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TRADITION
CONTINUITY
Choir singing
Cimze seminar
1849 - 1881 in Valga to train
teachers and parish clerks of
Livonia
about 120 Estonians studied there
very good music education
(harmony, improvisation,
composition, choir singing, folk
songs (arrangements)
the choir movement in Estonia that
lead to the first Song Festival in
Tartu in 1869
Janis Cimze
Pupil centredness
Nationality
Integration between
different subjects
Johannes Kis
Creativity
RIHO PTS
(1899-1977)
Relative music reading
system (based on tonika-do
method - Vilho Siukonen)
Shifting quater note
Playing instruments
(recorder, percussion
instruments,mandolin)
Joint singing
stage I grades 13
2+2+2 lessons
stage II grades 46
2+1+1 lessons
1+1+1 lessons
3 courses
3 x 35 lessons
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 teachers
hourly working load
THINKINGLEVEL
METATHEORY
LEVEL
ESSENCEOFMUSICTEACHERSTHINKING
-visionofmusiceducationstaskinthesocietyandpupilseverydaylife
-theabilitytoconsidercriticallythetraditionsofmusic(subject)didacticsandreflectones
ownteachingthroughthiscriticalanalysis
-awarenessofthehistoryofmusiceducation,traditions,values
-understandingaboutthephilosophicalunderpinningsofmusiceducation
OBJECTTHEORY
LEVEL
-perceptionof/aboutthemusiceducationsyllabusaspartoftheschoolcurriculum
- awareness of the theoretical criteria of the music subject: objectives, main concepts,
formationofthecontentandstructureinteachinglearningprocess
-abilitytoreflectonmusicteachingtechniques,methods,approachesinonesownpractice
ACTIONLEVEL
-basicknowledgeofmusicsubjectcontentandskills
- 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
contentlearning
-avisionofthemaindifferencesbetweendifferentgroupsanditsimpactonthewholemusic
teachingprocess
- contextual solutions in music subject connected to content prioritization in the music
syllabusofnationalcurriculum
-abilitytocreatesuitablemusicmaterialandfindappropriaterepertoire
Estonia
D2.21Singing
D2.23
D2.21 D2.22Playing Musical
Singing
instruments
movement
D2.24
Integrative
creativetasks
D2.25
Listeningto
piecesof
music
D2.26
Studyingthe
historyof
music
D2.27
Learning
elementary
theory
D2.29
D2.210
D2.7C
Involvedin Improvise,
D2.7B
Emile
D2.7D
arts
composetheir D2.7A Zoltan Jaques- Shinichi D2.7E
teamwork
ownmusic CarlOrff Kodaly Dalcroze Suzuki RihoPts
D2.28
Concerts,
excursions
0,060
0,013
-0,050
0,177
0,122
0,118
-0,153
0,128
-0,076
-0,022
0,074
0,018
0,032
0,062
D2.22Playinginstruments
0,060
,514(**)
,277(**)
-0,058
-,270(**)
0,115
0,092
0,178
,447(**) ,276(**)
0,064
0,132
0,114
0,117
-0,064
D2.23Musicalmovement
0,013
,514(**)
,320(**)
-0,003
-,303(**)
0,137
0,117
,205(*)
,442(**)
0,149
-0,077
0,168
-0,060
,195(*)
-0,013
-0,050
,277(**)
,320(**)
0,123
0,065
-0,018
,297(**)
,316(**)
,220(*)
0,130
0,056
,245(*)
,199(*)
-0,025
0,182
D2.25Listeningtopiecesof
music
0,177
-0,058
-0,003
0,123
,431(**)
,238(*)
0,127
-0,012
-0,077
-0,086
0,032
0,088
0,025
-0,029
0,020
D2.26Studyingthehistoryof
music
0,122
-,270(**)
-,303(**)
0,065
,431(**)
,200(*)
,257(**)
,190(*)
-0,115
-0,007
0,062
-0,006
0,045
-0,057
0,051
D2.27Learningelementary
theory
0,118
0,115
0,137
-0,018
,238(*)
,200(*)
0,072
,203(*)
,237(*)
0,031
0,056
-0,028
-0,106
0,006
-0,066
D2.28Concerts,excursions
-0,153
0,092
0,117
,297(**)
0,127
,257(**)
0,072
,257(**)
0,184
0,064
0,042
0,114
,191(*)
-0,102
,191(*)
D2.29Involvedinarts
teamwork
0,128
0,178
,205(*)
,316(**)
-0,012
,190(*)
,203(*)
,257(**)
,327(**)
0,120
0,041
,228(*) ,281(**)
0,057 ,263(**)
D2.210Improvise,compose
theirownmusic
0,082
,447(**)
,442(**)
,220(*)
-0,077
-0,115
,237(*)
0,184
,327(**)
1 ,373(**)
0,171
,193(*)
0,095
0,133
D2.7ACarlOrff
-0,076
,276(**)
0,149
0,130
-0,086
-0,007
0,031
0,064
0,120
0,163
D2.7BZoltanKodaly
-0,022
0,064
-0,077
0,056
0,032
0,062
0,056
0,042
0,041
0,171 ,574(**)
D2.7CEmileJaques-Dalcroze
0,074
0,132
0,168
,245(*)
0,088
-0,006
-0,028
0,114
,228(*)
,193(*) ,280(**)
0,170
D2.7DShinichiSuzuki
0,018
0,114
-0,060
,199(*)
0,025
0,045
-0,106
,191(*)
,281(**)
0,175 ,287(**)
D2.7ERihoPts
0,032
0,117
,195(*)
-0,025
-0,029
-0,057
0,006
-0,102
0,057
D2.7FDavidElliot
0,062
-0,064
-0,013
0,182
0,020
0,051
-0,066
,191(*)
,263(**)
D2.24Integrativecreativetasks
0,082
D2.7F
David
Elliot
,373(**)
1 ,559(**)
0,084 ,559(**)
0,170
0,175
0,116
0,116 ,660(**)
-0,071 ,508(**)
-0,071
0,035
0,035
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