Synchronous online instrumental music teaching in cross-cultural learning contexts

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2023-10-03 DOI:10.1177/02557614231201916

Marianne Løkke Jakobsen, David G Hebert, Rikke Ørngreen

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引用次数: 0

Abstract

This scoping review addresses two questions: (1) How can previous research inform approaches to synchronous online instrumental music teaching for cross-cultural learning in the field of Western classical music? and (2) What does the corpus of existing studies suggest about Chinese student experiences with western instrumental pedagogy and synchronous online teaching? Based on a systematic examination of 100+ articles from refereed journals in English across the past two decades, the review reveals cultural differences in autonomy and student-centeredness in classical instrument pedagogy traditions. In China, new pragmatic concepts appear as Confucian-Dewey fusion approaches and a distinctive music pedagogy tradition influenced by Russian and Germanic traditions and Chinese philosophy. The review also found that synchronous online instrumental music teaching can be efficient despite technical issues and latency, and the format may enhance forms of dialogue between students and teachers. The review shows little research on intercultural aspects of synchronous online musical instrument teaching, particularly addressing interaction and communication between students and teachers. Moreover, there is a widespread need for competence development for effectively approaching the diversity of music teaching and learning cultures worldwide in the online learning environment.

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跨文化学习背景下的同步在线器乐教学

这一范围审查解决了两个问题:(1)以前的研究如何为西方古典音乐领域跨文化学习的同步在线器乐教学方法提供信息?(2)现有研究的语料库对中国学生在西方器乐教学法和同步在线教学中的体验有何启示?基于对过去二十年来来自英文期刊的100多篇论文的系统检查，该综述揭示了古典乐器教学传统中自主性和以学生为中心的文化差异。在中国，新的实用主义概念出现了儒家和杜威的融合方法，以及受俄罗斯和德国传统以及中国哲学影响的独特的音乐教学传统。审查还发现，尽管存在技术问题和延迟，同步在线器乐教学仍然是高效的，并且这种形式可以增强学生和教师之间的对话形式。该综述显示，关于同步在线乐器教学的跨文化方面的研究很少，特别是关于学生和教师之间的互动和交流的研究。此外，为了在网络学习环境中有效地接近世界范围内音乐教学和学习文化的多样性，人们普遍需要能力发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.