Teaching in the 21-century is an altogether different phenomenon. Teaching strategies would always vary based from the learning styles of the 21st century learners and other factors affecting the learning environment. In order to produce 21st century teachers, the teacher education curriculum and instruction must also focus on how to teach 21st century learners. There are different characteristics being a 21st century teacher. These are “Learner-Centered Classroom and Personalized Instructions, Students as Producers, Learn New Technologies, Go Global, Be Go Digital, Collaborate, Project-Based Learning, innovate and keep learning”. Hence, teachers must use innovative pedagogy that fits to the needs of the 21st century learners. Accordingly, this study aimed to analyze the use of music pedagogy for the 21st century learners. This study used theoretical research design through analyzing articles relating to music pedagogy in education. Thematic analysis was used in determining the concepts that emerged from the literature review articles. Based from the literature review analysis, the results of the study are as follows: popular music strategy through role production plays in contemporary music making; pedagogical approach based on the creation of a scaffolded self-directed learning community; meta-pedagogy which embraces informal learning and pedagogy in music; critical pedagogy encouraging students to develop their own forms of creative expression; Feminist Music Therapy Pedagogy; music in a group synchronization; using some other brand of musical paraphernalia while studying. In conclusion, innovative music pedagogy is very useful across the globalized curriculum for the 21st century learners who have different learning styles.
Enrico Riconalla, Mindanao State University-Iligan Institute of Technology, The Philippines
Adelfa Silor, Mindanao State University-Iligan Institute of Technology, The Philippines
Stream: South-East Asian Studies (including Thailand, Vietnam, Cambodia, Laos)
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