Music in Elementary Education

Flohr, John W.; Trollinger, Valerie

doi:10.4324/9781315663494

Cited by 3 publications

(5 citation statements)

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“…The comment of Interviewee 2 also supports the idea that students have to spend the whole day learning many subjects, which makes them tired. Using music as a tool to release tension and arouse the feeling of relaxation thus aligns with the writings of Copland (1952), Swanson (1969), andFlohr andTrollinger (2010).…”

Section: Music Programmessupporting

confidence: 54%

“…Productive and enjoyable learning in the classroom can be enhanced by using music, as subjects that are collaborated with music can help students to learn more actively and comfortably during the teaching and learning process (Flohr & Trollinger, 2010). Music can be considered a subject for the students to enjoy and relax while other subjects keep them under high pressure (Swanson, 1969).…”

Section: Literature Reviewmentioning

confidence: 99%

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The Current Status of Elementary Music Education in Yangon, Myanmar

Moses,

Fyr,

Chiengchana

2021

MJM

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Public schools in Myanmar have offered music education as part of the regular curriculum since 2000; however, very little information is available about the current teaching practices of music education as well as differences and problems regarding music education in different types of schools. Therefore, the purpose of this study was to investigate the current status of elementary music education in Yangon, Myanmar in three different types of schools: Public schools, private schools, and international schools. A mixed-method design was employed to achieve the purposes of the study. Qualitative data were collected using in-depth interviews with seven key informants. Quantitative data were collected from 93 respondents—33 music teachers and 60 classroom teachers responsible for teaching music—using a web-based questionnaire and telephone interviews. Both the quantitative and qualitative results indicated that compared to private schools and public schools, international schools receive more practical support in terms of qualified music teachers, standard music programmes, and excellent facilities. Although the Ministry of Education in Myanmar has commenced curriculum reform to include music as a compulsory subject in public schools at the elementary level since the 2016-2017 academic year, there are still many challenges regarding music training for teachers, the effectiveness of music curricula, and adequate support for music facilities and other necessities such as musical instruments, teaching aids, musical equipment, and educational resources. The findings of the study also confirm that the support of the government is crucial for music education policy and partnership in Public schools and Private schools.

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Section: Music Programmessupporting

confidence: 54%

Section: Literature Reviewmentioning

confidence: 99%

The Current Status of Elementary Music Education in Yangon, Myanmar

Moses,

Fyr,

Chiengchana

2021

MJM

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“…Educators can adopt a multiplicity of approaches to the teaching and learning of music, and five of the most accepted methods include Dalcroze, Kodály, Orff, Suzuki and Gordon (Flohr & Trollinger, 2010). A method provides educators with a “systematic and/or sequenced plan” and various experiences in order to achieve set musical objectives (Flohr & Trollinger, 2010, p. 138). The selection of a method cannot be made lightly; such decisions can significantly impact the skills, preferences and learning differences of individual children.…”

Section: Research Design and Methodologymentioning

confidence: 99%

“…The selection of a method cannot be made lightly; such decisions can significantly impact the skills, preferences and learning differences of individual children. Educators may prefer to utilise one specific method, or combine elements from several, however, the method(s) decided should be best for both the teacher and student (Flohr & Trollinger, 2010). Methods can be seen as a technique or process, as each varies in its degree of organisation and pedagogy.…”

Section: Research Design and Methodologymentioning

confidence: 99%

The potential of music in promoting oracy in students with English as an additional language

McCormack

Klopper

2016

International Journal of Music Education

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The ways in which we are able to communicate are, most of the time, dominated through speaking and listening. The ability to speak, listen and understand speech is the basis of oracy; a necessity within society today. The purpose of this study was to examine the interconnectedness of music and language to identify if music can assist in the promotion of oracy in everyday communicative contexts in students who have English as an additional language (EAL). Through the creation of a purpose specific music program, five primary school participants were taught six Western songs, paired with appropriate questions, over a six-week period to determine their oral capacity. Methods within this action research study included observations, informal interviews and graphic melodic contouring. The results indicate that all participants demonstrated an increase in oracy, but to varying degrees, as well as the improvement of pronunciation and vocabulary acquisition. Recommendations for future studies within this area are discussed.

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“…Additionally, we suggest music educators focus on having children sing where they are vocally comfortable without strain and without effort to alter the age-appropriate, natural sound of their voices. 22 For educators interested in learning more details, many medical voice specialists welcome serious learners into their practices to observe and learn. All one needs to do is ask.…”

Section: Child Voice Development and Pedagogymentioning

confidence: 99%

It’s All about the Voice . . . for Wind Instrumentalists, Too!

Trollinger¹,

Sataloff²

2018

Music Educators Journal

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While many music teachers are familiar with strategies to prevent damage due to vocal abuse or misuse, they are generally not acquainted with other vocal problems that can affect their own or their students’ singing ability. Such damage can also occur when playing a wind instrument. While vocal abuse and misuse are commonly understood in music education, problems (in children and adults) associated with laryngopharyngeal reflux (LPR), continuing unresolved issues in child voice pedagogy, and issues concerning protecting the larynx in young wind instrumentalists are not as well known to music educators. This article presents some new research of importance to music educators.

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Music in Elementary Education

Cited by 3 publications

References 0 publications

The Current Status of Elementary Music Education in Yangon, Myanmar

The Current Status of Elementary Music Education in Yangon, Myanmar

The potential of music in promoting oracy in students with English as an additional language

It’s All about the Voice . . . for Wind Instrumentalists, Too!

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