Many European cities offer a vivid cultural landscape and numerous live-music opportunities. Some of the events aim at young audiences and develop cooperation projects with schools (Schwanse, 2003). The Schools@Concerts research project focuses on long-established cooperation projects between schools and concert hosts and tries to give insights into the structure of them. This article describes the Salzburg single case study, where besides the music teacher, the school students and the concert host also a didactics course from the music teacher training at the university is involved. By collecting data with interviews and questionnaires with all participating partners, the research group tries to outline the different roles within the cooperation project and compares the varying goals, tasks and expectations of the participating partners.
In the last 30 years Croatia has been involved in an intensive period of educational reforms. Music teaching, as a compulsory subject, underwent some positive and negative changes. The so-called open model and contents remake bring the possibility for teachers to be more creative and for students to be involved to a greater extent, but unfortunately, music lessons come to just 1 h per week. As a part of the Croatian school system, the extracurricular music activities are implemented in the school curriculum which affects the acquisition of new knowledge developing students’ musical skills. This paper aims to present the today’s situation of attending music classes in regular and extracurricular lessons in Croatia. Moreover, it discusses the international research project Schools@Concerts: Tuning up for the Music Experience which influences the idea how to carry out another kind of extracurricular musical activity which suits the worldwide environment. The intention is to familiarize students with (classical) music during the work in the extracurricular activity and by visiting to a concert. The author presents her own idea how to realize the extracurricular music activity Listening to Music with Concert Experience carried out by a cognitive – emotional approach to listening to music which contributes to the students’ music appreciation and preservation, transfer, renewal and dissemination of cultural heritage.
In public education the main emphasis is on conveying lexical knowledge instead of making students love music, play music together and do creative musical exercises. Teaching music has become too theoretical, and it is almost entirely dominated by literary data. Although teachers have some freedom to make slight changes in the curriculum, the number of music lessons is very low. Concert pedagogy is a progressive pedagogical initiative of the 20th–21st century, which aims to present the values of art at the original location of artistic activity, in an experience-filled environment, just as other branches of experience pedagogy do. The educational activity of experience pedagogy takes place in an extracurricular framework to complement public education. Art education is based on going through and enjoying an experience, which, however, cannot be taught, only explored and reinforced. In the traditional approach, intellectual education comprises two tasks: intellectual informing and formation (). Intellectual development occurs through the process of transferring and internalising scientific knowledge, which is presented in the form of subjects. Bábosik highlights that intellectual and cultural needs can evolve when it is achieved that children like to learn, which generates the desire for novel knowledge.
English as a foreign language teachers' associations (henceforth ELTAs) act as empowering platforms for English Language Teaching (ELT) professionals (Lamb, 2012), and yet the contributions of ELTA leaders have not been widely investigated in the fields of second language acquisition and language pedagogy. In order to fill this niche, a qualitative interview study explored the professional trajectories of successful teacher trainers. The paper gives an account of the motivation for continuing professional development (CPD) through the turning points in these professionals' early careers. The findings suggest that there are some similarities behind the motivating factors for CPD and the increasing participation in social spheres (Lave & Wenger, 1991) leads to professional growth. Moving from the periphery towards the centre in a Community of Practice (CoP) the participants of CoPs become knowledge providers. The results reveal that after members have reached their own plateau and can no longer grow professionally in a particular CoP, they either move on to a different, often more challenging CoP and often belong to different CoPs and even end up as the leaders of ELTAs. Limitations and further research suggestions are included at the end of the paper.
The problem of not having a language exam by the end of the university years affects thousands of students in Hungary. The literature reveals that this area is less researched, but there are a number of factors that I found important to examine. I did my research in the East Hungarian region. The reason for this is that many studies in this area have a higher rate of unsuccessful language learners than the rest of the country. I used online survey method in the form of a questionnaire, which consisted mostly of closed questions (alternative, selective and scale). My questions were focused on topics such as socioeconomic status, school life, language biography, cultural capital, language-specific social capital, language-learning type, affective characteristics, language pedagogy, drop-out and language learning attitudes. In this present study I highlight the effect of social and cultural effect on the success of language learning. During the query I used snowball method and address list query. As finding the target people proved to be very difficult, the number of elements is not significant (N = 202).
Visiting classical concerts as part of school activities has a long tradition in Germany but has always been controversial. The multi-case study Schools@Concerts aims in mapping different approaches of connecting school music education with classical concert visits in seven European countries. As part of this project, this article gives early insights into the Frankfurt case. Different perspectives on concert visits include students, teachers and concert hosts. After a short overview about the German discussion, the article gives a brief insight into the state curricula concerning concert visits and the school curriculum of the participating school. All participants have positive attitudes towards concert visits but also highlight the organizational effort of it. Both, teacher and host emphasize missing resources for preparing concerts. Although classical concerts do not meet the musical taste of the children, most of them show positive attitudes to concert visits. Therefore the study wants to encourage responsible stake holders to support concert visits, both in schools and orchestras.
At the end of the first semester of the 2017/18 academic year, we conducted research in the form of focus groups on the attitudes of disadvantaged primary school students toward language learning and school. The students were asked about their thoughts relating to school, their self-perceived academic efficiency and their experiences related to English classes. The results show that the children (N = 17) generally have a positive attitude towards school work and English classes. In the English classes, ICT-supported learning (e.g. the use of tablets and smartboards) is present, which the students explicitly prefer compared to more traditional approaches. School attachment and attachment to the teacher in question also play an important role as the foundations of motivation in this work process.