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Music education through audiation teaches aesthetically

100%
Zwolińska E.
Polskie Forum Psychologiczne
|
2013
|
vol. 18
|
issue 2
143-156
EN
Music education through audiation consists of two processes: 1) informal direction developing subjective sense of tonality and meter, which takes place at home and nursery on the basis of intuition and learning how to audiate things; 2) formal teaching in school in order to develop a sense of objective tonality and meter, in which the emphasis is on understanding and mastering of how things should be audiated. Aesthetics is a general theory of art, a science of: 1) social and psychological sources of the formation of art and views on it; 2) social function of art and its development; 3) evaluation criteria for items in terms of their beauty; 4) historical development of the criteria of beauty. The article poses the question of whether music education is based on the assumptions of the theory of learning music by Gordon combined with aesthetic education in terms of Lissa. The purpose of music education and art education is to develop interests and needs of one’s own experience of artistic expression in an imitative and creative activity in various forms. There were attempts of showing that aesthetic education is a natural consequence of implementation of music education based on learning theory and it was suggested to combine learning theory with aesthetic music education due to a common area of interest – dealing with the so-called aesthetic situations, and in the framework of the creator, the creative process, the work of art, listener, process, perception of art and aesthetic values. Remarks by Gordon and Lissa are consistent, intriguing and useful to create a music curriculum.
2
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Music education for social change in the United States: towards artistic citizenship through Little Kids Rock

75%
Smith G. D., Gramm W., Wagner K.
International Journal of Pedagogy, Innovation and New Technologies
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2018
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vol. 5(2)
11-21
EN
Public education in the United States is often woefully under-funded, especially in the arts, despite a federal mandate to provide music education for all. Where music programs exist in US schools, they tend to focus on teacher-directed large ensembles that afford students little agency or creative opportunity, playing music that alienates a majority of young people. Faced with the volume of evidence pointing to the benefits of including music in a well-rounded education, philanthropy-funded nonprofit companies such as Little Kids Rock step in to fill the vacuum in state provision. This paper is a descriptive, intrinsic case study that describes how Little Kids Rock provides culturally relevant music making experiences for young people in schools, through a learning approach called music as a second language and alternative music classes termed modern band. Little Kids Rock builds a nationwide community of innovative music pedagogues by training teachers, donating musical instruments and sharing original curricular resources. This paper includes examples of two modern band teachers – one working in a rock band context, and the other a hip hop facilitator. The work of these and other teachers is ever more urgent in an era in which the U.S. perpetuates an intense neoliberal capitalism that oppresses and marginalizes vast numbers of its own people. Little Kids Rock aims to foster artistic citizenship wherein music makers recognize social and emancipatory responsibilities with the aim of transforming lives for the better.
3
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Wartości edukacyjne książek o muzyce Izabelli Klebańskiej i Anny Czerwińskiej-Rydel – raport z badań

63%
Pietraszewska D.
Edukacja Elementarna w Teorii i Praktyce
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2017
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vol. 12
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issue 3(45)
157-173
PL
W artykule przedstawiono wyniki badań własnych, których celem było sprawdzenie skuteczności oddziaływań wiedzy zawartej w książkach o muzyce autorstwa Izabelli Klebańskiej i Anny Czerwińskiej-Rydel na edukację muzyczną dzieci w wieku przedszkolnym. W celu uszczegółowienia problemu głównego postawiono pytania problemowe, dotyczące zagadnień muzycznych poruszanych w książkach, sposobów kształtowania wiedzy oraz jej percepcji. Zastosowano metodę eksperymentu pedagogicznego, technikę jednej grupy. Czynnikiem eksperymentalnym były wybrane zagadnienia z książek o muzyce wymienionych autorek. W toku badań ustalono, że wiedza zawarta w książkach I. Klebańskiej i A. Czerwińskiej-Rydel znacząco wpływa na edukację muzyczną dzieci, przyczyniając się do rozwoju umiejętności i kompetencji muzycznych dzieci cztero i pięcioletnich, a także ich zainteresowań muzycznych. Jak dotąd, analizie naukowej poddawana była jedynie warstwa poetycka dziecięcej literatury muzycznej. Interdyscyplinarne pedagogiczno-muzykologiczne badania wskazują nie tylko wartość artystyczną analizowanych dzieł, ale również możliwość i skuteczność zastosowania wiersza lub prozy jako nośnika wiedzy o muzyce.
EN
The article presents research results aimed at checking the effectiveness of knowledge interactions contained in music books by Izabella Klebańska and Anna Czerwinska-Rydel on music education of preschool children. In order to elaborate on the main problem, questions were asked about the musical aspects of books, the ways of shaping knowledge and perception. The method of pedagogical experiment, technique of one group was applied. Experimental factors were selected issues from books on the music of the mentioned authors. In the course of the research it was determined that the knowledge contained in the books of A. Klebanska and A. Czerwińska-Rydel significantly influenced children’s musical education, contributing to the development of musical skills and competences of four and five year old children as well as their musical interests. So far only scientific literature has been subjected to the poetic layer of children’s musical literature. Interdisciplinary pedagogical-musical studies indicate not only the artistic value of the analyzed works, but also the possibility and effectiveness of the use of poetry or prose as a medium for a knowledge of music.
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