Music education for the improvement of coexistence in and beyond the classroom: a study based on the consultation of experts

Cabedo–Mas, Alberto; Díaz-Gómez, Maravillas

doi:10.1080/13540602.2015.1058593

Cited by 8 publications

(3 citation statements)

References 19 publications

(13 reference statements)

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“…The focus in classroom practice is on musicality (Dillon 2007) where the process of creating and performing takes precedence over the quality of the product. Research has shown that informal ways of music teaching and learning can successfully also take place in formal classroom settings (Green 2008;Wright & Kanellopoulos 2010;Cabedo-Mas & Díaz-Gómez 2016) which opens doors for community musicians.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Presenting, performing and exploring music and culture: transnational perspectives using online and face-to-face pedagogies in teacher education

Joseph

Cabedo–Mas

2021

Journal of the Musical Arts in Africa

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Globally, tertiary teacher educators are expected to prepare student teachers to meet the needs of diverse and inclusive classrooms. This study explores a one-off teaching and learning experience across two universities (in Australia and Spain) with undergraduate student teachers undertaking an initial teacher education programme. The focus is on music education as a positive way to promote non-Western music and culture like that of Africa to enhance student teacher understandings of diverse cultures and musics. Interpretative phenomenological analysis is employed as an analytic tool. Findings are reported under five overarching themes: valuing the experience; the benefits of teaching and learning African music; pedagogical understandings, challenges and opportunities, and the impact and influence of technology. As this was a small-scale study, generalisations to other institutes cannot be made. Rather, it adds to the body of research that calls for collaborations across border

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Section: Theoretical Perspectivesmentioning

confidence: 99%

Presenting, performing and exploring music and culture: transnational perspectives using online and face-to-face pedagogies in teacher education

Joseph

Cabedo–Mas

2021

Journal of the Musical Arts in Africa

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“…They accommodate a great variety of musical subjects [2,3], enabling them to provide amateurs with training and hands-on experience, as well as to detect and nurture talent in individuals who go on to pursue music professionally. These schools are a gathering place for people with common interests, and they afford citizens the advantages of music education by providing an inclusive space [4][5][6], promoting personal development and well-being [7][8][9], satisfying citizens' desire for lifelong learning [10], and serving as a venue for leisure activities.…”

Section: Introductionmentioning

confidence: 99%

Music Education for All: The raison d’être of Music Schools

Alba

Díaz-Gómez

2018

Education Sciences

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Music schools, centres of non-formal music education, bring music to people of all ages as they work to achieve their main objective of offering practical musical training, for both instruments and voice. Their activities are centred in the town or city in which they are located, and their impact extends beyond the educational sphere: music schools are also a social force whose activities stimulate the local cultural scene. This study explores the work carried out by these schools in the Basque Country (Spain), where they have been operating for over 20 years. The analysis focuses on the range of music education they offer, their ability to respond to different demands and needs and how they relate to their social and educational environment. Furthermore, the paper examines whether music schools see other potential areas for growth and development and explores the factors that could positively or negatively impact their ability to achieve their objectives. The study adopts a description-oriented empirical-analytical methodology and applies the SWOT system. A total of 67 schools were included in the study. The results reveal the relevance of this ever-evolving model of education and confirm music schools as a key force in both music education and the sociocultural sphere in this country.

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“…As the national education commission and the people all over the country pay more attention to the music education, film music teaching mode has gradually entered middle schools and colleges, achieving certain results in class. Classroom teaching quality is an important standard for evaluating the teaching quality of teachers, which reflects not only the quality of music teaching courses, but also the comprehensive strength of teachers and teaching equipment (Cabedo & Díaz-Gómez, Maravillas, 2016). The determination of relevant systems such as teaching methods, concepts and functions in class has a profound impact on the quality of music teaching.…”

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confidence: 99%

Film Music Teaching Effect Evaluation from the Perspective of Audience Immersion

2018

EDUC SCI-THEOR PRACT

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With the continuous improvement of national education level and system, film music teaching method has been greatly promoted in the classroom, especially the audience immersion, as the standard of classroom quality and effect evaluation, which has been recognized by experts inside and outside the education circle. Therefore, this paper uses the analytic hierarchy process to analyze and calculate the teaching objective, content, structure, method and effect, and establishes a reasonable teaching effect evaluation hierarchy model, obtaining the weight and consistency test results of each index element. Finally, the paper quantitatively summarizes the synthetic weight of index layer and obtains the final teaching evaluation results, which have a certain practical reference value to improve the teaching results of education workers.

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Music education for the improvement of coexistence in and beyond the classroom: a study based on the consultation of experts

Cited by 8 publications

References 19 publications

Presenting, performing and exploring music and culture: transnational perspectives using online and face-to-face pedagogies in teacher education

Presenting, performing and exploring music and culture: transnational perspectives using online and face-to-face pedagogies in teacher education

Music Education for All: The raison d’être of Music Schools

Film Music Teaching Effect Evaluation from the Perspective of Audience Immersion

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