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Most Important Issue In Music Management

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Question:

Discuss About The Most Important Issue In Music Management?

 

Answer:

Introduction

Music education is a particular field of study, which is associated with the learning and teaching of music. Different types of approaches of music teaching and learning were flourished during twentieth century, which have been influencing the music education methods (Mark and Madura 2013). However, there are still lacks in music education as access to the excellent instruction of the quality music is the most significant and important issue to address music education. Good music instructor who can instruct and expose pupils to the quality music is necessary for learning and music education.

The aim of this essay is to understand and describe a key issue in music education. The key issue in music education is access to the instruction of quality music. The essay will also outline and analyze the issue clearly and precisely, describe its implication for learning music and its application in music classes.

 

Key Issue: Need Quality Instruction

Quality instruction is necessary for reaching the core essence of any music. The good instructor is able to generate passion and connect with the students that can help learning music. The quality instruction helps the students to reach their fullest potential. Some students get regular opportunity to formulate music during the school days as certified music teacher assists them to create, perform and respond to music (Hoffer 2017).

However, many pupils do not get this opportunity. In few cases, pupils have regular accessibility to an instructor, however, that music instructor might not codify pronouncement in a way, which can offer opportunities in creating, performing, and responding to music. Many students have limited access to an instructor as they may get the instructor only few times a week. There might be insufficiency in resources for arranging music program, which could lead students to an insignificant experience about music learning.

There is a lack from state level to make policies of music education, as many pupils do not have any music teacher in schools. Sometimes, many schools do not have music as a subject to study (Elliott and Silverman 2014). However, many pupils are not able to afford the money or payment for accessing to the quality music instructions outside of their school setting. The cost of accessing quality music is high and demanding.  

Sometimes, the teaching strategies are corpulent to the written and verbal analysis of music. The music instructors concentrate largely on the written documents of music, which could be boring for the students. The instructor might be suffering from lack of confidence in delivering quality instruction. The music technology needs to be developed effectively and integrated into the school-based music (Hoffer 2017).

However, according to an online survey, only 8% of primary teachers feel self-assured in music teaching, 16% of primary teachers are engaged in a skilful music network and 15% of primary teachers have regular chances for professional
training and development. Thirty-two percent of secondary teachers are engaged in professional networks or they have access to the daily opportunities in participating on the professional development in music learning (Oup.com 2017).

 

Implications of Quality Instruction in Learning Music

The implications of quality instruction in learning music are important and significant. The quality instruction could benefit the students in adapting music quickly. The good instructor can teach the art beyond its limited sphere. It is not just music; rather it is more than that, the good teacher provides this education. The students need to access music classes in daily basis. However, the good instructor can help to assist the students in social, creative, intellectual and personal development by teaching quality music (Abeles Hoffer and Klotman 2017). In the Music in Australia website, an extra importance has been given to the music learning, as it is associated with overall development and learning. Even citizens who are interested in creating a difference in the music education should be advocated to a certified and well-prepared, qualified music instructor. Music as a subject of study should be included in the curriculum of educational system of any country. Music should be mandated at elementary level in school minimum twice a week in a well-equipped and resourceful space. Each of the secondary students should get chance in participation to the general, choral and instrumental music (Musicinaustralia.org 2017).

Particularly in Australia, there is less chance of music education in the primary schools. There is less number of trained music teachers in the catholic and state governed primary educational centers. Most of the time, general teachers deliver the teaching. General teachers are those teachers who are not trained in a particular subject area. They are not the specialists in musing teaching. The less number of teachers have the skills and confidence to provide the effective way of music teaching. There are high chances in getting the best practices of music education from schools as it can provide daily and necessary training in music education (Musicinaustralia.org 2017). The school authority or principal should take the initiatives. Even, in Australia, many schools could provide best learning with supportive leadership provided from schools. In that case, music teaching becomes the part of the school tradition.

One of the major barriers in establishing a program regarding music teaching is that there is lack in experienced and qualified music teachers. It could lead to show less interest in investing for the resources such as rooms or equipments necessary for music learning. However, in countries like Japan, Malaysia, Hong Kong, Finland, France are able to provide much-integrated learning system in music. They have highly qualified music teachers. Even countries like Tunisia and Morocco provide high quality music teaching process than Australia (Mark 2013).

Application of Quality Instruction in Music Classes

There is a necessity to apply the quality instruction and teaching methods in music classes either through educational or private teaching centers. The music instructor should work closely with the principal or classroom teachers in schools for ensuring that the teachers and principals are encouraging effectively to the students to participate in the music classes and related programs. The music teachers should be up-to-date about the new and advanced teaching methods. The music teacher should explain the students about the importance of music learning (Aems-edu.org 2017).

The quality music instruction needs effective learning environment too. The positive music learning space is necessary to provide quality instruction and to retain the students. The space should be well equipped and all the necessary resources should be there. The teachers and parents should look the music learning process as important as any other mainstream subject area study.

Models for arranging the quality instruction in the music classes include, lecture demonstration methods, which are presentation of a subject or task, interaction with the students about the task and teacher’s feedback. The teacher should sequence its instructional method for effective instruction and apply questioning techniques, verbal imagery and feedback systems (Bresler 2013). There are many methods and theory in quality teaching practices that could be applied in the classroom. It can be assured that the music instructional methodologies are as important and significant in the teaching methods that many teachers follow these techniques, which has been developed in the latter half of the twentieth century.

 

The Suzuki Method

Japanese music educator Shinichi Suzuki evolved the Suzuki Method. He has employed music education for enriching the moral and lives of his students. This method tells to provide the similar environment, which a student gets when he or she learns his or her native language. The 'ideal' environment of teaching and learning music includes passion, love, praise, high-quality examples, repetition and training, and a timetable set. It helps the student's developmental inclination to learn a particular technique (Chan, Cheng and Chiu 2015). The Suzuki Method is famous and accepted internationally.

Gordon's Music Learning Theory

The Gordon’s music learning theory is also accepted internationally for quality instruction in music teaching techniques. Edwin E. Gordon proposes this theory and it is based on the large body of research. It gives the music teachers a comprehensive frameworks to teach musicianship through the audiation, which is termed by the Gordon to provide understanding internal realization of hearing music (Bonna 2013). Gordon’s theory is based on the similarities between how an individual learns language and how he learns to understand music.

There are other methods and techniques too, which can be applied in music learning and teaching methods. However, the Government should be aware and emphasis on the music learning in the school curriculum. There is need for more teachers who are educated and trained and can provide effective learning to the pupils. The Government should provide resources for the training and fulfill the requirement. 

 

Conclusion

It can be concluded by stating that music learning is as important as learning and researching any subject in the school or university. The key issue in music education is requirement for quality instruction. It implies that there is still needs for quality instructors. The issue has been discussed thoroughly in this essay. The method and procedure of quality instruction has been portrayed with the implication of the Suzuki Method and the Gordon’s Method. However, the state Government should be careful and initiative about the issue.

 

References

Abeles, H., Hoffer, C. and Klotman, R., 2017. Foundations of music education. Revista Electrónica de LEEME, (26).

Aems-edu.org (2017). [online] Available at: https://www.aems-edu.org/PDFs/Better_Practices_Music.pdf [Accessed 1 Oct. 2017].

Bonna, B., 2013. Research on the Application of EE Gordon’s Theory of Music Learning in the Music Education in Poland.

Bresler, L. ed., 2013. Knowing bodies, moving minds: Towards embodied teaching and learning (Vol. 3). Springer Science & Business Media.

Chan, C.T., Cheng, K.T.L. and Chiu, D.K., 2015. Alert Driven Communications Management for Children Music Learning Based on Suzuki Method. International Journal of Systems and Service-Oriented Engineering (IJSSOE), 5(3), pp.75-90.

Elliott, D.J. and Silverman, M., 2014. Music matters: A philosophy of music education. Oxford University Press.

Hoffer, C., 2017. Introduction to music education. Waveland Press.

Mark, M. and Madura, P., 2013. Contemporary music education. Nelson Education.

Mark, M.L. ed., 2013. Music education: Source readings from ancient Greece to today. Routledge.

Musicinaustralia.org (2017). Music Education - Music in Australia - Knowledge Base. [online] Musicinaustralia.org.au. Available at: https://musicinaustralia.org.au/index.php?title=Music_Education# [Accessed 1 Oct. 2017].

Oup.com (2017). What is the most important issue in music education today? | OUPblog. [online] OUPblog. Available at: https://blog.oup.com/2014/10/important-issue-music-education-today/ [Accessed 1 Oct. 2017].

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