Music Education, Performativity and Aestheticization

Koopman, Constantijn

doi:10.1111/j.1469-5812.2005.00102.x

Cited by 5 publications

(4 citation statements)

References 7 publications

(7 reference statements)

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“…Derrida is against defining concepts in instructional materials. It is rooted in the metaphysical presence of Aristotle, and it cannot lead to an understanding of matter and phenomena (Corson, 2020;Evans, 2019;Koopman, 2005). According to Derrida's structure, integrity, logical sequence, and meaning aspects of instructional materials are unreal and imaginary.…”

Section: Resultsmentioning

confidence: 99%

The Asian Conference on Education & International Development 2024 Official Conference Proceedings

2024

ACEID Official Conference Proceedings

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University attrition rate is increasing around the world and there is a consequence for the student who is dropping out, the university, and society as a whole including costs, psychological issues associated with the perceived feeling of failure, and issues around employability and job satisfaction (Sosu & Pheunpha, 2019). The university attrition rate is increasing in Mongolia too. About 80% of the students who study at the Teachers' School, Mongolian National University of Education (MNUE) are from the country of Mongolia and most of them come to the capital city to do their tertiary education. Due to the differences between rural and urban lifestyles, and expectations of tertiary education, the dropout rate is increasing especially at the beginning of the first semester. There is an urgent need to better understand the need to drop out of the university and find ways to support these students to adjust to university life and life outside the university. This study aims to explore the issues associated with adjusting to university studies and its relationship with attrition. It used the SPSS-20 program to collect data from 80 first-year students. The findings revealed that the students needed support in many aspects of their studies, including support with time management, stress management, and well-being. The study suggests policymakers and university managers to develop a plan to better support students to seamlessly transition into the university and life outside the university during the first half of the first semester.

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Section: Resultsmentioning

confidence: 99%

The Asian Conference on Education & International Development 2024 Official Conference Proceedings

2024

ACEID Official Conference Proceedings

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Section: Contradictions and Compromisesmentioning

confidence: 99%

“…For his part, Koopman (2005) tried to debunk the myth of the impossibility or illusory prospects of postmodern music education. He noted two opposing phenomena that methodologists and organizers of the educational process resort to: perforation and aestheticization, Koopman (2005). Both phenomena in the methodological sense are ways to adapt a variety of musical material to its teaching in secondary schools of the postmodern era.…”

Section: Contradictions and Compromisesmentioning

confidence: 99%

Development of Music Education in Postmodern Society

Maidaniyk

Strikhar

Rudyy

et al. 2023

RREM

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The article is devoted to the emergence of new contradictory trends in the school music education of postmodern society, how young postmodern youth perceives and uses music and attempts to methodically solve these problems. We explain the relevance of the topic by the fact that postmodern historical trends are still very strong in developing countries, and the industrialization of music art is increasingly distancing young people from academic and folk music achievements. Objective of the article is to identify the main trends, contradictions and problems of music education in postmodernism, and to simulate possible methodical ways of its decision. The general methodological approach is theoretical. We have chosen sociological, theoretical and analytical plus theoretical and methodological methods as the main ones for a data collection, information processing and modeling (modification) of educational conditions in music lessons in high school. As a result, the authors of the article presented main features of music education in postmodern society, the attitude of young people to music, and most importantly presented a thesis formulated 15 guidelines for optimizing school music education. The main conclusion is to avoid categoricalness in the hierarchy of educational process management; evaluation of musical content, to emphasize perceptual, reflexive and performative mechanisms of the development of musical heritage. The international significance of the article lies in the supplementation of numerous theoretical studies with specific methodological recommendations, as well as the use of the Ukrainian cultural context of the late postmodern era, which for some reason scholars pay little attention to.

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“…This is in line with Embree (2010) who summarises it as disciplinarity in phenomenology which is outlined as philosophical phenomenology, communicological phenomenology, sociological phenomenology and psychological phenomenology. This study reviewed studies across disciplines which include Public Administration (Thani, 2012), education (Booysen, 2021; Isabirye & Makoe, 2018; Khanyile, 2020; Koopman, 2015; Koopman & Koopman, 2020; Mamabolo, 2002; Thomson, 2008; Van der Mescht, 2004), psychology (Furtak & Barnard, 2021; Kruger, 2001; Makoe, 2008; Van der Neut, 2020), Sociology (Brewer, 1979; Groenewald, 2004; Gukelberger & Meyer, 2021; Muchena, Howcroft & Stroud, 2018; Wojciechowska, Coetzee & Rau, 2019). The review reveals the importance of using a phenomenological approach in researching phenomena across disciplines.…”

Section: Introductionmentioning

confidence: 99%

Exploring the use of Heidegger’s Phenomenological Approach to Delve Into the Learning Experiences of Homosexual Learners in Mpumalanga Province, South Africa

Nkosi,

Mabasa,

Themane

2023

International Journal of Qualitative Methods

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This article explores the use of the phenomenological approach in the learning experiences of homosexual learners in schools. We conducted the research at a time when studies in education rarely use Heidegger’s phenomenological approach to explore educational phenomena. The question is: what are the lessons that can be learnt from the use of Heidegger’s phenomenological approach in exploring the learning experiences of homosexual learners in rural secondary schools of South Africa? The study used a phenomenological design in a number of selected secondary schools in Mpumalanga Province, South Africa. We generated data through semi-structured interviews and documents. We purposively selected six learners to participate in the study. Data were analysed by using a thematic approach. The approach helped us to reveal that homosexual learners were discriminated against by their teachers and were subjected to isolation from other learners due to religious beliefs, cultural norms, and traditional practices. The article argues that the use of the Heidegger’s phenomenological approach is more appropriate in unravelling nuances related to beliefs, cultural practices, and traditions that may hamper effective teaching and learning than the use of other designs such as surveys. The implication of this is that Heidegger’s phenomenological approach is helpful in conducting studies on the lived experiences of people who are discriminated in society, focusing on their well-being, support and care for their future. It also has the potential to contribute immensely towards policy formulation related to inclusive teaching and learning using learners’ voices based on their lived experiences.

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Music Education, Performativity and Aestheticization

Cited by 5 publications

References 7 publications

The Asian Conference on Education & International Development 2024 Official Conference Proceedings

The Asian Conference on Education & International Development 2024 Official Conference Proceedings

Development of Music Education in Postmodern Society

Exploring the use of Heidegger’s Phenomenological Approach to Delve Into the Learning Experiences of Homosexual Learners in Mpumalanga Province, South Africa

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