Influence of music educators on students' involvement in learning the theory of musical art

Abstract

New models of music education place the student at the centre of the learning process, thereby ensuring effective integration, adaptation and involvement of students in teaching music and the theory of musical art. The research purpose is to evaluate the influence of music teachers on students' involvement in learning the theory of musical art, including elements such as planning, orientation, performance, control, and evaluation. The research sample consisted of 175 students from the music department of the [BLINDED] Conservatory. The study used a survey method to collect information on the effectiveness of the influence of music educators on the involvement of students in learning the theory of musical art. Moreover, the research used a grouping method, correlation, and regression analysis, and presented the results in tabular form. The scholars applied the GUFA (Goals, Uncertainties, Facts, and Actions) method to identify the key characteristics of teaching music and the involvement of students in learning the theory of musical art. They examined this at stages such as planning, orientation, implementation, control, and evaluation, and assessed their impact on the dynamics of the educational process to learn the methodological subject. The research concluded that planning was influenced by the fact that 12 (75.2 %) music educators were assessed using categories R and M. The indicator of the greatest complexity was received by 10 (62.6 %) teachers, performance was obtained by 13 (81.3 %) teachers, control, and evaluation were obtained by 10 (62.6 %) educators. The research results can be used to introduce new curricula, educational programmes, and methodological and practical manuals for music education using music teaching to involve students in learning the theory of musical art. Further research is needed to expand similar studies and involve students not only from China but also from other countries.

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