Music Education Facing New Challenges

Lasauskienė

Abramauskienė

et al. 2017

PIJSS

Section: Statement Of the Problemmentioning

confidence: 99%

Children’s Singing: Reflections on a Vocal Teaching in Lithuania and Taiwan

Lasauskienė

Abramauskienė

et al. 2017

PIJSS

“…The author emphasises that music, which is learnt at school, may be understood as "music for our sake", for the sake of life, for the sake of our "good time", which would not reject but would engage wining greater recognition. Juvonen et al, (2012) point out that research in music education and search for new methods have to be essential developing music abilities, conveying knowledge in the practice of music education. The foundations of philosophy of music education have to be linked with contemporary music culture, whereof changes are reflected in the content of educational programmes embracing musical expression, musical attitude and thinking, motivation, learning environment, development of musical taste and other factors.…”

Section: Popular Music In the Context Of General Music Education: Thementioning

confidence: 99%

“…However, educational potential of popular music is more frequently the focus of researchers in other countries. The educational practice suggests adhering to changes in style development (Nilsson & Folkestad, 2005;Davis & Blair, 2011;Sepp & Ruokonen, 2013;Springer & Gooding, 2015), it is also recommended to follow structural shifts of multi-dimensional musical culture in terms of content and context searching for closer interaction of musical culture and education as well as to clarify the role of music in the life of society (Wright & Finney, 2010;Mantie, 2013;Mark & Madura, 2014), decrease in the gap between educational programmes and musical interests of contemporary school learners initiating a new context for teaching music is encouraged (Hedden, 2010;Juvonen et al, 2012;Law & Ho, 2015). Lithuanian researchers in education address various problems of music education discussing musical activities and perspectives of their improvement (Piliciauskas, 1998;Straksienė, 2009;Sakadolskienė, 2012;Balcytis, 2012;Vitkauskas et al, 2012;Girdzijauskas, 2012;Girdzijauskienė, 2015;Tavoras, 2015).…”

Section: Introductionmentioning

confidence: 99%

Music education of the present: Does popular music develop learners’ values?

2017

PROSOC

The article discusses possibilities of improving music education through application of popular music and use of personal meaning and emotional imitation methods. On the basis of research results educational practice is reflected discussing links of music activities and formation of value-based attitudes, improvement of music education. Research results show that pedagogical prerequisites for music education of junior school children integrating popular music and nurturing learners' value-based attitudes are as follows: link of goals of music education with topical issues of the socialisation process; application of innovative methods as striving for selfcognition; maturity of teacher's personality; sincere, respectful, benevolent relations between the teacher and learners based on mutual understanding that provide meaning to musical experiences and activities.

“…Adolescents face both physical and mental change. As a result, they cultivate a good manner of thinking and appreciation, by cause of a vital period which can absorb many new things (Strakšienė, 2009;Balčytis, 2012;Liu, 2012;Juvonen, Ruismaki, & Lehtonen, 2012;Wang, 2012;Mantie, 2013;Yang, 2013;Mark & Madera, 2014;Zhao, 2015;Rauduvaitė, 2016;and others). Due to the increasing change in the society, music education needs to be advanced and reflect modern accomplishments, as well as it needs to enhance the aesthetic ability in the meantime.…”

Section: Introductionmentioning

confidence: 99%

Teacher's Music Activities in the Classroom as a Prerequisite for Improvement of Music Education

2018

SIE

The relevance of the research is realized through the search for the music teacher’s activities that help to improve the process of music education while fostering the learner’s aesthetic and meaningful relationship to music. The object of the research is a music teacher’s activity of teaching music in general education school. The aim of the research is to analyse the improvement opportunities of a music teacher’s activity during music lessons in seventh-eighth grades in general education schools. The methods of the research include the analysis of scientific literature and documents of education; semi-structured interviews with music teachers; a written survey; quantitative and qualitative data analysis. According to the collected data, a variety of musical activities helps to develop learners’ inborn musical abilities, provide a favourable learning environment with an opportunity to develop the learners’ musicianship and presuppose their transferable skills. In this context, teachers’ active and creative musical involvement helps the learner to experience more positive emotions. Such a personal involvement and cooperation serve as a major condition for the improvement of the teachers’ musical activity. An inappropriate choice of the activities can lead to dissatisfaction and be the main reason for failure. The teachers’ participation in musical activities could encompass a number of music modes, which could create a more attractive and productive activity in the lesson: a teacher – a performer – a listener – a facilitator – a leader.