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ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
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Google Scholar; Crossref, CNKI,
etc.
APC:
500 USD
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IJLT Editorial Office
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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2022
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Volume 8, No. 2, June 2022
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Student-Led Music Curriculum: Achieving Self-Regulated Learning through Project-Based and Inquiry-Based Pedagogies
Nikita Mamedov
North America International School, Shanghai, China
Abstract
—The music curriculum contains multiple disciplines, all intertwined through standards, objectives, and goals. The 21st-century learning practices emphasize music pedagogy’s applied purposes from performative and academic perspectives while outweighing the exam-driven nature to generate motivation and appreciation for music. This research defines curricular innovations that allow for a student-led music program with a particular emphasis on performative components of music education that – along with project-based and inquiry-based pedagogies – align students on a path to self-regulated learning. The paper discusses and analyzes the structures evoked by educators to allow students to produce a dynamic student-led curriculum. Furthermore, the article outlines the motivational advantages that the revised curriculum engraves within its four-step music performance framework in the context of McClelland's motivators.
Index Terms
—curriculum development, inquiry-based learning, McClelland’s motivation, music education, project-based pedagogy, self-regulated learning
Cite: Nikita Mamedov, "Student-Led Music Curriculum: Achieving Self-Regulated Learning through Project-Based and Inquiry-Based Pedagogies," International Journal of Learning and Teaching, Vol. 8, No. 2, pp. 99-107, June 2022. doi: 10.18178/ijlt.8.2.99-107
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License (
CC BY-NC-ND 4.0
), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.
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