Music Class and Abuse Özevin, Banu
Athens Journal of Education,
11/2022, Volume:
9, Issue:
4
Journal Article
Peer reviewed
Open access
It is important for the teacher, who is one of the main actors in the cognitive, mental and psychological development of their students, to create a safe educational environment. However the state in ...Turkey has received reports that have found abusive behavior by some teachers. The main objective of this study is to question the existence of abuse by music teachers. The participants of the study consisted of 902 students studying in different Faculty of Education departments in Turkey. The research is a descriptive study and employed a survey model. The data were collected through an “Abuse in Music Class Questionnaire”, which was developed by the researcher. The results revealed that more than one-quarter of the responding students experienced emotional abuse and 5 to 10% suffered physical abuse in music classes during middle school and high school. Men reported emotional abuse significantly more than women. This study showed that students may experience abuse in music classes and that emotional abuse is more common than physical abuse. As far as reasons for abuse, classroom management problems, a lack of knowledge about pedagogic principles in the developmental characteristics of children, and teaching methods are highlighted. Keywords: abuse, music teacher, music class, abuse in music class, classroom management
The purpose of this study is to clarify the viewpoint of the structure of the integrated units in cross-curricular learning based on the commonality among subjects through the intersection of a music ...class with a science class. First, "sound" was identified as a commonality between music and science from the viewpoint of the subject content of music, and sound in music and science were summarized respectively. Next, the target of practice was set to the third grade of elementary school, and a unit on making a one-string box musical instrument was selected for music and a unit on the properties of sound was selected for science, and integrated units was designed and practiced. Then, from the verbatim recordings based on the video recordings of the lessons, scenes in which the content of the music and science subjects were easy to read were extracted and analyzed in relation to the content of the subjects. As a result, the following three points were found as perspectives for the structure of the integrated units. 1) The foundation shall be the direct experience of freely sounding and experimenting with sound. 2) The teachers of both subjects shall be aware of and develop the qualitative and phenomenological awareness of sound in the direct experience. 3) Setting up opportunities for the children to be aware of the relationship between the content learned in both subjects.
This study is entitled “Application of Tujia folk songs in music teaching of Tongren Preschool Education College”. The purposes of this study were 1) to understand the current situation of ...inheritance of Tujia folk songs; 2) to study the application of Tujia folk songs in the process of college education; 3) to study the cultural exchange and innovation of Tujia folk songs. The study was qualitative research, including related literature, surveys, observations, interviews. Data was analyzed using collected data of Tujia folk song inheritors, Tujia folk song performing artists and folk singers, The instruments used were used to analyze the characteristics, musical forms and vocal tests. The results of thestudy wereas follows. 1) The music characteristics of Tujiafolk songs are sortedout and com prehensively analyzed through music examples, Tujiafolk songs use the local language, they use interesting melody, provocative rhythm, convey emotion, thought, life and folk wisdom content. This singing method is very free in form and content. 2) It is of great significance to do a good job in inheriting Tujia folk songs in Guizhou. 3) Actively study and explore good inheritance methods of Tujia folk songs, scientific teaching mode, and integrate modern art into it.
This study was an investigation of middle and high school students’ preferences for various music learning conditions and secondary music course offerings. The stratified random sample included ...students who were and were not enrolled in school music classes (N = 827). Participants represented secondary school music students (n = 369), students who only participate in music outside of school (n = 254), and nonparticipants in music (n = 204). The research questions for this study concerned students’ preferences for teacher role, group size, and repertoire in the music classroom as well as interest in six different secondary music courses. Findings showed out-of-school music participants and nonparticipants had a stronger preference for small group learning environments and repertoire choice when compared to school music participants. In-school and out-of-school music participants expressed similar levels of interest in four music course offerings and ranked them as follows: (1) piano/guitar class, (2) music composition with technology class, (3) popular music groups, and (4) music history/theory class. In-school and out-of-school music participants differed on only two course offerings: large ensembles and world music groups. In-school music participants expressed high interest in large ensembles, whereas out-of-school music participants conveyed a lower interest in large ensembles.
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DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Opportunities for meaningful community participation may influence the development and well-being of individuals with autism spectrum disorder (ASD) and their families as well as impact how community ...members perceive and understand ASD. In the current study, we aimed to understand how a parent-child integrated music class program could be used to promote community participation and family well-being. Caregivers of preschoolers (2-5 years of age) with ASD and those of peer children with typical development (TD) were interviewed about their participation in a parent-child integrated music class program. Thematic analysis of interviews revealed that all caregivers viewed program participation as positive. Caregivers emphasized increasing connections within families, such as through strengthening parent-child bonds, as well as connections across families, including increased understanding of ASD and sensitivity to the experience of parenting. Many caregivers perceived the class as supporting their parenting and impacting their children's behavior in meaningful ways. Interview themes were supported by measures of caregiver and child program receipt, including questionnaires about family music engagement throughout their time in the class program and behavioral coding of children's engagement during music classes. Findings suggest that integrated community experiences such as parent-child music classes may impact whole family well-being, highlighting the value of integrated community participation experiences at the level of the family system. Parent-child music classes may provide a productive and accessible context for supporting integrated community experiences.
The rise of computer technology has brought unprecedented opportunities for the development of music teaching, so that both music teaching and music learning have been improved efficiency and reduced ...difficulty. This paper explains the concept and development of computer music technology, and then analyzes the necessity and characteristics of music education in pre-school specialty. Finally, it elaborates the important role of evil in improving the quality of music teaching in pre-school specialty for the reference of people engaged in relevant teaching, learning and research.
This study aims to clarify how the subject contents are correlated in the cross-curricular learning of the music class and school play with a focus on expression. The research method is, first of ...all, to conceive and implement the research practice by deriving the viewpoint of the class development which relates the subject contents of the music classes and the school plays. Next, the class analysis of the learning situation of the students extracted as a sample in the music classes and the school plays is carried out. From the results of the analysis, I clarify how the subject contents of the music classes and school plays were correlated. In conclusion, by associating the contents of subjects studied in the music classes with the contents of subjects in the school plays, the extracted students learned to objectively view the contents of the music classes from the perspective of others. This led to a reconfiguration of learning in the music classes. At the same time, the school plays enabled students to acquire communication skills to transmit what they had learned. In this study, a correlation was found between the reconfiguration of learning in the music classes and the acquisition of communication skills, which is the content of instruction in the school plays.
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