Literaturnachweis - Detailanzeige
| Autor/inn/en | Poon, Pearly Tsz Wai; Chen, Jason Chi Wai |
|---|---|
| Titel | "Sing by Ear" Project: Multiple-Case Studies of Popular Music Education in Hong Kong |
| Quelle | In: Music Education Research, 25 (2023) 3, S.305-318 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Poon, Pearly Tsz Wai) ORCID (Chen, Jason Chi Wai) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1461-3808 |
| DOI | 10.1080/14613808.2023.2210156 |
| Schlagwörter | Foreign Countries; Music Education; Popular Culture; Music Techniques; Singing; Preadolescents; Early Adolescents; Student Experience; Peer Teaching; Self Esteem; Student Satisfaction; Creativity; Student Attitudes; Hong Kong; United Kingdom; United States; Australia; Canada; Singapore |
| Abstract | This study explores the impacts of popular music education in classroom practices from different aspects such as learning by ear, motivation, musicianship, peer learning and creativity. The Sing by Ear approach was created based on the concepts of informal learning in singing a cappella. A total of 323 participants aged 11-14 were invited to participate in the 3-month project. Students learnt to sing cover songs by ear in an a cappella setting instead of reading music notations. The result from the case studies showed that students gained positive experiences in musicianship, peer-learning and peer-teaching, confidence and satisfaction, and creativity following the project. A pedagogical model was proposed based on the literature and findings in the study to inform the research and practice in popular music education for teachers and researchers. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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