Can a music course on Greek Traditional Music change pupils‟ dispositions? A classroom teacher research project (EN)

Perakaki, Elissavet; Music Educator

Nowadays, Greek traditional music does not play such an integral role in our society as it did years ago. As a result, its members and consequently pupils in primary and secondary schools do not realize its significance. Specifically, Greek traditional rhythms and dances have been traveling since antiquity, and have influenced contemporary and modern music. The present study reported here of classroom teacher research is a qualitative one. It aims to identify to what extent a 12 -lesson music course based on Greek traditional music can (trans)form adolescents‘ dispositions about this genre of music. Research data was gathered from the diaries of a teacher and four external observers. Information from recordings and questionnaires (pre-test, post-test and follow-up study) was collected as well. The data analysis indicates that a number of the pupils not only changed their views on Greek traditional music by the end of the course, but they also kept the same opinion after a period of time. Interestingly, even pupils who still had a negative view toward this genre of music, appreciated it and understood how it is important for Greek society and culture. (EN)

info:eu-repo/semantics/article

info:eu-repo/semantics/publishedVersion

Peer-reviewed Article (EN)

teacher classroom research (EN)

music lesson (EN)

pupils dispositions (EN)

secondary education (EN)

Greek traditional music (EN)

music learning (EN)

Greek association of Primary Music Education Teachers

Hellenic Journal of Music, Education and Culture

Articles

Επιστημονική Έκδοση για τη Μουσική, την Εκπαίδευση και τον Πολιτισμό

English

2014-01-20

http://hejmec.eu/journal/index.php/HeJMEC/article/view/42

Greek Association of Primary Music Education Teachers (EN)

1792-2518

Επιστημονική Έκδοση για τη Μουσική, την Εκπαίδευση και τον Πολιτισμό; Vol 4, No 1 (EL)

Hellenic Journal of Music, Education and Culture; Vol 4, No 1 (EN)

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