شناسایی و تعیین اهمیت مؤلفه‌‌ها‌ی آموزش موسیقی در کتب دوره متوسطه و هنرستان‌های‌ موسیقی

محورهای موضوعی : روانشناسی تربیتی

حبیب‌اله صیرفی ¹ , جعفر قهرمانی ² , داود طهماسب‌زاده شیخلار ³

1 - دانشجوی دکتری برنامه‌ریزی درسی، گروه علوم تربیتی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران
2 - استادیار گروه علوم تربیتی، دانشکده علوم انسانی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران مرند، ایران
3 - دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران

تاریخ دریافت : 1399/05/14 تاریخ پذیرش : 1399/10/09 تاریخ انتشار : 1399/12/01

کلید واژه: کتب درسی, دوره متوسطه, آموزش موسیقی, هنرستان موسیقی,

چکیده مقاله :

پژوهش حاضر با هدف شناسایی و تعیین اهمیت مؤلفه‌‌ها‌ی آموزش موسیقی در کتب دوره متوسطه و هنرستان‌های‌ موسیقی انجام یافته است. این بررسی متأثر از بنیان فلسفی تفسیری بوده و از رویکرد کیفی به شیوه تحلیل محتوی عرفی برخوردار است. در بخش اول، واحد مورد بررسی، کلیه کتب درسی هنر دوره اول و دوم متوسطه و هنرستان‌های‌ موسیقی بوده که جهت نمونه‌گیری از آن به شیوه نمونه‌گیری هدفمند عمل شد و کتاب‌ها و منابع معتبر و مرتبط انتخاب شد. واحد تحلیل در این بخش، تحلیل مضمون بود و از روش کدگذاری باز، محوری و انتخابی جهت گردآوری، استخراج و استنتاج دادها استفاده شد. در بخش دوم برای تعیین اهمیت مؤلفه‌‌ها‌ی آموزش موسیقی و درجه اهیمت آنها در کتاب‌های درسی از آنتروپی شانون استفاده شد. از تحلیل یافته‌ ها در بخش اول طی کدگذاری انتخابی، چهار مقوله ‌شناختی، مهارتی، خلاقیت و عاطفی (احساسی) استخراج گردید. این چهار مقوله طی کدگذاری محوری شامل۹۰ مؤلفه (شناختی ۲۶ مؤلفه، مهارتی ۲۳ مؤلفه، خلاقیت ۲۲ مؤلفه و عاطفی 1۹ مؤلفه) و طی کدگذاری باز 216 مضمون می‌باشد. طبق نتایج بدست آمده نشان می دهد که در بین مقوله‌های چهارگانه، مقوله شناختی از اولویت اول، مقوله مهارتی از اولویت دوم، مقوله خلاقیت از اولویت سوم و مقوله احساسی (عاطفی) از اولویت چهارم برخوردار می‌باشد. مؤلفه‌های‌ تفکر تفسیری، آموزش کلیدی و افزایش درک مفاهیم، محتوا با پایه زیباشناختی، شکوفایی روح و روان توأم با زیبایی آفرینی و تمرینات مکرر و منظم نیز دارای بالاترین اولویت‌‌ها‌ در بین مؤلفه‌‌ها‌ بودند.

چکیده انگلیسی:

The aim of this study was to identify and determine the importance of components of music education in high school textbooks and music conservatories. This study is influenced by the interpretive philosophical basis and has a qualitative approach to the analysis of customary content. In the first part, the studied unit is all the art textbooks of the first and second years of high school and music conservatories, which were sampled purposefully and valid and relevant books and sources were selected. The unit of analysis in this section was thematic analysis and open, axial and selective coding methods were used to collect, extract and infer data. In the second part, Shannon Entropy was used to determine the importance of the components of music education and their importance in textbooks. From the analysis of the findings in the first part during the selective coding, four categories of cognitive, skill, creativity and emotional (emotional) were extracted. These four categories include 90 components during axial coding (Cognitive Components 26, Skill Components 23, Creativity Components 22 and Emotional Components 29) and open coding 216 themes. According to the obtained results, among the four categories, Cognitive category has the first priority, Skill category has the second priority, Creativity category has the third priority and Emotional category has the fourth priority. The components of interpretive thinking, key training and increasing the understanding of concepts, content with an aesthetic basis, the flourishing of the soul combined with aesthetics and frequent and regular exercises also had the highest priorities, among the components.

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Huey, Aw. Y., & Hussein. Maimon. B. (2012). Stregthening arts education: a case study in Kinya district Perak. Proceedings management, agroindustry and tourism industry-84^th international conference of humanities and social sciences. Aprill 21th, Faculty of liberal arts, prince of Songkla University.

Karimi, L.S., Zare, H., & Hadian Fard, H. (2011). The Effect of Music Therapy on Selective Attention in Children with Attention Deficit Hyperactivity Disorder, Exceptional Children Quarterly, 11(1): 33-44 [In Persion].

Khalaf Beigi, M., Fahimi, M. A., Ashayeri, H., & Dousdar, H. (2013). The effect of musical activities on the executive performance of patients with schizophrenia, Practical Research Journal of the University of Medical Sciences of the Islamic Republic of Iran,11(2): 120-129 [In Persion].

Khandaghi, M. A., & Pakmehr, H. (2013). The rule of tradition is central to the orientations of the art education curriculum for middle school art teachers. Challenges and harms. New educational approaches of the Faculty of Educational Sciences and Psychology, University of Isfahan, 8(1): 21-46 [In Persion].

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Maleki, H. (2016). Curriculum planning (practice guide). Andisheh Message Publications [In Persion].

Mehr Mohammadi, M. (2019). General Art Education (What, Why and How), Tehran: Manadi Tarbiat Publications [In Persion].

Mirzakhani, H. (2017). A new approach in the jurisprudential principles of music (instrumental and vocal). Qom: Theological printing house [In Persion].

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Mossler, K., Assmus, J. Heldal, T. O., Fuchs, K., & Gold, C. (2012). Music therapy techniques as predictors of change in mental health care. Arts in psychotherapy, 39(4): 333-341.

Mursal clan, A.S. (2012). The effect of music therapy on the growth of social adjustment and spiritual growth in women aged 20 to 50 years in Tehran. Master Thesis in General Psychology. Tehran: Payame Noor University [In Persion].

Nawab Safavid, M. (2008). Evaluation report of the third grade elementary art course. Pilot implementation of the first phase, Educational Research and Planning Organization, Office of Planning and Textbook Writing [In Persion].

Qasim Tabar, S.N., Mofidi, F.and Zadeh Mohammadi, A. (2011). Journal of Transformational Psychology of Iranian Psychologists, 7(27): 245-254 [In Persion].

Reimer, B., (2008). Research in Music Education Personal and Professional Reflections in a Time of Perplexity. Journal of Reserch in Music Education, 3(56):190-203.

Robinso, K. (2000). Arts Education's Place in a Knowledge-Based Global Economy. Available at Learning and Arts: Crossing Boundaries/Proceedines from an Invitational Meeting for Education, Arts and Youth Funders Held January, Los Angeles.

Salem, S. & Mohammadpour, A. (2006). Teaching music in primary schools, Tehran: Manadi Tarbiat Publications [In Persion].

Schiro, M.S. (2012). Curriculum Theory: conflicting visions and enduring concerns. SAGE Publication, Inc, Second Edition.

Sharafi, H. (2010). Designing and compiling an art curriculum based on the approach of combining art and science with emphasis on the concept of art production in the fourth and fifth grades of elementary school. Education Quarterly, 27(2): 105-130 [In Persion].

Sharp, C., & Le Metais, J. (2000). The Arts, Creativity and Cultural Education: An International reviw of curriculum and assessment franeworks project. London: Qualifications and Curriculum Authority.

Shokohi, G.H. (2018). Education and its stages. Tehran: Astan Quds Razavi Publications, Publisher [In Persion].

Siaulytiene, D. (2002). Active Methods in Art Education in Lithuania. Published Springer Netherlands, Journal e-ISSN:1573-9090, Prospects; Paris 4(32):553-564.

Smetana, M. (2012). Die Wiederkehr des Ahnliehen Zur Bedeutung musikalischer Objekte in der Musiktherapie be Jugendlichen with strukturellen Storungen. The recurence of the similar. On the meaning of musical objects in music therapy with structural disordered adolescents. Unpublished doctoral dissertation, University of music and performing Arts, Vienna.

Smite, Ralph, A. (2008). Educational Aesthetics and Policy.The Journal of policy arts education review, 6(109):3-12.

Taggart, G., Whitby, K. & Sharp. C. (2004). International Review of Curriculum and Assessment Frameworks. National Foundation for Educational Research (NFER).

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