115,712 research outputs found

    Planning Curricular Proposals on Sound and Music with Prospective Secondary-School Teachers

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    Sound is a preferred context to build foundations on wave phenomena, one of the most important disciplinary referents in physics. It is also one of the best-set frameworks to achieve transversality, overcoming scholastic level and activating emotional aspects which are naturally connected with every day life, as well as with music and perception. Looking at sound and music by a transversal perspective - a border-line approach between science and art, is the adopted statement for a teaching proposal using meta-cognition as a strategy in scientific education. This work analyzes curricular proposals on musical acoustics, planned by prospective secondary-school teachers in the framework of a Formative Intervention Module answering the expectation of making more effective teaching scientific subjects by improving creative capabilities, as well as leading to build logical and scientific categorizations able to consciously discipline artistic activity in music students. With this aim, a particular emphasis is given to those concepts - like sound parameters and structural elements of a musical piece, which are best fitted to be addressed on a transversal perspective, involving simultaneously physics, psychophysics and music.Comment: 12 pages with 5 figures. Submitted for publication in Physics Curriculum Design, Development and Validation - GIREP 2008 book of selected papers, 200

    Using MaxMSP to Integrate Learning of Physics and Music

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    poster abstractThis project integrates musical activity with the learning of concepts in areas such as physics and computer science. While the expression of musical ideas utilizes the laws of physics on many levels, the study of the two fields often is disparate. Traditional music education does little to promote understanding of the scientific concepts behind disciplines such as acoustics. Similarly, the field of acoustics only tangentially addresses issues relatable to a student educated in the traditional U.S. music system. The goal of this research is to develop a computer software application that will more closely integrate learning and understanding of both music and the physics of sound, which is the scientific field of acoustics. This work will take place utilizing the MaxMSP programming environment, which enables the construction of small applications known as Max Patches. These patches can be tailored in an infinite number of ways for teaching, study, and musical expression. The Max patch to be developed will include a virtual keyboard, an oscillator, and a series of computer objects that will visually output mathematical information based on the waveform that is created by the notes on the keyboard. Hence the virtual keyboard will provide understanding into basic acoustics through the exposition of the fundamental musical waveforms and the underlying principles of their nature. Playing the notes on the keyboard serves two purposes. First, it will help participants grasp basic musical concepts such as note memorization and relative pitch. Simultaneously, it will expose subjects to a visual approach to understanding the physics of the notes being played. The goal is to more closely integrate scientific understanding of sound while teaching the user to engage those concepts in a musical fashion

    Academic Character of Music Education Studies as Curriculum Research and Development

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    The purpose of this study is to argue that music education studies, especially studies in curriculum research and development, must be scientific research which has cyclical processes of verifying theory and practice each other. To clarify research method and content in music education, contents of scholarly journals on music education in Japan and the U.S. were analyzed. In Japan, qualitative study on music educators in history, teaching material, and curriculum was the mainstream, taking historical approach or analytical approach. On the other hand, quantitative study on musical skills/cognition, methodology, and music teacher education, taking analytical or experimental approach predominated in the U.S. In conclusion, it is proposed that research on music education in the arena of curriculum research and development should be based on a methodology as follow; (a) analyze children's musical skills or cognition, taking analytical or experimental approach in order to show children's musical development, so that through them, develop, validate, modify, and redevelop effective steps which enlarge recognition containing in music education, (b) re-examine and revaluate excellent methods/curricula of studying music, taking historical approach, then, develop curricula which meet contemporary needs, and then validate, modify, and redevelop them with practice.本稿は,平成24年度広島大学大学院教育学研究科共同研究プロジェクト「教科教育学再構築プロジェクト」の一部として実施されたリサーチをもとにしている

    PLANNING CURRICULAR PROPOSALS ON SOUND AND MUSIC WITH PROSPECTIVE SECONDARY-SCHOOL TEACHERS

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    ABSTRACT Sound is a preferred context to build foundations on wave phenomena, one of the most important disciplinary referents in physics. It is also one of the best-set frameworks to achieve transversality, overcoming scholastic level and activating emotional aspects which are naturally connected with every day life, as well as with music and perception. Looking at sound and music by a transversal perspective -a border-line approach between science and art, is the adopted statement for a teaching proposal using meta-cognition as a strategy in scientific education. This work analyzes curricular proposals on musical acoustics, planned by prospective secondary-school teachers in the framework of a Formative Intervention Module answering the expectation of making more effective teaching scientific subjects by improving creative capabilities, as well as leading to build logical and scientific categorizations able to consciously discipline artistic activity in music students. With this aim, a particular emphasis is given to those concepts -like sound parameters and structural elements of a musical piece, which are best fitted to be addressed on a transversal perspective, involving simultaneously physics, psychophysics and music

    Prática de ensino supervisionada em Ensino de Educação Musical no Ensino Básico

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    O presente trabalho tem como objetivo geral relatar as experiências de Ensino/Aprendizagem desenvolvidas no âmbito da Prática do Ensino Supervisionada (PES), do Curso de Mestrado em Ensino da Educação Musical no Ensino Básico, ministrado pela Escola Superior de Educação do Instituto Politécnico de Bragança. Para além da análise cuidada das ‘Orientações Curriculares’ para o ensino da Música/Educação Musical, são apresentadas planificações das aulas lecionadas, bem como reflexões fundamentadas das mesmas, tendo por base uma abordagem metodológica de investigação-ação. Paralelamente, dada a componente de investigação inerente ao presente relatório, é focada a importância do ritmo (tendo por base o corpo humano) no Ensino/Aprendizagem em Música/Educação Musical. Nesse sentido, valorizando a importância do ritmo/corpo em contextos pedagógico-musicais, são descritas experiências de Ensino/Aprendizagem em Música/Educação Musical no Ensino Básico Português, devidamente sustentadas em literatura científico-pedagógica alusiva às abordagens musicais ativas, nas quais o corpo humano é uma ferramenta indispensável à perceção e vivência do ritmo e, por conseguinte, do desenvolvimento musical do ser humano.This work has as main objective to describe the experiences of Teaching/Learning developed under the Supervised Teaching Practice (PES) of the Master in Teaching Basic Music Education, taught by the School of Education, Polytechnic Institute of Bragança. Apart from careful analysis of the 'Curriculum Guidelines' for Music/Music Education Teaching, lesson plans are presented and also discussed based on a methodological approach of action research. In addition, this report focus the importance of rhythm (based on the human body) in Teaching /Learning processes in Music/Music Education. In this sense, highlighting the relevance of the rhythm/body in Music Education, pedagogical experiences are presented and discussed, duly supported in scientific and pedagogical literature alluding to the active musical approaches, in which the body is described as a prerequisite for human perception and experience of rhythm and therefore essential for musical development of human beings

    Concept of Movement in Musical Heritage, Theory and Pedagogy of 20-30s of 20 th Century

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    У статті досліджено концепт руху в музично­педагогічних системах першої третини ХХ ст., визначено його значення для музичної творчості та теорії зазначеного періоду, вивчено харак­тер використання поняття в музично­теоретичних системах художніх епох минулого.В статье исследован концепт движения в музыкально­педагогических системах первой трети ХХ в., определено его значение для музыкального творчества и теории обозначенного периода, изучен характер использования понятия в музыкально­теоретических системах художественных эпох прошлого.The concept of movement in music education systems of the first third of 20th century is analyzed. Its meaning for musical theory and creative work of the following period is defined. The approach to its application in music theory of art periods of the past is scrutinized. The goal of research is to reveal preconditions and historical heredity in usage of the concept of movement in musical practice of the first third of 20 th century. The tasks of research are to define the significance of the concept of movement for music creative work, music theory and pedagogy of the first third of 20 th century; to research the tradition of distraction of the concept of movement in different musical­theoretical systems of the past. The object of the research is the situation in music art and pedagogy of that period, while the subject of the research is the mode of operation of the concept of movement in indicated fields of music activity. In music art from Antiquity till the 20 th century philosophical and aesthetic aspects of different concepts of movement accelerated development of its new forms, principles and techniques. Movement was considered as the way of comprehension of the nature of music, its actuality and subject. Further, in 20 th century composers were inspired by the concept of movement primarily because of the specific scientific and technical mode of the epoch. The same situation happened in music theory of the first third of the 20 th century. Conversely, for music pedagogy of the period the views of Antiquity were pivotal. In the new systems of music education movement was considered a channel for passing a content of music to the pupil, a force that directly affected person’s inner world. The idea of identity of music and psychological movement was specifically important. Thus, the concept of movement proved to be the centrepiece in connection between ancient and modern ideas of music education

    Шляхи реалізації модернізаційних процесів в сучасній початковій музичній освіті

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    In the process of research it was established, that modernization of the primary general musical education it is a process and result of production, grounding and introduction of the positive changes into it, conditioned by the requirements of modernity according to the degree of musical education of young school children. On the base of analysis of scientific literature, the study and generalization of practical experience there were revealed the reserves of essential renewal and generalization of musical education of the young school children according to the present conditions of social development. The main approach to modernization of the primary general education in Ukraine was determined in the research; it was based on the idea of humane-esthetical development of the person. There was offered organizational-methodical model of modernization of the primary general musical education that includes: elucidation of the aim of primary general musical education, determination of its new content, principles, pedagogical conditions, methods, forms, optimal succession of the music teaching of the primary school pupils, introduction of innovative changes to the assessment of the results of music teaching of pupils. It was proved, that the skillful use of innovations would help teacher to create conditions for the development of musical education of the young school children in all directions of their learning activity – cognition of music, its assessment, musical creativityДосліджено шляхи удосконалення системи початкової музичної освіти в Україні. Встановлено вплив суттєвого оновлення загальної музичної освіти молодших школярів на набуття ними основ музичної грамоти та розвиток елементарних практичних умінь у галузі музичного мистецтва (сприймання, оцінювання, творення). Доведено, що уміле використання нововведень допоможе вчителю створити умови для розвитку музичної освіченості молодших школярів у всіх напрямах навчальної діяльност

    RESEARCH IN MUSIC EDUCATION BETWEEN THE INTERDISCIPLINARY AND THE SPECIFIC. GIVING VISIBILITY TO THEIR TEACHING AND RESEARCH INTERESTS

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    El espacio de la educación musical en España se mueve entre los intereses, prioridades políticas y el Espacio Europeo de la Educación Superior. Como área científica busca su lugar y este se orienta básicamente entre lo específico y lo interdisciplinar y cuyas líneas determinan objetivos diferentes que abordan con metodologías de aproximación específicas para conseguir su logro. Este texto se interesa por conocer cuáles son los intereses destacados de la investigación en educación musical. Para estudiarlo se han tomado como referencia los resúmenes y palabras clave de artículos científicos en revistas de educación musical españolas y extranjeras. La metodología utilizada es el análisis de contenido asistido por ordenador: los QDA. Los resultados muestran las temáticas, así como metodologías de aproximación y análisis de la Educación Musical distinguiendo entre tipos de documentos, palabras clave y resúmenes, así como la procedencia por revistas españolas y extranjeras. De esta forma esperamos acceder a la memoria de nuestra área de conocimiento, sus ramificaciones interdisciplinares y sus intereses investigadores.The space of musical education in Spain moves between interests, political priorities and in the European Space of Higher Education as a scientific area seeks its place, which is basically oriented between the specific and the interdisciplinary and whose lines determine different objectives that address with specific approach methodologies to achieve their achievement. This text is interested in knowing what are the outstanding interests of research in music education. To study this, the abstracts and key words of scientific articles in Spanish and foreign music education magazines have been taken as reference. The methodology used is the analysis of computer-aided content: the QDA. The results show the thematic as well as methodologies of approach and analysis of the Music Education distinguishing between types of documents, keywords and summaries, as well as the origin by Spanish and foreign magazines. In this way we hope to access the memory of our area of knowledge, its interdisciplinary ramifications and its research interests.Grupo de Investigación HUM-672 AREA (Análisis de la Realidad EducativA

    Redefining Inclusive Music Education: A Theoretical Review

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    Más allá de la integración de las personas con necesidades especiales, la educación inclusiva parte de la consideración de la educación como un derecho de toda la ciudadanía. La educación musical comparte este derecho y se inspira en los principios de la inclusión. Con objeto de profundizar en los desafíos que presenta la educación musical desarrollada con un enfoque inclusivo, el objetivo de este estudio es presentar, a partir de la revisión de la literatura, la definición del concepto de Educación Musical Inclusiva (EMI). La revisión de la literatura científica a partir de la búsqueda en bases de datos especializadas, siguió el proceso de tres fases propuesto por Guirao, Olmedo y Ferrer (2008) finalizando con un análisis de contenido de tipo mixto. Como resultado se presenta una conceptualización de EMI que, sin obviar los aportes del enfoque terapéutico, incide en el enfoque didáctico centrándose en los factores de adaptabilidad y utilización de la música como recurso para lograr la inclusión educativa y social.Beyond the integration of people with special needs, inclusive education is a right of all citizens. Music education shares this right and is inspired by the principles of inclusion. In order to go deeper into the challenges presented by music education developed with an inclusive approach, the aim of this study is to present, based on a review of the literature, the definition of the concept of Inclusive Music Education (IME). The review of the scientific literature, based on the search in specialized databases, followed the three-phase process proposed by Guirao, Olmedo and Ferrer (2008) ending with a mixed content analysis. The result is a conceptualization of IME that, without ignoring the contributions of the therapeutic approach, emphasizes the didactic approach focusing on adaptability factors and the use of music as a resource to achieve educational and social inclusion
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