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Artículos de revistas sobre el tema "School music"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de julio de 2024

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1

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 (August 7, 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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2

Standford, Patric, Malcolm Carlton, and Peter Fletcher. "School Music." Musical Times 128, no. 1737 (November 1987): 630. http://dx.doi.org/10.2307/965525.

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3

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

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From 1900 to 1916, the demographic makeup of the United States changed radically due to the heavy influx of people from Southern and Eastern Europe, and the schools, in particular, felt the impact of this immigration. Many music educators, like their colleagues in general education, found themselves facing an increasingly multicultural classroom for the first time. As a result of their efforts to help Americanize their immigrant students, music educators gradually came to know and accept folk songs and dances from many European countries and to make use of musics from these countries in music

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4

Kelley, Jamey, and Steven M. Demorest. "Music Programs in Charter and Traditional Schools." Journal of Research in Music Education 64, no. 1 (February 19, 2016): 88–107. http://dx.doi.org/10.1177/0022429416630282.

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Since the arrival of the first charter school in Minnesota in 1991, charter schools have become one of the largest movements in educational reform. In recent years, research has emerged that has compared the effectiveness of charter schools with their traditional school counterparts. The purpose of this study was to compare the extent of music offerings between charter schools and traditional public schools in the same urban district and geographic location within the city. Results indicated that while all schools in the sample offered significantly less music than national averages, significa

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5

Yunita, Ayu Tresna, Ayub Prasetiyo, and Aditya Tri Anggara Astanta. "Implementasi Materi Musik Berdasarkan Kurikulum Tematik 2013 Sekolah Dasar di Kecamatan Sewon Bantul Yogyakarta." PROMUSIKA 9, no. 1 (September 7, 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 bertuj

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6

Ho, Wai-chung. "Musical learning: Differences between boys and girls in Hong Kong Chinese co-educational secondary schools." British Journal of Music Education 18, no. 1 (March 2001): 41–54. http://dx.doi.org/10.1017/s0265051701000134.

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This paper presents an overview of boys' and girls' musical learning inside and outside school. This involves a sampling survey of 877 pupils (414 boys and 463 girls) in nine Chinese secondary schools. The paper argues that patterns of gender stereotyping associated with music among Hong Kong students have some similarities with those in the Western world. The impact of gender beliefs was most evident in types of instrumental learning, types of music activities, and listening and singing preferences. The subjects' attitudes towards the promotion of popular and Western classical musics in schoo

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7

Moeradi, Vista Amabile, and Yudi Sukmayadi. "Music Course Learning Program Analysis: Study at Indra Music School Bandung." Edumaspul: Jurnal Pendidikan 8, no. 1 (March 1, 2024): 816–19. http://dx.doi.org/10.33487/edumaspul.v8i1.7650.

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Terselenggaranya pendidikan formal tentu perlu adanya dukungan tambahan sebagai upaya peningkatan tumbuh-kembang anak, salah satunya dengan pendidikan non-formal pada lembaga kursus musik. Artikel ini bertujuan menganalisis program pembelajaran kursus musik yang diselenggarakan oleh Indra Music School Bandung. Pendekatan kualitatif digunakan dengan metode analisis deskriptif dimana data dikumpulkan melalui observasi dan wawancara, kemudian dianalisis melalui teknik reduksi, verifikasi, dan ditarik kesimpulannya. Hasil penelitian mengungkap terdapat dua kurikulum yang digunakan Indra Music Scho

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8

Árnason, Kári, Árni Árnason, and Kristín Briem. "Playing-Related Musculoskeletal Disorders Among Icelandic Music Students: Differences Between Students Playing Classical vs Rhythmic Music." Medical Problems of Performing Artists 29, no. 2 (June 1, 2014): 74–79. http://dx.doi.org/10.21091/mppa.2014.2017.

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Most research studies investigating the prevalence of musculoskeletal disorders affecting musicians and music students have focused on classical music, while less is known about their prevalence in other music genres. The purpose of this study was to document cumulative and point prevalence of playing-related musculoskeletal disorders (PRMD) among music students in Iceland and, specifically, to identify differences between those studying classical vs rhythmic music. We hypothesized that students of classical music would report more frequent and more severe musculoskeletal disorders than studen

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9

Lamont, Alexandra, David J. Hargreaves, Nigel A. Marshall, and Mark Tarrant. "Young people's music in and out of school." British Journal of Music Education 20, no. 3 (October 29, 2003): 229–41. http://dx.doi.org/10.1017/s0265051703005412.

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This article examines the perceived and documented problems of school music, particularly at secondary level, through a study of young people's music in and out of school. Four issues are explored: teachers' approaches to music in school; pupils' levels of engagement in musical activities in and out of school; pupils' attitudes to music in and out of school; and pupils' aspirations in music. A Pupils' Music Questionnaire was administered to 1,479 pupils in Years 4, 6, 7 and 9 (aged 8–14 years) from 21 schools in England; Teacher Interviews were conducted with 42 head teachers and teachers resp

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10

Vogel, Dorothy. "“Are You Only an Applauder?” American Music Correspondence Schools in the Early Twentieth Century." Journal of Research in Music Education 62, no. 4 (November 10, 2014): 446–61. http://dx.doi.org/10.1177/0022429414554230.

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The purpose of this study was to examine correspondence schools of music in the early twentieth century. Advertisements in widely circulated household and music periodicals and archival copies of courses from Siegel-Myers Correspondence School of Music, United States School of Music, American College of Music, and others were examined. Research questions focused on course offerings, faculty, recruitment, and reputation of the schools. The study also examined the advantages and disadvantages of this first generation of distance education and implications for current distance education practices

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11

Stålhammar, Börje. "School and Music-school Collaboration in Sweden." British Journal of Music Education 14, no. 3 (November 1997): 237–50. http://dx.doi.org/10.1017/s0265051700001224.

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How do we channel teenagers' interest in music? What guides our music teaching today, and what possibilities are there for development and change? These questions have given me occasion to take a closer look at the situation of music teaching today.Many teachers have asked themselves how we in the comprehensive school and the music school can look after the zest and creative power which are often exhibited by teenagers when they perform music freely, not under the direct control of a teacher. I have also, on quite a number of occasions during lessons, registered resignation and tedium on the p

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12

Fitriani, Yulianti. "Model Pembelajaran Seni Musik melalui Lesson Study: Studi Kasus di SDN Jawilan, Serang." Resital: Jurnal Seni Pertunjukan 15, no. 2 (March 15, 2015): 126–38. http://dx.doi.org/10.24821/resital.v15i2.847.

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Artikel ini dilatar-belakangi persoalan pembelajaran seni musik di SDN Jawilan Kab. Serang. Di SD ini penyelenggaraan pendidikan seni belum memperoleh perhatian yang cukup baik dari guru. Hal ini dapat dilihat dari pembagian alokasi waktu pembelajaran dan keterlibatan guru kelas yang tidak memiliki latar belakang pendidikan seni (musik). Dampak yang muncul, rata-rata siswa belum memiliki kemandirian dalam berkreativitas dan kurang berpartisipasi aktif dalam kegiatan musik baik di sekolah maupun di luar sekolah. Untuk memperbaiki persoalan tersebut dirasa perlu meminjam Lesson Study yang di dal

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13

Howe, Sondra Wieland. "Julius Eichberg: String and Vocal Instruction in Nineteenth-Century Boston." Journal of Research in Music Education 44, no. 2 (July 1996): 147–59. http://dx.doi.org/10.2307/3345667.

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Julius Eichberg (1824-1893) made valuable contributions to the development of music education through his string and vocal instruction in Boston. Educated in Europe, Eichberg was a violin professor in Geneva before immigrating to the United States in 1857. He directed the Boston Museum Concerts 1859-1866 and composed four operas. In 1867, he founded the Boston Conservatory, developed its string department, and published string method books and chamber music. In the Boston public schools, Eichberg taught high school vocal music, supervised music for the entire school system, and taught teacher-

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14

Franceschi, Ivana. "The Influence of Piano Students’ Sociodemographic Characteristics, Motivation, and Self-Efficacy on Their Achievements and Aspirations for Continuing Music Education." Nova prisutnost XX, no. 3 (November 16, 2022): 587–601. http://dx.doi.org/10.31192/np.20.3.8.

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Motivation, self-efficacy and certain personality traits are important factors for the success of piano students, and they also influence student aspirations for further music education. In addition to these factors, the paper studies certain sociodemographic characteristics, as predictors of the continuation of music education. The aim of the research was to examine the aspirations and predictors of piano pupils to pursue music education. The research was conducted in the following schools: »Josip Hatze« Music School in Split, »Ivan Matetić Ronjgov« Music School in Rijeka, and the three large

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15

Lucas Hamann, Keitha. "Music at Lincoln Junior High (Minneapolis) and the Lincoln Junior High Girls’ Band: 1923—1940." Journal of Research in Music Education 58, no. 1 (April 2010): 55–74. http://dx.doi.org/10.1177/0022429410362076.

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Examination of the music opportunities available to students in the junior high schools of the early twentieth century lends historical perspective to current challenges facing middle level music educators. This article describes the specific music offerings at Lincoln Junior High School in Minneapolis, Minnesota, from the school opening in 1923 to 1940, when financial challenges forced the reorganization of the music program. In many ways, the music curriculum at Lincoln Junior High School in Minneapolis was exemplary of the music experiences found in other junior high schools. The required c

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16

Domagała, Jarosław. "Janusz Miketta – organizer and reformer of music education in Poland." Konteksty Kształcenia Muzycznego 6, no. 1 (10) (June 30, 2020): 11–26. http://dx.doi.org/10.5604/01.3001.0014.2310.

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Janusz Miketta (1890-1954) – Polish musicologist, pedagogue and music life organizer. He studied philosophy at the University of Warsaw. He completed his music studies at the Music Institute in Warsaw and in Leipzig, as well as at the F. Chopin Higher Music School in Warsaw. Next, he was the principal of the Music School in Warsaw and from 1919 – the director of the Music Society and the S. Moniuszko Music School in Lublin. In 1924, he started his teaching career at the F. Chopin Higher Music School in Warsaw and later at the M. Karłowicz Music School in Warsaw. In the years 1926–1931, he was

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17

Dobrota, Snježana, Antonija Vrančić, and Ivana Križanac. "Attitudes of primary school teachers in Croatia toward Music as a school subject / Stališča osnovnošolskih učiteljev na Hrvaškem do glasbe kot šolskega predmeta." Glasbenopedagoški zbornik Akademije za glasbo ◆ The Journal of Music Education of the Academy of Music in Ljubljana 17, no. 34 (June 30, 2021): 13–27. http://dx.doi.org/10.26493/2712-3987.17(34)13-27.

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The paper explores the influence of years of work experience, professional qualifications, additional music education, engaging in music activities in leisure time, and going to the theatre/classical music concerts on the attitudes of primary school teachers toward the school subject Music. The research was conducted on a sample of primary education teachers from all Croatian counties (N = 233), using a questionnaire composed of two parts: The General Data Questionnaire and Attitudes Toward Music as a School Subject. The results confirm that primary school teachers with fewer years of work exp

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18

Orieščiková, Helena. "Music therapy or music philetics in school?" Kultura - Przemiany - Edukacja 8 (2020): 162–73. http://dx.doi.org/10.15584/kpe.2020.8.11.

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The paper is focused on explaining the concepts of music therapy and music philetics at school. Music philetics is defined as an artistic - pedagogical discipline with a very close relationship with music therapy. It tries to create his own, new ways, procedures with the basis in music therapy, but require a different procedure and approach within the implementation. Music philetics is a newly emerging discipline standing on the border of music education and music therapy. It is beneficial in schools where teachers use different working methods with music, rhythm, and voice. The text deals wit

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Hedgecoth, David M. "Collaborations: Partnerships Create Success for Charter School Students." Music Educators Journal 105, no. 2 (December 2018): 51–56. http://dx.doi.org/10.1177/0027432118804868.

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A unique partnership between public charter schools, a civic chamber orchestra, and university school of music has brought music instruction to middle school students in central Ohio. This collaborative endeavor can serve as a model for charter schools administrators wishing to expand their curricular offerings to include music and other arts instruction.

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Hardwick-Franco, Kathryn Gay. "Music Education In Remote Rural South Australian Schools: Does A Partnership With A Non-Government Organisation Work?" Australian and International Journal of Rural Education 28, no. 1 (December 9, 2017): 104–20. http://dx.doi.org/10.47381/aijre.v28i1.161.

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Schools in rural South Australia are remote from opportunities for students and teachers to engage in music learning and professional development. This aim of this research project was to investigate the degree to which partnerships between rural schools and non-government organisations (NGOs) can be effective and meet this need. Anderson and White (2011) note that partnerships in education, both in Australia and elsewhere, continue to be a prominent policy feature, as a preferred way of working to deal with key challenges for schools. This project employed a participant-observation methodolog

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ÜSTÜN, Hamza. "EXAMINATION OF TURKISH MUSIC ELEMENTS IN PRIMARY SCHOOL MUSIC LESSON BOOKS." SOCIAL SCIENCE DEVELOPMENT JOURNAL 7, no. 30 (March 15, 2022): 96–106. http://dx.doi.org/10.31567/ssd.580.

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In Turkey, music lessons start from the pre-school period and continue until the twelfth grade. While music teachers conduct the lesson in secondary and high school periods, this lesson is carried out by classroom teachers in primary school. Classroom teachers apply the knowledge they have learned within the scope of the music education course they have taken in the faculties they study at in primary schools. It is of great importance for primary school teachers to be able to teach the departments related to teaching Turkish music in primary schools, which has a wide range of music education.

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Hou, Zongchen, Chulan Xue, and Ruicong Ma. "Research of public and private junior high schools’ music teachers’ classroom teaching decision-making under China’s music curriculum standards." SHS Web of Conferences 157 (2023): 01015. http://dx.doi.org/10.1051/shsconf/202315701015.

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In the 11th anniversary of the issuance of Compulsory Education Music Curriculum Standards, this study aims to investigate the application of new curriculum standards in the teaching decision-making of junior middle school music teachers in China by means of questionnaire survey and semi-structured interview. A total of 54 public middle school music teachers and 46 private middle school music teachers responded to the survey within three months. Through the t-test of SPSSAU, the results show that junior high school music teachers apply the curriculum standards in different degrees in teaching

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23

Qiao, Zhenghao. "Research on the Application of Ethnic Music Promotion in Primary School Music Education under the Threshold of Core Literacy." Lecture Notes in Education Psychology and Public Media 2, no. 1 (March 1, 2023): 528–35. http://dx.doi.org/10.54254/2753-7048/2/2022372.

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Core literacy is an important concept in the context of the reform of the new curriculum standards and the basic requirement of education reform. Primary education is an important educational stage in a person's life, which has a foundation and laying role in the cultivation of students' literacy. Primary school music is an important part of quality education. The latest music curriculum standards point out the importance of traditional ethnic music culture. Primary school music education actively promotes national music is of great significance to the promotion of traditional Chinese culture.

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Ružić, Vesna, and Ines Cvitković Kalanjoš. "Interest of Primary School Students in Music." Magistra Iadertina 16, no. 2 (March 14, 2022): 23–39. http://dx.doi.org/10.15291/magistra.3644.

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Teaching music, which is carried out in primary school education through the subject Music Culture plays a major role and forms students’ musical competences as part of the cultural development of students. Listening is the only activity in music that includes an aesthetic level, so the level of aesthetic education depends on the amount of time devoted to this activity. The interest of children in music has the greatest influence on the cultural environment, but the influence of the family is even greater, no matter how accessible listening to music is with mass media. Attitude towards music i

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Chen, Yu. "Review of Interactive Teaching Methods of Music in Junior Middle Schools." Asian Journal of Education and Social Studies 50, no. 2 (January 23, 2024): 49–59. http://dx.doi.org/10.9734/ajess/2024/v50i21258.

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At present, music teaching in junior high schools is gradually highlighting the importance and development trend of interactive teaching. This study provides an in-depth analysis of all aspects of interactive teaching of music in junior middle schools through a multi-faceted research perspective, providing richer insights and methods for improving the quality of teaching. The art of teacher-student interaction in junior high school music classroom teaching under the new curriculum reform was discussed, and the core role of interaction in teaching was explained in detail. Researchers have condu

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Salek, Melissa. "Music for All? A Comparison of Florida Middle School Music Enrollment in Traditional, For-Profit, and Nonprofit Charter Schools." Research Perspectives in Music Education 22, no. 1 (2022): 46–62. http://dx.doi.org/10.55814/e81c3f3c.

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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 (January 19, 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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Kai Ti, Sun, and Kwan Yie Wong. "The Impact of Popular Music Teaching in Music Classrooms: Perspectives of Malaysian Primary School Music Teachers." Malaysian Journal of Social Sciences and Humanities (MJSSH) 9, no. 5 (May 21, 2024): e002826. http://dx.doi.org/10.47405/mjssh.v9i5.2826.

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The music curriculum standards for Malaysian government primary schools are based on the concept of developing musical skills and providing students with the right values through music education. Malaysian Chinese National Type Primary Schools, as a type of government primary school in Malaysia, has also compiled its music curriculum in accordance with the government's standards and guidelines. With the current development of media technology, popular music has flooded every corner of life, and this situation poses new challenges to music education in schools. Malaysian Chinese community, as t

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K.M., Isaac, and Emmanuel O.A. "Rejection of Indigenous Music? Reflections of Teaching and Learning of Music and Dance in Tamale International School." African Journal of Social Sciences and Humanities Research 4, no. 2 (May 19, 2021): 74–86. http://dx.doi.org/10.52589/ajsshr-muuuijwv.

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Culturally responsive teaching and learning in schools creates an engaging and accessible learning environment that ensures continuity in the traditions of the people. One of the aspects of culture which engages students effectively in the learning process is music and dance. However, the instructional delivery of Music and Dance in Tamale International School scarcely includes the indigenous music content to a broader perspective. The paper was an investigation to find out how music and dance was taught in Tamale International School. It also highlights the attitudes of students towards the t

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Fan, Xumei, Ning Jiang, and Ashlee Lewis. "Factors associated with fourth graders' music knowledge assessed by SCAAP." International Journal of Music Education 38, no. 4 (June 3, 2020): 644–56. http://dx.doi.org/10.1177/0255761420926664.

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This study investigated factors associated with fourth graders' music knowledge assessed by the South Carolina Arts Assessment Program (SCAAP). Participants included 2,683 fourth-grade students nested within 35 elementary schools in South Carolina, United States. Hierarchical Linear Modeling (HLM) was used to examine both the student-level factors, including gender and ethnicity, and the school-level factors, including school ranking, poverty level, and participation in SCAAP. Results indicated that students' gender, ethnicity, school ranking, and school poverty were significantly associated w

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Lasauskienė, Jolanta, and Gintarė Jasionienė. "The Tendencies of Middle School Age Students’ Leadership in Music Activity." Pedagogika 115, no. 3 (September 10, 2014): 232–46. http://dx.doi.org/10.15823/p.2014.040.

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Contemporary music education particularly emphasises the objective to humanise the process of education, i.e., to focus on the individuality of the learner, to stimulation of his / her self-expression and abilities to assume the role of a leader. The article analyses the expression of leadership of basic school learners (aged 14–16) in music activity, which was explored during the research conducted in Alytus basic schools. The significant difference was established between the high level of importance of all the empirical features of manifestations of leadership (initiative, creativity, artis

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Shaw, Brian P. "Music Education Opportunities in Ohio K–12 Public and Charter Schools." Journal of Research in Music Education 69, no. 3 (February 8, 2021): 303–20. http://dx.doi.org/10.1177/0022429420986123.

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The purpose of this study was to examine which Ohio schools offered curricular music courses and the rates at which students participated in those courses. The analysis involved descriptive statistics, analysis of variance, logistic regression, and partially nested multilevel modeling using data from the Ohio Department of Education ( N = 3,222 schools). The investigation revealed that charter schools offered music courses far less often than public schools. However, in charter schools that did offer music, students participated at higher rates than those in public schools. Nearly all public s

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Supiarza, Hery. "Preservation Of Keroncong Music Through Music Learning At SMP Santa Angela Bandung." Jurnal Seni Musik 10, no. 1 (June 30, 2021): 31–39. http://dx.doi.org/10.15294/jsm.v10i1.46797.

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This study discusses the preservation of keroncong music through music learning at Santa Angela Junior High School in Bandung. Keroncong is a type of hybrid music, native to Indonesia, the result of acculturation between Portuguese music and Indonesian local music. Keroncong experiences a setback at the present time, especially among the younger generation. Through teaching and learning activities in schools one way keroncong music can be sustainable and developed. The focus of the problem that was studied included the keroncong music learning material, the learning methods used and the evalua

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Barrett, Margaret S., Katie Zhukov, Joanne E. Brown, and Graham F. Welch. "Evaluating the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music." Psychology of Music 48, no. 1 (August 16, 2018): 120–36. http://dx.doi.org/10.1177/0305735618790355.

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This article reports on the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music. Singing tests and class surveys were administered to students in 11 Australian primary schools where music specialists mentored classroom teachers over the period of one to two school terms. The results show that implementing music activities in early education settings can positively impact young children’s singing skills and attitudes to music regardless of gender, ethnicity and socio-economic standing of the school. The study provides empir

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Davis, Virginia W. "The Meaning of Music Education to Middle School General Music Students." Bulletin of the Council for Research in Music Education, no. 179 (January 1, 2009): 61–77. http://dx.doi.org/10.2307/40319330.

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Abstract The purpose of this study was to investigate the meaningfulness of music education to middle school students in general music classrooms. A survey instrument was created by gathering middle school students responses to an open-ended question regarding the general music (non-performance) class in which they were enrolled. After pilot testing, the Music Meaning Survey (MMS) was administered to general music students in grades 6 through 8 (N = 762) from nine middle schools across 8 states. The results of the MMS were factor analyzed using principal components analysis and a varimax rotat

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Jones, Sara K. "Making Music: A community–school music partnership." Arts Education Policy Review 121, no. 2 (March 20, 2019): 63–73. http://dx.doi.org/10.1080/10632913.2019.1584136.

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Clark, Ivone Fraiha. "Supporting Music Education in Elementary Schools in a Low-Income Rural Area." Education Research International 2022 (January 29, 2022): 1–8. http://dx.doi.org/10.1155/2022/6532825.

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The purpose of this generic qualitative inquiry was to describe parents and educators’ attitudes toward the sustainability of music education in elementary schools in a low-income rural area. Sources for this research included interviews, focus groups, and observations. Participants were principals, parents, and teachers from four elementary schools and three parent-teacher organizations (PTOs) in a small district in a low-income rural area in the southeast United States. Data were analyzed through open coding to describe details on maintaining music in this elementary school. The themes emerg

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Bucura, Elizabeth. "Pathways of school and community music: Towards lifelong musicianship." Journal of Arts & Communities 13, no. 1 (June 1, 2022): 47–63. http://dx.doi.org/10.1386/jaac_00038_1.

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In this article I survey ways community music (CM) and school music might be considered as related and connected pathways in individuals’ unique musical lives. School, while existing within communities, is considered a separate space for music teaching and learning, yet is one avenue by which musical participation can broadly occur within and among a variety of community spaces. Music teachers in schools can consider how the purposes and practices of CM might relate to goals of lifelong musicianship, thereby informing school music. I include background on CM and school music in the United Stat

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Gage, Nathan, Bronwen Low, and Francisco Luis Reyes. "Listen to the tastemakers: Building an urban arts high school music curriculum." Research Studies in Music Education 42, no. 1 (June 29, 2019): 19–36. http://dx.doi.org/10.1177/1321103x19837758.

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In partnership with academics from McGill University and community arts partners, a high school in Montreal faced with significant challenges became an “urban arts school,” offering music and visual art programs centered in youth culture, as well as integrating arts into several academic subjects. The initiative was inspired by the school’s popular extra-curricular activities, which included a Hip Hop literacy club that ran beat making and rap writing workshops. Considering the popularity of these activities, the school decided to offer a music education program focused on musical skills throu

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Hentschke, Liane. "Students’ motivation to study music: The Brazilian context." Research Studies in Music Education 32, no. 2 (December 2010): 139–54. http://dx.doi.org/10.1177/1321103x10386674.

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This article presents the results of the Brazilian component of an international research project entitled ‘Meanings of music for students in school-based and non-school musical activities’ across eight countries. This research aimed to investigate the importance and the meaning assigned by students to musical activities developed in school and non-school contexts. The method consisted of a survey, involving 21,975 students from eight countries (Brazil, China, Finland, Hong Kong, Israel, Mexico, South Korea, and the USA), which was based on the Eccles and Wigfield’s expectancy-value model for

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Xueya, Zhang, Lv Yingxuan, Wang Ting, and Xie Dingzi. "Investigation of the Status of Music Teaching in Middle School under the Background of "Art into the Middle School Entrance Examination" in Dejiang County, China." Journal of Education, Society and Behavioural Science 37, no. 2 (April 9, 2024): 58–66. http://dx.doi.org/10.9734/jesbs/2024/v37i21307.

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Aesthetic education is an indispensable part of all-round quality education. Art education belongs to the category of aesthetic education and is an important content and way to implement aesthetic education. Music education is a form of education with music art as the medium and aesthetics as the core. In October, 2020, the general offices of the General Office of the Central Committee of the CPC and the State Council issued the Opinions on Comprehensively Strengthening and Improving Aesthetic Education in Schools in the New Era, which put forward the requirement of bringing art subjects into

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Petraglia, Marcelo Silveira, and Erika de Andrade Silva. "WALDORF SCHOOLS MUSIC EDUCATION APPROACH AS INSPIRATION FOR WORK IN OTHER CONTEXTS." ERAS | European Review of Artistic Studies 4, no. 3 (September 30, 2013): 1–15. http://dx.doi.org/10.37334/eras.v4i3.134.

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Brazil has, since 2008, been the seat of heated debates on putting music back into public and private schools. Recent legislation (Law 11.769) declared music a required subject in all Brazilian schools from preschool through high school. Much has been discussed, however, as to the professionals who will take on this challenge, the methodology and content involved as well as the role of music in the schools. Here, I present some personal observations and reflections based on experiences during my career as a music educator in a Waldorf school as well as a professor in Music Education programs a

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Ewell, Philip. "Music theory à la Leningrad: an interview with Tatiana Bershadskaya." Contemporary Musicology, no. 4 (2019): 121–64. http://dx.doi.org/10.56620/2587-9731-2019-4-121-164.

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For over sixty years Tatiana Bershadskaya has played a central role in music and music theory in Russia. Specifically, she is the undisputed leader of the so-called “Leningrad School” of music theory, which arose in contradistinction to the strong influence of Moscow, and what is often called the “Moscow School,” in the twentieth century. For much of the twentieth century there was a certain tension between these two schools, with the more-famous Moscow School often outshining its northern counterpart. The Leningrad School traces its roots back to Boleslav Yavorsky, who worked primarily in and

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Temmerman, Nita. "An investigation of undergraduate music education curriculum content in primary teacher education programmes in Australia." International Journal of Music Education os-30, no. 1 (November 1997): 26–34. http://dx.doi.org/10.1177/025576149703000104.

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Primary school music experiences have been shown to impact not only on future adult attitudes to, but also interest and participation in music. Unfortunately, the current policy and practice of music in primary schools is still perceived to be unsatisfactory. According to teachers this can be attributed in the main to their undergraduate university training in music education. Music educators have a key role to play in breaking the apparent current cycle of unsatisfactory (or no) music practice at the primary school level. This paper investigates what curriculum content is currently included i

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Kibici, Volkan Burak. "An Analysis of the Relationships between Secondary School Students' Creativity, Music Achievement and Attitudes." International Journal on Social and Education Sciences 4, no. 1 (January 15, 2022): 87–100. http://dx.doi.org/10.46328/ijonses.304.

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This study aimed to investigate secondary school students’ music achievement, attitudes towards music and creativity based on the variables of gender, school type, grade level and achievement. A causal-comparison design was used for this study. 246 secondary school students studying in some schools in Mersin and Konya provinces were randomly selected by using convenience sampling method. Data were collected through Kaufman Creativity Test, Music Achievement Scale and Music Lesson Attitude Scale. Data were analyzed using independent samples t-test, one-way analysis of variance and regression an

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Bayley, Jonathan G., and Janice Waldron. "“It’s never too late”: Adult students and music learning in one online and offline convergent community music school." International Journal of Music Education 38, no. 1 (August 23, 2019): 36–51. http://dx.doi.org/10.1177/0255761419861441.

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This study is the third and final part of a longitudinal ethnographic investigation of music learning and teaching of the Online Academy of Irish Music (OAIM), an Irish music “school” situated in both online ( www.oaim.ie ) and offline (Doolin, County Clare, Ireland) contexts. We first examined the online OAIM through teacher narratives in 2011. In the second part of the study, we explored the OAIM through students’ perspectives at the OAIM’s first offline Irish flute summer school retreat week in July 2013. In this third part and final part of the study, we attended the OAIM’s offline tin whi

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Huang, Yushan. "What Is the Purpose of Primary School Music Education?" Research and Advances in Education 2, no. 2 (February 2023): 23–29. http://dx.doi.org/10.56397/rae.2023.02.02.

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Music education in primary school is necessary. Music education in primary schools is believed to bring benefits such as rounded personalities, expanded children’s abilities, the development of future musicians, and increasing equality in society. Primary school music education is a way to develop the brain, a way to expand children’s abilities, a way to train future musicians and a way to a better society. Music can tap the imagination of citizens. Music education has the power to witness and feel different lives, a strong engagement and a more sympathetic understanding of different individua

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Abril, Carlos R., and Brent M. Gault. "The State of Music in the Elementary School." Journal of Research in Music Education 54, no. 1 (April 2006): 6–20. http://dx.doi.org/10.1177/002242940605400102.

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This study is an examination of school principals' perceptions of the elementary school music curriculum. A survey, mailed to 350 elementary school principals (61% response rate), was designed to answer the following questions: What are principals' perceptions of music learning outcomes and broad educational goals that result from school music instruction at their respective schools? How do they believe these should exist in ideal conditions? Is there a difference between principals' ratings for current and ideal conditions? To what degree do certain variables affect the music program? Results

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Mandagi, Preasly, Meyny Kaunang, and Sri Sunarmi. "MANAJEMEN PEMBELAJARAN MUSIK DI MANADO INDEPENDENT SCHOOL." KOMPETENSI 2, no. 06 (December 15, 2022): 1419–27. http://dx.doi.org/10.53682/kompetensi.v2i06.4782.

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Tujuan penelitian untuk memberikan penjelasan mengenai manajemen pembelajaran musik di Manado Independent School yang beralamat di Jl. Walanda Maramis, Kelurahan Kolongan Tetempangan, Kecamatan Kalawat Minahasa Utara. Penelitian ini mengacu pada bentuk penelitian analitis deskriptif mengenai manajemen pembelajaran musik. Penelitian ini bermaksud mengkaji mengenai Manajemen Pembelajaran Musik di Manado Independent School dengan menggunakan pendekatan kualitatif. Pengunaan pendekatan kualitatif ini dengan tujuan menguraikan fenomena yang diamati serta konteks makna yang melingkupi suatu realita.

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Bubeníčková, Daniela, and Marie Slavíková. "Music Education in a Small Rural School." Paedagogia Musica 5 (2023): 45–58. http://dx.doi.org/10.24132/zcu.musica.2023.05.45-58.

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The article deals with the issue of small rural schools and the possibilities of teaching music education in these schools. Small rural schools are schools with a small number of classes, where two or three school years are taught simultaneously in one classroom. Most of the time, these schools are established in small villages, at the primary school level. Teaching in small schools has its specificities, some of which can be seen as strengths and some as weaknesses in the teaching process. Today, in many countries, more and more young families are moving to the countryside to raise their chil

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