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  Subjects -> EDUCATION (Total: 1675 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (21 journals)
    - EDUCATION (1395 journals)
    - HIGHER EDUCATION (113 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (3 journals)
    - ONLINE EDUCATION (27 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1395 journals)                  1 2 3 4 5 6 7 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Full-text available via subscription   (Followers: 58)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 52)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 47)
Accounting & Finance     Hybrid Journal   (Followers: 41)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 13)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
Across the Disciplines     Open Access   (Followers: 7)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 54)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 229)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 135)
Adult Education Quarterly     Hybrid Journal   (Followers: 134)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 23)
Advances in High Energy Physics     Open Access   (Followers: 21)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 2)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 4)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access  
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al Ibtida : Jurnal Pendidikan Guru MI     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 11)
American Biology Teacher     Full-text available via subscription   (Followers: 12)
American Educational Research Journal     Hybrid Journal   (Followers: 131)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 28)
American Journal of Education     Full-text available via subscription   (Followers: 153)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 25)
American Journal of Physics     Full-text available via subscription   (Followers: 55)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Annual Review of Economics     Full-text available via subscription   (Followers: 29)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 13)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 29)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 9)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 17)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 6)
ASp     Open Access   (Followers: 1)
Assessing Writing     Hybrid Journal   (Followers: 10)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 117)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 11)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 18)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 28)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 375)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Autism     Hybrid Journal   (Followers: 176)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 6)
BMC Medical Education     Open Access   (Followers: 40)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 155)
British Journal of Educational Studies     Hybrid Journal   (Followers: 129)
British Journal of Educational Technology     Hybrid Journal   (Followers: 120)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 45)
British Journal of Special Education     Hybrid Journal   (Followers: 36)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 10)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 97)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 22)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 12)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 14)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 8)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 1)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 25)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 15)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 6)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 16)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)
Computer Applications in Engineering Education     Hybrid Journal   (Followers: 6)
Computer Science Education     Hybrid Journal   (Followers: 12)
Computers & Education     Hybrid Journal   (Followers: 123)
Computers in the Schools     Hybrid Journal   (Followers: 7)
Conhecimento & Diversidade     Open Access  

        1 2 3 4 5 6 7 | Last

Journal Cover Australian Journal of Music Education
  [3 followers]  Follow
    
   Full-text available via subscription Subscription journal  (Not entitled to full-text)
   ISSN (Print) 0004-9484
   Published by RMIT Publishing Homepage  [403 journals]
  • Issue 2 - '3:36pm, that's when all the fun starts': Forming musical
           identity through secondary school music
    • Abstract: Sutherland, Andrew
      Many secondary music students graduate from school and stop being actively involved in making music in the community. This is frustrating for music educators who have watched their journey of musical development and then discover it came to a sudden end once they leave the school. One of the goals of a music teacher is to develop a love of music that will enable lifelong learning. Five students who have been taught by the researcher discuss issues and events that have led to their passion for music making lasting beyond the secondary school experience. Their musical experiences provided such a positive impact on them that not only did they pursue musical activities beyond school, but also discussed that they would not consider ceasing musical engagement until the end of their lives. Their relationship with music and their friends who share a similar passion has provided them all with a sense of musical identity. They are musicians and they hope they always will be. The formation of personal, musical identity and social musical identity is critical in the process of students seeing themselves as lifelong, active participants in music. Identity and the impact that this had on their decision to remain actively engaged with music will be explored. Implications for the research will include providing secondary music students with a variety of musical activities that includes collaboration with outside ensembles to support the development of personal and social, musical identity.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Six Greek musicians discuss jazz
    • Abstract: Georgoulas, Renee; Southcott, Jane
      Musicians and musical genres circulate around the world within the exponentially increasing influence of globalization. This research explores the understandings of six Greek musicians and their engagement with jazz. These musicians have complex cultural and musical identities formed by migration and nationalism that are enacted in different musical genres. The participants either play or appreciate jazz. They also play Greek traditional musical styles and a range of Western musical styles, ranging from 'classical' to rock, blues and pop. The participants are also music educators who work with students in a range of styles. Musical identity is acquired through interaction with others in their cultural group. For these musicians jazz appears to be problematic in their cultural and musical situation. It seems to be less acceptable than other music. Their insights into the tensions that surround their music making can inform others with curricular and cultural impositions on musical engagement.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - The social well-being and social cohesion of the Dorian Male
           voice choir
    • Abstract: Fredericks, Schalk
      The focus of this study will be to explore the social well-being of the Dorian Male Voice Choir (DMVC) and on how social and cultural theories assist in identifying the social and cultural capital of the choir viewed from the perspectives of musicologists and the theories of Boyce-Tillman, Blacking, Bourdieu, Elliot, Nketia and Putnam. A point of interest is coming to an understanding of the continued social cohesion of the DMVC despite a lengthy twenty-nine year break in the choir's functioning and the resuscitation of the choir in 2007 against a background of historical, political, social, educational, economic and other changes occurring over the lifetime of the choir members. Analysis of the choir's membership and activities represents a unique manifestation of social cohesion dating from 1968 to the present. A mixed methods research design was considered to be the best medium for the study. Biographic and educational information was established as a broad basis for emergent trends.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Understanding mothers' perspectives on early childhood music
           programmes
    • Abstract: Savage, Sally
      There is a plethora of information regarding music and how it makes you smarter. Parenting literature espouses the benefits of early childhood music for development in cognition, physical, social and emotional areas but I argue that parents are not really interested in these benefits particularly when choosing to send their children to early childhood music classes. Using a sociologically inspired framework and narrative case study methodology, this study explores the experiences of 13 middle-class Australian mothers who have attended early childhood music classes with their child for over 12 months to highlight their perspectives on why they have chosen music for their child and what they see the long term benefits to be.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Unraveling the Gordian knot: Multiple notions of
           contextualisation in music
    • Abstract: Nethsinghe, Rohan
      This study investigates three often overlapping and sometimes contradictory terms that define the re-performance/ re-production of a musical work. Re-contextualisation and Trans-contextualisation are two theories that conceptualise repetition of music and De-contextualisation has been identified as a related procedure. Even though the terms have individual implications, frequently all have been used interchangeably. The overlapping terms provide confusing definitions which are then extended to additional designations in different modes of enquiry by various authors and researchers which can cause further perplexity. As a solution, this study attempts to untangle these confusions and focuses on introducing two new terms, Inter-contextualisation and Intra-contextualisation that will distinguish unique features of re-performance of music in different environments.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Learning through talking: Web forum conversations as
           facilitation for instrumental teacher professional development
    • Abstract: McPhee, Eleanor
      Web-based social networking technologies have been shown to effectively facilitate interactions between learners who are separated by distance however instrumental music teachers have been slow to adopt these tools. The purpose of this study, therefore, was to investigate the use of an asynchronous online forum among 39 studio music teachers over a seven-month period. In doing so, it sought information on how an asynchronous web-based discussion platform could assist shared reflection and problem-solving for teachers discussing their teaching. The study also sought to determine whether such a medium might be a viable means by which studio teachers could develop their practice through informal and collaborative means. A case study approach was used with data collected through online discussion transcripts and email correspondence between the participants and researcher. Findings suggested that participants offered real-world strategies born from concrete experience as initial responses to pedagogical questions. The subsequent reflection and discussion on these initial responses allowed participants to build these strategies into a broader framework of community and culture creating personal meaning for both teacher and student.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Theory and practice in idea generation and creativity in Jazz
           improvisation
    • Abstract: de Bruin, Leon
      The generation of ideas is an essential component of musical improvisation, and improvising is an integral part of most musical cultures of the world. This article examines the seminal improvisational theories of Jeff Pressing, John Kratus, Alfred Pike and David Sudnow. A comparative analysis identifies common traits of influence and distinct, characteristic differences. A wider view of musical cognitive processing and recent neural studies of jazz improvisers support strategies of novel idea generation and complexity inherent in creativity, improvisation, skills acquisition, cognitive processes of musical idea generation and creative thinking. Wider literature on musical cognition and recent neural studies of jazz improvisers reveal a more intimate view of the brain's processing of uncomplicated creative music-making that supports suggested strategies for novel idea generation. The engagement of cognitive improvisatory processes reveal both an interesting aspect of cognition that confirms to some degree the assertions of cognitive theorists, as well as providing arguments for advocacy of more liberated, untethered and freer creative improvisation in educational practice. An overview of recent music curriculum development reveals the potential for creative, inclusionary and nurturing classroom practice.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Drawing 'Music and me': Children's images of musical engagement
    • Abstract: Southcott, Jane; Cosaitis, Wei
      Children's understanding of school music classes is demonstrated by their participation in music activities, such as singing, dancing, instrument playing, composing and improvising within groups or individually. Children can be asked to speak or write about their music making, but for younger children it may be easier to reveal their thoughts through drawings. Increasingly music education researchers are analyzing drawings of music engagement by children. Three classes of Year 4 students (aged 9-10 years) at a suburban state primary school in Melbourne, Australia were asked to write a sentence that began with "Music is..." and to produce a drawing entitled "Music and Me" in an empty frame. Year 4 students were selected because they had already experienced classroom music for four years and were involved in the music activities associated with the school's music program, including the violin group, recorder group, and the Years 3-4 choir. The drawings were analyzed in different ways and offer a revealing insight into students' experience in their music learning environment and their perceptions of music that can inform educators.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Exploring the role of technology in instrumental skill
           development of Australian higher education music students
    • Abstract: Zhukov, Katie
      This paper presents the findings of a survey of Australian higher education music students on the use of technology in their instrumental skill development. Despite widespread use of technology in music classrooms and growth in innovative applications, little is known about the uptake of technology in instrumental learning. The survey focused on demographics, approaches to instrumental learning and evaluation, and ownership of technology. The data from 189 questionnaires were analysed using Chi-square tests. The findings show that higher education music students have embraced technology in their instrumental learning, in particular using YouTube as a basic tool and self-recording.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Once more around the parade ground: Re-envisioning
           standards-based music education in England, the USA and Australia
    • Abstract: Burke, Harry
      Recent demands by conservative politicians in England and the USA for improved standards in literacy and numeracy have seen sweeping changes introduced to music education. Australia is in the process of introducing similar changes. Today, education has become a highly competitive industry, clearly evident in the PISA tests (The Guardian, 2014).1 Finland, a high achiever in PISA, does not concentrate on only teaching language and mathematics education (Sahlberg, 2014a).

      The history of classroom music in England (Spencer, 2014) the USA (Kratus, 2007) and Australia (Department of Education Science and Training, 2005) since the 1960s has been one of short-term curriculum developments that have gradually eroded the viability of school music education in many disadvantaged schools. Similar to the 1950s, students in England, will now learn music theory and the history of Western music. During the 1960s, John Paynter (1970) highlighted the difficulties of teaching na ve lower secondary music students' notation. In the USA, the limited time for integrated music will again impede what students will be able to learn (Purdum, 2014a). Frequent curriculum changes are making music teachers sceptical about the future of school music (Kratus, 2007; Savage, 2014b; Spencer, 2014). Harry Broudy (1905-1998) an American Arts educator suggested if you stand still long enough in education you will lead the parade next time it came around (Broudy, 1978). This paper discusses the effect these changes are having on music education in England, the USA and most likely Australia. This is then contrasted with the Finish education system and its approach to music education.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Why enjoyment?: An exploration of experiential outcome in a
           community-based fiddle group
    • Abstract: Godwin, Louise
      This article focuses on the value of experiential outcomes in learning music as a means to support ongoing participation. It arises from a qualitative research study, and examines a sub-set of results concerned with an understanding of the experiential outcome of enjoyment. The intrinsic problems and complexities associated with researching such an elusive and subjective concept are explored, together with the approach adopted to resolve these challenges. The results of the data analysis phase employing enjoyment as research tool are presented within the context of the broader study findings. The study findings present a case for the value and benefit of researching the experiential outcome of enjoyment to support the gathering of insights and knowledge with potential application to the design of music participation environments and programs, both formal and informal.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - The pedagogy of conducting
    • Abstract: Postema, Darren
      The transformation from amateur to professional orchestral conductor is trans-disciplinary and complex. Simulated performance and mentoring are advocated by professional commentaries as highly beneficial teaching methods. This article summarises the case study findings of previous research about the Symphony Australia conducting workshops of 2003. This explored the questions of what conducting pedagogy looked like and how teaching and learning occurred within a master-class workshop environment? This particular study drew upon narrative inquiry to develop narrative accounts. The tools of observation and interviewing were used to capture experience. The workshops were performance orientated, created opportunities for leadership and supported the process of feedback and evaluation. In addition, this paper proposes a framework and rationale for developing a conducting curriculum that incorporates essential skills and aptitudes required by the vocation. It is noted that although there is a general convergence of opinion about the multifaceted role of the conductor, the research into innovative methods of pedagogy is still relatively scarce. New proposals of shifting the emphasis towards 'educational conducting' instead of 'professional artistic direction', has major implications to how future practitioners will develop their art so as to optimise collaborative and cooperative 'musicking'.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Investigating the importance of team teaching and blended
           learning in tertiary music education
    • Abstract: Crawford, Renee; Jenkins, Louise
      The nature of teaching within the tertiary education system is changing gradually due to the provision of more advanced technology, the targeted use of on-line learning, student flexible learning expectations and the pressures of faculty budgets. This situation requires more innovative approaches to teaching and learning. In response to these changes, a project has been developed to investigate the implementation of a more blended learning process within tertiary pre-service music education classes. As part of this blended learning approach the researchers will eventually adopt team teaching strategies where both the teaching preparation and classroom teaching are shared. The first stage in investigating the possible importance of team teaching and blended leaning in tertiary music education is to review the current and recent past literature surrounding this study. It is from this that an appropriate methodology can then be designed. This paper will report on the first stage of this study which includes relevant literature and the research methodology.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Provocations about researching music education
    • Abstract: Power, Anne
      The questions that give rise to this reflective article are: What does music education research make possible? How might we work more productively with teachers and young people? Lather and St Pierre (2013) remind us of the ethical charge of our work as inquirers ...to question our attachments that keep us from thinking and living differently (p. 631). Recently writing about reflexivity, I came across the work of Sriprakash and Mukhopadhyay (2015) who write about the second-order effects of the researcher's role as knowledge broker and translator. They suggest that "a second-order engagement with reflexivity encourages us to trace the ways in which knowledge about educational development is assembled: how particular 'truths' about educational development are produced through empirical studies, how these 'truths' circulate, and how they gain an apparent stability and durability" (p. 232) We have seen these 'truths' persist about music education with its instrumental justification for the benefits of music, driving up test scores in language and mathematics - benefits that have removed educational thinking about the unique role that music plays in the culture of all peoples, in contributing to the development of creativity and prosocial attitudes such as intercultural understandings, and in remembering that the educated person is not a thing but a human being with an altered outlook.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Teaching intonation in violin playing: A study of expert string
           teaching
    • Abstract: Ha, Joy
      The purpose of this research was to identify different approaches to teaching intonation to conservatorium-level violin students. Intonation is an important and extremely difficult aspect of playing the violin. This multiple case study investigated the teaching approaches of three master violin teachers to identify different strategies for teaching intonation. The findings of this study revealed that the three major objectives of the master teachers' approaches to teaching intonation were the establishment of a good left hand position, the enhancement of left hand techniques and the improvement of aural skills. The findings of the current study could potentially provide new insights into teaching intonation to students.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - The role of ePortfolios in preparing students for music careers
    • Abstract: Rowley, Jennifer; Dunbar-Hall, Peter
      This paper presents results from the final phase of a six-year project in an Australian university where student created electronic portfolios (ePortfolio) in the preparation of professional musicians were investigated. In 2014 researchers examined how prospective employers of musicians use and perceive ePortfolios when considering employment of music graduates through assessing job applications. This final phase of the project confirmed that the ePortfolio has become an accepted part of the preparation of professional musicians although the possible future uses by potential employers are many and varied. As a result of the six-year exploration of the student ePortfolio process and products it is clear that they can influence how music is taught and learnt at university level, and therefore contribute to the preparation of students to become professional musicians and music educators.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Writing about the concepts of music for success in the HSC aural
           skills examination in NSW
    • Abstract: Weekes, Trish
      The Music Aural Skills examination in the final year of secondary schooling in New South Wales requires students to listen to music and write about what they hear in terms of the concepts of music. The concepts or elements of music - duration, pitch, dynamics and expressive techniques, tone colour, texture and structure - are at the heart of the Music 1 syllabus, and are also central to the new Australian Curriculum: The Arts. Even though writing about music is one of the most important aspects of disciplinary literacy in secondary school Music, official syllabus documents provide limited support for writing. This article reports on a research project that identifies the most important features of Music Aural Skills answers that achieve marks in the highest range - a 'Band 6'. Drawing on the resources of Systemic Functional Linguistics, several features of successful writing are identified, including the purpose and structure of an Aural Skills answer, as well as how to 'make a point': naming performing media, specifying musical time, describing concepts of music and referring to principles of composition. The findings from this research provide explicit and practical support for teachers and students in writing about the concepts of music.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Musical experience and confidence of pre-service primary
           teachers
    • Abstract: Thorn, Benjamin; Brasche, Inga
      Music is a mandated part of the primary curriculum but how well prepared are trainee primary teachers? This study investigates a cohort of trainee primary teachers at the University of New England looking at their musical skills and confidence. Findings include significant issues in terms of musical skills and experience. While roughly a third of students sing mostly in tune, another third have significant pitch issues. Only a third of students play some musical instrument. We also present some qualitative data about confidence including what areas they are likely to teach, in which some integral parts of the curriculum such as composition, rate very low. The positive finding is that a very high percentage of students are quite positive about music and do intend to use music extensively in their classroom practice.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 2 - Proposed stages of improvisational learning: Influences of a
           formal and informal improvisational approach to teaching and learning
    • Abstract: Augustyniak, Sylvana
      This article based on an empirical study was conducted in a qualitative and holistic approach. It examined how students had used formal and informal strategies, styles and situations while improvising and composing for the research task. Eighteen research groups made up of a total of 40 males and nine females had participated in improvising in their choice of popular styles of music. An average of four participants to each group ranged in ages from 12-13 years, 13-14 years, 14-15 years and 15-16 years participated in the task.

      Participants were chosen from three different Australian school settings: a public Sports High School, a private Anglican School and a Catholic Systemic School so as to avoid bias in the data. The task was an unstructured one. The participants chose to use any of the following: audio-technology such as iPods, instruments, singing, or "Garage- Band" the compositional software.

      The data were collected from the pre-questionnaires, midi-files, as well as semi-structured interviewing which was then sorted, coded and collated through triangulation processes. The interpretation of the results indicated the importance of participants' learning improvisation in a paralleled, systemic formal and informal approach so free improvisation is reached in a logical and intelligent manner.

      PubDate: Wed, 27 Apr 2016 00:32:29 GMT
       
  • Issue 3 - Choir in the age of 'The voice'
    • Abstract: Hartwig, Kay; Riek, Rowena
      "Miss, can we learn 'Rolling in the Deep' in choir?" This was a question posed by a middle school student at the first choir rehearsal of the year. This Adele song features the husky, bluesy tones of a mature female voice with lyrics that might possibly be considered suggestive and inappropriate for a middle school choir. As the year progressed student numbers ebbed and flowed from the choir whilst the director was attempting to prepare for the Anzac Day Service. At the same time, another teacher within the school formed a 'lunchtime music club', where students were welcome to turn up and 'sing-a-long' to their favourite songs with a CD player. To the students, there was a choice between listening and singing to 'their' music or learning to sing 'old people's music' (Green, 2006). Is this symptomatic of choirs generally, or only in schools where there was no established choral tradition? How do successful choral directors maintain their choirs in the age of 'The Voice'? Are school and community choral programs adapting to the popular culture?

      PubDate: Sat, 23 Apr 2016 22:59:50 GMT
       
  • Issue 3 - Arts immersion for music teachers: How to widen the path without
           losing the plot
    • Abstract: Chapman, Susan
      Music educators, in private studio and school contexts, are often trained exclusively in that arts discipline. Two decades ago, concerns were expressed that integrated arts programs represented generic learning and a failure to acknowledge discipline-specific understandings and skills for each arts discipline. Some of these concerns linger today, despite the introduction of a national curriculum for the Arts which formalizes the knowledge, skills and processes inherent in each arts discipline, and the development of high quality integrated arts approaches. However, music, as one of the arts disciplines, is in danger of being marginalized in the curriculum due to the predominance of high-stakes testing programs which define legitimate knowledge in the curriculum, related funding cuts to arts education in school and tertiary sectors which reduce pre-service arts education for teachers, and consequent diminished teacher capacity in delivering high quality integrated arts programs. This paper presents the benefits to music education through collaborations with other arts disciplines, and other disciplines across the curriculum. The concept of Arts Immersion is discussed in terms of a strategy in which the Arts become the home language of the class room, through a team teaching approach involving a generalist teacher and a specialist arts teacher.

      PubDate: Sat, 23 Apr 2016 22:59:50 GMT
       
  • Issue 3 - Developing confidence and competence as a pre-service music
           teacher: Personal epistemology in a middle years course
    • Abstract: Barton, Georgina
      For many pre-service music teachers the prospect of teaching in the 'real world' can be daunting, as they often lack classroom competence. Hence, they need to be prepared in ways that develops these kinds of capacities. This paper reports on findings from a research study into music teachers' professional preparation. It argues that levels of confidence are essential for pre-service music teachers as they help develop their capacities to frame and enact a personal philosophy or epistemology to the teaching and learning of music that secure their intended education purposes. In a middle years music education course, both under- and post-graduate students learn about teaching music to young adolescents in school settings. They are introduced to relevant theories and pedagogical practices to the teaching and learning of music in contemporary schooling contexts. An integral element of this course was for students to develop their own personal philosophy and approach to music education. To evaluate the efficacy of these experiences, these students were asked to participate in pre-course and post-course surveys and write personal philosophies that elicited data about their capacities and confidence to teach middle years music.

      PubDate: Sat, 23 Apr 2016 22:59:50 GMT
       
  • Issue 3 - Do you really mean that?: Towards precise, considered and
           constructive language in performance teaching
    • Abstract: Cole, Amanda
      Precise, considered and constructive language is particularly important to instrumental and voice teaching. And yet we-as musicians and teachers-are not typically trained in cultivating such language, or even taught to observe the way we speak when teaching. Frequently we speak in clich s that we do not question, or we imbibe ideas that are less than ideal for getting the best out of ourselves or our students in performance. Even the word "conservatorium" suggests that we should conserve and preserve, rather than question and challenge. We strive for authentic performance, aim to be faithful to the composer and seek to further centuries-old traditions. To a great extent, these goals are what make classical music what it is. But what makes it come alive is a creative and individual performer who can get inside the music and find something of his/her own unique self to express and communicate. How can we teach performers (and ourselves) to find and express the personal and original in classical music while still staying true to the traditions of classical music? One way, I suggest, is by paying attention to the language we use in teaching and self-talk in performing, and by questioning, deconstructing and reconstructing this language. Three main areas of unreconstructed language will be addressed: common lay anatomical terms such as hip, neck, shoulders; composers' adjectives and adverbs such as affettuoso, innig, lustig, piano, forte; and clich s such as "I'm nervous," "Relax" or "Let go." To conclude I will outline how we can both meet students in their own language world and challenge their ideas.

      This paper draws on my PhD research, which focuses on the teaching of Marjorie Barstow, a first-generation Alexander Technique (AT) teacher who was renowned for her teaching of performers. In the thesis I compare Barstow's teaching with the philosophy of John Dewey, one of America's foremost philosophers in the philosophical pragmatic tradition. In this article I use examples from data collected on the teaching of one of Barstow's students, Cathy Madden.

      PubDate: Sat, 23 Apr 2016 22:59:50 GMT
       
  • Issue 3 - The world alliance for arts education (WAAE)
    • Abstract: Hartwig, Kay
      PubDate: Sat, 23 Apr 2016 22:59:50 GMT
       
  • Issue 3 - The expert Australian choral conductor - education or
           experience?: A longitudinal case study research project investigating
           choral conducting expertise in Australia
    • Abstract: Wyvill, Janet
      What makes an expert choral conductor in Australia? This research took a number of expert Australian choral conductors and through case studies looked at discovering what common elements they consistently showed. The research also discovered the parallels that these are all music educators as well as choral conductors. The findings in this paper discuss the pathway taken for formal or informal training and influences on their musical journey. Combine this with all the attributes for expertise, ongoing professional development and we have a clear understanding of the difference between expert and very good choral conductors.

      PubDate: Sat, 23 Apr 2016 22:59:50 GMT
       
  • Issue 3 - Head, heart, hand: Embodying Maori language through song
    • Abstract: Trinick, Robyn; Dale, Hemi
      One of the consequences of the increased focus on student achievement in numeracy and literacy in New Zealand schools is the reduction in attention being paid to such subjects as music, and the focus of this paper - singing. Research argues that singing has a meaningful role in the holistic education of children, not just for the sake of singing, but also the contribution that singing makes to the socio-cultural environment of the classroom, providing a valuable context for language learning (Paquette and Reid, 2008). This paper focuses specifically on the value of waiata (Maori song) as a context for fostering te reo Maori, the Maori language. We discuss the current limitations in the teaching and learning of waiata in New Zealand schools and draw on Merleau-Ponty's (2002) theory of embodiment to explore the potential for deeper learning within the context of both traditional and contemporary waiata. The title of this paper 'Head, Heart and Hand', is a metaphor used to frame the discussion in regard to cognitive, affective and kinaesthetic domains of learning that may be enhanced through singing of waiata for both Maori and non-Maori educators and learners.

      PubDate: Sat, 23 Apr 2016 22:59:50 GMT
       
  • Issue 3 - Mentoring teachers as artists in communities of practice:
           Immersive models of professional learning in the arts
    • Abstract: Sinclair, Christine; Watkins, Marnee; Jeanneret, Neryl
      The issue of confidence, and teachers' capacity to deliver arts education has been the subject of much debate over recent decades, particularly in the case of the primary generalist. This paper reports on research that examined the impact of a two-day professional learning workshop involving the immersion of the participants in arts practice with a follow up mentoring program. A team of arts educators (practitioner/researchers) examined complementary models of professional development across drama, the visual arts and music. The visual arts/drama model was based at the University of Melbourne and serviced by arts education academics and artists, and the music model involved an external provider. The project embodied many of the attributes of professional learning supported by the Australian Institute for Teaching and School Leadership, extending the model through the provision of embodied learning workshops and post workshop mentoring via a number of methods. These models of professional learning took place over a period of 15 months, with teachers working with practising artists and arts educators in studios and their own classrooms. The dialogic relationships established between teachers, artists and arts educators promoted increased confidence and teacher efficacy in the take up of the arts, amongst other more specific artform related outcomes.

      PubDate: Sat, 23 Apr 2016 22:59:50 GMT
       
  • Issue 3 - Context and culture in music education: Lessons from last
           century
    • Abstract: Cole, Malcolm
      Cultural identity in the 21st century remains crucial despite or because of, increasingly sophisticated and pervasive global communications technologies. Histories of music education can provide lessons into contemporary developments and trends in music education by documenting practices within and across contexts, cultures, and with technology.

      A historical study of the music education practices of three cultural communities in North Queensland, Australia in the 20th century revealed that a culturally diverse population maintained and developed music teaching and learning processes both within and across cultures. The music education histories of the Aboriginal, Anglo/Celtic and Torres Strait Islander communities in the city of Cairns and the Aboriginal township of Yarrabah between 1930 and 1970 were researched to determine how music was learned and taught between generations within cultures and across different teaching and learning contexts, and if any intercultural music transmission took place.

      Lessons for contemporary musicians show how each culture's own music was practiced, maintained and developed to differing degrees in Cairns and Yarrabah. While much education occurred in the formal contexts of schools and private music teachers, a significant amount of music education was transmitted both intergenerationally and interculturally through non-formal and informal processes and through adherence and adaptation to context, culture and technology.

      PubDate: Sat, 23 Apr 2016 22:59:50 GMT
       
  • Issue 3 - Western classical orchestral music: A peculiar 'indigenous'
           music?: Implications for learning composers
    • Abstract: Love, Karlin G
      The Western classical orchestral tradition is a very particular, peculiar and, in many ways, an 'indigenous' musical practice. Its core work is re-creation of European repertoire from the 18th through early 20th centuries. The professional orchestral industry in Australia and many other countries is characterized by short preparation periods for frequent formal concerts at a high level of technical perfection thus orchestral musicians must come to the task equipped with knowledge of the repertoire, musical language of the period, orchestral etiquette and working procedures, and excellent reading ability. Composers typically work away from the orchestra, their works subject to the same rehearsal constraints as well-known masterworks, yet without the affordance of performer fluency in their compositional language. Thinking globally, this is an unusual musical practice. Over recent decades, music educators have broadened the curriculum to include multiple diverse cultures. As the hegemony of Western classical music subsides, its place in the curriculum must be redefined. Drawing on a study of an orchestral composers' workshop, Cook's functions of notation, and Schippers' Twelve Continuum Transmission Framework, this paper offers a few steps toward redefining Western classical orchestral music as a more equal member in a culturally diverse curriculum.

      PubDate: Sat, 23 Apr 2016 22:59:50 GMT
       
 
 
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