Due to the outbreak of the COVID-19, online teaching and learning with the integration of "Internet + Smart" technology has emerged as significant ways for higher education at home and abroad. In the context of the epidemic, online teaching has become one of “the new normal”. The essay is aimed at exploring the factors in music education undergraduates’ online learning engagement in blended learning and consequently improving their online learning engagement. A survey of the learning engagement of undergraduate music education students who conducted online learning in 2020 at Zhengzhou Normal University in Henan Province, China. It is found that college students, during the epidemic, had a moderate to high level of learning engagement, a high level of behavioral engagement, and a low level of cognitive engagement. The level of learning engagement varies with gender, grade, place of residence or equipment. Among those factors, student individual factors are more remarkable, compared with external ones. Motivation has enormous explanatory power, so triggering and maintaining motivation is a crucial way to improve students' engagement in online learning. Based on the findings of the study, the author provides suggestions as to how to improve the online learning engagement of music education undergraduates.
The purpose of this study is to investigate Chinese primary and secondary school music teachers' perceptions towards “authenticity”-related issues in world music teaching. Using a qualitative methodology, the researchers conducted in-depth semi-structured interviews with nine primary and secondary school music teachers in different provinces of China. The results show that the teachers have different views on whether “authenticity” is often emphasized in the teaching of world music, whether world music in textbooks is represented authentically, whether absolute “authenticity” could be achieved in the teaching of world music, and the role of culture bearers in the transmission of music culture in the classroom. On the whole, to ensure that music teachers can objectively treat authenticity in world music teaching, the teachers should be clear about the purpose of world music teaching and transcend the dilemma of the authentic/inauthentic dichotomy.
New approaches have always been explored by music education researchers in helping students to perform at their optimum level in their learning processes. The main purpose of this research is to investigate the effect of background music on Origami task performance among pre-school children aged five and six years old. Many types of research were done on the topic of background music on spatial task performance, however, little research was done among the group of pre-school children and using Origami as a measurement tool on spatial task performance. Ninety-one participants from two kindergartens in the Klang Valley, Malaysia were selected for the study. The Origami task chosen in this study is sampan (little boat). The selected background music in this study is Mozart’s Sonata, K.448 with the intention of replicating Rauscher and colleagues’ research in Mozart effect. In the experiment, the participants completed the folding of Origami sampan under two environments: (1) with music and (2) without music. The participants of Kindergarten A had undergone the environment with background music first, followed by the environment with background music while participants from Kindergarten B had undergone the environment with background music first, followed by the environment without background music. The purpose of switching the environments in the experiment for both kindergartens is to optimize the result of the data collected through the experiment. The Dependent T-tests were used to generate data and results had shown that the participants achieved higher scores in the Origami task in the environment with background music.
This study used a questionnaire as a research instrument to investigate the attitudes of 1 368 Chinese primary and secondary school music teachers towards world music teaching. The questionnaire includes single- and multiple-choice questions. It was used to examine the music teachers’ definitions of ethnomusicology and world music, their understanding of the major rationales for world music teaching, the world view of music, and the purpose of world music education, teaching approaches, and effective teaching activities as they perceived, and the challenges faced by Chinese music teachers in world music teaching. The results showed that Chinese music teachers did not have a clear and profound understanding of the aspects examined above. Instead, the teachers are more influenced by Western centralist values. They are less affected by ethnomusicology, which interprets human music from a cultural perspective, and multicultural music education. In general, the music teachers lacked confidence in teaching world music.
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