Littérature scientifique sur le sujet « General goals for music education in Kuwait »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « General goals for music education in Kuwait ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "General goals for music education in Kuwait"
1
Kuebel, Christa R. « Preparedness of Instrumental Music Majors Teaching Elementary General Music ». Journal of Research in Music Education 67, no 3 (14 juin 2019) : 304–22. http://dx.doi.org/10.1177/0022429419850110.
Texte intégralRésumé :
The purpose of this multiple-case study was to examine the career development, choices, and goals of elementary general music teachers who identified as instrumental majors during their undergraduate degree programs. Data collection included a questionnaire, interviews, participant journals, and observation field notes; data were organized using the theoretical framework of social cognitive career theory. Themes are presented in two categories: internal influences (self-efficacy and perceived differences between elementary music and instrumental music) and external influences (economy, undergraduate preparation, and working in elementary general music). Implications regarding the development of self-efficacy and preparation for teaching outside of one’s specialization are discussed.
2
Schenck, Robert. « Above all, Learning an Instrument must be Fun ! » British Journal of Music Education 6, no 1 (mars 1989) : 3–35. http://dx.doi.org/10.1017/s0265051700006811.
Texte intégralRésumé :
This article deals with objectives in the teaching of musical instruments to children. Methods of establishing and re-establishing goals are suggested, and previous lists of objectives pertaining to music education in general, instrumental teaching and athletics are presented. Based on these lists, and on his experience as a teacher and consultant in instrumental methodology, the author presents a list of goals specifically formulated for the teaching of musical instruments to children. Some of the goals are far-reaching, dealing not only with progress on the instrument, but also with the overall musical and personal development of the pupils. The article concludes with a discussion about possible priorities among these objectives.
3
Zdravić-Mihailović, Danijela. « Meeting music pedagogy and music psychology : Contribution to the study of contemporary professional music education ». Artefact 6, no 1 (2020) : 33–48. http://dx.doi.org/10.5937/artefact6-29227.
Texte intégralRésumé :
This paper discusses the research of psychologists and pedagogues which are committed to issues of professional music education. The statement of Ksenija Radoš (2010) that the psychologist-researchers and music pedagogues pass each other on the same way, and that they go on parallel paths toward the same goals, encountering the same obstacles, and yet never really meet, is the starting point for the review of the relationship between these disciplines. as the first step of our research, the definition of a 'common way' is imposed, and then testing the connection of current issues of music education and music psychology. according to our understanding, there are several important reasons for the mentioned situation in music education: focusing music pedagogy on general music education and 'late' awakening of pedagogy of professional music education as a special scientific discipline; obsolescence of the curriculum of professional music education and insufficient cooperation between music pedagogues and psychologists-researchers. Interplay of these disciplines, implemented through the planned conducted research that focuses on the problems of professional music education, could be an important support for the development and improvement of specific areas of music pedagogy.
4
Kelly-McHale, Jacqueline. « The Influence of Music Teacher Beliefs and Practices on the Expression of Musical Identity in an Elementary General Music Classroom ». Journal of Research in Music Education 61, no 2 (14 mai 2013) : 195–216. http://dx.doi.org/10.1177/0022429413485439.
Texte intégralRésumé :
The purpose of this qualitative collective case study was to examine the ways an elementary general music teacher’s curricular beliefs and practices influence the expression of music in identity and identity in music for second-generation students. In addition to the music teacher, participants were 4 students whose families had immigrated to the United States from Mexico and who were attending the midwestern suburban school within the United States where the study took place. This research was designed to provide an understanding of the interactions between the roles of music instruction, cultural responsiveness, and musical identity. Within-case and cross-case analysis generated specific and broad themes that addressed the purpose of the study. The findings revealed that the role of the teacher’s view of the self as musician and educator, combined with the choice of instructional approach, created a music classroom environment that successfully met the teacher-directed goals for sequence-centered instruction. Nonetheless, the data revealed that the choice of instructional approach resulted in an isolated musical experience that did not support the integration of cultural, linguistic, and popular music experiences and largely ignored issues of cultural responsiveness.
5
Lasauskiene, Jolanta, et 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 (10 mai 2019) : 38–46. http://dx.doi.org/10.18844/prosoc.v6i1.4153.
Texte intégralRésumé :
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 resulting similarities and differences between Chinese and Lithuanian school music education are reported, and suggestions for basic and teacher education improvement are discussed. Most importantly, the findings of this study have highlighted that the notions of school music education in Lithuania and China are insignificantly different.
Keywords: Chinese general music education, music curriculum, music activities, Lithuanian general music education.
6
Begić, Amir, Jasna Šulentić Begić et Ivana Pušić. « Interculturalism and Teaching Music in Grammar Schools ». Journal of Education and Training Studies 5, no 3 (8 février 2017) : 123. http://dx.doi.org/10.11114/jets.v5i3.2188.
Texte intégralRésumé :
The concept of intercultural education should be aimed at better understanding of ourselves and others, discovering similarities and differences, recognizing preconceptions, and cooperation in accomplishing our common goals. Intercultural education can be very useful in resolving the issues that arise when different groups live together. Also, intercultural education may benefit the process of getting to know and better understand other cultures and the development of successful communication between cultures. Music courses in grammar schools may contribute to students’ intercultural education, because music is an area in which cultural competence can develop significantly. During the December of 2014, for the purposes of this paper, a research study was conducted in a Croatian general programme grammar school. The goal of the study was to determine the students’ attitudes toward interculturalism, their attitudes on music courses with regard to interculturalism, and are there any differences in the attitudes and intercultural awareness between first grade students and fourth grade students at the grammar school. A survey questionnaire was used to conduct an anonymous survey among first and fourth grade students. The results of the study have shown that both the first and fourth grade students are aware that they are living in a multicultural environment, as well as that there are examples of certain forms of intolerance towards members of other cultures who share their living surroundings. When compared to fourth grade students, first grade students generally have more positive attitudes toward interculturalism. According to the students’ opinions, music courses at the grammar school could be more focused on getting to know the music and musical traditions of the people from other continents. Complementing the syllabus with music from different cultures and from all the continents would contribute to the development of more positive students’ attitudes toward interculturalism and help with the realization of goals set by the premise of intercultural education.
7
Grosofsky, Alexis. « Audition Laboratory Activities for Teaching Sensation and Perception ». Teaching of Psychology 23, no 1 (février 1996) : 49–51. http://dx.doi.org/10.1207/s15328023top2301_13.
Texte intégralRésumé :
This article describes exercises for a sensation and perception laboratory using a computer application called SoundWave. The exercises were conducted in two 1-hr sessions. Goals of the lab included giving students hands-on experience with how sound wave shape changes as frequency and amplitude vary, the continuousness of the speech stream, and determining whether a complex wave pattern represents noise or music. These exercises could also be adapted for use in introductory psychology classes.
8
Gavin, Russell B. « An Exploration of Potential Factors Affecting Student Withdrawal From an Undergraduate Music Education Program ». Journal of Research in Music Education 60, no 3 (18 septembre 2012) : 310–23. http://dx.doi.org/10.1177/0022429412454662.
Texte intégralRésumé :
The purpose of this study was to examine the degree withdrawal patterns of undergraduate music education majors, with a specific focus on the individual experiences of students withdrawing from the major. Data from recently withdrawn students ( N = 14) were assembled using a qualitative methodology that included semistructured interviews, questionnaires, researcher journals, and meetings with experienced researchers. The data were analyzed and coded, generating a number of categories for discussion and analysis. Students’ experiences during college were diverse, with concerns focused on the applied music component of the degree surfacing as important to many students. The reasons given for withdrawal from the music education program also were diverse, including dismissal from the applied music studio, erosion of personal confidence as a musician, realizations about their feelings toward music versus their feelings about teaching in general as it related to their personal career goals, and personal life issues. Following withdrawal from the music education curriculum, all interviewed students reported that they remained actively involved in music in some way. Implications of these results are discussed in relation to individual experiences and the function of those experiences within the context of current models of student persistence.
9
Talalienė, Živilė, et Henrika Šečkuvienė. « Expression of Leadership Skills of Music Teacher ». Pedagogika 119, no 3 (23 septembre 2015) : 134–46. http://dx.doi.org/10.15823/p.2015.029.
Texte intégralRésumé :
Leadership in contemporary society is perceived as a process, which contributes to efficient solution of constantly emerging problems in business, pedagogical and social spheres. Over the last period a rapid progress of science and various technologies has been observed and leadership has acquired a significant status in education as well. To make leadership a natural phenomenon at school, there is a need for a harmoniously functioning link: authorities-leaders; teachers - leaders, who should educate a new generation of school learners-leaders. A teacher of music or a leader of music collective has to rally school learners for attainment of common goals: to develop music abilities during lessons of music; to satisfy needs for music expression during non-formal activities. Therefore, this mission may be implemented only by a teacher-leader.
The object of the research: leadership skills of music teacher.
The goal of the research: to reveal peculiarities of expression of music teacher’s leadership skills.
The research methods: analysis of scientific literature, semi-structured interview, qualitative content analysis.
The analysis of scientific literature on leadership issues was carried out during the research and leadership skills that are most characteristic of music teachers were highlighted. On the basis of the distinguished abilities, the model of expression of leadership skills of music teacher of general education school was designed. The semi-structured interview was conducted and its sample included six respondents. The data acquired during the interview were processed employing the qualitative content analysis.
The results of the research showed that the identified leadership skills of music teacher may be characterised through the following features:
• Motivation (inspiration) for music activities is manifested during lessons and extracurriculum music activities.
• Communication and collaboration is seen through joint activities with teachers of other study subjects, administration and learners’ parents. Successful communication is predetermined by friendly, sincere, mutual and responsible style of communication.
• Ability to solve problems that emerge during music activities is revealed through collaboration with class master, colleagues and specialists, clarification of situation, individual conversations, sincere communication, professional attitude, understanding of group needs, prioritising of the goal to be attained over personal needs.
• Management of stressful situations is expressed through recognition of conflict situations, application of various conflict resolution ways, control of emotions, positive attitude and understanding of behaviour, which typical of a certain age group of a learner.
The research results showed that leadership skills are very important to successful activities of a music teacher because a music teacher-leader has a vision and able to rally children for joint music activities to achieve as good results as possible.
10
Jamal, Esraa, David Scott, Ahmed Idris et Gordon Lovegrove. « Investigating factors affecting the mode choices of commuters in Kuwait city & ; surrounding urban areas : Strategies for a higher quality and more sustainable public transport system ». Urban Development Issues 63, no 1 (10 octobre 2019) : 65–76. http://dx.doi.org/10.2478/udi-2019-0017.
Texte intégralRésumé :
Abstract This paper reports on the social, cultural, and demographic factors affecting Kuwaiti commuters. The objectives were to 1) investigate the awareness of Kuwaitis of transportation problems, 2) examine the perceptions of Kuwaitis of daily traffic congestion and how it affects them emotionally and physically, and the main objective 3) study the attitudes of Kuwaitis towards using public buses. An online survey was used to examine these factors, and a sample of five hundred transportation system users was obtained. The primary findings showed significant associations between the use of public transport buses and the user’s nationality, gender, age, education, and income level. Men are 2.6 times more likely to use buses, and non-Kuwaiti residents are 6.4 times more likely to use them. In relation to the perceptions of daily traffic congestion, findings indicate that with increase in travel time, commuters, in general, developed more negative feelings, such as exhaustion and stress. A large proportion of the sample population is aware of current local transportation problems and future transportation projects. The results of this study fill a gap in the knowledge of the socioeconomic and cultural factors that influence the success of sustainable public transportation solutions to the traffic challenges found in Kuwait. This knowledge is also crucial to foreign consultants working on planning and transportation projects in the region. It is recommended that officials use this new knowledge on cultural factors to develop integrated land use and transportation plans of the urban areas in Kuwait and to develop more effective and sustainable transportation demand management policies in support of UN Sustainable Development Goals that Kuwait has signed up to pursue.
Thèses sur le sujet "General goals for music education in Kuwait"
1
Alfaraj, Hamed Z. « Kuwait music educators' perspectives regarding the general goals for musiceducation in Kuwait ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491489220798265.
Texte intégral
2
Turner, Gregory E. « Evaluation of Kansas public community college music programs in meeting the goals for general education established by the National Association of Schools of Music and the College Music Society ». Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1117721.
Texte intégralRésumé :
This study analyzes the music departments of Kansas public community colleges (1) to ascertain whether those responsible for music curricula agree that general education is a priority, and (2) to evaluate how well Kansas community college music departments meet the needs of general education music students compared to the guidelines for general music education established by the National Association of Schools of Music and The College Music Society. The study addresses the broad issues related to music in general education: (1) academic music courses, (2) faculty assigned to teach these courses, and (3) performance opportunities for students other than music majors.This study presents data compiled from surveys mailed to community college music department spokespersons at each of the nineteen community colleges in the State of Kansas. Potential respondents were selected from the full-time music faculty list provided by the Kansas Association of Community Colleges. For purposes of this study, general education music courses are defined as academic courses, performing ensembles, and private study designed for students not majoring or minoring in music. Sixteen colleges responded, resulting in an eighty-four percent response rate.Kansas community college music department respondents prioritized music curricula functions as: (1) transfer of music majors/minors to four-year schools; (2) general education opportunities; (3) community service; (4) vocational training; and (5) remedial education. Although only three community colleges in Kansas report belonging to the National Association of Schools of Music, and in spite of the fact that a majority of institutions give highest priority to the major/minor transfer student, the state's community colleges' music curricula offered to the general-education student compare favorably to both NASM and CMS standards.School of Music
Chapitres de livres sur le sujet "General goals for music education in Kuwait"
1
Butz, Karel. « Philosophical Assumptions ». Dans Achieving Musical Success in the String Classroom, 1–22. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190602888.003.0001.
Texte intégralRésumé :
The pedagogical ideas of Mimi Zweig, Paul Rolland, and Shinichi Suzuki are provided and explained how they can be applied into a string classroom setting. The chapter discusses the purpose of learning a string instrument, why string education matters, creating an “end goal” for orchestra students, establishing a “healthy foundation” for music learning, developing musicianship, facilitating musical success, treating students as artists, and defining classroom goals. The author’s personal mantras, based on his general philosophy of teaching and playing, provide a personal example of how guiding teaching principles apply to everyday string teaching, and enrich the learning experience for both teachers and students.
Actes de conférences sur le sujet "General goals for music education in Kuwait"
1
Tanasković, Marija. « REGGIO EMILIA APPROACH – THE POSSIBILITY OF INTEGRATION IN PRESCHOOL MUSIC EDUCATION ». Dans SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.407t.
Texte intégralRésumé :
The essence of the educational process is precisely in providing favorable conditions, as well as encouraging and supporting the optimal development of children. It should contain a certain sequence of operations and contents to accelerate and enhance development, but at the same time to be flexible, adaptable and open to children’s needs, interests and opportunities. Preschool education is the first, the most important step in forming a relationship to the general culture of an environment, to music and art in general. Accordingly, an important goal in planning any music program for children is to recognize their interests and attitudes toward different musical activities. One of the goals of Basis of the Program – Years of Ascent, for children to develop dispositions for lifelong learning such as openness, curiosity, resilience, reflexivity, perseverance, self-confidence and a positive personal and social identity, is similar to the goal of Reggio Emilia’s approach in which children are viewed as active authors of their own development, i.e. that they will learn everything they need to learn, at the moment they are ready for it. Learning is focused on children – on their competencies, not on their shortcomings. The approach is based on the idea that each child has “a hundred languages” to express the characteristics of the world around him/her. Children are developing and are encouraged to symbolically represent ideas and feelings through any of their hundred languages (expressive, communicative and cognitive), words, movements, drawings, painting, creativity, sculpture, play, collage, drama, music, etc. Approach Reggio Emilia emphasizes the importance of the process of researching and using art in the social environment. Children acquire knowledge and abilities to express their thoughts and ideas through creation. Therefore, the paper discusses the possibility of integration of contents and activities from the Reggio Emilia approach in preschool music education, with aim to improve it.
2
Vyshpinska, Yaryna. « Formation of Creative Personality of Students Majoring in «Preschool Education» in the Process of Studying the Methods of Musical Education ». Dans ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/38.
Texte intégralRésumé :
The body of the article goes on to discuss the creative models of a student’s personality’s development in the process of mastering the course «Theory and methods of musical education of the preschool children». In general, the teacher's profession accumulates a big number of opportunities for the creative improvement of a would-be teacher's personality. All types of activities used while working with children in the process of mastering the artistic competencies (like fine arts, modeling, designing, appliqué work or musical activities) require not only technical skills, but also sufficient creative imagination, lively idea, the ability to combine different tasks and achieve the goals. Achieving this task is possible if students are involved into the process of mastering the active types of musical activities – singing, musical-rhythmic and instrumental activity, development of aesthetic perception of musical works. While watching the group of students trying to master the musical activity, it is easy to notice that they are good at repeating simple vocal and music-rhythmic exercises. This is due to the young man's ability to imitate. Musical and instrumental activities require much more efforts and attention. It is focused on the types and methods of sound production by the children's musical instruments, the organization of melodic line on the rhythm, the coherence of actions in the collective music: ensemble or the highest form of performance – orchestra. Other effective forms of work include: the phrase-based study of rhythmic and melodic party, the ability to hear and keep the pause, to agree the playing with the musical accompaniment of the conductor, to feel your partner, to follow the instructions of the partiture. All the above-mentioned elements require systematic training and well selected music repertoire. Students find interesting the creative exercises in the course of music-performing activities which develop musical abilities, imagination and interpretive skills of aesthetic perception of music, the complex of improvisational creativity in vocal, musical-rhythmic and instrumental activity. The experiments in verbal coloring of a musical work are interesting too. Due to the fact that children perceive music figuratively, it is necessary for the teacher to learn to speak about music in a creative and vivid way. After all, music as well as poetry or painting, is a considerable emotional expression of feelings, moods, ideas and character. To crown it all, important aspects of the would-be teacher’s creative personality’s development include the opportunities for practical and classroom work at the university, where they can develop the musical abilities of students as well as the professional competence of the would-be specialist in music activity. The period of pedagogical practice is the best time for a student, as it is rich in possibilities and opportunities to form his or her creative personality. In this period in the process of the direct interaction with the preschool-aged children students form their consciousness; improve their methodical abilities and creative individuality in the types of artistic activity.