Values and Philosophizing about Music Education

Jorgensen, Estelle R.

doi:10.2979/philmusieducrevi.22.1.5

Cited by 9 publications

(3 citation statements)

References 12 publications

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“…Memasukkan praktik populer dengan bentuk pemanfaatan teknologi digital pada pembelajaran musik dapat membantu guru musik menghubungkan ruang kelas, teknologi, dan budaya kontemporer, sehingga menempatkan pembelajaran musik untuk terus berkembang melalui teknologi digital (Jorgensen, 2014;McPhail & McNeill, 2019;Väkevä, 2013). Di dalam praktik tersebut, muncul performativitas yang bersifat virtual dan mengaburkan liveness dalam pertunjukan.…”

Section: Pendahuluanunclassified

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2021

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This study identifies and explores the negotiations that occur as pedagogical performativity in learning music in the digital era for Generation Z. This study also looks at the performativity of conventional to modern music learning. Furthermore, it can be known and clarified the position of music learning and its flexibility in learning modern music for generation Z. This type of research is qualitative with a case study approach. Data were obtained with questionnaires in qualitative research, and interviews, which were taken from April 2020 to January 2021. The data sources were 100 music teachers in Surabaya and Sidoarjo, East Java. The research point of view uses the concept of children's musical aspects popularized by Schu-Fang Lin and Helena Gaunt (2016) about the pedagogy of 21st Century music learning. The results show that performativity and pedagogical negotiation in Generation Z music learning begins with awareness and learning innovations carried out by teachers. The teacher realizes that the entry of technology has a significant role in the learning process of music. Negotiation of performativity and pedagogy ultimately leads to a multidimensional learning model that has a reciprocal effect on students. Multidimensional learning highlights the advantages of embracing technology for music learning for Generation Z without obscuring the traditional and other essential aspects of music and conventional learning. The use of technology and the negotiations that occur in it raises multidimensional learning, which aims to include aspects of the face-to-face classroom learning experience with technology-based learning experiences to become an attraction for Generation Z in music learning.

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Section: Pendahuluanunclassified

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2021

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“…Teachers become great through care, planning, hard work, skill, imagination and through the continuing desire for personal improvement (Harris & Crozier, 2006). Philosophers throughout the ages have had remarkable insights into the nature of humanity; they have been forever going back and rethinking old ideas, often clothing them in new dress, and transforming them for their own times (Jorgensen, 2014). Teaching beginners is the very important moment to instill the right concept and foundation in learning music, especially teaching young beginners which need special approach and handling.…”

Section: Introductionmentioning

confidence: 99%

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2019

IJIET

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Learning piano is not an easy thing, more over for young beginner learners. The teacher off course not only giving materials to students, but also considering the approach given to the young beginner students. The teacher is also needed to be creative, and always developing the ability in techniques and approach to children. This study tried to discuss about how to make piano lessons fun. This research method uses grounded research with a focus on theoretical studies on piano learning through the views of piano experts, including Dalcroze, Suzuki, Schulwerk, and Kodaly. After that, the data is analyzed using content analysis. The results of the study showed that by exploring the viewpoint of Dalcroze, Suzuki, Schulwerk, and Kodaly piano learning, art learning must be set pleasantly by the teacher. The role of the teacher and student must also have a good relationship, because in pleasant learning, an effective correlation between learning materials, teachers, and students is needed.

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“…Reconsidering basic college education, however, suggests that educators and students are two fundamental subjects and component elements (Feldman, 1988;Liu, 2012;Jasper, 1959;Zheng, 2010). Both educators' and students' considerations of education and the interaction and communication between them are key points that can aid the development of education (Jorgensen, 2014;McCarger, 1993). Without understanding the students' ideas, educators may only provide what they think is right or effective in teaching, which can cause bias and limit education (Zhao & Zhang, 2012).…”

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Exploring Chinese college chamber music education: a case study of students’ conceptions

Feng

2020

Brit. J. Music. Ed.

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The purpose of this study was to examine the learning situation of Chinese students’ studying chamber music in universities. Therefore, students’ perspectives on learning chamber music were the main focus of this study. The study begins with a comprehensive description by educators of current Chinese college chamber music education and then details students’ cognition of and behaviour towards chamber music education. The survey participants (N = 23) were all music performance majors who had taken chamber music courses in one average-ranked Chinese university. Demographic data regarding students’ chamber music background, actual practical problems in classes, students’ expectations of their chamber music education and the relationship between practice and learning chamber music were collected. The results indicated that students all possessed positive and assertive attitudes towards learning chamber music and believed in the necessity and value of establishing chamber music education in Chinese universities.

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Values and Philosophizing about Music Education

Cited by 9 publications

References 12 publications

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Exploring Chinese college chamber music education: a case study of students’ conceptions

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