Teaching Strategy and Instructional System Construction of Chinese National Instrumental Technology Education

Liu, Zhiyu; Liu, Yunna

doi:10.12973/eurasia.2017.01018a

Cited by 6 publications

(6 citation statements)

References 11 publications

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“…However, it should be noted, as stated by Savage (2010), that the use of digital technology is generally used to reinforce traditional content, and its potential is thus squandered; this is aggravated by the lack of resources in many educational centers (Crawford, 2009). In addition, a number of studies have reported that they do not reflect the social recognition that exists in relation to the use of technology in teaching and learning processes (Crawford & Southcott, 2017; Liu & Liu, 2017).…”

Section: Discussionmentioning

confidence: 99%

Music education in the digital age: Challenges associated with sound homogenization in music aimed at adolescents

Faure-Carvallo

Gustems-Carnicer

Termens

2022

International Journal of Music Education

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Adolescent music preferences revolve around so-called popular music, specifically that which is highly manipulated by audio and music production technologies and aimed at the mass market. These processes can result in music genres that lean toward sound homogenization, a phenomenon that could gradually restrict adolescents’ access to the acoustic richness of other music styles that have emerged throughout history. The objective of this work was to analyze the music genres favored by a sample of Spanish adolescents ( n = 464), based on their acoustic qualities (timbre, rhythm, and dynamics). The results of the automatic analysis indicated a great deal of overlap in terms of sound, which corroborated the homogeneous character of the genres. This calls for an approach to secondary music education that helps preserve musical richness and stylistic variety in the classroom.

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Section: Discussionmentioning

confidence: 99%

Music education in the digital age: Challenges associated with sound homogenization in music aimed at adolescents

Faure-Carvallo

Gustems-Carnicer

Termens

2022

International Journal of Music Education

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“…Repetitive practice is utilized to ensure that children can perform to a high standard (Li, 2012). The teaching of basic music theory notions and simple instrumental skills are also common for older preschool children (Liu & Liu, 2017). Interestingly, while Asian classrooms generally include a variety of music instruments and resources, children do not have access to them so as to be able to explore them freely (Bautista et al, 2018).…”

Section: Musical Activities In Preschools: a Review Of International ...mentioning

confidence: 99%

Musical activities in preschool education: A cross-cultural comparative study

et al. 2023

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The purpose of this study was to investigate the types of musical activities carried out in preschools for children aged 3–6 years in two contrasting cultural settings: Spain, a Mediterranean European country, and Hong Kong, a special administrative region in China. Participants were 398 teachers in preschools, 199 in each location. We administered a survey in which we asked how often they carried out 19 musical activities. In our analysis, we considered these activities independently and clustered by content (based on the type of musical practice involved) and nature (based on the potential of the activity to foster creativity). Participants in Hong Kong reported carrying out eight activities most often while participants in Spain reported carrying out four activities most often. Regarding content, Singing and Voice activities were provided most often in Hong Kong, whereas Rhythmic Movement activities were provided most often in Spain. Regarding nature, Reproductive activities were carried out more often than Creative activities in both locations. Contrary to our expectations, Creative activities were carried out more often in Hong Kong than Spain. We conclude that there are mismatches between the curriculum for music and actual practices in both cultures, with repetitive musical practices being the most prevalent. Implications are discussed for curriculum designers, teacher educators, and teachers themselves.

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“…De este modo, la tecnología musical se ha ido consolidando como una herramienta específica para los procesos formativos asociados al aprendizaje de cuestiones diversas, como el canto, el movimiento o la interpretación (De Castro, 2015), el aprendizaje instrumental (Liu y Liu, 2017), la teoría musical (Li, 2017;Carrascosa y Carrascosa, 2021) o incluso el impacto económico de la tecnología musical (Barneva, Kanev y Shaphiro, 2021), llegando a ser considerada por algunos autores como Gorbunova (2020) como una disciplina con entidad propia y no una combinación de áreas de conocimiento independientes.…”

Section: Educación Musical Y Tecnología Como Ejes Del Estudiounclassified

Educación Musical y tecnología: tendencias en investigación

Suelves

Méndez

Monzonís

2022

Rev. electrón. complut. investig. educ. music.

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La tecnología se ha integrado en las diferentes áreas curriculares por la consideración de la competencia digital como competencia clave y su consecuente impacto en la política educativa de los diferentes países. La Educación Musical no ha quedado ajena a este fenómeno, considerándose la tecnología como una herramienta con un potencial reseñable para su desarrollo. Este estudio trata de aproximarse a la relación entre tecnología y Educación Musical desde un enfoque bibliométrico y bibliográfico: por un lado, se indaga sobre la producción científica en términos cuantitativos, a partir del análisis de los 161 artículos seleccionados de las bases de datos Web of Science y Scopus y, por otro, se analiza el contenido de las 55 publicaciones disponibles en abierto. Los resultados confirman el aumento de la producción científica en los últimos 5 años y las posiciones predominantes de Estados Unidos y España. Destaca, asimismo, la preeminencia de investigaciones centradas en la etapa de Educación Superior, con alumnado y profesorado como principales participantes. Asimismo, es reseñable la variedad de tecnología que se implementa en los procesos formativos, así como su impacto positivo no solo en aspectos relacionados con la propia disciplina, sino también en el desarrollo de competencias de carácter transversal.

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Teaching Strategy and Instructional System Construction of Chinese National Instrumental Technology Education

Cited by 6 publications

References 11 publications

Music education in the digital age: Challenges associated with sound homogenization in music aimed at adolescents

Music education in the digital age: Challenges associated with sound homogenization in music aimed at adolescents

Musical activities in preschool education: A cross-cultural comparative study

Educación Musical y tecnología: tendencias en investigación

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