21世紀的音樂教育：運用音樂培育創意思考
作為一名音樂老師，我常受到不斷發展的教育體制和21世紀教室所帶來的新挑戰所啟發。為了滿足我們學生的需求並為他們未來將參與的全球社會做好準備，教師積極反思他們所傳授的知識和技能至關重要。
21世紀學習框架：
《21世紀技能夥伴關係》制定了一個全面的21世紀學習框架，著重於四個廣泛的成果。第一個成果強調核心科目（包括藝術）與四個跨學科主題的整合：全球意識、金融和經濟素養、公民素養和健康素養。第二個成果突顯學習和創新技能的重要性，如創造力、批判性思維和合作。第三個成果強調信息、媒體和技術技能，如信息和媒體素養。最後，第四個成果著重於生活和職業技能，包括靈活性、主動性、社交和跨文化技能、生產力和領導力。
音樂教育的角色：
音樂教育在準備學生滿足21世紀全球社會需求方面扮演著重要角色。在學生成長於一個不同類型社會的世界裡，音樂教育必須不斷調整以滿足他們的需求。創造力比以往任何時候都更為重要，正如肯‧羅賓遜爵士 (Robinson, 2006) 所言：「人類的未來取決於我們重塑對人類能力的看法的能力。」幸運的是，音樂、戲劇、視覺藝術和舞蹈已經納入了許多21世紀技能。
音樂教育和21世紀技能整合的示例：
例如，教授世界各地的音樂培育了全球意識，讓學生了解人類家庭文化遺產 (Fowler, 1996)。就創造力和創新而言，音樂作曲和即興研究為學生提供了探索他們自己音樂想法的機會。在排練獨奏和合奏的技術和表現細節時，音樂家所做出的決定中包含批判性思維和解決問題 (Deturk, 2002)。協作的合奏經驗教導學生價值溝通和合作的重要性。
改善領域：
儘管音樂教育在整合21世紀技能方面取得了巨大進展，但仍存在改善的領域。即興和作曲的創造性技能尚未成為音樂課程的基本部分 (Fowler, 1996; Madura Ward-Steinman, 2007)，主要是由於音樂教師在這些領域缺乏培訓。此外，音樂教師重要的是要教育學生有關暴露於危險音樂和音樂家常見的過度使用傷害的健康風險 (Hill, 2003)。此外，向學生提供有關音樂專業各種創業職業選擇的知識，並讓他們參與關於藝術倡導的公民決策，可以進一步提升他們的整體學習體驗。
結論：
音樂教育在培育創意思考者和為應對21世紀需求的學生做好準備中發揮著重要作用。通過採納21世紀技能框架並將其融入音樂課程，教育工作者可以賦予學生成為全面發展的個體所需的技能，使他們具備在工作和生活中成功所需的技能。由於音樂教育的未來掌握在當前音樂教育專業的手中，我們需要繼續探索創新方法並倡議音樂教育在21世紀的價值。
參考文獻：
Arts Education Partnership. (n.d.). Retrieved March 14, 2009, from https://www.ccsso.org/projects/arts_education_partnership/
Deturk, M. S. (2002). Critical and creative thinking. In E. Boardman (Ed.), Dimensions of musical learning and teaching: A different kind of classroom (pp. xx-xx). MENC.
Fowler, C. (1996). Strong arts, strong schools: The promising potential and shortsighted disregard of the arts in American schooling (p. 105). Oxford.
Hill, D. (2003, February). Occupation hazard: Is your job damaging your hearing? Teaching Music, 36–40.
Madura Ward-Steinman, P. (2007). Confidence in teaching improvisation according to the K–12 achievement standards: Surveys of vocal jazz workshop participants and undergraduates. Bulletin of the Council for Research in Music Education, 172, 25–40.
Robinson, K. (2006, February). Do schools kill creativity? [Video]. TED Conferences. https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity
Music Education in the 21st Century: Nurturing Creative Thinkers
As a music teacher, I am constantly inspired by the evolving education system and the new challenges that 21st century classrooms present. In order to meet the needs of our students and prepare them for the global society they will be a part of, it is crucial that teachers actively reflect on the knowledge and skills they are imparting. One valuable resource that I often turn to is the Partnership for 21st Century Skills, a collective of education organizations, policymakers, manufacturers, and technology and media companies dedicated to shaping the future of education.
Framework for 21st Century Learning:
The Partnership for 21st Century Skills has developed a comprehensive Framework for 21st Century Learning, which focuses on four broad outcomes. The first outcome emphasizes the integration of core subjects, including the arts, with four interdisciplinary themes: global awareness, financial and economic literacy, civic literacy, and health literacy. The second outcome highlights the importance of learning and innovation skills such as creativity, critical thinking, and collaboration. The third outcome emphasizes information, media, and technology skills, such as information and media literacy. Lastly, the fourth outcome focuses on life and career skills, including flexibility, initiative, social and cross-cultural skills, productivity, and leadership.
The Role of Music Education:
Music education plays a vital role in preparing students to meet the needs of the 21st century global society. In a world where students are growing up in a different kind of society, music education must continually adjust to meet their needs. The need for creativity is more important than ever, as Sir Ken Robinson (Robinson, 2006) states, “humanity’s future depends on our ability to reconstitute our conception of human capacity.” Thankfully, music, theater, visual arts, and dance already incorporate many of the 21st century skills.
Examples of Music Education and 21st Century Skills Integration:
For instance, teaching music from around the world fosters global awareness, enlightening students about the cultural heritage of the human family (Fowler, 1996). In terms of creativity and innovation, musical composition and improvisation studies provide students with opportunities to explore their own musical ideas. Critical thinking and problem-solving are inherent in the decisions musicians make when rehearsing the technical and expressive details of solos and ensembles (Deturk, 2002). Collaborative ensemble experiences teach students the value of communication and collaboration.
Beyond these skills, music education also develops other essential life skills, including flexibility, goal management, independence, and self-directed learning. Social skills such as leadership and responsibility are nurtured through years of disciplined musical study, where students prepare performances and compete as a team.
Areas for Improvement:
While music education has made great strides in integrating 21st century skills, there are still areas for improvement. The creative skills of improvisation and composition are not yet integral parts of the music curriculum, primarily due to music teachers’ lack of training in these areas (Fowler, 1996; Madura Ward-Steinman, 2007). Additionally, it is important for music teachers to educate their students about the health risks associated with exposure to dangerously loud music and overuse injuries common to musicians (Hill, 2003) . Furthermore, providing students with knowledge of various entrepreneurial career options in the music profession and involving them in civic decisions regarding arts advocacy can further enhance their overall learning experience.
Conclusion:
In conclusion, music education has a significant role to play in nurturing creative thinkers and preparing students for the demands of the 21st century. By embracing the 21st century skills framework and integrating them into music curriculum, educators can empower students to become well-rounded individuals who are equipped with the skills needed to succeed in work and life. As the future of music education rests in the hands of current music education majors, it is vital for us to continue exploring innovative approaches and advocating for the value of music education in the 21st century.
References:
Arts Education Partnership. (n.d.). Retrieved March 14, 2009, from https://www.ccsso.org/projects/arts_education_partnership/
Deturk, M. S. (2002). Critical and creative thinking. In E. Boardman (Ed.), Dimensions of musical learning and teaching: A different kind of classroom (pp. xx-xx). MENC.
Fowler, C. (1996). Strong arts, strong schools: The promising potential and shortsighted disregard of the arts in American schooling (p. 105). Oxford.
Hill, D. (2003, February). Occupation hazard: Is your job damaging your hearing? Teaching Music, 36–40.
Madura Ward-Steinman, P. (2007). Confidence in teaching improvisation according to the K–12 achievement standards: Surveys of vocal jazz workshop participants and undergraduates. Bulletin of the Council for Research in Music Education, 172, 25–40.
Robinson, K. (2006, February). Do schools kill creativity? [Video]. TED Conferences. https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity