Music education is a field of practice, in which educators are trained for careers as elementary or secondary music teachers, school or music conservatory ensemble directors. As well, music education is a research area in which scholars do original research on ways of teaching and learning music. Music education scholars publish their findings in peer-reviewed journals, teach undergraduate and graduate education students at university education or music schools, who are training to become music teachers. Music education touches on all learning domains, including the psychomotor domain, the cognitive domain, and, in particular and the affective domain, including music appreciation and sensitivity. Many music education curriculums incorporate the usage of mathematical skills as well fluid usage and understanding of a secondary language or culture; the consistency of practicing these skills has been shown to benefit students in a multitude of other academic areas as well as improving performance on standardized tests such as the ACT and SAT.
Music training from preschool through post-secondary education is common because involvement with music is considered a fundamental component of human culture and behavior. Cultures from around the world have different approaches to music education due to the varying histories and politics. Studies show that teaching music from other cultures can help students perceive unfamiliar sounds more comfortably, they show that musical preference is related to the language spoken by the listener and the other sounds they are exposed to within their own culture. During the 20th century, many distinctive approaches were developed or further refined for the teaching of music, some of which have had widespread impact; the Dalcroze method was developed in the early 20th century by Swiss musician and educator Émile Jaques-Dalcroze. The Kodály Method emphasizes the benefits of physical response to music; the Orff Schulwerk approach to music education leads students to develop their music abilities in a way that parallels the development of western music.
The Suzuki method creates the same environment for learning music that a person has for learning their native language. Gordon Music Learning Theory provides the music teacher with a method for teaching musicianship through audiation, Gordon's term for hearing music in the mind with understanding. Conversational Solfège immerses students in the musical literature of their own culture, in this case American; the Carabo-Cone Method involves using props and toys for children to learn basic musical concepts of staff, note duration, the piano keyboard. The concrete environment of the specially planned classroom allows the child to learn the fundamentals of music by exploring through touch; the MMCP aims to shape attitudes, helping students see music as personal and evolving. Popular music pedagogy is the systematic teaching and learning of rock music and other forms of popular music both inside and outside formal classroom settings; some have suggested that certain musical activities can help to improve breath and voice control of a child.
In primary schools in European countries, children learn to play instruments such as keyboards or recorders, sing in small choirs, learn about the elements of music and history of music. In countries such as India, the harmonium is used in schools, but instruments like keyboards and violin are common. Students are taught basics of Indian Raga music. In primary and secondary schools, students may have the opportunity to perform in some type of musical ensemble, such as a choir, orchestra, or school band: concert band, marching band, or jazz band. In some secondary schools, additional music classes may be available. In junior high school or its equivalent, music continues to be a required part of the curriculum. At the university level, students in most arts and humanities programs receive academic credit for music courses such as music history of Western art music, or music appreciation, which focuses on listening and learning about different musical styles. In addition, most North American and European universities offer music ensembles – such as choir, concert band, marching band, or orchestra – that are open to students from various fields of study.
Most universities offer degree programs in music education, certifying students as primary and secondary music educators. Advanced degrees such as the D. M. A. or the Ph. D can lead to university employment; these degrees are awarded upon completion of music theory, music history, technique classes, private instruction with a specific instrument, ensemble participation, in depth observations of experienced educators. Music education departments in North American and European universities support interdisciplinary research in such areas as music psychology, music education historiography, educational ethnomusicology and philosophy of education; the study of western art music is common in music education outside of North America and Europe, including Asian nations such as South Korea and China. At the same time, Western universities and colleges are widening their curriculum to include music of outside the Western art music canon, including music of West Africa, of Indonesia, Zimbabwe, as well as popular music.
Music education takes place in individualized, lifelong learning, in community contexts. Both amateur and professional musicians take music lessons, short private sessions with an individ
Corinth Railway Station is a railway station in Corinth, Greece. This new station is near Examilia; the former central railway station of Corinth, near the harbour, is disused. The new station is on the Proastiakos, the Athens suburban railway run by TrainOSE, connecting directly with the city of Athens and with Athens International Airport; when the station opened on 27 September 2005, it was the line's terminus. It remained so until 9 July 2007; as of 2013 trains run hourly in each direction. The station has five platforms. In the subway to the platforms, copies of ancient artifacts excavated during the station's construction are on display. A cafe is located at the entrance to the station. There is a bus stop and a taxi rank. Proastiakos Photo of this station on Panoramio
Diabolique is a Swedish gothic metal band, formed in 1995 after the dissolution of Liers in Wait. The group is influenced by The Sisters of Mercy, Black Sabbath, Fields of the Nephilim, in sound are similar to the styles of Charon, Tiamat and Type O Negative; the band's current and former line-up has consisted of many musicians from progenital Gothenburg melodic death metal bands. The band's most recent release was The Green Goddess. Various sources differ as to band's status. However, Hans Nilsson's full-time involvement with Dimension Zero and Wåhlin's extensive contributions as an album cover artist and musician for other Scandinavian-area extreme metal bands may be attributable to the long period of no activity. In its official website, though, it is stated that: "After the mixing of "The Green Goddess" was done in November of 1999 the band started writing new songs. Due to the huge amount of material being written the band decided the right thing would be to record two albums. In June 2000 the band hit the studio again to record 22 songs.
This project dragged for some time and after a couple of weeks of recording during the summer and autumn of 2000 the rest of the work was postponed to 2001. Though a rough mix was made in September 2001 the recording was never properly finished; this was what killed the band at this point and led to a break on an indefinite basis." Kristian Wåhlin - vocals, guitar Johan Osterberg - guitar Bino Carlsson - bass Hans Nilsson - drums Alf Svensson - bass Daniel Svensson - drums The Diabolique Wedding the Grotesque The Black Flower Butterflies The Green Goddess Official Website Black Sun Records Page with biography and samples Tartarean Desire biography