Exploring teachers’ approaches to popular music: Attitudes, learning practice, and issues in South Korea

Kim, You Jin; Song, Moo Kyoung

doi:10.1177/0255761420919570

Cited by 4 publications

(7 citation statements)

References 29 publications

(53 reference statements)

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“…On the other hand, in the interview, the participants illustrated that pop music had a positive impact on their creativity, which were useful to be sources of arrangement and creation. Studies by Kim and Song (2020) and Green (2002Green ( , 2006 are in line with that findings, in which they discovered that learning popular music is relevant to culture as a benefit of teaching popular music, creating a more positive attitude to be included in the curriculum. Lebler's (2008) experience in the practice of popular music pedagogy revealed that the inclusion of popular music as a content area in music education is common.…”

Section: Listening Experience: Pop Musicsupporting

confidence: 67%

“…The importance of cultural diversity has increased the discussion of the diversity of musical genres in the school curriculum (Campbell, 2002), including aspects of pop music. In a global context, it seems that many educational institutions have developed diverse attitudes and views towards variations in music, including popular music (Kim & Song, 2020). However, some have disputed that there is still a lack of a teaching model for popular music (Dunbar-Hall, 1993) and inadequate resources of inadequate for teaching popular music (Davis & Blair, 2011).…”

Section: Listening Experience: Pop Musicmentioning

confidence: 99%

“…Hence, this must be facilitated in the learning process, as an addition to teaching material in the intercultural music learning experience. Kim and Song (2020) stated that the characteristics of pop music are comprehended from the aspect of its use. The interviews revealed that the easy listening nature of pop music had attracted the participants in musical activities, which triggers their interest in classroom learning.…”

Section: The Concept Of Intercultural Competence In the Indonesian Comentioning

confidence: 99%

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Enhancing the Intercultural Competence Development of Prospective Music Teacher Education: A Case Study in Indonesia

Gunara

Sutanto

2021

IJHE

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Music teacher education institutions in Indonesia are challenged to address their students’ intercultural needs due to increasing interaction at the global level. Therefore, this research seeks to discover suitable formulation for teacher education institutions in Indonesia in implementing music teacher education and training to equip them with intercultural competence. This research employs case study design, in which the data were obtained using interview conducted in July and August 2020. This aims at obtaining concepts based on the need analysis of intercultural competence through processes, actions and interactions from the participants’ perspective. The participants were students of Music Teacher Education Department of Universitas Pendidikan Indonesia, Bandung, West Java, Indonesia. The findings show that 1) the sensitivity to cultural diversity of music teacher candidates needs to be enhanced to expand the awareness of their own and other cultures; and 2) enhancing intercultural competence requires both theoretical and practical courses related to Indonesian identity and global culture. The findings are significant considering that every music teacher should have the same perception in teaching, which is in accordance with the diversity of Indonesian and world cultures.

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Section: Listening Experience: Pop Musicsupporting

confidence: 67%

Section: Listening Experience: Pop Musicmentioning

confidence: 99%

Section: The Concept Of Intercultural Competence In the Indonesian Comentioning

confidence: 99%

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Enhancing the Intercultural Competence Development of Prospective Music Teacher Education: A Case Study in Indonesia

Gunara

Sutanto

2021

IJHE

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“…Based on the information mentioned above, this study focuses on determining the attitudes and selfefficacy perceptions of students in professional music education regarding modal hearing. Although there are many studies on attitudes and self-efficacy in the field of music in both domestic and foreign literature (Adar, 2008;Ark et al, 1980;Barrett et al, 2020;Bayrakçı, 2019;Canakay, 2006;Çelenk & Şen, 2016;Craske & Craig, 1984;Eldemir, 2015;Guan & Matsunobu, 2022;İnan, 2010;Karakuş & Çelenk, 2020;Kaya, 2022;Kibici, 2022;Kim & Kyoung Song, 2020;Legette, 2003;Lilioğlu, 2019;Lynxwiler & Gay, 2000;McCarthy et al, 2019;Mcpherson & McCormick, 2006;Nielsen, 2004;Nolin & Newman, 1980;Price & Swanson, 1990;Ritchie & Williamon, 2011;Sarı, 2019;Şen & Çelenk, 2017;Şen, 2011;Shaw & Tomcala, 1976;Tyson, 2006;Yıldız, 2014) it is seen that the studies in the field of Turkish music are not a satisfactory level. There is a need for research that reveals the attitudes and self-efficacy of students in special areas of Turkish music such as hearing, performing, and singing.…”

Section: Introductionmentioning

confidence: 99%

“…Yukarıda bahsedilen bilgiler ışığında yapılacak olan bu çalışma, mesleki müzik eğitimi alan öğrencilerin makamsal işitmeye yönelik tutum ve özyeterlik algılarının belirlenmesi üzerine odaklanmıştır. Hem yerli hem de yabancı literatürde müzik alanına yönelik tutum ve özyeterlik çalışmaları çokça yer almasına rağmen (Adar, 2008;Ark vd., 1980;Barrett, vd., 2020;Bayrakçı, 2019;Canakay, 2006;Craske & Craig, 1984;Çelenk & Şen, 2016;Eldemir, 2015;Guan & Matsunobu, 2022;İnan, 2010;Karakuş & Çelenk, 2020;Kaya, 2022;Kibici, 2022;Kim & Kyoung Song, 2020;Legette, 2003;Lilioğlu, 2019;Lynxwiler & Gay, 2000;McCarthy vd., 2019;Mcpherson & McCormick, 2006;Nielsen, 2004;Nolin & Newman, 1980;Price & Swanson, 1990;Ritchie & Williamon, 2011;Sarı, 2019;Shaw & Tomcala, 1976;Şen & Çelenk, 2017;Şen, 2011;Tyson, 2006;Yıldız, 2014) Türk müziği alanında yapılan çalışmaların yeterli düzeyde olmadığı görülmektedir. Özellikle Türk müziğinin işitme, icra, söyleme gibi özel alanlarında öğrencilerin tutum ve özyeterliklerini ortaya koyacak araştırmalara ihtiyaç vardır.…”

Section: Introductionunclassified

Investigation of Professional Music Education Students’ Attitudes and Self-Efficacy Perceptions Towards Modal Hearing in Terms of Various Variables

LEHİMLER,

ÇİNAR

2023

Cukurova University Faculty of Education Journal

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The aim of this study is to examine the attitudes and self-efficacy perceptions of students who receive professional music education towards modal hearing in terms of various variables (gender, age, class level, faculty of education). In the study, attitude and self-efficacy perception scales were used as data collection tools towards modal hearing developed by researchers. The Cronbach’s alpha internal consistency coefficients of the scales were determined as 0.871 for the attitude scale and 0.901 for the self-efficacy perception scale. The study group of the research consists of 259 undergraduate students in their 3rd and 4th grade who were enrolled in courses related to Modal Hearing and studying in the Music Departments of Faculties of Education, Faculties of Fine Arts, and Conservatories in 12 randomly selected universities in Turkey during the 2021-2022 academic year. As a result of the research, it was determined that the students who received music education had positive attitudes towards modal hearing and considered themselves sufficient in modal hearing. On the basis of faculties, it was determined that the lowest attitude score belonged to the students of the faculty of fine arts, and the highest attitude score belonged to the students studying at the conservatory. There was no significant difference in self-efficacy perception scores between the three faculties. In addition, when the attitudes and self-efficacy perceptions of the participant students towards modal hearing were examined, it was seen that male students exhibited more positive attitudes than female students. It was determined that there was no difference in the attitudes and self-efficacy perceptions of the participating students towards modal hearing based on age and grade level variables.

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The Combination of Flipped Learning, Station Technique and Technology in Harmony Lesson: Evaluating Student’s Achievement, Attitude and Views

Uludağ

2023

ENAD

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To mitigate the negative impacts of COVID-19 on the distance education Harmony course, a contemporary educational strategy with experimental content has been developed in this study. This research uses a mixed-methods sequential explanatory design, combining (a) a pretest-posttest control group design and (b) a qualitative study to comprehend the potential quantitative changes resulting from the use of the flipped learning model, station technique, and technology combination. The technology combination is built with the Bandlab social music platform, YouTube lesson support platform, QR codes, and Zoom Breakout Rooms. The study examines how these approaches affect students' success in the harmony lesson, their attitudes towards the lesson, and their learning experiences. The study sample consists of music teaching 2nd-grade students (control group n=41 & experimental group n=44). The experimental procedure takes nine weeks and includes three stages. After the learning sessions, individual semi-structured interviews were conducted with the experimental group students. As a result, positive improvements were achieved in students' attitudes towards the lesson, their success levels, and their learning experiences.

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Exploring teachers’ approaches to popular music: Attitudes, learning practice, and issues in South Korea

Cited by 4 publications

References 29 publications

Enhancing the Intercultural Competence Development of Prospective Music Teacher Education: A Case Study in Indonesia

Enhancing the Intercultural Competence Development of Prospective Music Teacher Education: A Case Study in Indonesia

Investigation of Professional Music Education Students’ Attitudes and Self-Efficacy Perceptions Towards Modal Hearing in Terms of Various Variables

The Combination of Flipped Learning, Station Technique and Technology in Harmony Lesson: Evaluating Student’s Achievement, Attitude and Views

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