–8. http://dx.doi.org/10.1177/10570837040130020102.

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Zhang, Chuan, and Nina Wang. "Intelligent Education Realizes the Redistribution Effect of Music Professional Education." Journal of Combinatorial Mathematics and Combinatorial Computing 123, no. 1 (2024): 411–19. https://doi.org/10.61091/jcmcc123-29.

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In the era of intelligent education, technology is reshaping traditional music education by enhancing teaching quality, optimizing curriculum design, and improving teacher resources. However, its redistributive effects remain underexplored. This study examines how intelligent education technology impacts resource distribution in music education, focusing on the context of music teacher certification. The research highlights the reform needs of music teacher education, including student-centered goals, improved teaching methods, and optimized curricula. It introduces a music intelligence system

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kizi, Rakhimova Aziza Egambergan. "Methodology of Teaching Music Folklore for Music Teachers." European International Journal of Pedagogics 5, no. 5 (2025): 81–83. https://doi.org/10.55640/eijp-05-05-18.

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This article analyzes the methodology of teaching musical folklore in the process of training music teachers, its scientific and theoretical foundations, content and practical application. Effective methods of forming professional competence of future teachers, developing aesthetic taste and educating in the spirit of respect for national culture by integrating folklore samples based on folk oral traditions into music education are highlighted. At the same time, the article presents methodological recommendations on the use of lesson plans based on folk music, interactive methods and modern pe

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Botirkhonovich, Shokirkhonov Bakhtiyorkhon. "EDUCATION OF MUSICAL ABILITIES, TEACHING ONE AND TWO VOICES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 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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Tian, Jie. "Intelligent Information Teaching Method and Its Influence on Instrumental Music Teaching." International Journal of Web-Based Learning and Teaching Technologies 20, no. 1 (2025): 1–22. https://doi.org/10.4018/ijwltt.372677.

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As cloud computing, big data, and AI advance, teachers increasingly leverage “cloud” technology for flexible and intelligent teaching. The “cloud classroom” is a growing trend, especially for instrumental music education. This paper examines the pros and cons of cloud-based instrumental music teaching, exploring how to adapt methods to local conditions to enhance remote teaching quality. It draws on past experiences to innovate teaching models for practical courses like acoustic instrument music in the “Internet+” era, guiding reforms in higher education music programs. The paper also reviews

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Tan, Leonard. "Concept Teaching in Instrumental Music Education." Update: Applications of Research in Music Education 35, no. 2 (2016): 38–45. http://dx.doi.org/10.1177/8755123315604455.

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This article is a review of research literature on the teaching of concepts in instrumental music education. It is organized in four parts (a) the value of concept teaching in large instrumental ensembles, (b) time spent teaching concepts during rehearsals, (c) approaches to concept teaching, and (d) implications for music education. Research has indicated that there is value to teaching conceptually. Time invested in teaching concepts has not been found to detract from performance goals; on the contrary, performance may be enhanced. Musical concepts may be taught via positive and negative ins

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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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Hu, Tingyan, and Daisy Dolores Lamis. "Music Activity Guidance Strategies for Education Majors." International Journal of Education and Humanities 8, no. 1 (2023): 8–11. http://dx.doi.org/10.54097/ijeh.v8i1.6429.

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Music is an important educational activity in kindergartens that contributes positively to the development of children's appreciation and expressive abilities. With the growing awareness of music activities, more and more people are concerned about how to improve children's ability to perceive, understand, and express music creatively through activities that promote their overall physical and mental development. In this study, the researcher observed and analyzed the teaching behaviors of kindergarten teachers in Hefei area during music teaching activities. Music teaching activities were obser

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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 (March 31, 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

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Wu, Xiaoli. "The Infiltration Path of Aesthetic Education in Vocal Music Teaching of Preschool Education Major in Higher Vocational Colleges." Learning & Education 10, no. 5 (2022): 241. http://dx.doi.org/10.18282/l-e.v10i5.2757.

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Vocal music teaching is an important part of aesthetic education. In preschool education of higher vocational colleges,  vocal music teaching should be carried out in aesthetic appreciation and aesthetic education should be infiltrated into vocal music  teaching, which is in line with the requirements of current teaching reform of higher vocational colleges and can also promote all-round education. Combining with the significance of aesthetic education in vocal music teaching in higher vocational preschool  education, this paper probes into the infiltration path of aesthetic

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COX, GORDON, and STEPHANIE PITTS. "Editorial." British Journal of Music Education 21, no. 1 (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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Van, Huong Mai Thi. "Developing music teaching capacities for primary education students at Tan Trao University to meet the 2018 general education curriculum." International Journal of Multidisciplinary Research and Growth Evaluation 5, no. 3 (2024): 27–29. http://dx.doi.org/10.54660/.ijmrge.2024.5.3.27-29.

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The article discusses theories of music teaching, the content of music within the 2018 general education curriculum, and the current situation of teaching music courses to primary education students at Tan Trao University. It proposes three methods to enhance the teaching capacities of primary education students in music teaching to meet the requirements of the new general education curriculum. The research results contribute to improving the music teaching capacities of primary education students to meet the new demands and training objectives of the university.

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Adu-Gilmore, Leila. "Accessing marginalized musics through adaptable, culturally sustaining music technology modules." Journal of Popular Music Education 7, no. 3 (2023): 317–34. http://dx.doi.org/10.1386/jpme_00130_1.

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Black music technology has innovated across genres such as dub, hip hop, techno and Afrobeats, redefining music as we know it. Music research subfields (performance, composition, musicology, technology) have historically excluded black musics but music education has begun to include them. Critical Sonic Practice Lab created a culturally-sustaining music technology toolkit and modules in Accra, Ghana. We exploit music technology’s constant evolution, engaging critical sonic practice’s intersectional approaches to the continuum of improvisation and composition, and music theory. Adjusting teachi

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Xu, Yunzhang. "The New Media Environment Presents Challenges and Opportunities for Music Education in Higher Education." Journal of Environmental and Public Health 2022 (July 13, 2022): 1–11. http://dx.doi.org/10.1155/2022/9261521.

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Educational reform is essential. The revolution of multimedia technology and network technology is having a profound impact on the traditional teaching system, teaching methods, and training content. The learner-centered online learning model is rapidly developing. Research shows that, based on new media concepts and technology applications, music teaching platforms can be created and researched through limited forms of music teaching in colleges and universities and new media platforms. The survey results of the practice and role of new media in the process of assisting music teaching in coll

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Maharaj, Adita, and Akini Gill. "Technology in Music Education." Canadian Journal of Learning and Technology 49, no. 2 (2023): 1–15. http://dx.doi.org/10.21432/cjlt28153.

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This study examined the use of music software as a pedagogical tool for the delivery of specific content in a music education course offered to Certificate and Bachelor of Education Program students at a Caribbean university. The existing course uses a traditional approach, and thus, the study is significant as the results would propel a shift toward transformational teaching. Twenty-four university students were chosen for the study which adopted a mixed methods approach. Over one semester, participants used a free, open-source music software program to learn simple time signatures. Students

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Shin, Ae Sun. "The Effects of Early Childhood Music Education Based on PBL on the Music Teaching Content Knowledge and Efficacy of Pre-Service Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 24 (2024): 777–95. https://doi.org/10.22251/jlcci.2024.24.24.777.

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Objectives The purpose of this study is to investigate the effects of early childhood music education based on problem-based learning(PBL) on the music teaching content knowledge and efficacy of pre-service early childhood teachers. Methods For this purpose, the study selected 25 freshmen in the Department of Early Childhood Education at U University in I City and 23 freshmen in the Department of Early Childhood Education at H University in G City in Chungnam Province among the students who took an “early childhood music education” course as their major elective. While the experiment group par

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Ma, Erhong. "Research on the teaching innovation model of the integration of information technology and music education." MATEC Web of Conferences 365 (2022): 01054. http://dx.doi.org/10.1051/matecconf/202236501054.

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In the environment of intelligent education, in order to comprehensively improve the quality of music education, we should adhere to the application advantages of information technology as the basis, by reconstructing the form of music education, optimizing the music teaching process, and enriching the music teaching materials, so that students can better understand music Teaching content, to achieve the essential innovation of music education model. Through the analysis of the current problems in music education, combined with the interpretation of the advantages of the integration of informa

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Huang, Hai Yan, and Zhong Chen. "Application Research of Information Technology in Music Education." Advanced Materials Research 1044-1045 (October 2014): 1577–80. http://dx.doi.org/10.4028/www.scientific.net/amr.1044-1045.1577.

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The continuous development of information technology has been widely used in modern education sector. Music is in change mode of education reform period, the use of media technology in teaching effectiveness, improving fit and modern music teaching information, teaching resources are fully utilized. Information technology can be applied to many music teaching resources, especially the Internet and multimedia technologies, to expand the field of music teaching resources provide great help, plus many support computer hardware and software, will be the main future of music education reform measur

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Lu, Yuan. "The Innovative Trend of Piano Teaching in Music Education in Multicultural Education under Ecological Environment." Journal of Environmental and Public Health 2022 (August 27, 2022): 1–9. http://dx.doi.org/10.1155/2022/7044904.

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Primarily based on theoretical studies of multicultural pedagogy, anthropology of music, and postmodern music education concepts, techniques combining qualitative and quantitative research are used. Eight types of design guidelines are then proposed according to different intelligence characteristics, according to intelligence characteristics and context of conversational design. Finally, based on the perspective of multicultural learning environments, this work will explore and provide insights into new concepts of piano teaching in multicultural learning environments in three areas: new pian

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Li, Yifeng. "Application of Computer-Based Auto Accompaniment in Music Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 06 (2020): 140. http://dx.doi.org/10.3991/ijet.v15i06.13333.

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The computer-based auto accompaniment (AA) reflects the integration between computer technology and music theory. If applied in music education, the computer-based AA may kindle the flame of innovation in music teaching and creation and reshape the traditional music teaching mode. Therefore, this paper probes deep into the value of applying the computer-based AA in music education. Firstly, the author discussed the merits and defects of the application. To disclose the application effect, the computer-based AA was introduced to the teaching of ten songs among 92 music majors. The test results

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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, no. 2 (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

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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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Bremmer, Melissa, and Luc Nijs. "Embodiment in music education." Journal de recherche en éducations artistiques (JREA), no. 2 (February 6, 2024): 15–26. http://dx.doi.org/10.26034/vd.jrea.2024.4717.

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In this article, we give an overview of theoretical and empirical research that exemplifies how and why the body of the student and teacher plays a pivotal role in music learning and teaching processes. We will discuss the concepts of entrainment, alignment, and prediction, that have been developed within the theory of embodied music cognition, and their relation to music learning. Furthermore, we will discuss how physical modelling, gestures and touch are important embodied teaching strategies. The article concludes with some suggestion as to how these concepts and strategies can be put into

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Kulnazarova, Janar, and Lola Maxamatdinova. "IMPROVING THE TEACHING OF MUSIC EDUCATION." MODERN SCIENCE AND RESEARCH 2, no. 12 (2024): 84–89. https://doi.org/10.5281/zenodo.10460744.

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Hu, Wenzhe. "Research on Teaching Strategies of Jiangxi Folk Songs Choral Programme in Higher Education Music Education." International Journal of Social Sciences and Public Administration 6, no. 3 (2025): 187–96. https://doi.org/10.62051/ijsspa.v6n3.27.

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Music education in colleges and universities is an important link in the cultivation of musical talents in China, and Jiangxi folk song chorus, as an important part of China's traditional music culture, has a unique status and value in music education in colleges and universities. In this paper, starting from the analysis of the characteristics of Jiangxi folk song choral repertoire, the current situation of Jiangxi folk song choral repertoire in music education in colleges and universities has been investigated, and corresponding education and teaching strategies have been put forward to addr

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Hu, Wenzhe. "Current Situation and Countermeasures of Music Teaching in Colleges and Universities." International Journal of Education and Humanities 17, no. 2 (2024): 278–82. https://doi.org/10.54097/kttmgb25.

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With the development of social economy and the advancement of educational reform, music education in Chinese colleges and universities is gradually paid attention to. However, there are still many problems in music education. Through the analysis of the current situation of music teaching in universities in China, it is found that there are some problems in music education, such as unclear educational concept and goal, single teaching content and method, insufficient teaching resources and facilities, uneven quality and level of teaching staff, or lack or unreasonable teaching evaluation syste

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Wang, Yijie. "Exploration of the Teaching Model of Music and Art in Universities under the Cultivation of Core Competencies." Occupation and Professional Education 1, no. 1 (2024): 90–93. http://dx.doi.org/10.62381/o242114.

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Core competencies connect teaching objectives with teaching practices. The cultivation of core competencies is the fundamental task of implementing moral education and promoting the modernization of education in China. Under the guidance of core competencies, musical art education in universities should readjust its course, deepen teaching reform, optimize teaching models, comprehensively improve the teaching quality of music majors, and promote the long-term development of music teaching in universities. Based on this, this paper takes the cultivation of core competencies as the object of mus

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Weidensee, Victor. "Teaching Music Literacy in the Music Performance Ensemble." NASSP Bulletin 70, no. 487 (1986): 100–101. http://dx.doi.org/10.1177/019263658607048724.

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Xing, Yue. "Aesthetic Education in Chinese Colleges and Universities: Music Education to Non-music Majors." BCP Education & Psychology 9 (March 29, 2023): 330–36. http://dx.doi.org/10.54691/bcpep.v9i.4702.

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The background that lots of Western universities have noticed the importance of aesthetic education and music education is that they offer a higher level of teaching and add teaching equipment, the lack of music education in Chinese universities has been more obvious. Based on the development of music education in Western universities, the authors looked into how students were being taught music in Chinese universities and colleges. Although the authors' findings from the questionnaire indicate that Chinese university students do not receive adequate music instruction, they are not pessimistic

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Li, Kaiyue. "Inheritance and Innovation of National Music Culture in Music Education." BCP Social Sciences & Humanities 18 (June 30, 2022): 556–63. http://dx.doi.org/10.54691/bcpssh.v18i.1162.

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In the context of globalization, national music culture has become the focus of academic circles. How to protect, inherit and innovate the excellent national music culture is an important problem facing the current music education theory and practice research. This study argues that music education needs to keep a proper balance between “globalization” and “localization”, reasonably use the teaching materials of national music, and maintain the “root” and “uniqueness” of national culture, so as to better inherit and innovate national music culture. Thus, in this study, based on the summary of

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Lu, Xin. "Practice and Research on Integrating "Course Ideology and Politics" into "Music and Art Appreciation" in Vocational Colleges." Journal of Education and Educational Research 7, no. 3 (2024): 248–52. http://dx.doi.org/10.54097/kfarhq34.

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Music teaching in vocational colleges is an important part of humanistic quality education. Guided by the concept of "curriculum ideology" in the new era, it is necessary to adhere to the infiltration of moral education elements into music teaching, deeply explore the educational value of music discipline, work together, and promote the comprehensive growth and development of college students. This article analyzes the current situation of integrating ideological and political education into music curriculum teaching in vocational colleges, proposes the requirements for music teaching under th

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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, no. 2 (2004): 159–67. http://dx.doi.org/10.1080/1359866042000248471.

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Tian, Ping, and Jing Pu. "The Construction of Localized Teaching Model of Orff Music Teaching Method Based on Big Data Analysis." International Journal of Information and Communication Technology Education 20, no. 1 (2024): 1–19. http://dx.doi.org/10.4018/ijicte.356396.

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This paper discusses how Orff's music education system is combined with the localized teaching mode under the background of globalization, especially with the support of big data analysis to realize the innovation of music education. Orff's music education has attracted worldwide attention for its openness, diversity and innovation. In China, its localization practice aims to balance the international educational concept with the local cultural needs. The innovations of this paper are as follows: firstly, the big data analysis technology is integrated into the localized teaching mode, and the

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Tang, Leqi. "Exploration of Multimodal Teaching Methods in Emotionally Empowered Music Education." Archives des Sciences 74, s2 (2024): 71–80. http://dx.doi.org/10.62227/as/74s29.

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Multimodal as a new teaching concept and mode, applied to musicology professional education is still in the primary stage of development, still lacks a more perfect teaching system. This paper categorizes students’ music learning types based on the modal types of sensory channels under multimodal teaching. The intelligent whiteboard technology is proposed to integrate the multimodal teaching technology. In the research of audio emotion recognition technology, the sample audio signal is preprocessed and emotional features are extracted in order to get the emotional features of the audio, and th

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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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Silveira, Jason M., and Frank M. Diaz. "Student Teaching in Music." Journal of Music Teacher Education 23, no. 2 (2013): 92–104. http://dx.doi.org/10.1177/1057083713487215.

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Chen, Anqi. "Harmony Teaching Research — Implication for Music Education." Art and Society 3, no. 1 (2024): 13–44. http://dx.doi.org/10.56397/as.2024.02.02.

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This study aims to find out how students’ executive function skills are impacted by music instruction, especially harmonic instruction. The study adheres to ethical standards, ensuring participant confidentiality and freely given, informed consent. The introduction, which also provides background information on the importance of music education, outlines the goals and objectives of the study. In this review of the literature, we focus on constructivism and sociocultural theory as the theoretical frameworks for our analysis of the studies on music education and its impact on cognitive developme

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Kutlimuratovich, Allaniyazov Bakhadir. "THE USE OF KODALY METHOD IN TEACHING MUSIC." International Journal of Pedagogics 4, no. 2 (2024): 63–67. http://dx.doi.org/10.37547/ijp/volume04issue02-12.

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The Kodaly method is a renowned approach to music education that emphasizes the importance of singing, movement, and ear training in the development of musical skills. The article will explore the history, key principles, benefits, implementation strategies, challenges, and limitations of the Kodaly method in music education. By delving into these aspects, we aim to provide a comprehensive understanding of how this method can enhance music learning experiences for students and inspire music educators to incorporate its principles into their teaching practices.

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Zhang, Chao. "A Brief Analysis of Orff's Music Teaching Concept." Review of Educational Theory 2, no. 3 (2019): 21. http://dx.doi.org/10.30564/ret.v2i3.873.

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Orff music teaching method is one of the most famous and widely used music education systems in the world, named after Karl Orff, a famous German musician. It endows the music education with humanity and fraternity under the perspective of anthropology, which has a profound impact on music education in primary and secondary schools all over the world. During the process of Chinese folk music teaching in primary and secondary schools, we should draw on the advantages of Orff's music teaching philosophy and promote the national characteristics of Chinese music teaching.

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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, no. 2 (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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Allen, Sandy. "Music Consultancy in Primary Education." British Journal of Music Education 5, no. 3 (1988): 217–40. http://dx.doi.org/10.1017/s0265051700006641.

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This article gives an account of a study in which the practice of music consultancy in primary education was examined. Its aims were to discover to what extent the claims made for music consultancy can be substantiated by empirical evidence, and to identify the factors which contribute to its success. The trends indicated that schools having a music consultant tend to achieve a slightly more favourable standard of music education, in terms of frequency of activities undertaken, than schools with no postholder for music. Little evidence was found, however, of the qualitative benefits thought to

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Yin, Jing Jing, and Boon Keat Ooi. "The Contemporary Development of Music Education in China: A Critical Review." International Journal of Social Science and Human Research 07, no. 08 (2024): 6265–70. https://doi.org/10.5281/zenodo.13709548.

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This article briefly discusses the development of music education in China and various theoretical aspects of music aesthetic ability. Exploring the current problems of music teachers in music teaching can help identify existing issues in music appreciation teaching. In the context of contemporary music education development, in order to enhance the musical aesthetic ability of college students and drive the o ptimization and development of the theoretical system of music appreciation teaching in colleges and universities, full attention should be paid to different music concepts such as ethni

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Castanon-Rodríguez, Rosario. "Teaching with LEEMUSICA/READMUSIC in Higher Education: Perception and Improve in Music Education." Proceedings 2, no. 21 (2018): 1353. http://dx.doi.org/10.3390/proceedings2211353.

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The present work tries to reflect the student perception about their music education through the application of two tests in the classroom with university students at 3rd and 4th year of the Grade of Teacher at the Faculty of Education in the University of Valladolid. They have been realized at the beginning of the year the first one and at the end of the first semester of the academic year 2017/18. The first one concerns their previous formation in music (school and High school as well as formal/unformal music education—conservatories and schools of music - included their perception about the

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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, no. 1 (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, s

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Brdnik Juhart, Petra, and Barbara Sicherl Kafol. "Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence." Center for Educational Policy Studies Journal 11, no. 3 (2021): 97–118. http://dx.doi.org/10.26529/cepsj.1092.

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Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listenin

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Zhang, Gengyuan. "Environment-Friendly Vocal Music Ecological Education: Sustainable Development of Vocal Music Education from the Perspective of Building." Journal of Environmental and Public Health 2022 (August 23, 2022): 1–8. http://dx.doi.org/10.1155/2022/5168389.

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With the acceleration of the modernization of human society, natural ecology is continuously destroyed, which inevitably brings about the crisis of the human spirit, and human beings progressively lose the ability to draw power from nature. Similarly, music is losing its function of freeing people from secularity and becoming a carrier of pure utility. For a long time, there have been some disharmonious factors in the ecological environment of vocal music teaching. For example, some vocal music teaching facilities are out of date, vocal music course resources are single and scarce, vocal music

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