Toward an Interdisciplinary Learning Approach to Foster Students’ Outlook of Universally Connected World: Starting from Music and Beyond

Feiqun Shu; Panya Roongruang

doi:doi:10.11648/j.ijecs.20210605.14

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Toward an Interdisciplinary Learning Approach to Foster Students’ Outlook of Universally Connected World: Starting from Music and Beyond

Feiqun Shu, Panya Roongruang

Published in International Journal of Education, Culture and Society (Volume 6, Issue 5)

Received: 15 September 2021 Accepted: 4 October 2021 Published: 12 October 2021

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Abstract

Music never exists for its own sake. On the contrary, it connects to the universe including Nature, society, and human beings. Music originated from people’s labor and life and has always reflected human conditions related to temporal and spatial elements. It is our belief that music can function as an educatively meaningful window through which the students explore the world with wider views and deeper thoughts. Based on these beliefs, we postulate an interdisciplinary approach starting from music and beyond it to foster students’ outlook of universally connected world. A conceptual model is conceived by the authors which describes the students’ hierarchical progress possibly gained from purposefully designed learning in an interdisciplinary manner. To further rationalize the feasibility for such a learning approach, we propose a down-to-earth way of thinking that music relates to language in lyrics of songs, bears geo-historical footprints because it originates temporally and spatially. From these clues, a common attribute can be found to thread the whole learning process involving several subjects integrated as a whole, rather than the school subjects learned separately. Given an exemplary project for the students to explore two types of folk songs in the North and the South of China, they are led to find a common attribute focusing on isomorphic direction of move between dialect tones of lyrics and tunes of folk songs, discover the inner connections hidden beneath the surface of present phenomena, and dwell on the significant insights which enable them to act like a thinker. The interdisciplinary learning illustrated as a case project here purports to prompt our colleagues that the educative values of music are far from fully recognized and these values should function to a full degree for the young generation to emancipate the constraints of thinking and develop creative minds.

Published in	International Journal of Education, Culture and Society (Volume 6, Issue 5)
DOI	10.11648/j.ijecs.20210605.14
Page(s)	190-197
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

World Outlook, Interdisciplinary Learning, Music Connects, Common Attribute

References

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[2]	Applebee, A. N., Adler, M., & Flihan, S. (2007). Interdisciplinary curricula in middle and high school classrooms: Case studies of approaches to curriculum and instruction. American Educational Research Journal, 44 (4): 1002–1039. DOI: 10.3102/0002831207308219.
[3]	Bruner, J. (1967). The process of education. Harvard University Press, 5.
[4]	Abeles H., Hoffer, C. & Klotman R. (1995). Foundations of music education, 2nd ed., Schirmer Books, 4.
[5]	Elliott, D., & Silverman, M. (2015). Music matters: A philosophy of music education, 2nd ed., Oxford University Press, 54-105.
[6]	Shu, Feiqun (2018). The social and ethical pursuit of the praxual philosophy of music education. China Music Education, 2018 (7): 4-9. DOI: CNKI: SUN: ZYJA.0.2018-07-002.
[7]	Shu, Feiqun (2019). A study on an oriental trend in the western philosophy of music education. Chinese Music, 2019 (1): 171-175. DOI: 10.13812/j.cnki.cn11-1379/j.2019.01.022.
[8]	Elliott, D., & Silverman, M. (2015). Music matters: A philosophy of music education, 2nd ed., Oxford University Press, 87.
[9]	Shen, Qia (2019). A theory of tunes. Shanghai Music Publishing House, 3.
[10]	Du, Yaxiong (2019). Ten basic concepts of Chinese music fundamentals. Chinese Music, 2019 (1): 18.
[11]	Whitener, J. & Shu, Feiqun (2018). An introduction to the music of China. Music Educators Journal, Vol. 105 (Dec.): 18-27. DOI: 10.1177/0027432118811587.
[12]	Baidu Entry. PRAAT: Doing phonetics by computer. https://baike.baidu.com/item/praat/7852897?fr=aladdin
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[14]	McTighe, J., & Wiggins, G. (2012). Essential questions: Opening doors to students understanding. ASCD.
[15]	Shaw, G. L. (2000). Keeping Mozart in Mind. Academic Press.
[16]	Hodges, D., & Sebald, D. (2011). Music in human experience: An introduction to music psychology. Routledge.

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APA Style

Feiqun Shu, Panya Roongruang. (2021). Toward an Interdisciplinary Learning Approach to Foster Students’ Outlook of Universally Connected World: Starting from Music and Beyond. International Journal of Education, Culture and Society, 6(5), 190-197. https://doi.org/10.11648/j.ijecs.20210605.14

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ACS Style

Feiqun Shu; Panya Roongruang. Toward an Interdisciplinary Learning Approach to Foster Students’ Outlook of Universally Connected World: Starting from Music and Beyond. Int. J. Educ. Cult. Soc. 2021, 6(5), 190-197. doi: 10.11648/j.ijecs.20210605.14

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AMA Style

Feiqun Shu, Panya Roongruang. Toward an Interdisciplinary Learning Approach to Foster Students’ Outlook of Universally Connected World: Starting from Music and Beyond. Int J Educ Cult Soc. 2021;6(5):190-197. doi: 10.11648/j.ijecs.20210605.14

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@article{10.11648/j.ijecs.20210605.14,
  author = {Feiqun Shu and Panya Roongruang},
  title = {Toward an Interdisciplinary Learning Approach to Foster Students’ Outlook of Universally Connected World: Starting from Music and Beyond},
  journal = {International Journal of Education, Culture and Society},
  volume = {6},
  number = {5},
  pages = {190-197},
  doi = {10.11648/j.ijecs.20210605.14},
  url = {https://doi.org/10.11648/j.ijecs.20210605.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20210605.14},
  abstract = {Music never exists for its own sake. On the contrary, it connects to the universe including Nature, society, and human beings. Music originated from people’s labor and life and has always reflected human conditions related to temporal and spatial elements. It is our belief that music can function as an educatively meaningful window through which the students explore the world with wider views and deeper thoughts. Based on these beliefs, we postulate an interdisciplinary approach starting from music and beyond it to foster students’ outlook of universally connected world. A conceptual model is conceived by the authors which describes the students’ hierarchical progress possibly gained from purposefully designed learning in an interdisciplinary manner. To further rationalize the feasibility for such a learning approach, we propose a down-to-earth way of thinking that music relates to language in lyrics of songs, bears geo-historical footprints because it originates temporally and spatially. From these clues, a common attribute can be found to thread the whole learning process involving several subjects integrated as a whole, rather than the school subjects learned separately. Given an exemplary project for the students to explore two types of folk songs in the North and the South of China, they are led to find a common attribute focusing on isomorphic direction of move between dialect tones of lyrics and tunes of folk songs, discover the inner connections hidden beneath the surface of present phenomena, and dwell on the significant insights which enable them to act like a thinker. The interdisciplinary learning illustrated as a case project here purports to prompt our colleagues that the educative values of music are far from fully recognized and these values should function to a full degree for the young generation to emancipate the constraints of thinking and develop creative minds.},
 year = {2021}
}

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TY  - JOUR
T1  - Toward an Interdisciplinary Learning Approach to Foster Students’ Outlook of Universally Connected World: Starting from Music and Beyond
AU  - Feiqun Shu
AU  - Panya Roongruang
Y1  - 2021/10/12
PY  - 2021
N1  - https://doi.org/10.11648/j.ijecs.20210605.14
DO  - 10.11648/j.ijecs.20210605.14
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 190
EP  - 197
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20210605.14
AB  - Music never exists for its own sake. On the contrary, it connects to the universe including Nature, society, and human beings. Music originated from people’s labor and life and has always reflected human conditions related to temporal and spatial elements. It is our belief that music can function as an educatively meaningful window through which the students explore the world with wider views and deeper thoughts. Based on these beliefs, we postulate an interdisciplinary approach starting from music and beyond it to foster students’ outlook of universally connected world. A conceptual model is conceived by the authors which describes the students’ hierarchical progress possibly gained from purposefully designed learning in an interdisciplinary manner. To further rationalize the feasibility for such a learning approach, we propose a down-to-earth way of thinking that music relates to language in lyrics of songs, bears geo-historical footprints because it originates temporally and spatially. From these clues, a common attribute can be found to thread the whole learning process involving several subjects integrated as a whole, rather than the school subjects learned separately. Given an exemplary project for the students to explore two types of folk songs in the North and the South of China, they are led to find a common attribute focusing on isomorphic direction of move between dialect tones of lyrics and tunes of folk songs, discover the inner connections hidden beneath the surface of present phenomena, and dwell on the significant insights which enable them to act like a thinker. The interdisciplinary learning illustrated as a case project here purports to prompt our colleagues that the educative values of music are far from fully recognized and these values should function to a full degree for the young generation to emancipate the constraints of thinking and develop creative minds.
VL  - 6
IS  - 5
ER  -

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Author Information

Feiqun Shu

Faculty of Music, Bangkok Thonburi University, Bangkok, Thailand
Panya Roongruang

Faculty of Music, Bangkok Thonburi University, Bangkok, Thailand

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APA Style

Feiqun Shu, Panya Roongruang. (2021). Toward an Interdisciplinary Learning Approach to Foster Students’ Outlook of Universally Connected World: Starting from Music and Beyond. International Journal of Education, Culture and Society, 6(5), 190-197. https://doi.org/10.11648/j.ijecs.20210605.14

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ACS Style

Feiqun Shu; Panya Roongruang. Toward an Interdisciplinary Learning Approach to Foster Students’ Outlook of Universally Connected World: Starting from Music and Beyond. Int. J. Educ. Cult. Soc. 2021, 6(5), 190-197. doi: 10.11648/j.ijecs.20210605.14

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AMA Style

Feiqun Shu, Panya Roongruang. Toward an Interdisciplinary Learning Approach to Foster Students’ Outlook of Universally Connected World: Starting from Music and Beyond. Int J Educ Cult Soc. 2021;6(5):190-197. doi: 10.11648/j.ijecs.20210605.14

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@article{10.11648/j.ijecs.20210605.14,
  author = {Feiqun Shu and Panya Roongruang},
  title = {Toward an Interdisciplinary Learning Approach to Foster Students’ Outlook of Universally Connected World: Starting from Music and Beyond},
  journal = {International Journal of Education, Culture and Society},
  volume = {6},
  number = {5},
  pages = {190-197},
  doi = {10.11648/j.ijecs.20210605.14},
  url = {https://doi.org/10.11648/j.ijecs.20210605.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20210605.14},
  abstract = {Music never exists for its own sake. On the contrary, it connects to the universe including Nature, society, and human beings. Music originated from people’s labor and life and has always reflected human conditions related to temporal and spatial elements. It is our belief that music can function as an educatively meaningful window through which the students explore the world with wider views and deeper thoughts. Based on these beliefs, we postulate an interdisciplinary approach starting from music and beyond it to foster students’ outlook of universally connected world. A conceptual model is conceived by the authors which describes the students’ hierarchical progress possibly gained from purposefully designed learning in an interdisciplinary manner. To further rationalize the feasibility for such a learning approach, we propose a down-to-earth way of thinking that music relates to language in lyrics of songs, bears geo-historical footprints because it originates temporally and spatially. From these clues, a common attribute can be found to thread the whole learning process involving several subjects integrated as a whole, rather than the school subjects learned separately. Given an exemplary project for the students to explore two types of folk songs in the North and the South of China, they are led to find a common attribute focusing on isomorphic direction of move between dialect tones of lyrics and tunes of folk songs, discover the inner connections hidden beneath the surface of present phenomena, and dwell on the significant insights which enable them to act like a thinker. The interdisciplinary learning illustrated as a case project here purports to prompt our colleagues that the educative values of music are far from fully recognized and these values should function to a full degree for the young generation to emancipate the constraints of thinking and develop creative minds.},
 year = {2021}
}

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TY  - JOUR
T1  - Toward an Interdisciplinary Learning Approach to Foster Students’ Outlook of Universally Connected World: Starting from Music and Beyond
AU  - Feiqun Shu
AU  - Panya Roongruang
Y1  - 2021/10/12
PY  - 2021
N1  - https://doi.org/10.11648/j.ijecs.20210605.14
DO  - 10.11648/j.ijecs.20210605.14
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 190
EP  - 197
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20210605.14
AB  - Music never exists for its own sake. On the contrary, it connects to the universe including Nature, society, and human beings. Music originated from people’s labor and life and has always reflected human conditions related to temporal and spatial elements. It is our belief that music can function as an educatively meaningful window through which the students explore the world with wider views and deeper thoughts. Based on these beliefs, we postulate an interdisciplinary approach starting from music and beyond it to foster students’ outlook of universally connected world. A conceptual model is conceived by the authors which describes the students’ hierarchical progress possibly gained from purposefully designed learning in an interdisciplinary manner. To further rationalize the feasibility for such a learning approach, we propose a down-to-earth way of thinking that music relates to language in lyrics of songs, bears geo-historical footprints because it originates temporally and spatially. From these clues, a common attribute can be found to thread the whole learning process involving several subjects integrated as a whole, rather than the school subjects learned separately. Given an exemplary project for the students to explore two types of folk songs in the North and the South of China, they are led to find a common attribute focusing on isomorphic direction of move between dialect tones of lyrics and tunes of folk songs, discover the inner connections hidden beneath the surface of present phenomena, and dwell on the significant insights which enable them to act like a thinker. The interdisciplinary learning illustrated as a case project here purports to prompt our colleagues that the educative values of music are far from fully recognized and these values should function to a full degree for the young generation to emancipate the constraints of thinking and develop creative minds.
VL  - 6
IS  - 5
ER  -

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