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Digital Tools of Universal Music Education
60-66Views:1239The purpose of this article is to present various solutions concerning music education aided by computer technologies. The article applies public music education. The author attempts to provide an answer to questions concerning the role of music teachers working with new media , which requires them to constantly improve and expand their skills. How are they able to utilise new technological achievements while at the same time blending them with well-proven, traditional methods of music teaching/learning, without falling prey to the dangers of modern media ? Any attempts at using innovative solutions are bound to cause numerous challenges for students, teachers, and the entire education system. However, the effects of such actions could contribute to the improvement of the quality of music education in society, which justifies the efforts. The intention of the author is attempt to look into the future on the basis of the existing data sources, analyses and global pedagogical trends and to search for theoretical and practical solutions, which may influence the formulation of the paradigms in modern music teaching.
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Why do individuals choose a career in music? A Systematic review of socialization-, motivation-, and identity-based factors
119-132Views:113The process of choosing a career in music is a complex and multifaceted phenomenon that requires the integration of motivational, socialization-based, and identity-oriented perspectives for its comprehensive understanding. The aim of the present systematic literature review is to identify and synthesize empirical studies examining music career choice, particularly within the context of professional higher music education, in relation to identity formation, the quality of motivation, and career-orientation decisions. The review includes 20 studies published between 2003 and 2025, representing considerable methodological heterogeneity as well as broad geographical and cultural diversity. Based on the thematic analysis, four overarching thematic domains were identified: (1) socialization and environmental factors, (2) motivational structures and career intentions, (3) identity development and identity conflicts, and (4) the influence of institutional and educational contexts. The findings indicate that, in music career choice, musician identity generally takes precedence over teacher identity, while extrinsic motivational factors play a significant role in decisions to pursue music teaching careers. Furthermore, early socialization experiences—particularly the influence of parents and first instrumental teachers—have a long-term impact on career orientation. The review also highlights that higher education institutions do not always consciously exploit their potential role in shaping professional identity. Effective interventions therefore require multi-level, developmentally oriented approaches, including the provision of early teaching experiences, the strengthening of mentoring practices, and the introduction of portfolio-career perspectives.
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The Bodily Experiences of Music Teachers
53-59Views:255This paper deals with the specifics of a music teacher's work in kindergarten and presents an empirical study, based on the approach of hermeneutic phenomenology. In the research outcomes, the experiences of the music teacher's work in kindergarten are presented through their stories about memorable moments of their professional activity. Initially, in accordance with the theory of Max van Manen, the research data were viewed through the prism of five dimensions (lived time, lived space, lived self-others, lived things, and lived body), typical of all phenomena. The paper discusses one of them, i.e. the teachers' experience from the perspective of the lived body. The stories demonstrate how through the looks, facial mimicry, and body language, moments of the teacher's everyday routine are revealed that would otherwise be overlooked or considered irrelevant.
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Spirituality and Concept of ’Child’ in Kokas Pedagogy for Children with Special Educational Needs
11-16Views:573Klára Kokas was a music teacher and music psychologist (1929-2010). Her method is based on music, motion and manual arts, therefore it can be defined as a form of reform pedagogy, otherwise it is called complex art pedagogy. The main elements and characteristics of Klára Kokas’s pedagogy were revolutionary new ideas in the fields of personality development, and music education – compared to the practices of reform pedagogy trends in the 20th century Europe and the United States (Pukánszky-Németh, 1996). The main elements of this concept are music, dance improvisation, motion, imaginative stories, visual arts, painting and drawing. However, its most important component is the very specific and intimate relation, which connected her to children. This distinctive feature of the Kokas-method is hard to teach. Klára Kokas approached to people with problems, suffering and disabilities, especially to marginalized and disadvantaged children with utmost empathy. She struggled to develop the social-cognition skills and affectionate behavior of the handicapped children through her own invented musical method.Her writings reflected her relationship with God, namely the presence of Him which can be felt behind the scenes. His name was mostly unspoken, yet when she named Him, it was to reveal that God was always in her mind, like in her words and musical activities too.The goal of this paper is to search and frame that text corpus, which can outline the spirituality of Klára Kokas with the aim of drawing up her relationship with God and children – according to her publications, writings, essays, books, short-film compilations, movie archives and interviews (Kokas, 1992; 1999; 2002; 2007; 2012; 2013). The contours of her spirituality from her teachings, manuscripts and publications couldn’t be attributed to any religious denomination. Also, to be presented are her notions about youth and teenage spirit and a unique relation with the world, her own students, the talents, the music and the holiness: the spirituality of Klára Kokas. The importance of beliefs and moral convictions in the art of education will be outlined.A single paragraph of about 150-200 words maximum. For research articles, abstracts should give a complete overview of the work. We encourage authors to use the following style of abstracts: background, methods, results and conclusion. The abstract should give an objective representation of the article.