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Auf der Suche nach dem Licht didaktischer TheorienBrandstätter, Ursula 05 June 2012 (has links)
Was können Theorien, die das Allgemeine einer Situation ins Licht des Bewusstseins rücken, für die Beschreibung und Analyse von Situationen leisten, die durch die Einmaligkeit von Personen und ihren Beziehungen geprägt sind?
Die Erfahrung dieses Widerspruchs – zwischen Allgemeinem und Besonderem, Einmaligem – bildet den Ausgangspunkt der Überlegungen. Die Autorin lässt sich, zunächst unabhängig von vorgefertigten Theorien, beobachtend auf die Komplexität der drei Musikstunden ein und beobachtet sich selbst als Beobachtende. Drei Perspektiven kristallisieren sich dabei als zentral heraus: die unterschiedlichen Lehrerpersönlichkeiten und Unterrichtsstile, die Rolle der Sprache und die Frage nach dem, was guter Musikunterricht eigentlich sei.
Am Ende des Beitrags wird nochmals – auf der Meta-Ebene der Theoriebildung – das unauflösliche Wechselspiel thematisiert: zwischen impliziten Theorien, die die Beobachtung leiten, und expliziten Theorien, die das Individuelle und Besondere als Verallgemeinerbares und Wiederholbares beschreiben. / Are theories, which focus on the generality of situations, able to describe and analyze situations, which are characterized through uniqueness of persons and their relations to each other?
The experience of this contradiction – between the general and the specific or unique – is the starting point of the reflections. The author observes – at first independent of any theories – the complexity of three music-classes and observes herself as observing person. Three central perspectives are the result: the different personalities of teachers and styles of teaching, the importance of verbalization and the crucial question about a „good musical lesson“.
Subject of the final part is – on the meta-basis of theory – the indissoluble interplay between implicit theories which determine the observation, and explicit theories, which describe the special and individual as something that can be generalized.
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Musikpraxen erfahren und vergleichen: eine Analyse der Praxisform in den VergleichsphasenKrüger, Hendrik 07 February 2019 (has links)
No description available.
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The Effect of Music and Sound Effects on the Listening Comprehension of Fourth Grade StudentsMann, Raymond E. 05 1900 (has links)
The purpose of this study was to determine if the addition of music and sound effects to recorded stories increased the comprehension and retention of information for fourth grade students. The data were analyzed by a two-factor analysis of variance, with repeated measures for both comprehension and retention tests, for the total population. Each reading level group was analyzed separately by an analysis of variance. Of eight hypotheses tested, six showed a significant difference. The conclusions drawn from this study indicated that the addition of music and sound effects 1) Increases the listening comprehension and retention of fourth grade students; 2) Is more effective for retention for students with a high reading level; and 3) Is more effective for initial listening comprehension for students with low reading level but the effect is not significant for retention.
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The DIalectic of Modernization: Implications for Music Teacher EducationEssex, Malinda Wiard 03 August 2010 (has links)
No description available.
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Using popular song lyrics to teach character and peace educationCorbett, Stacy Shayne 01 January 2007 (has links)
The purpose of this project is to develop an integrative unit for peace education that is based on analyzing song lyrics and developing critical literacy.
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Die gebruik van musiek ter verbetering van leerders se studie-effektiwiteitGermishuys, Jacomina Magdelena. 11 1900 (has links)
Text in Afrikaans, summary in English / The object of the study was to determine if the use of different types of music would
have an influence on the study effectiveness of the high school pupils. The music was
used by the educational psychologist together with study methods.
An empirical study was done in which three groups of students were used. The first
group had no music, the second group had pop music and the last group had baroque
music in their study session.
The empirical study showed that music and then specifically baroque music had an
influence on the study effectiveness of pupils. A program was compiled in which
guidelines were given for study, the program is now used in a study program for
high school students.
Recommendations were made for the use of music with study methods for the
Educational Psychologist, teachers and pupils / Educational Studies / M. Ed. (Voorligting)
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English through songs: factors affecting students' motivation in an English as a second language classroomKwong, Suk-mun, Elsa., 鄺淑敏. January 2006 (has links)
published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics
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Indícios do desenvolvimento profissional de uma professora de música iniciante : um estudo sobre os gestos profissionaisViapiana, Ezequiel Carvalho January 2017 (has links)
Esta dissertação teve como objetivo geral investigar os indíícios do desenvolvimento profissional na atuaçaão de uma professora de muísica iniciante por meio dos gestos profissionais. Como objetivos especííficos, buscou: identificar e caracterizar os gestos profissionais na atuaçaão da professora de muísica iniciante; e compreender o processo de transformaçaão dos gestos do trabalho ou ofíício (sentidos) em gestos profissionais (elementos) singulares e contextuais na atuaçaão da professora de muísica iniciante. Para alcançar esses objetivos, foi adotado como referencial teoírico o conceito de funçaão e profissionalidade docente de Maria do Ceíu Roldaão, que defende a funçaão de ensinar como elemento fundante da profissionalidade, e o modelo de atuaçaão profissional de Anne Jorro, que apresenta os gestos do trabalho ou ofíício, como caracterizadores socialmente construíídos da profissaão docente, e os gestos profissionais, como um alargamento dos gestos do trabalho ou ofíício para uma perspectiva particular e contextual. Por meio desses conceitos, foi desenvolvido um estudo de caso instrumental, com observaçaão e gravaçaão audiovisual de sete aulas de Paloma, a professora escolhida para participar da pesquisa, e oito entrevistas de estimulaçaão de recordaçaão. Os dados coletados passaram por procedimentos de transcriçaão, codificaçaão, categorizaçaão e interpretaçaão, para, entaão, serem explicitados os indíícios de desenvolvimento profissional de Paloma. Como resultado, saão explicitadas as dimensoães (açoães) transformadoras da atuaçaão de Paloma, passando de um sentido para um elemento de atuaçaão, sendo os gestos profissionais expressos por meio dos gestos da linguagem, da encenaçaão do conhecimento, do ajuste na açaão e da eítica. O processo de transformaçaão dos gestos do trabalho ou ofíício em gestos profissionais se daí a partir da experieência adquirida pela professora no contexto de atuaçaão e eí impulsionado pela realizaçaão de treês açoães: flexibilizaçaão de pressupostos anteriores, viveência no ambiente de trabalho e reflexaão sobre a praítica. A conclusaão propoãe o entendimento do desenvolvimento profissional como o processo de aprender a ensinar com duas perspectivas em relaçaão aà atuaçaão docente em sala de aula: a perspectiva interna, que foi descrita como constataçaão desta pesquisa, e a perspectiva externa, que diz respeito a polííticas puíblicas educacionais e aàs condiçoães de trabalho a elas relacionadas. / This MA dissertation aimed at to investigate signs of the professional development in the performance of a beginning music teacher through her professional gestures. More specifically, it aimed at to identify and to characterize the professional gestures in the performance of the beginning music teacher; and to understand how the gestures of work or métier (senses) are transformed into singular and contextual professional gestures (elements) in the performance of the beginning music teacher. The theoretical framework was constituted by the concept of function and teaching professionality, by Maria do Ceíu Roldaão, who claims teaching function is a founding element of professionality, and by the model of professional performance, by Anne Jorro, who presents the gestures of the work or métier, as socially constructed characterizers of the teaching profession, and professional gestures, as an extension of work or métier gestures to a particular and contextual perspective. An instrumental case study was carried out, with data being collected through observation and audiovisual recording of seven classes of Paloma, the music teacher that engaged in the research, and eight recall stimulation interviews. Data collected underwent procedures of transcription, codification, categorization and interpretation, so that the signs of professional development of Paloma could be explained. Results make explicit the transformative dimensions (actions) of Paloma's performance, moving from a meaning to a performance element, being the professional gestures expressed through the gestures of language, the gestures of staging the knowledge, the gestures of adjustment in action and the gestures of ethics. The process of transforming gestures of work or métier into professional gestures is based on the experience acquired by the teacher in the context of her work and is driven by three actions: flexibilization of previous assumptions, living in the work environment and reflection on her practice. The conclusion proposes the understanding of the professional development as the process of learning to teach with two perspectives related to the teaching performance in the classroom: the internal perspective, which was described through the findings of this research, and the external perspective, which concerns educational policies and teachers´ working conditions related to these policies.
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A formação de professores de música para a educação básica na região Centro-OesteCampos, Gilka Martins de Castro 14 September 2015 (has links)
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Previous issue date: 2015-09-14 / This paper discusses the education of music teachers who work with Elementary
Education and have attended to undergraduate courses of Universities from
Middle-west Region of Brazil. The goal was to acquaint the formative project of
such courses, particularly: training conception and action proposed in the political
pedagogical projects (PPP) of each course, identifying possible similarities and
distinctness they might present. To achieve such goal, there is a discussion on
curriculum documents – curriculum matrix and political pedagogical projects
(PPP) – of the Music Education Courses of the Federal University of Goiás (UFG),
Federal University of Mato Grosso do Sul (UFMS), Federal University of Mato
Grosso (UFMT) and University of Brasília (UnB).The discussion was through
the study of National policies for teacher training (implemented in the National
Curriculum Guidelines for undergraduate courses in Music and for the training of
teachers for Basic Education) and its contextualization in teachers training courses
in the Middle-west Region (as a development of this legislation in the PPPs of
the Undergraduate programs in Music from the Universities of the region). The
methodology included bibliographical review, documental research and interviews.
The discussions proposed in this research considered as reference the works of
authors who research teachers’ education such as Freitas (2002) and Brzezinski
(1996a, 1996b, 1996c, 1999 and 2008). In the curriculum field works by Moreira
(2003, 2009) and Apple (1994a, 1994b, 2006) were used as reference. In the
education politics and legislation Works by Cury (2002, 2009), Catani, Oliveira
and Dourado (2001), Carvalho (2011), Dourado (2002), Oliveira (2009), Sguissardi
(2000), Silva Júnior (2002), Silva Júnior and Sguissardi (2001, 2005) were
considered. In the music education and the education of the music teacher works
by Penna (2007, 2010) and Pereira (2012, 2013) were adopted. Among the most
significant similarities verified throughout this research, the promptness of the
Superior Education Institutions (IES) on accepting totally or partially the statements
of the National Curriculum Guidelines for Undergraduate courses in music and
for the teaching training programs for Music Education. Also important to mention
the emphasis given to musical practice in its different ways of expression in the curriculum. The differences found are punctual and they might be attribute to the
specific characteristics and/or problems of each IES. / Este trabalho trata da formação de professores de Música que atuam no Ensino
Fundamental, formados nos cursos de Licenciatura em Música das Universidades
na Região Centro-Oeste do Brasil. Pretendeu-se conhecer o projeto formativo
destes cursos destacando-se: concepções de formação e de práticas assumidas
nos projetos político-pedagógicos (PPP) dos cursos, identificando possíveis
semelhanças e distinções que apresentam entre si. Para tanto foram discutidos os
documentos curriculares – matrizes curriculares e Projetos Político-Pedagógicos
(PPP) – dos cursos de Licenciatura em Música da Universidade Federal de Goiás
(UFG), da Universidade Federal do Mato Grosso do Sul (UFMS), da Universidade
Federal do Mato Grosso (UFMT) e da Universidade de Brasília (UnB). Esta
discussão se deu através do estudo das políticas nacionais para a formação de
professores (concretizadas nas Diretrizes Curriculares Nacionais para os cursos
de graduação em Música e para a formação de professores para a Educação
Básica) e sua contextualização nos cursos de formação de professores de Música
na região Centro-Oeste (como desdobramento desta legislação nos PPPs dos
Cursos de Licenciatura em Música das Universidades da região). Foram adotados
como procedimentos metodológicos a revisão bibliográfica, pesquisa documental
e a realização de entrevistas. Para a fundamentação das discussões propostas
nesta pesquisa tomou-se como referência a produção de autores que trabalham
a formação de professores, tais como Freitas (2002) e Brzezinski (1996a, 1996b,
1996c, 1999 e 2008). Na área do currículo recorreu-se aos trabalhos de Moreira
(2003, 2009), e Apple (1994a, 1994b, 2006). Na área de políticas educacionais e
legislação tomou-se como referência Cury (2002, 2009), Catani, Oliveira e Dourado
(2001), Carvalho (2011), Dourado (2002), Oliveira (2009), Sguissardi (2000), Silva
Júnior (2002), Silva Júnior e Sguissardi (2001, 2005). Na área da Educação Musical
e da formação do professor de Música, os referenciais adotados foram Penna (2007,
2010) e Pereira (2012, 2013). Dentre as semelhanças mais significativas verificadas
ao longo da pesquisa podemos citar a disposição das Instituições de Ensino Superior
(IES) na aceitação total, ou quase total, do que se encontra disposto nas Diretrizes
Curriculares Nacionais para os cursos de graduação em Música e para a formação de professores para a Educação Básica. Há também que se mencionar a ênfase
dada nos currículos às práticas musicais em suas diferentes formas de expressão.
As distinções elencadas são pontuais e podem ser atribuídas às características e/ou
problemas específicos de cada IES.
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Estudo sobre a inserção do musicoterapeuta na Equipe Multiprofissional da rede estadual de apoio a inclusão de Goiás. / Study on the insertion of music therapist in Multiprofessional Team network supporting the inclusion state of GoiásGOMES, Carolina Gabriel 11 June 2011 (has links)
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Previous issue date: 2011-06-11 / This research masters, developed in the graduate program in music of EMAC-UFG, in the
line of research on music education and music therapy. Sought to verify the possibility of
entering the professional music therapist in Multiprofessional Team from the Secretariat of
education of the State of Goiás, to expand the actions developed through speeches
musicoterapêuticas, enjoying the support and guidance schools met. It is believed that through
music and its elements, used a musicoterapêutica approach, it is possible to develop positive
relationships between students and teachers, family, favouring, qualitatively, the school
environment. The theoretical reference is based on interdisciplinary studies in education,
music therapy, Systemic Theory and studies about groups and teams. Qualitative character
search based on case study using the participant observation, interventions music therapeutic
and semi-structured interviews and data collection instruments, a sustained listening
multidirectional performance music therapeutic mediating observations, actions and
understandings about school context as a whole. Unable to experience the routine work of
Multiprofessional Team, and identify difficulties as the disarticulation and contraposition of
speeches that permearam the educational environment as well, to identify actions which the
music therapist can develop to be inserted in it. Expanded the field of professional music
therapist, allowing his performance in different spaces with diverse clienteles. Breaking
paradigms was possible through the Systemic Theory and complex thought that aggregates
the disciplines and sees school as a living organism in constant transformation. / Trata-se de uma pesquisa de mestrado, desenvolvida no Programa de Pós-Graduação em
Música da EMAC-UFG, na linha de pesquisa Educação Musical e Musicoterapia. Buscou-se
verificar a possibilidade de inserção do profissional musicoterapeuta na Equipe
Multiprofissional da Secretaria da Educação do Estado de Goiás, visando ampliar as ações
desenvolvidas através de intervenções musicoterapêuticas, beneficiando o serviço de apoio e
orientação as escolas atendidas. Acredita-se que por meio da música e seus elementos,
utilizados numa abordagem musicoterapêutica, é possível desenvolver positivamente as
relações entre professores, familiares e alunos, favorecendo, qualitativamente, o ambiente
escolar. O referencial teórico assenta-se nos estudos interdisciplinares na área da Educação,
Musicoterapia, Teoria Sistêmica e estudos sobre grupos e equipes. A pesquisa de caráter
qualitativo baseou-se no estudo de caso, utilizando-se da observação participante, das
intervenções musicoterapêuticas e das entrevistas semi-estruturadas como instrumentos de
coleta de dados, numa atuação multidirecional sustentada na escuta musicoterapêutica
mediando observações, ações e entendimentos acerca do contexto escolar como um todo. Foi
possível vivenciar a rotina de trabalho da Equipe Multiprofissional, e identificar dificuldades
como a desarticulação de ações e contraposição de discursos que permearam o ambiente
educacional, bem como, identificar ações que o musicoterapeuta pode desenvolver ao ser
inserido na mesma. Ampliou-se assim o campo de trabalho do profissional musicoterapeuta,
possibilitando sua atuação em diferentes espaços com diversas clientelas. A quebra de
paradigmas foi possível através da Teoria Sistêmica e do Pensamento Complexo que agrega
as disciplinas e considera a escola como um organismo vivo em constante transformação.
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