British Journal of Music Education最新文献_第3页

Making space for singing in the 21st century classroom – A focus group interview study with primary school music teachers in Sweden 在 21 世纪的课堂上为歌唱留出空间--瑞典小学音乐教师焦点小组访谈研究

IF 2 3区教育学

British Journal of Music Education Pub Date : 2023-12-22 DOI: 10.1017/s0265051723000360

Eva Bojner Horwitz, David Thorarinn Johnson, Viveka Lyberg-Åhlander, Birgitta Sahlén, Petri Laukka, Pia Bygdéus

引用次数: 0

Students’ attitudes to school music and perceived barriers to GCSE music uptake: a phenomenographic approach 学生对学校音乐的态度和对 GCSE 音乐学习的障碍认知：一种现象学方法

IF 2 3区教育学

British Journal of Music Education Pub Date : 2023-12-21 DOI: 10.1017/s0265051723000426

Dimitra Kokotsaki, Helen Whitford

{"title":"Students’ attitudes to school music and perceived barriers to GCSE music uptake: a phenomenographic approach","authors":"Dimitra Kokotsaki, Helen Whitford","doi":"10.1017/s0265051723000426","DOIUrl":"https://doi.org/10.1017/s0265051723000426","url":null,"abstract":"<p>The study aimed to investigate how students in lower secondary schools in England perceive the subject of music in terms of its importance and enjoyment. Following findings from the first survey phase of the project, it specifically sought to shed light on the reasons why the majority of students decide not to choose music as one of their optional subjects at GCSE level. The paper presents interview findings with students in three schools at the north-east of England following the phenomenographic method of data analysis. Among factors found to impact on students’ decision to continue music at Key Stage 4 (ages 14–16 years) were the desire to spend more time learning music, having more choice and autonomy in the classroom, having more information about the content and requirements of GCSE music, feeling disadvantaged due to not being proficient at instrumental playing and having a limited perception of their own musicality or perceiving music as being elite or difficult. The findings are discussed in terms of their practical implications for the teaching and learning of music in secondary schools.</p>","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138823167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘It blew my mind’. Creating spaces for integrating creativity, electroacoustic music and digital competencies for student teachers 它让我大开眼界为学生教师创造融合创造力、电声音乐和数字能力的空间

IF 2 3区教育学

British Journal of Music Education Pub Date : 2023-12-18 DOI: 10.1017/s0265051723000384

Jesús Tejada, Adolf Murillo, Borja Mateu-Luján

引用次数: 0

Rethinking pedagogic identities for Key Stage 3 general classroom music teacher education: an autoethnographic study 反思第三阶段普通课堂音乐教师教育的教学身份：一项自我民族志研究

IF 2 3区教育学

British Journal of Music Education Pub Date : 2023-12-18 DOI: 10.1017/s0265051723000372

Ian James Axtell

引用次数: 0

An investigation into the factors influencing teachers’ inclusion of improvisation in piano lessons 调查影响教师在钢琴课中加入即兴表演的因素

IF 2 3区教育学

British Journal of Music Education Pub Date : 2023-12-18 DOI: 10.1017/s0265051723000396

Catherine Cossey

引用次数: 0

Teacher professional development and educational innovation through action research in conservatoire education in the Netherlands 在荷兰音乐学院教育中通过行动研究促进教师专业发展和教育创新

IF 2 3区教育学

British Journal of Music Education Pub Date : 2023-12-15 DOI: 10.1017/s0265051723000414

Tamara Rumiantsev, Roeland van der Rijst, Wobbe Kuiper, Arie Verhaar, Wilfried Admiraal

引用次数: 0

Transforming African musics at a South African university 南非一所大学的非洲音乐变革

IF 2 3区教育学

British Journal of Music Education Pub Date : 2023-12-14 DOI: 10.1017/s026505172300044x

Sylvia Bruinders

{"title":"Transforming African musics at a South African university","authors":"Sylvia Bruinders","doi":"10.1017/s026505172300044x","DOIUrl":"https://doi.org/10.1017/s026505172300044x","url":null,"abstract":"<p>This article critically engages with the discipline of African musics in the academy. It examines the process of curriculum transformation of the African music section at the South African College of Music, University of Cape Town since 2005 as an emergent curriculum model for an integrated approach to the teaching of African musics at universities. The adoption of this curriculum predated the 2015–2016 fervent calls in South Africa to decolonise the university, which necessitates an approach to teaching African musics not rooted in its colonial past. As is known, the study and research of African musics in the academy partly stemmed from the efforts of European (and later US) researchers who often received support through the British colonial administration and much of their output seemed to be focused on convincing their peers about the virtues of ‘African music’ and the study thereof. Despite this history, there is evidence to support the fact that in most African universities, the music departments are far more interested in teaching Western art music and its virtues. In recognition of the calls by students for radical changes to the curricula in South African universities, the article seeks to answer the question ‘how do we consider ongoing changes to the knowledge both received and produced in this field?’</p>","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138582922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the potential of informal music learning in a perceived age of pedagogical traditionalism for student teachers in primary music education 在小学音乐教育学生教师认为的传统教学时代，探索非正式音乐学习的潜力

IF 2 3区教育学

British Journal of Music Education Pub Date : 2023-12-11 DOI: 10.1017/s0265051723000402

Anna Mariguddi, Ian Shirley

引用次数: 0

What is attractive about becoming a music teacher? Exploring the motivations of pre-service music teachers towards the profession 成为一名音乐教师有什么吸引力?探讨职前音乐教师的职业动机

IF 2 3区教育学

British Journal of Music Education Pub Date : 2023-12-01 DOI: 10.1017/s0265051723000335

Daniel Mateos-Moreno

{"title":"What is attractive about becoming a music teacher? Exploring the motivations of pre-service music teachers towards the profession","authors":"Daniel Mateos-Moreno","doi":"10.1017/s0265051723000335","DOIUrl":"https://doi.org/10.1017/s0265051723000335","url":null,"abstract":"Uncovering the motivations towards a profession may contribute to a better understanding of how the profession is chosen and will be pursued. However, the research on the attractiveness of the music teaching profession is rather limited and predominantly focused on identity development, thereby overlooking other aspects that may play a role. In pursuing a case study, my aim is to contribute to this field of research by investigating the views of pre-service music teachers enrolled at the University of Karlstad in Sweden. The results depict a unique motivational profile compared to their counterparts in other subjects. These differential aspects are threefold, indicating a high prevalence of ‘extrinsic motivations’ driving their choice of profession, that ‘altruistic reasons’ have lower significance as a motivating factor, and that there is a poor perceived relevance of these individuals’ future profession. In addition, this study provides evidence of the prevalence of ‘musician identities’ over ‘teaching identities’ and foresees the dependence between the participants’ motivation and their future students’ progression. Moreover, I hypothesise that career changes and Pygmalion effects are to be expected if intrinsic motivation towards the profession is not fostered or if this population’s motivation is linked to the progress of their students rather than the challenge of motivating them in the first place.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138475758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What’s in and what’s out of music education? 音乐教育有哪些内容？

IF 2 3区教育学

British Journal of Music Education Pub Date : 2023-11-01 DOI: 10.1017/S0265051723000323

Martin Fautley, Alison Daubney

引用次数: 0