Summary comparing normative constellations in music education

This summary connects parts of nearly every chapter of the book with a thick brush regarding normative constellations. Comparing the constellations shows both, how practices within lessons are normatively connected with practices in other social fields, and that there are fractures that show a need for further research. In conclusion I sketch a model for comparative praxial music education

Letter to William Younger regarding SEAALL annual report, April 17, 1974

A letter from Linda Wallbaum to William Younger regarding the SEAALL annual report for AALL

RED – A supposedly universal quality as the core of music education

The Chapter consists in two sections complementing Analytical Short Films. The first is about a supposedly universal atmosphere called RED in the Bavaria-Lesson, the second about different cultures in voice and posture coming together in the Beijing-Lesson. Both are related to theory as well as German philosophies of music education

About different cultures in music classrooms of europe. An exploratory study

The article presents results of an exploratory study with groups of music teacher students from different countries, Estonia, Germany, Netherland, Portugal and Sweden. The groups watched three german music lessons on multi-angle-DVDs with english subtitles, chose one, which they felt most familiar with, and marked significant similarities and differences to lessons, which they new from their own experience. Presentations of the country-groups and plenum-discussions about them were documented, analyzed and interpreted. The available study brings up hypothesis about (a) categories to describe music in the classroom, (b) about cultures as different contents of music education of five European countries and (c) hypothesis about interferences between musical and pedagogical cultures in music classrooms generally.Der Aufsatz stellt die Ergebnisse einer explorativen Studie mit Gruppen von Lehramt-Musik-Studierenden aus Deutschland, Estland, Niederlande, Portugal und Schweden dar. Die Gruppen sahen drei deutsche Musikstunden auf Multi-Angle-DVDs mit englischen Untertiteln, wählten eine aus, die ihnen am vertrautesten erschien, und markierten signifikante Ähnlichkeiten und Unterschiede zu Musikstunden, die sie aus eigener Erfahrung kannten. Präsentationen der nach Ländern zusammengesetzten Gruppen sowie die Plenumsdiskussionen dazu wurden dokumentiert, analysiert und interpretiert. Die vorliegende Studie generiert Hypothesen zu (a) Kategorien zur Beschreibung von Musikunterricht in der Praxis des Klassenzimmers, zu (b) Kulturen als verschiedene Inhalte des Musikunterrichts aus fünf europäischen Ländern und (c) eine Hypothese zu Interferenzen zwischen pädagogischen und musikalischen Kulturen im Musikunterricht im Allgemeinen

Letter to William Younger regarding SEAALL files, May 3, 1974

A letter from Linda Wallbaum to William Younger regarding a file of SEAALL materials obtained from Pearl Von Allmen\u27s apartment

Comparing international music lessons on video

Video-recorded music lessons (on multi angle DVDs) were used to inspire and improve understanding among experts from different cultures and discourses of music education. To make the process manageable and focused we developed the Analytical Short Film (2-3 minutes) to address particular areas of interest and starting points for debate. We asked selected music teachers from seven nation-states to allow a typical and (in their opinion) good lesson to be recorded. We also asked the students and their parents for permission. At a symposium, national experts and researchers presented views on „their“ lessons through Analytical Short Films. Discussion included implicit and explicit comparisons. The presenters also used a lesson from one of the other countries to stimulate discussion about assumptions in and challenges to their own views. We documented all comparisons made and compared these to derive cross cultural categories (tertia comparationis). These categories should be relevant for understanding what makes a music lesson „good“. The different perspectives and discussions offered by the authors in this book provide rich and diverse material for researchers, teachers and teacher educators

The analytical short film: Form – Functions – Excursus – Criteria

This chapter presents the form of the Analytical Short Film (ASF), its functions for communication, education and research and criteria for its validity. Embedded is a fundamental reflection about the relations between something whole and its parts to give reasons for dealing with blurredness in both, practice in lessons and video practice

Comparing Different PV Module Types and Brands Under Working Conditions in the United Kingdom

The present work demonstrates the performance evaluation and economic analysis of different PV module types and brands at the working conditions of Padiham (53.5 N, 2.3 W) in the UK. The total area of PV plant was assumed to be 100 square meters. The simulations were carried out for modules installed on the roof and on the south-facing façade of a residential building. The comparison study is carried out to define the most suitable module type and brands for the considered place in the current study. The energy and economic performance of the grid-connected PV system are analyzed under the meteorological conditions of Padiham. The modules were characterized by evaluating their annual electrical energy generation and different figures of merit of the grid-connected PV systems such as the investment, annual profit, net present value, levelized cost of electricity, and the payback time. The simulations show that in this specific setup, monocrystalline modules have the best energy performance, while thin-film modules have the best economic performance

The analytical short film in teacher education: Report of an accompanying research study in university teaching

This chapter presents the application of the method of the Analytical Short Film in teacher education seminars and the main results of an accompanying research. Central findings indicate that the usage of the method increases the students’ abilities of reasoning on a scientific basis and improves their levels of reflection (Roters 2012)