Didactic design of multimedia textbooks in music education

Novosel, Darko. (2017). Didactic design of multimedia textbooks in music education. PhD Thesis. Filozofski fakultet u Zagrebu, Department of Pedagogy.
(Poslijediplomski doktorski studij pedagogije) [mentor Dobrota, Snježana].

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Abstract

Music education consists of 6 teaching fieds: music literacy, singing, playing musical instruments, listening to music, composing music and musicology contents. All aforementioned fields are different by nature - they differ in levels of expected teaching outcomes on the part of the curriculum and educators, but also in the interest of each individual student which is then reflected on the use of the teaching media. Introductory section tackles the question of textbooks and their characteristics, position of music in the society, using computers for educational purposes with special potential for individualized learning and changing of digital contents and the need for multimedia textbooks in accordance with social environments and paradigmes of modern education. The second section examines the question of teaching media in music teaching. A description of teaching fields is followed by an overview of basic features and types of textbooks, teaching media and terms such as original music reality, teaching aids and methods, teaching technology, multimedia and multimedia textbooks. After that, the paper compares the possibilities, functionality and advantages and disadvantages of traditional and multimedia textbooks in music teaching. The main goal of the research is to examine the learners' and the teachers' attitudes about applying teaching media in music teaching and to analyse music textbooks from grade 1 to 8 of elementary school. Special questionnaires were composed for the purpose of this research: Questionnaire on the use of teaching media for students and Questionnaire on the use of teaching media for teachers. For the purpose of textbook analysis specific record charts have been made. The research has been conducted on the sample of 429 male and female students attending grades 5 through 8 of 3 elementary schools from the County of KrapinaZagorje and the County of Zagreb and 215 music teachers from all over Croatia. Three variables have been used for the purpose of researching the students' attitude towards the use of teaching media in music teaching: age, sex and self-estimated talent for music. The results show that female students are more prone to assess themselves as talented for music, play music as extracurricular acitivities more often, use computers in music education more often and show more interest for learning music computer programmes than male students. While a textbook for music teaching is being used only rarely, almost half of the students find the use of computer in music education necessary. Age, sex or self-assessed music talent made here no difference. As far as the teachers' attitude is concerned, the most frequently used teaching media, except for the musical instruments, is the textbook, and it is used mainly as a song-book. On the other hand, most teachers expressed the need for extra instructions for the use of music computer programmes. Those with shorter work experience assessed themselves as having better computer litracy, whereby most of them are able to use at least one music computer programme, use the Internet for preparing classes and almost all find that the use of computers improves the quality of music education. Teachers find that the computer would be most useful in the fields of listening to music, analysing musicology contents and music production. Analysis of the existing music textbooks showed that only the musicology contents meet the basic textbook criteria, especially the criterium of indepentent using. Textbook material dealing with other fields of music teaching is teacher-oriented and meant for the teacher or serves barely as a song-book. The final part of the paper deals with organizing a multimedia textbook for music teaching which could solve many problems the traditional music textbook faced, such as providing feedback for the student. Tasks which require class discussion, such as expressing opinion should, however, be part of the teacher's multimedia handbook. A basic compulsory multimedia textbook would be meant for the student, as well as an optional multimedia textbook for independent study of music and a multimedia textbook for extracurricular music activities. The basic compulsory multimedia textbook would include the fields of singing, musicology contents and listening to music. Finally, the most relevant fact is that the each multimedia content is didactically shaped.

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