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Assignment代写:Multicultural music education

2018-09-11 来源: 51due教员组 类别: 更多范文

下面为大家整理一篇优秀的assignment代写范文- Multicultural music education,供大家参考学习,这篇论文讨论了多元文化音乐教育。多元文化音乐教育,指的是引导学生在多种音乐文化社会中懂得音乐,这是目前国际音乐教育界公认并大力推广的一种教学理念。多元文化音乐教育采用的是多元化的教学方式,具有跨文化、开放性与包容性的特点

Multicultural music education,多元文化音乐教育,assignment代写,paper代写,美国作业代写

Multicultural music education refers to guide students to understand music in various music cultural societies. This is a teaching concept recognized and promoted by the international educational community of music. The multicultural music education, guided by the research method of music anthropology, adopts a diversified teaching method with the characteristics of intercultural, multi-perspective, openness and inclusiveness, aiming to guide students to get rid of the constraint of "eurocentric" thought and understand and respect cultural diversity. Multicultural music education is the general trend of music education development in the contemporary world. As a major country of immigration, the United States is the first country to implement the multicultural education. As it has long been troubled by immigration problems, in order to solve the increasingly acute ethnic problems, the government has started to implement a series of measures to alleviate the pressure. From the implementation of the apartheid system to the assimilation policy and the "melting pot" theory, they failed to solve the problem effectively, but directly led to the emergence of the multicultural theory. Later, it lasted for a hundred years, went through three important stages and made several major changes, and finally the basic state policy of education was written into the national standard of education for American art.

In the early 20th century, William James created "pluralistic philosophy" theory, puts forward the idea of "equality and coexistence", his students H Karen in 1916 for the first time put forward the thought and cultural pluralism, and in 1924 in the journal of the American culture and democracy, "clear" against assimilation, advocate to establish a multicultural coexistence of society ". John Dewey in 1916 for the first time the national education association conference speech titled "nationalization of education", "cultural diversity" music thoughts are put forward. During this period, some music educators in the United States began to conduct multicultural experimental teaching. In 1918, the American teachers sadie silk nai rhone Coleman, based in Lincoln school "creative music" of the teaching experiment was carried out. She led her students to make over 200 kinds of Musical Instruments in various countries, introduced and guided them to play music in Asia, Africa and Latin countries. "The use of music sound to explore, study the creativity of music, and extend music's contribution to the curriculum by joining instruments from around the world is almost unique." It had a certain impact on music education of American elementary and secondary schools at that time.

Although the introduction of the multicultural theory and the exploration of experimental teaching method failed to be widely popularized in music education in the early 20th century in the United States, it had a great impact on the traditional music education system in Europe, laying a foundation for the emergence of the multicultural music education theory in the future.

In 1967, the tanglewood conference ushered in a new era of multicultural music education. The core idea of the tanglewood declaration adopted by the conference was: "music of all ages, styles, forms and cultures should be included in the curriculum. The music repertoire should be expanded to accommodate the rich and varied music of our time, including the popular youth music, pioneer music, American folk music and music of other cultures." The manifesto provides a unified guiding ideology for music educators, provides a theoretical basis for breaking the long-standing rule of "eurocentric theory" and promotes the formation of the multicultural music education viewpoint. In 1970, the music educators national conference established the targets of music education in American schools, and fully implemented the contents of the declaration. The article 1 recent objectives "efforts to develop for different cultural and social background of all the students of music education program, to meet the needs of diversified social citizen" and article 4 "to promote music teaching to accommodate all the time, style, form and the culture of music" on the teaching object and teaching content has been clear about the multicultural music education.

Over the next 20 years, American multicultural music education became widely popular in music classes at the big, middle and primary schools. At the same time, the study of multicultural music education has been developed rapidly. Some educators began developing and researching programs, courses, methods, and materials. For example, integrating world music into the planning of music curriculum in primary and middle schools; Design spiraling teaching mode and dynamic multi-culture mode; Compile teacher training manual with music in America.

As multicultural music education, discusses the 1990 American music educators association held a "music education in the multicultural approach" seminar, conference passed the "seminar of resolution for the future and action", the American music education from the "melting pot" direction completely turned to "multicultural music education direction". "Teaching the music multicultural approach will incorporate In all music courses ", "music teaching includes not only the study of other music, but also the study of the relationship between these music and their culture; Further look for the value of music itself in each culture. A large number of scholars and education organizations provide theoretical guidance for the implementation of multicultural music education. The music educators journal published Kenneth phillips's articles, including the description, "learning music is the world's various nationalities. Music is an important means of learning and transmitting culture. Music and other kinds of art contain the individuality and commonality of human culture. Music can also help us to know ourselves, our traditions and ways of thinking and behavior. Music also helps us to understand other peoples and their traditions and behaviors. The function of music is raised from cultural inheritance to national understanding.

In 1994, multicultural music education became education's basic state policy was written into the education national standard of American art. As a music education standard, it requires every student to be able to identify and describe the unique features of music style of representative culture. Music around the world is classified according to the cultural region by hearing, and the reasons are given. Point out the cultural roots that affect music. The historical conditions of music in the process of cultural integration. After the promulgation of the national standards, each state has developed its own implementation standards for teaching.

In nearly one hundred years, American multicultural music education experienced the transformation from single European music cultural view to multi-cultural music view, led the development of western immigrant country music education, and made important contributions to promoting the development of world multicultural music education.

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