Call for papers

 

 

Call for papers

International Conference launched by

GCAF (Geste Créatif et Activité Formative) for

Federative structure of research in education and training SFERE-Provence (FED 4238)

and Research Unit UR4671 ADEF (Apprentissage, Didactique, Évaluation, Formation)

of Aix-Marseille University (France)

Research Unit UR16ES10 ECOTIDI (Education, COgnition, TIce and DIdactic)-Virtual University of Tunis (Tunisia)

The School of Arts and Design, the University of Jordan (Jordan)

 The Faculty of Education, Lebanese University (Lebanon)

"The state of music education for children” (4-11 years) around the Mediterranean"

Since the first works on music education published by UNESCO in 1953, researches on the role of music in children's development has continued unabated. Recent studies pointed out that "nearly two-thirds of the elements inscribed in 2018 on UNESCO's Intangible Cultural Heritage of Humanity (ICH) lists include a notable musical component" and over 300 musical practices are associated with a role in peoples' culture. Music education is a tool for preserving cultural practices and living together through the appropriation of socio-emotional knowledge and behavior. It is also a vector for intercultural sharing and recognition of otherness.

Tracing the history of music education in modern times in numerous works as well as works on children's musical practices from an early age have enriched our knowledge of the appropriation of vocal and instrumental gestures. Other works have focused on the genesis of these musical practices in children. Moreover, metanalyses on the impact of music education on children's affective and social development have been carried out in various disciplines ranging from education and training sciences to neuroscience, psychology, sociology or philosophy.

In Tunisia, recent researches regarding children's musical education has been conducted. Somme of these have developed some approaches to early music education and its application or adaptation to the Tunisian context. Other works have focused on musical practice in school-age children, notably those on the development of the Tunisian child's musical sense in relation to modal music and music education, the study of the psychological conditions underlying instrumental learning, and a few attempts on the specificity of musical education for children. Other reflections on musical curricula, musical practice for children with special needs and the education of children through music are gradually beginning to develop, particularly through academic work that is in progress.

In some of the twelve Jordanian governorates, music is a part of children’s education at kindergartens and schools. Despite that, the majority of people are still practicing their ritual inherited songs. Real music education in Jordan started only with the establishment of the first musical institute in 1966 as a part of the department of culture and Arts at the ministry of Culture and media. A year before, in 1965, the decision was made by the ministry of education to issue the first music curricula, which remained unable to achieve the intended goals of music education at that time. The status of recent music education in Jordan forms a challenge to those who are struggling to educate the society and make music a part of school curricula.

In Lebanon, music education of young children is confronted with a westernization of the school curriculum, with a very timid mention of tradition. This focus on the “West model” has resulted in a loss of musical cultural identity, in a setting where the Lebanese child found himself open to all kinds of music, except of his own. Since 2009, this problem motivated researches focusing on the relationship between Lebanese children and Levantine musical traditions. The results obtained validated the ability of Lebanese children to auditorily perceive and sing the zalzalien scales, in a musical context where the balance of power is not favorable to traditional music.

Moreover, no article or a book offers a comprehensive study of educational approaches to music for children 4-11 years), from infancy to early adolescence in Mediterranean countries and compared them to each other.

This first international conference aims at establishing an overview of music education practices intended for children around the Mediterranean.

The conference urge to reveal the relationship between teaching and learning in music education at schools, conservatories, and musical centers, for the targeted group age in several countries around the Mediterranean, aiming at providing answers to the following questions;

  • Where, what, and how do we teach music for children?
  • Where, what, and how do a child understands music?

This would offer an opportunity to compare views, practices, and reflections of teachers, musicians, and educators in music education filed. The conference focuses at comparative studies of the systems, curricula, and pedagogical methodologies in music education between in different Mediterranean countries.

The main topics in the conference are:

  1. Early childhood and learning music ages between 4 and 6.
  2. Music education at schools, conservatories, and musical centers for children between 6 to 11 years old.
  3. Music education programs: foundations; objectives; and didactical and pedagogical implications.
  4. Music teacher training and preparation in higher education.
  5. Teaching practices in music education: for both collective and individual.
  6. The body in music education. 

The submitted papers may report on research conducted out at schools, conservatories, or musical centers and musical schools (either private or public).

A mixed approach (qualitative and quantitative) is desired.

 

Date and place

Date and venue: October 23, 24 and 25, 2024, at Inspé d'Aix-Marseille University, Aix-en-Provence.

Modality of presentation:

  • 20 minutes oral presentations.
  • Poster sessions.

 

Abstract deadline submission

Abstracts must be submitted by April 30, 2024 (abstract in Word format of 1,000 characters; 5 keywords; 5 bibliographical references APA 10th; authors' CVs; academic or professional affiliation; e-mail address),at "Mes dépôts".

Specification of documents: MS word format, Times New Roman font size 12, 1.5 spaces between lines, colored diagrams if exist, picture format JPEG.

The Board will reply by May 31, 2024.

Languages

Papers may be submitted in English or French.

Costs

NO submission fees are requested.

The conference well not cover costs of: international and/or local traveling, accommodation, and food & beverage.

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