Promising practices in music teaching and learning: practical recommendations and policies across cultures

Q1 Arts and Humanities

Arts Education Policy Review Pub Date : 2020-12-02 DOI:10.1080/10632913.2020.1844831

M. Susino

引用次数: 1

Abstract

Abstract Music Education is changing rapidly worldwide. What effective and promising practices in music teaching and learning are available and can be cross-culturally applied? Using Finland as a case study, this exploratory research highlights promising current endeavors in primary and secondary school music education. In light of these undertakings, data were collected from interviews with students and teachers in Australia and England (N = 25) to investigate if these practices would be considered promising in both Australia and England. The results revealed four key areas of promising music teaching and learning: (1) Allocated Time for Music Teaching and Learning; (2) Teacher Training and Expertise; (3) A Diverse, Collaborative and Interdisciplinary Curriculum, and; (4) Transition to Tertiary Education. A number of practical recommendations are proposed and their pedagogical significance discussed.

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音乐教学中有前途的实践:跨文化的实用建议和政策

摘要音乐教育在世界范围内变化迅速。在音乐教学中有哪些有效且有前景的做法可以跨文化应用？以芬兰为例，这项探索性研究突出了当前中小学音乐教育的发展前景。鉴于这些承诺，数据是从对澳大利亚和英国学生和教师的采访中收集的（N = 25）调查这些做法是否在澳大利亚和英国都有前景。研究结果揭示了音乐教学的四个关键领域：（1）音乐教学时间分配；（2）教师培训和专业知识；（3）多样化、协作性和跨学科的课程，以及；（4）向高等教育过渡。提出了一些实用的建议，并讨论了它们的教学意义。

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

Arts Education Policy Review Arts and Humanities-Visual Arts and Performing Arts

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Arts Education Policy Review ( AEPR) presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences—all those involved in the arts and concerned about their role in education. AEPR focuses on analyses and recommendations focused on policy. The goal of any article should not be description or celebration (although reports of successful programs could be part of an article). Any article focused on a program (or programs) should address why something works or does not work, how it works, how it could work better, and most important, what various policy stakeholders (from teachers to legislators) can do about it. AEPR does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Editors want articles that show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions will not be accepted.