Music education Wikipedia. A music class at the Taimei Elementary School in Tokyo, Japan. Music education is a field of study associated with the teaching and learning of music. It touches on all learning domains, including the psychomotor domain the development of skills, the cognitive domain the acquisition of knowledge, and, in particular and significant ways, the affective domain the learners willingness to receive, internalize, and share what is learned, including music appreciation and sensitivity. Music training from preschool through post secondary education is common in most nations because involvement with music is considered a fundamental component of human culture and behavior. Music, like language, is an accomplishment that distinguishes humans as a species. During the 2. The Dalcroze method eurhythmics was developed in the early 2. When it comes to reducing the occurrence or severity of fatty liver disease, aerobic exercise boasts a handful of specific benefits. Swiss musician and educator mile Jaques Dalcroze. The Kodly Method emphasizes the benefits of physical instruction and response to music. The Orff Schulwerk approach to music education leads students to develop their music abilities in a way that parallels the development of western music. Franklin Lee Hayes. Former Alturas resident Franklin Lee Hayes, 74, passed away in peace, surrounded by his family on December 29, 2007, at home in Burney, CA. The Suzuki method creates the same environment for learning music that a person has for learning their native language. Gordon Music Learning Theory provides the music teacher with a method for teaching musicianship through audiation, Gordons term for hearing music in the mind with understanding. Conversational Solfge immerses students in the musical literature of their own culture, in this case American. The Carabo Cone Method involves using props, costumes, and toys for children to learn basic musical concepts of staff, note duration, and the piano keyboard. The concrete environment of the specially planned classroom allows the child to learn the fundamentals of music by exploring through touch. Popular music pedagogy is the systematic teaching and learning of rock music and other forms of popular music both inside and outside formal classroom settings. Oaklander has proven that certain musical activities can help to improve breath, body and voice control of a child. The MMCP Manhattanville Music Curriculum Project aims to shape attitudes, helping students see music not as static content to be mastered, but as personal, current, and evolving. American fiddler Mark OConnor developed a method of violin education45 that is designed to guide students in developing musical techniques necessary to become a proficient violinist. During its tenure, the Mumbai based Boss School of Music developed a proprietary method of education6 using audio visual technology, simplified concepts, and specially designed musical equipment. OvervieweditIn primary schools in European countries, children often learn to play instruments such as keyboards or recorders, sing in small choirs, and learn about the elements of music and history of music. In countries such as India, the harmonium is used in schools, but instruments like keyboards and violin are also common. Students are normally taught basics of Indian Raga music. In primary and secondary schools, students may often have the opportunity to perform in some type of musical ensemble, such as a choir, orchestra, or school band concert band, marching band, or jazz band. In some secondary schools, additional music classes may also be available. In junior high school or its equivalent, music usually continues to be a required part of the curriculum. At the university level, students in most arts and humanities programs receive academic credit for music courses such as music history, typically of Western art music, or music appreciation, which focuses on listening and learning about different musical styles. In addition, most North American and European universities offer music ensembles such as choir, concert band, marching band, or orchestra that are open to students from various fields of study. Most universities also offer degree programs in music education, certifying students as primary and secondary music educators. Advanced degrees such as the D. M. A. or the Ph. D can lead to university employment. These degrees are awarded upon completion of music theory, music history, technique classes, private instruction with a specific instrument, ensemble participation, and in depth observations of experienced educators. Program Evaluation Standards Yarbrough' title='Program Evaluation Standards Yarbrough' />Learn how program evaluation makes it easier for everyone involved in community health and development work to evaluate their efforts. Music education is a field of study associated with the teaching and learning of music. It touches on all learning domains, including the psychomotor domain the. The references or source material associated with this website do not necessarily reflect the views or policies of the Association for Positive Behavior Support APBS. Music education departments in North American and European universities also support interdisciplinary research in such areas as music psychology, music education historiography, educational ethnomusicology, sociomusicology, and philosophy of education. The study of western art music is increasingly common in music education outside of North America and Europe, including Asian nations such as South Korea, Japan, and China. At the same time, Western universities and colleges are widening their curriculum to include music of outside the Western art music canon, including music of West Africa, of Indonesia e. Gamelan music, Mexico e. Zimbabwe marimba music, as well as popular music. Music education also takes place in individualized, lifelong learning, and in community contexts. Both amateur and professional musicians typically take music lessons, short private sessions with an individual teacher. Public Affairs Office, Administration Branch, Sacramento, CA Duties Function as contracts specialist, contract liaison, and training program lead. Instructional methodologieseditWhile instructional strategies are determined by the music teacher and the music curriculum in his or her area, many teachers rely heavily on one of many instructional methodologies that emerged in recent generations and developed rapidly during the latter half of the 2. Century. Major international music education methodseditDalcroze methodeditThe Dalcroze method was developed in the early 2. Swiss musician and educator mile Jaques Dalcroze. The method is divided into three fundamental concepts the use of solfge, improvisation, and eurhythmics. Sometimes referred to as rhythmic gymnastics, eurhythmics teaches concepts of rhythm, structure, and musical expression using movement, and is the concept for which Dalcroze is best known. It focuses on allowing the student to gain physical awareness and experience of music through training that engages all of the senses, particularly kinesthetic. According to the Dalcroze method, music is the fundamental language of the human brain and therefore deeply connected to who we are. American proponents of the Dalcroze method include Ruth Alperson, Ann Farber, Herb Henke, Virginia Mead, Lisa Parker, Martha Sanchez, and Julia Schnebly Black. Many active teachers of Dalcroze method were trained by Dr. Hilda Schuster who was one of the students of Dalcroze. Kodly methodedit. Depiction of Curwens Solfge hand signs. This version includes the tonal tendencies and interesting titles for each tone. Zoltn Kodly 1. Hungarian music educator and composer who stressed the benefits of physical instruction and response to music. Although not really an educational method, his teachings reside within a fun, educational framework built on a solid grasp of basic music theory and music notation in various verbal and written forms. Kodlys primary goal was to instill a lifelong love of music in his students and felt that it was the duty of the childs school to provide this vital element of education. Some of Kodlys trademark teaching methods include the use of solfge hand signs, musical shorthand notation stick notation, and rhythm solmization verbalization. Program Evaluation Standards Statements Joint Committee on Standards for Educational Evaluation. In order to gain familiarity with the conceptual and practical foundations of these standards and their applications to extended cases, the JCSEE strongly encourages all evaluators and evaluation users to read the complete book, available for purchase at http www. Prod. Desc. nav prod. IdBook. 23. 05. 97 and referenced as follows Yarbrough, D. B., Shulha, L. M., Hopson, R. K., Caruthers, F. A. 2. 01. 1. The program evaluation standards A guide for evaluators and evaluation users 3rd ed. Thousand Oaks, CA Sage. The standard names and statements, as reproduced below, are under copyright to the JCSEE and are approved as an American National Standard. Permission is freely given for stakeholders to use them for educational and scholarly purposes with attribution to the JCSEE. Authors wishing to reproduce the standard names and standard statements with attribution to the JCSEE may do so after notifying the JCSEE of the specific publication or reproduction. Utility Standards. The utility standards are intended to increase the extent to which program stakeholders find evaluation processes and products valuable in meeting their needs. U1 Evaluator Credibility Evaluations should be conducted by qualified people who establish and maintain credibility in the evaluation context. U2 Attention to Stakeholders Evaluations should devote attention to the full range of individuals and groups invested in the program and affected by its evaluation. U3 Negotiated Purposes Evaluation purposes should be identified and continually negotiated based on the needs of stakeholders. U4 Explicit Values Evaluations should clarify and specify the individual and cultural values underpinning purposes, processes, and judgments. U5 Relevant Information Evaluation information should serve the identified and emergent needs of stakeholders. U6 Meaningful Processes and Products Evaluations should construct activities, descriptions, and judgments in ways that encourage participants to rediscover, reinterpret, or revise their understandings and behaviors. U7 Timely and Appropriate Communicating and Reporting Evaluations should attend to the continuing information needs of their multiple audiences. U8 Concern for Consequences and Influence Evaluations should promote responsible and adaptive use while guarding against unintended negative consequences and misuse. Feasibility Standards. The feasibility standards are intended to increase evaluation effectiveness and efficiency. F1 Project Management Evaluations should use effective project management strategies. F2 Practical Procedures Evaluation procedures should be practical and responsive to the way the program operates. F3 Contextual Viability Evaluations should recognize, monitor, and balance the cultural andpolitical interests and needs of individuals and groups. F4 Resource Use Evaluations should use resources effectively and efficiently. Propriety Standards. The propriety standards support what is proper, fair, legal, right and just in evaluations. P1 Responsive and Inclusive Orientation Evaluations should be responsive to stakeholders and their communities. P2 Formal Agreements Evaluation agreements should be negotiated to make obligations explicit and take into account the needs, expectations, and cultural contexts of clients and other stakeholders. P3 Human Rights and Respect Evaluations should be designed and conducted to protect human and legal rights and maintain the dignity of participants and other stakeholders. P4 Clarity and Fairness Evaluations should be understandable and fair in addressing stakeholder needs and purposes. P5 Transparency and Disclosure Evaluations should provide complete descriptions of findings, limitations, and conclusions to all stakeholders, unless doing so would violate legal and propriety obligations. P6 Conflicts of Interests Evaluations should openly and honestly identify and address real or perceived conflicts of interests that may compromise the evaluation. P7 Fiscal Responsibility Evaluations should account for all expended resources and comply with sound fiscal procedures and processes. Accuracy Standards. The accuracy standards are intended to increase the dependability and truthfulness of evaluation representations, propositions, and findings, especially those that support interpretations and judgments about quality. A1 Justified Conclusions and Decisions Evaluation conclusions and decisions should be explicitly justified in the cultures and contexts where they have consequences. A2 Valid Information Evaluation information should serve the intended purposes and support valid interpretations. A3 Reliable Information Evaluation procedures should yield sufficiently dependable and consistent information for the intended uses. A4 Explicit Program and Context Descriptions Evaluations should document programs and their contexts with appropriate detail and scope for the evaluation purposes. A5 Information Management Evaluations should employ systematic information collection, review, verification, and storage methods. A6 Sound Designs and Analyses Evaluations should employ technically adequate designs and analyses that are appropriate for the evaluation purposes. A7 Explicit Evaluation Reasoning Evaluation reasoning leading from information and analyses to findings, interpretations, conclusions, and judgments should be clearly and completely documented. A8 Communication and Reporting Evaluation communications should have adequate scope and guard against misconceptions, biases, distortions, and errors. Evaluation Accountability Standards. The evaluation accountability standards encourage adequate documentation of evaluations and a metaevaluative perspective focused on improvement and accountability for evaluation processes and products. E1 Evaluation Documentation Evaluations should fully document their negotiated purposes and implemented designs, procedures, data, and outcomes. Online Radio Online Radio Software Exe. E2 Internal Metaevaluation Evaluators should use these and other applicable standards to examine the accountability of the evaluation design, procedures employed, information collected, and outcomes. E3 External Metaevaluation Program evaluation sponsors, clients, evaluators, and other stakeholders should encourage the conduct of external metaevaluations using these and other applicable standards. 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