将铃木方法应用于南非阿特里奇维尔的两个社区音乐项目

IF 0.4 0 MUSIC
J. Meyer, Liesl van der Merwe
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引用次数: 1

摘要

摘要自2008年以来,两名教师在阿特里奇维尔社区使用铃木方法,在两名儿童之家教授小提琴。在使用该方法时,教师们意识到,阿特里奇维尔社区音乐课程中学生的需求和环境导致了该方法的自然适应。本内在案例研究的目的是解释两位教师Babette和Jane在比勒陀利亚阿特里奇维尔的两个社区音乐节目中对铃木方法的改编。通过访谈、观察和照片收集数据,并通过ATLAS.ti 7对数据进行组织。使用苏珊娜·弗里斯的NCT(注意、收集、思考)模型对数据进行分析。从数据中得出的六个主题是:1)应用铃木的特点;2) 社会经济背景;3) 教师为家长;4) 学生为家长;5) 为大量学生提供教育;以及6)引入笔记阅读的挑战。世界各地的铃木教师可以通过决定这项研究的结果是否可以转移到他们独特的社区和环境中,以及如果可以,如何转移,从这项研究中受益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Adapting the Suzuki Method for Two Community Music Programmes in Atteridgeville, South Africa
ABSTRACT The Suzuki method has been used in the Atteridgeville community by two teachers since 2008 to teach the violin at two children’s homes. In using the method, the teachers realised that the needs and circumstances of the students in the Atteridgeville community music programmes led to a natural adaptation of the method. The purpose of this intrinsic case study is to explain the adaptation of the Suzuki method by the two teachers, Babette and Jane, in two community music programmes in Atteridgeville, Pretoria. Data were collected through interviews, observation and photographs, and the data were organised by means of ATLAS.ti 7. The data were analysed by using Susanne Friese’s NCT (Noticing, Collecting, Thinking) model. The six themes that emerged from the data were: 1) Applied Suzuki characteristics; 2) Socio-economic context; 3) Teacher as parent; 4) Student as parent; 5) Making provision for a large number of students; and 6) Challenges of introducing note reading. Suzuki teachers worldwide could benefit from this research by deciding whether – and if so, how – the results from this study are transferrable to their unique communities and contexts.
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