Академический Документы
Профессиональный Документы
Культура Документы
2
TRADITION
CONTINUITY
3
Joint singing in Estonian musical heritage
• Pupil centredness
• Nationality
• Integration between
different subjects
Johannes Käis
• Creativity
RIHO PÄTS
(1899-1977)
•singing
•playing musical instruments
•musical movement
•composing
•listening to music and musicology
•musical literacy
•educational outings
(National Curriculum,2011).
Choir singing
• A voluntary subject
• About 555 choirs - 226 toddlers’, 168 childrens’,
55 boys’, 64 mixed, 11 male and 28 female choirs
(according to 2011 Youth song festival)
• TIMETABLE – as a subject but not in all schools
• So far, usually not added to music teacher’s
hourly working load
MUSIC TEACHER – THE KEY PERSON
Music teachers’ qualification
OBJECT THEORY
LEVEL - perception of/about the music education syllabus as part of the school curriculum
- awareness of the theoretical criteria of the music subject: objectives, main concepts,
formation of the content and structure in teaching –learning process
- ability to reflect on music teaching techniques, methods, approaches in one’s own practice
ACTION LEVEL - basic knowledge of music subject content and skills
- perception of different techniques, methods and models that are most suitable for music
teaching
- ideas of the musical skills of the students and about the main problems connected with
content learning
- a vision of the main differences between different groups and its impact on the whole music
teaching process
- contextual solutions in music subject connected to content prioritization in the music
syllabus of national curriculum
- ability to create suitable music material and find appropriate repertoire
Use of music teaching ideas and methods
Use of music practices
Correlations between music practices and methods
(Estonia)
*. Correlation is significant at the 0.05 level (2tailed).
**. Correlation is significant at the 0.01 level (2tailed).
***. Correlation is significant at the 0.001 level (2tailed).
D2.21 Singing 1 0,060 0,013 -0,050 0,177 0,122 0,118 -0,153 0,128 0,082 -0,076 -0,022 0,074 0,018 0,032 0,062
D2.22 Playing instruments 0,060 1 ,514(**) ,277(**) -0,058 -,270(**) 0,115 0,092 0,178 ,447(**) ,276(**) 0,064 0,132 0,114 0,117 -0,064
D2.23 Musical movement 0,013 ,514(**) 1 ,320(**) -0,003 -,303(**) 0,137 0,117 ,205(*) ,442(**) 0,149 -0,077 0,168 -0,060 ,195(*) -0,013
D2.24 Integrative creative tasks -0,050 ,277(**) ,320(**) 1 0,123 0,065 -0,018 ,297(**) ,316(**) ,220(*) 0,130 0,056 ,245(*) ,199(*) -0,025 0,182
D2.25 Listening to pieces of
0,177 -0,058 -0,003 0,123 1 ,431(**) ,238(*) 0,127 -0,012 -0,077 -0,086 0,032 0,088 0,025 -0,029 0,020
music
D2.26 Studying the history of
0,122 -,270(**) -,303(**) 0,065 ,431(**) 1 ,200(*) ,257(**) ,190(*) -0,115 -0,007 0,062 -0,006 0,045 -0,057 0,051
music
D2.27 Learning elementary
0,118 0,115 0,137 -0,018 ,238(*) ,200(*) 1 0,072 ,203(*) ,237(*) 0,031 0,056 -0,028 -0,106 0,006 -0,066
theory
D2.28Concerts, excursions -0,153 0,092 0,117 ,297(**) 0,127 ,257(**) 0,072 1 ,257(**) 0,184 0,064 0,042 0,114 ,191(*) -0,102 ,191(*)
D2.29 Involved in arts
0,128 0,178 ,205(*) ,316(**) -0,012 ,190(*) ,203(*) ,257(**) 1 ,327(**) 0,120 0,041 ,228(*) ,281(**) 0,057 ,263(**)
teamwork
D2.210 Improvise, compose
0,082 ,447(**) ,442(**) ,220(*) -0,077 -0,115 ,237(*) 0,184 ,327(**) 1 ,373(**) 0,171 ,193(*) 0,175 0,095 0,133
their own music
D2.7A Carl Orff -0,076 ,276(**) 0,149 0,130 -0,086 -0,007 0,031 0,064 0,120 ,373(**) 1 ,574(**) ,280(**) ,287(**) ,301(**) 0,163
D2.7B Zoltan Kodaly -0,022 0,064 -0,077 0,056 0,032 0,062 0,056 0,042 0,041 0,171 ,574(**) 1 0,170 0,084 ,290(**) ,281(**)
D2.7C Emile Jaques-Dalcroze 0,074 0,132 0,168 ,245(*) 0,088 -0,006 -0,028 0,114 ,228(*) ,193(*) ,280(**) 0,170 1 ,559(**) 0,116 ,660(**)
D2.7D Shinichi Suzuki 0,018 0,114 -0,060 ,199(*) 0,025 0,045 -0,106 ,191(*) ,281(**) 0,175 ,287(**) 0,084 ,559(**) 1 -0,071 ,508(**)
D2.7E Riho Päts 0,032 0,117 ,195(*) -0,025 -0,029 -0,057 0,006 -0,102 0,057 0,095 ,301(**) ,290(**) 0,116 -0,071 1 0,035
D2.7F David Elliot 0,062 -0,064 -0,013 0,182 0,020 0,051 -0,066 ,191(*) ,263(**) 0,133 0,163 ,281(**) ,660(**) ,508(**) 0,035 1
Correlation of musical practices, their internal
connections and factor patterns in Estonia
Estonian Society for Music Education
• founded in 1990
• About 286 members
• Support music teachers in their
everyday work;
• Mediation of the newest
information in music education;
• Develop international
communication;
• Offer possibilities for inservice
training.
Curriculum Development: Theory and Practice
Hilda Taba, 1962
...Koolid toimivad selle kultuuri huvides, milles nad eksisteerivad. Koolid on loodud
ühiskonna poolt eesmärgiga kanda õppijas edasi neid teadmisi, suhtumisi, väärtusi ja
oskusi, millel on kultuuriline tähtsus või väärtus. [---] ...just kool on see paljudest
ühiskonna haridusasutustest, mille ülesanne on juhtida noor kultuuri
juurde ning seega kanda vastutust selle kultuuri säilimise eest.
17
Music as part of identity
Jaan Kaplinski
Thank you for your kind attention!