WorldWideScience

Sample records for music education association

  1. Compulsory Education in Italian Middle School Music Departments and the Music Education Act : Textbooks Associated with the 1963 Program and Guide to Music Education

    OpenAIRE

    Onouchi, Ai

    2015-01-01

    This paper aims to clarify the requirements for music education as part of general education in Italy through an assessment of the 1963 program, the music textbooks published by Ricordi during the implementation of that program, and the Guide to Music Education textbooks. I found that the textbooks focused on music theory, although the 1963 program emphasized practical training of students with a love of music. Further, the Guide to Music Education series was published specifically for use in...

  2. Compulsory Education in Italian Middle School Music Departments and the Music Education Act : Textbooks Associated with the 1963 Program and Guide to Music Education

    OpenAIRE

    大野内, 愛

    2015-01-01

    This paper aims to clarify the requirements for music education as part of general education in Italy through an assessment of the 1963 program, the music textbooks published by Ricordi during the implementation of that program, and the Guide to Music Education textbooks. I found that the textbooks focused on music theory, although the 1963 program emphasized practical training of students with a love of music. Further, the Guide to Music Education series was published specifically for use in...

  3. Teaching Children with Disabilities: Preparation through State Music Educators Association Conferences

    Science.gov (United States)

    VanWeelden, Kimberly; Meehan, Laura

    2016-01-01

    The purpose of this study was to determine the types and frequency of music and special education workshops held at state music educators association (MEA) conferences. Specifically, the researchers sought to determine the following within the past 10 years: (a) states that offered music and special education workshops at their MEA conferences,…

  4. Publishing Your Music Education Research: A Seminar for Future Authors--A Summary of the 2009 Ohio Music Education Association Research Forum Presented By Dr. Wendy Sims

    Science.gov (United States)

    Schatt, Matthew D.

    2009-01-01

    The Ohio Music Education Association (OMEA) Research Committee annually hosts a Graduate Research Forum in conjunction with the OMEA's Professional Development Conference. In 2009, the guest speaker was Dr. Wendy Sims, Director of Music Education at the University of Missouri--Columbia and Editor of the Journal of Research in Music Education. An…

  5. Educating the Music User

    Science.gov (United States)

    Adams, Mark C.

    2016-01-01

    To better serve students' evolving needs in music, music educators must connect classroom learning with how students use and interact with music in their daily lives. One way to accomplish this is by approaching classrooms with the music user in mind, which can open new possibilities for meaningful music making and remove students from the…

  6. Music Education for All

    Science.gov (United States)

    Savage, Jonathan

    2018-01-01

    This article argues that a systematic, developmental and comprehensive music education should be at the heart of every child's formal education within the state education system. The benefits of a music education are briefly explored before a presentation of recent research data that demonstrates a decline in music education as a result of poorly…

  7. American Music Therapy Association

    Science.gov (United States)

    American Music Therapy Association Home Contact News Help/FAQ Members Only Login Quick Links Facts About Music Therapy Qualifications ... with AMTA Sponsor AMTA Events Social Networking Support Music Therapy When you shop at AmazonSmile, Amazon will ...

  8. Constructivism in Music Education

    Science.gov (United States)

    Shively, Joseph

    2015-01-01

    Over the past twenty years, constructivism, as a theory of learning, has taken on an increasingly important role in music education. Efforts to shift music education toward a more constructivist practice have significant implications for policymaking at all levels of music education. In this article, I seek to recalibrate our thinking about what…

  9. 'Rhythmic Music' in Danish Music Education

    DEFF Research Database (Denmark)

    Pedersen, Peder Kaj

    In Danish state schools from elementary to upper secondary school music is part of curricula at all levels. It is widely accepted that both individuals and culture benefit from art subjects, creative activities etc. This type of motivation was sufficient support for maintaining music as a subject...... and to avoid what was associated with jazz, especially by its opponents. This paper aims at taking stock of the situation in Danish music education during the last decade and at specifying the situation of ‘rhythmic music’ within this context....... at all levels of the educational system from around 1960 to around 2000. This tradition dates back to the 1920s, when the first Social Democratic government in Danish history (1924-26), with Nina Bang as minister of education (probably the first female minister worldwide), in the field of music made...... genre of music, and in Denmark this interest manifested itself in attempts to integrate jazz in the musical education of the youth. A unique genre, the so-called ‘jazz oratorios’, was created by the composer Bernhard Christensen (1906-2004) and the librettist Sven Møller Kristensen (1909- 91...

  10. Music in the IEP: Therapy/Education.

    Science.gov (United States)

    Alley, Jayne M.

    1979-01-01

    The article discusses the roles of music education and music therapy in special education, specifically with reference to the concept of the individualized education program (IEP) as mandated by the Education for All Handicapped Children Act (P.L. 94-142). Journal availability: National Association for Music Therapy, Inc., P.O. Box 610, Lawrence,…

  11. Danish music education and the 'rhythmic music' concept

    DEFF Research Database (Denmark)

    Pedersen, Peder Kaj

    2014-01-01

    ' was avoided and the Danish phrase 'rytmisk musik' (rhythmic music) was created to emphasize the educational and pedagogical content. The aim was also to prevent the prejudicious idea associated with jazz, especially by opponents. The article intends to evaluate the situation of 'rhythmic music' in the context......The article reflects on Danish music education and the concept of 'rhythmic music'. It highligths the so-called "jazz-oratorio", a unique genre, created by the composer Bernhard Christensen (1906-2004) and the librettist Sven Møller Kristensen (1909-91). The article shows that the term 'jazz...... of Danish music education....

  12. Music Making, Transcendence, Flow, and Music Education

    Science.gov (United States)

    Bernard, Rhoda

    2009-01-01

    This study explores the relationship between flow, transcendent music making experiences, transcendent religious experiences, and music education. As a teacher-researcher, I studied my graduate students' autobiographical accounts of their experiences making music. Across these narrative writings produced over the past four years, a pattern…

  13. Personal and Professional Characteristics of Music Education Professors: Factors Associated with Expectations and Preferences of Undergraduate Students

    Science.gov (United States)

    Robison, Tiger

    2016-01-01

    The purpose of this study was to examine music education undergraduate students' expectations of and preferences for their music education faculty members' personal and professional backgrounds and compare them to the actual backgrounds of current music teacher educators. The research questions were: Do music education undergraduate students…

  14. Music Education Research in Australia 2012-14

    Science.gov (United States)

    Power, Anne

    2014-01-01

    This report captures the variety of music education research between 2012-2014 and covers a range of topics and events such as the International Society for Music Education (ISME) 2012, Australian Society for Music Education (ASME) 2013 and Australian and New Zealand Association for Research in Music Education (ANZARME) 2014.

  15. Systematic teaching in music education

    OpenAIRE

    Nasev, Lence

    2011-01-01

    What is music? Is music significant in human life? What is music education? Does music education deserve a secure place in elementary education in R. Macedonia? Thе aim of this study is review on the studies on systematic teaching in music education. In this studies, we have divided six teaching function: 1. daily review, 2. presentation of new material 3. guided practise, 4. feedback and corrections, 5. independent practise, 6. weekly and mountly reviews.

  16. The role of music in music education research : reflections on musical experience

    OpenAIRE

    Varkøy, Øivind

    2009-01-01

    First in this article the role of theories of musicology in music education research is considered. Second, the case in point is examined where the focus of music education research is brought bo bear directly on music education, to wit music. By concentrating on music in music education research, the focus remains firmly on musical experience as a basis of reflection in music education research. The author has chosen to focus in particular on a specific kind of musical experience - more p...

  17. Questions for Music Education Research

    Science.gov (United States)

    Jorgensen, Estelle R.

    2008-01-01

    In addressing the question-set "What questions do music education researchers need to address?", an illustrative list of juxtaposed descriptive and normative questions is sketched as follows: What are and should be the dimensions of music education? What are and should be the institutional agencies of music education? What are and should be the…

  18. Encouraging Students to Consider Music Education as a Future Profession

    Science.gov (United States)

    Porter, Ann M.; Payne, Phillip D.; Burrack, Frederick W.; Fredrickson, William E.

    2017-01-01

    The purpose of this study was to examine the attitudes, communication, and opportunities provided by music teachers to encourage consideration of the music teaching profession. Survey participants (N = 436) were music educators from the Southeast (235), Midwest (51), and Southwest (149) National Association for Music Education regions of the…

  19. RHYTHMIC MUSIC PEDAGOGY: A SCANDINAVIAN APPROACH TO MUSIC EDUCATION

    Directory of Open Access Journals (Sweden)

    Hauge Torunn Bakken

    2012-06-01

    Full Text Available Rhythmic music pedagogy is a relatively new Scandinavian approach to classroom music education that offers a variety of methods and strategies for teaching and learning music, especially within the performance of improvised and rhythmic music. This article is based on two earlier projects published in Norwegian, in which the concept of rytmisk musikkpedagogikk (or “rhythmic music pedagogy” as well as its applications and implications were thoroughly described. This research confirms that rhythmic music pedagogy may be an effective strategy for learning music in general, but most especially for learning skills associated with ensemble musicianship and playing by ear. In a multicultural and fluid society in which there are tendencies toward passivity and fragmentation, it may be more important than ever to maintain the idea of music as a collaborative creative process that extends across borders; in this context, rhythmic music pedagogy can play a central role in children’s social development. As a social medium, ensemble playing requires the participant to decentralize socially, since the perspectives of the other participants are necessary for a successful performance. The activity’s general potential for re-structuring social settings and moving boundaries in a positive way should not be underestimated.

  20. The Music Industry Council Guide for Music Educators

    Science.gov (United States)

    Music Educators Journal, 1976

    1976-01-01

    The Music Industry Council serves as a liaison between the music educators of the United States and the manufacturing and publishing firms that supply the materials and equipment used in music education. Here are specific suggestions for the guidance of music educators in the business contacts essential to their teaching programs. (Editor/RK)

  1. Foundations in Elementary Education - Music.

    Science.gov (United States)

    Carlton, Elizabeth B.; Weikart, Phyllis S.

    This book focuses on how teachers can guide children to acquire ownership of musical concepts through their personal construction of knowledge. It is intended for teachers of grades K-3, music educators, and preservice teachers. The book contends that music and movement are important to the development of the whole child and can be integrated…

  2. Changing Paradigms in General Music Education

    Science.gov (United States)

    Özgül, Ilhan

    2015-01-01

    In Turkey, part of general music education in primary schools is music lessons, which are taught by primary school teachers for grades 1-4 and music teachers for grades 5-8. In the 21st century, the music education approach in schools has shifted from "school music" to "music in the school." This orientation is directly related…

  3. Competencies, Curricula, and Compliance: An Analysis of Music Theory in Music Education Programs in Texas

    Science.gov (United States)

    Johnson, Vicky V.

    2010-01-01

    Music theory faculty members in all four-year institutions of higher education in Texas that are accredited by the National Association of Schools of Music and offer degrees in music education were invited to take an online survey. The content of the survey consisted of competencies taken directly from standards outlined by the National…

  4. Positive Musical Experiences in Education: Music as a Social Praxis

    Science.gov (United States)

    Cabedo-Mas, Alberto; Díaz-Gómez, Maravillas

    2013-01-01

    This research explores the possibilities of music education in relation to improved interpersonal and social relationships. The paper focuses mainly on music teachers in primary and secondary schools in Spain. It aims to collect, analyse and provide arguments to defend a musical education that integrates musical diversity and facilitates the…

  5. Musical taste, employment, education, and global region.

    Science.gov (United States)

    North, Adrian C; Davidson, Jane W

    2013-10-01

    Sociologists have argued that musical taste should vary between social groups, but have not considered whether the effect extends beyond taste into uses of music and also emotional reactions to music. Moreover, previous research has ignored the culture in which participants are located. The present research employed a large sample from five post-industrial global regions and showed that musical taste differed between regions but not according to education and employment; and that there were three-way interactions between education, employment, and region in the uses to which participants put music and also their typical emotional reactions. In addition to providing partial support for existing sociological theory, the findings highlight the potential of culture as a variable in future quantitative research on taste. © 2013 The Scandinavian Psychological Associations.

  6. Educator Access and Application of Music Research

    Science.gov (United States)

    Paney, Andrew S.

    2011-01-01

    One role of music education research is to "enhance knowledge regarding the teaching and learning of music," however, despite the fact that music education research is published several times each year in multiple journals, a communication gap between music researchers and music teachers continues to exist. Three suggested reasons…

  7. Building Evidence for Music Education Advocacy

    Science.gov (United States)

    Shorner-Johnson, Kevin

    2013-01-01

    The economic challenges facing public schools and music education are immense. In this context, music teachers and supporters will need to engage in persuasive advocacy to protect resource allocations to music programs. It is worthwhile to consider the model of music education advocacy that allowed music to be adopted into the Boston Public…

  8. Pop and World Music in Dutch Music Education: Two Cases of Authentic Learning in Music Teacher Education and Secondary Music Education

    Science.gov (United States)

    Evelein, Frits

    2006-01-01

    Popular and world music play an important role in Dutch music education. This article examines two case studies that illustrate authentic music learning environments in which these types of music are prominently used. The first case follows a student during her training at the Rotterdam Academy for Music Education, in which her own musical and…

  9. Rethinking Religion in Music Education

    Science.gov (United States)

    Hoffman, Adria R.

    2011-01-01

    A great deal of discussion of religious music in schools has been generated in our field. As we become increasingly sensitive to the diverse interests of the multiple stakeholders in public schools, issues of political correctness and pedagogical goals are raised. The author poses questions about religion and music education. To generate a…

  10. Making Sense of Music Education Policy

    Science.gov (United States)

    Forari, Antonia

    2007-01-01

    This article looks at the way music education policy is realised in three curriculum contexts: the formation of the official music curriculum, its implementation by music teachers and its reception by students. Working from within the field of education policy studies, I have collected data on music education in Cyprus in order to explore what…

  11. Teaching Popular Music: Investigating Music Educators' Perceptions and Preparation

    Science.gov (United States)

    Springer, D. Gregory

    2016-01-01

    The purpose of this study was to investigate in-service music teachers' perceptions of popular music in the classroom and to examine their own preparation to teach popular music. A sample of music teachers, drawn from two regional chapters of the American Orff-Schulwerk Association, completed a researcher-designed survey instrument. Results…

  12. Decolonizing Music Education: Moving beyond Tokenism

    Science.gov (United States)

    Hess, Juliet

    2015-01-01

    Current music education curricula across Canada designate Western classical music as the music most worthy of study through emphasis on elements of music that are decidedly Western. Despite the way the curriculum is constructed, many music teachers strive to create diverse programs for their students. In her examination of women's studies…

  13. Educating music teachers in the new millennium

    OpenAIRE

    Danielsen, Brit Ågot Brøske; Johansen, Geir

    2012-01-01

    We live in times when a row of factors influence music education. Among them, people’s most significant musical experiences are reported not to originate in music education at school ; and to an increasing degree, children and adolescents compose and share each other’s music on the internet. Furthermore, music teaching and learning is legitimated by drawing on a multitude of nonmusical values and musical experience becomes increasingly diversified in multicultural societies. This diversificat...

  14. Music Education and Medicine: Music and the Neurology of Time.

    Science.gov (United States)

    Wilson, Frank R.

    1991-01-01

    Explores how the body's biological clock affects the way musicians practice and perform. Delineates questions concerning this phenomenon. Discusses the implications for music teaching and focuses on areas for collaborative research between neurology researchers and music educators. (NL)

  15. MUSIC EDUCATION AND MULTIMEDIA PROJECTS

    OpenAIRE

    Orlova Elena V.

    2013-01-01

    The article deals with the prerequisites of shift of music education paradigm in the XXI century, tells about emergence of new forms in the creative efforts of musicians enrolled in primary schools, and at secondary and highest education levels. Different types and genres of the multimedia creativity are considered. They were in demand by musicians at various events-contests, including Russian and international festivals and competitions in terms of which the music was called upon to play a l...

  16. The History of Korean School Music Education

    Science.gov (United States)

    Choi, Mi-Young

    2007-01-01

    Music education does not exist independently, but is influenced by changes in society. Music educators must be responsive to those influences. By relating music education to political, economic, social, cultural and educational developments in the Republic of Korea during the period from 1945 to 2005, this article aims to put that education in a…

  17. A Socratic Dialogue with Libby Larsen on Music, Musical Experience in American Culture, and Music Education

    Science.gov (United States)

    Strand, Katherine; Larsen, Libby

    2011-01-01

    This article represents conversations with the American composer Libby Larsen in which she described her beliefs about music, music education, and the dilemmas that our current system faces as we seek to provide relevant and meaningful music education to our students. Our conversation explores such topics as cognitive psychology, music theory,…

  18. Music and Music Education: Theory and Praxis for "Making a Difference"

    Science.gov (United States)

    Regelski, Thomas A.

    2005-01-01

    The "music appreciation as contemplation" paradigm of traditional aesthetics and music education assumes that music exists to be contemplated for itself. The resulting distantiation of music and music education from life creates a legitimation crisis for music education. Failing to make a noteworthy musical difference for society, a politics of…

  19. TABLET (MOBILE TECHNOLOGY FOR PROFESSIONAL MUSIC EDUCATION

    Directory of Open Access Journals (Sweden)

    Gorbunova Irina B.

    2016-12-01

    Full Text Available The article highlights issues associated with the introduction of cloud-centric and tablet (mobile devices in music education, use of which confronts the teacher-musician fundamentally new challenges. So, it's a development of practical teaching skills with the assistance of modern technology, a search of approaches to the organization of educational process, a creation of conditions for the continuity between traditional music learning and information technologies in educational process. Authors give the characteristics of cloud computing and the perspective of its use in music schools (distance learning, sharing, cloud services, etc.. Also you can see in this article the overview of some mobile applications (for OS Android and iOS and their use in the educational process.

  20. Exploring the Music Festival as a Music Educational Project

    Science.gov (United States)

    Karlsen, Sidsel; Brandstrom, Sture

    2008-01-01

    The purpose of this article was to explore the music festival as a music educational project by means of results drawn from a case study investigating one particular festival's impact on identity development, both for the individual member of the audience (musical identity) and for the local society (local identity). The theoretical framework was…

  1. A Study on Education of Music Therapist and Music Therapy Practices in the United States in the 1960s : At the center of NAMT's publications and music therapy practices then

    OpenAIRE

    安宅, 智子

    2009-01-01

    This study presents a historical perspective of the education of music therapists in the United States in the 1960s-1970s and addresses the innovative aspects of music therapy advocated by the National Association of Music Therapy (NAMT). First, relevant articles published in The Journal of Music Therapy are examined to clarify NAMT's concept of music therapist education. Secondly, practical examples proposed in the books Music in Therapy (MT) and Therapy in Music for Handicapped Children (TM...

  2. Social Media in Music Education

    Science.gov (United States)

    Albert, Daniel J.

    2015-01-01

    Students in the United States use technology and social media platforms for both educational and noneducational purposes. Integration of social media in music education classes can help facilitate learning experiences that would be less likely to happen in a brick-and-mortar setting. However, issues such as privacy and cyberbullying continue to…

  3. Measuring Music Education: Music Teacher Evaluation in Pennsylvania

    Science.gov (United States)

    Emert, Dennis; Sheehan, Scott; Deitz, O. David

    2013-01-01

    A major challenge currently facing Pennsylvania music educators (and many music educators across the country) is change to the evaluation process of teachers in Non-Tested Grades and Subjects (NTGS). The law directing this change is known as Act 82 and comes from the Pennsylvania legislature, authorized through House Bill 1901. The Pennsylvania…

  4. Reflections on Progress in Musical Education

    Science.gov (United States)

    Salaman, William

    2008-01-01

    This article raises questions about three features of musical education that have been explored in the pages of the "British Journal of Music Education" ("BJME") over the last 25 years: the assessment of creative work; the nurturing of an elite among young musicians; the uses of electronics in music classrooms. The article…

  5. Music Education and Medicine: A Renewed Partnership.

    Science.gov (United States)

    Pratt, Rosalie Rebollo

    1991-01-01

    Reviews the renewed alliance between music educators and medical researchers in researching the learning process. Focuses on how music is used as therapy for disabled children and the research that enables teachers to provide effective instruction to special education students. Emphasizes the interdisciplinary courses that relate music and…

  6. Practices, Virtue Ethics, and Music Education

    Science.gov (United States)

    Bowman, Wayne

    2012-01-01

    Music education is generally equated with the act of teaching music. In "The Good Life of Teaching: An Ethics of Professional Practice," the remarkable book that orients the essays in this issue of "Action, Criticism, and Theory for Music Education," Chris Higgins argues, among other things, that the view of teaching as a helping profession--one…

  7. Introducing contemporary music into music education: teachers' and students' opinions

    OpenAIRE

    Zdešar, Neža

    2016-01-01

    Music is a cultural phenomenon and a human need, which has existed throughout time and in every culture. Modern times offer a broad palette of music, which is outgrowing this oversaturated environment of sound, therefore it is important to be able to critically choose the appropriate type of music for a variety of particular needs and situations. During primary education, emphasis is placed on the objectives of developing aesthetic sensitivity towards artistic values and the ecology of the en...

  8. Democracy, open source and music education? : A Deweyan investigation of music education in digital domains.

    OpenAIRE

    Thorgersen, Ketil

    2010-01-01

    Democracy, open source and music education? A Deweyan investigation of music education in digital domains.   Music has not been solely temporal for more than a century, and musical performance has not been created exclusively in real time by humans since the piano roll entered the stage in the late 19th century.  The mechanical, and later the digital, music industry has changed music as a social phenomena, increasing the availability of music to listen to, tools to create music with as well a...

  9. Staying in Tune with Music Education: Policy Awareness among Music Education Majors

    Science.gov (United States)

    Burton, Suzanne L.; Knaster, Jenna; Knieste, Maria

    2015-01-01

    A nationwide sample of undergraduate music education majors (N = 260; 69% completion rate) completed an electronic survey to determine awareness of music and general education policy and advocacy efforts. Students reported concern with the impact of policy on school music programs and their future careers. They were informed about music education…

  10. Music Education from Birth to Five: An Examination of Early Childhood Educators' Music Teaching Practices

    Science.gov (United States)

    Bolduc, Jonathan; Evrard, Melanie

    2017-01-01

    Children from birth to five are generally enthusiastic about music. However, because many early-childhood educators (ECEs) feel that they have insufficient knowledge to foster musical development, music education practices are not equivalent across ECEs. This study aimed to identify and determine the frequency of music activities used by ECEs. In…

  11. General Music Teachers' Attitudes and Practices Regarding Multicultural Music Education in Malaysia

    Science.gov (United States)

    Wong, Kwan Yie; Pan, Kok Chang; Shah, Shahanum Mohd

    2016-01-01

    This study examined the utilisation of multicultural music education by Malaysian music teachers, with an emphasis on the relationship between music teachers' attitudes and their subsequent degree of effort in developing and implementing multicultural music education in their music classes. Respondents for the study were 456 music teachers;…

  12. Music as a manifestation of life: exploring enactivism and the 'eastern perspective' for music education.

    Science.gov (United States)

    van der Schyff, Dylan

    2015-01-01

    The enactive approach to cognition is developed in the context of music and music education. I discuss how this embodied point of view affords a relational and bio-cultural perspective on music that decentres the Western focus on language, symbol and representation as the fundamental arbiters of meaning. I then explore how this 'life-based' approach to cognition and meaning-making offers a welcome alternative to standard Western academic approaches to music education. More specifically, I consider how the enactive perspective may aid in developing deeper ecological understandings of the transformative, extended and interpenetrative nature of the embodied musical mind; and thus help (re)connect students and teachers to the lived experience of their own learning and teaching. Following this, I examine related concepts associated with Buddhist psychology in order to develop possibilities for a contemplative music pedagogy. To conclude, I consider how an enactive-contemplative perspective may help students and teachers awaken to the possibilities of music education as 'ontological education.' That is, through a deeper understanding of 'music as a manifestation of life' rediscover their primordial nature as autopoietic and world-making creatures and thus engage more deeply with musicality as a means of forming richer and more compassionate relationships with their peers, their communities and the 'natural' and cultural worlds they inhabit.

  13. Music education and musical activities in Lagos: then and now ...

    African Journals Online (AJOL)

    This article is a historical excursion into the musical activities in Lagos from around 600 to 1800, which it classifies as the first phase, from around 1800 to 1914, the second period, and third period, from around 1914 up to date and how they have affected music education in the area. The study also highlights the roles played ...

  14. Mentoring Music Educators in Gospel Music Pedagogy in the Classroom

    Science.gov (United States)

    Turner, Patrice Elizabeth

    2009-01-01

    Since the early 20th century, gospel music has become increasingly popular in the United States. The popularity is making it appealing to perform in public schools. However, many choral and general music educators did not experience the tradition during their formative years and/or have not received training or background in its instruction. …

  15. New Music: How Music Educators Can Save an Endangered Species

    Science.gov (United States)

    Costes, Therese

    2005-01-01

    Music educators today have a responsibility and a unique opportunity to introduce their students to the art music of the twentieth and twenty-first centuries. Elementary and secondary school students should know that composers are living and working in their communities. They should be aware of the diverse styles and genres of contemporary music…

  16. A Descriptive Study of Music Teacher Educators' Beliefs about Policy

    Science.gov (United States)

    Aguilar, Carla E.; Richerme, Lauren Kapalka

    2016-01-01

    While policies at all levels affect music educators, and music education researchers have called for increased attention to policy issues, few have explored preservice music teacher educators' beliefs about policy. This study examined music teacher educators' (N = 81) familiarity with and attitudes toward contemporary education and music education…

  17. Popular Music in Malaysia: Education from the outside

    Science.gov (United States)

    Shah, Shahanum Mohamad

    2006-01-01

    The musical preference of most Malaysian young people, their knowledge of music in general and popular music in particular are shaped through informal music education. Factors that contribute to this include the wide dissemination of popular music, the status of music in the school curriculum, and the perception of most Malaysians towards music.…

  18. Critical Social Class Theory for Music Education

    Science.gov (United States)

    Bates, Vincent C.

    2017-01-01

    This work of critical social theory explores how formal music education in modern capitalist societies mirrors the hierarchical, means-ends, one-dimensional structures of capitalism. So, rather than consistently or reliably empowering and emancipating children musically, school music can tend to marginalize, exploit, repress, and alienate. The…

  19. Shifting Authenticities in Scandinavian Music Education

    Science.gov (United States)

    Dyndahl, Petter; Nielsen, Siw Graabraek

    2014-01-01

    There has been an ongoing tendency, taking place in the Scandinavian countries from the late 1970s onwards, to expand the repertoires and resources of music as an educational matter, an academic field, as well as an area for support and funding from cultural authorities, organisations and institutions. Here, popular music, jazz, folk music and…

  20. Teaching Music in Our Time: Student Music Teachers' Reflections on Music Education, Teacher Education and Becoming a Teacher

    Science.gov (United States)

    Georgii-Hemming, E.; Westvall, M.

    2010-01-01

    This article concerns students of music education in Sweden. It investigates the student teachers' perceptions of their ongoing music teacher education, with a particular focus on the task of teaching music today. It considers whether they believe their teacher education prepares them for this undertaking, and in that case, how. Their various…

  1. Beliefs of Applied Studio Faculty on Desirable Traits of Prospective Music Education Majors: A Pilot Study

    Science.gov (United States)

    Royston, Natalie Steele; Springer, D. Gregory

    2015-01-01

    The purpose of this pilot study was to examine the beliefs of applied music faculty on desirable traits of prospective music education majors. Researcher-designed surveys were sent electronically to applied music faculty at 12 National Association of Schools of Music-accredited institutions randomly selected from each of the four major divisions…

  2. Intersections between Music Education and Music Therapy: Education Reform, Arts Education, Exceptionality, and Policy at the Local Level

    Science.gov (United States)

    Salvador, Karen; Pasiali, Varvara

    2017-01-01

    In this article, a music teacher educator and a music therapy clinician and educator discuss special education policy and arts instruction at the district level. To illustrate the gulf between federal and local policies with regard to exceptional learners and arts instruction, we examine the intersections of music therapy and music education with…

  3. Multicultural and Popular Music Content in an American Music Teacher Education Program

    Science.gov (United States)

    Wang, Jui-Ching; Humphreys, Jere T.

    2009-01-01

    The teaching of multicultural music, and to a lesser extent popular music, has been the stated goal of music education policy makers for many decades. Accordingly, the purpose of this study was to estimate the amount and percentage of time music education majors in a university teacher education program spent on 13 styles of music in history,…

  4. MUSIC EDUCATION AND MULTIMEDIA PROJECTS

    Directory of Open Access Journals (Sweden)

    Orlova Elena V.

    2013-12-01

    Full Text Available The article deals with the prerequisites of shift of music education paradigm in the XXI century, tells about emergence of new forms in the creative efforts of musicians enrolled in primary schools, and at secondary and highest education levels. Different types and genres of the multimedia creativity are considered. They were in demand by musicians at various events-contests, including Russian and international festivals and competitions in terms of which the music was called upon to play a leading role. Criteria of estimates of new forms of artistic expression are developed. The article contains some video examples given the varying multimedia projects noted by juries of several international competitions held in Moscow (Russia in 2008-2013.

  5. Is music a language? : towards a more accurate description of music education

    OpenAIRE

    Hamm, Martin W

    1994-01-01

    Today there are many approaches to music education reflecting many different beliefs about what is its goal. Most music educators would agree that their goal is to help students understand music and the practice of making music. The differences arise out of a confusion about what it means to understand music, and in what is significant about the practice of making music. The central problem impeding progress toward a universally applicable, yet logically derived,music curriculum is the lac...

  6. Re-Appraising Ideas of Musicality in Intercultural Contexts of Music Education

    Science.gov (United States)

    O'Flynn, John

    2005-01-01

    This article examines ideas of musicality as they may apply to local, national and intercultural contexts of music education. Conceptions of multicultural music education are explored in the light of alternative approaches to musicality adapted from ethnomusicological perspectives. It is argued that while recently published music curricula in many…

  7. The spanisti music education: inconsistent educational policies

    Directory of Open Access Journals (Sweden)

    Reyes Marzal Raga

    2017-05-01

    Full Text Available The regulatory framework chosen by the legislator regarding the studies of the arts and music is based on a very singular educational policy. In the article below we will present some of the basics on which the teaching and qualifications of these disciplines are built, alongside with the teachers who teach them and the different options for the educational centres chosen for that purpose. Thus, we can identify the elements upon which this educational infrastructure lies, underlining the dysfunctional aspects created within the general educational system.

  8. Music Preferences with Regard to Music Education, Informal Infuences and Familiarity of Music Amongst Young People in Croatia

    Science.gov (United States)

    Dobrota, Snježana; Ercegovac, Ina Reic

    2017-01-01

    The aim of this research was to investigate the relationship between music preference and music education, informal influences (attending classical music concerts and musical theatre productions) and familiarity of music. The research included students of the Faculty of Humanities and Social Sciences, University of Split (N = 341). The results…

  9. Blue and pink in extracurricular music education. Some differences associated with gender at the beginning of studies.

    Directory of Open Access Journals (Sweden)

    Irene Martínez Cantero

    2018-01-01

    Full Text Available Several studies have already been carried out to analyse the reasons of why a boy or a girl starts to study music outside school and chooses his or her instrument. These results make it possible to raise some knowledge, one of them about the gender differences that exist in this educational sector which  leads to the perpetuation of stereotypes linked to them, thereby limiting the possibilities according to the sex with which they were born.This article presents a research carried out with students in different educational centres in the Region of Murcia and the province of Alicante, with the aim of knowling the influence that gender has on the instruments selected, those of the environment and those that these students prefer. From this perspective, students' initial motivations towards music and their instrument are also analysed. The results, parallel to other researchs, show important similarities in all of these matters. They also provide data that can be related to the musical environment of this research

  10. Globalization, Values Education, and School Music Education in China

    Science.gov (United States)

    Law, Wing-Wah; Ho, Wai-Chung

    2009-01-01

    This paper examines music education's legitimation of values as a means of preparing students for entry into the new "knowledge society" of the People's Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non-musical meanings in the dual context of nationalism and…

  11. Critical Leadership and Music Educational Practice

    Science.gov (United States)

    Schmidt, Patrick K.

    2012-01-01

    The difference between systemic change and the micro level engagements or modest kinds of successes that teachers hope for is a largely unaddressed issue in music education policy and leadership. This article outlines a few propositions that place the notion of critical leadership as a central element in music and education focusing on the notion…

  12. On Being Musical: Education towards Inclusion

    Science.gov (United States)

    Ruddock, Eve

    2018-01-01

    This article questions educational practices that undermine 'being' musical. Where Western misconceptions about the nature of human musicality distance many individuals from meaningful engagement with an intrinsic part of their humanity, I challenge the status quo to argue for an inclusive educational practice which gives everyone an opportunity…

  13. El Sistema and American Music Education

    Science.gov (United States)

    Lesniak, Melissa

    2012-01-01

    The brainchild of Jose Antonio Abreu, El Sistema, a music education program for aspiring orchestra musicians launched in Venezuela for students of limited means and now spreading to other parts of the world, has become a subject of interest to music teachers and teacher educators in North America. This article examines a bit of the program's…

  14. Technological Affordances for the Music Education Researcher

    Science.gov (United States)

    Bauer, William I.

    2016-01-01

    The purpose of this study was to examine music education researchers' perceptions of the importance of selected technologies to scholarly inquiry. Participants (N = 460), individuals who had published articles during a 5-year period between 2008 and 2012 in six prominent journals that disseminate music education research, were invited to complete…

  15. Values and Philosophizing about Music Education

    Science.gov (United States)

    Jorgensen, Estelle R.

    2014-01-01

    In this essay, a quintet of values in doing philosophy of music education are examined: the need for a broad view, a personal perspective, a constructive vision, a relevant plan, and the courage to speak about important issues in music education. The following questions frame the analysis of each, in turn: What do these values mean? What…

  16. Knowledge and professionalism in music teacher education

    DEFF Research Database (Denmark)

    Holgersen, Sven-Erik; Holst, Finn

    2013-01-01

    Discussion of ways in which different kinds of pedagogical knowledge are present and develop in music education practices of preeschool, primary school and musicschool.......Discussion of ways in which different kinds of pedagogical knowledge are present and develop in music education practices of preeschool, primary school and musicschool....

  17. Keeping the Dialectic Open for Music Education

    Science.gov (United States)

    Bates, Vincent C., Ed.

    2017-01-01

    This article explores four reasons for devoting a review issue of Action, Criticism, and Theory for Music Education to Randall Allsup's Remixing the Classroom: Toward an Open Philosophy of Music Education. First, Allsup seems to recognize the social, cultural, and somatic situatedness of his own thinking, a materialist and constructionist stance…

  18. Peer Learning in Specialist Higher Music Education

    Science.gov (United States)

    Hanken, Ingrid Maria

    2016-01-01

    Research on peer learning in higher education indicates that learning from and together with peers can benefit students in a number of ways. Within higher music education in Western, classical music, however, the master-apprentice tradition with its dominant one-to-one mode of tuition focuses predominantly on knowledge transmission from teacher to…

  19. Leadership Challenges in Music Education

    OpenAIRE

    Grahn, Margaretha; Öfverström, Christel

    2009-01-01

    This is an article about leadership in general, classroom leadership and leadership challenges in music education. The method that we have used is literature studies. One classical question is if leadership comes naturally or if it can be learned? Many authors mean that it is both. Lahdenpäre (2008) says that leadership is a social construction. It is not a quality in a person but how we can relate to other people. We have used ”The Leadership Diamond” by Koestenbaum (1991) that consists of f...

  20. Challenging music teacher education in Norway: popularmusic and music teacher education

    OpenAIRE

    Christophersen, Catharina

    2017-01-01

    Festskrift til Geir Johansen While there are ongoing debates about popular music education’s legitimacy in some parts of the world (Ho, 2014; Mantie, 2013; Feichas, 2010), popular music repertoire has been a part of Nordic music education curricula over the last four or five decades (Dyndahl & Nielsen, 2014; Karlsen & Väkevä, 2012; Lembcke, 2010). Nevertheless, it seems that the full potential of popular music in Norwegian education has not been realized, among other things because of domi...

  1. 13. Enhancing Music Listening in Educational Context

    Directory of Open Access Journals (Sweden)

    Iuşcă Dorina

    2016-03-01

    Full Text Available A growing body of research has shown the importance of music listening in psychological frameworks such as the construction of emotional and social identity. Nonetheless, the educational implications of this activity involve the way students use music listening for cultural development, cognitive processing and aesthetic reaction enhancement. The present study aims to review the relevant literature regarding how musical preference, a concept used mainly in music psychology, may be explored in educational contexts. Zajong’s (1968 theory of repeated exposure indicates that mere exposure to a stimulus is enough to create a favorable attitude towards it. This study investigates the experimental researches focused on the conditions where repeated exposure to academic music may generate the development of musical preference.

  2. Music Education and/in Rural Social Space: Making Space for Musical Diversity beyond the City

    Science.gov (United States)

    Corbett, Michael

    2016-01-01

    In this paper I argue that there are established vernacular music traditions in rural communities that can be productively integrated into a hybrid music education curriculum. I draw on my own informal education in folk music, which bore an ambivalent relationship to the kind of formal music education on offer in my youth. I argue that music…

  3. Greasing the Skids of the Musical Mind: Connecting Music Learning to Mind Brain Education

    Science.gov (United States)

    Bugos, Jennifer A.

    2015-01-01

    Researchers suggest that musical training prepares the mind for learning; however, there are many obstacles to the implementation of research to practice in music education. The purpose of this article is to apply key principles of mind brain education to music education and to evaluate how music prepares the mind for learning. Practical teaching…

  4. How Musical We Are: John Blacking on Music, Education, and Cultural Understanding.

    Science.gov (United States)

    Campbell, Patricia Shehan

    2000-01-01

    Offers a biographic profile on the life of John Blacking who was a distinguished music scholar. Explores his approach to the study of children as a distinctive musical culture and the nature of their musicality; the role of physical movement and dance in musical experience; and the development of world music in education. (CMK)

  5. Blue and pink in extracurricular music education. Some differences associated with gender at the beginning of studies.

    OpenAIRE

    Irene Martínez Cantero

    2018-01-01

    Several studies have already been carried out to analyse the reasons of why a boy or a girl starts to study music outside school and chooses his or her instrument. These results make it possible to raise some knowledge, one of them about the gender differences that exist in this educational sector which  leads to the perpetuation of stereotypes linked to them, thereby limiting the possibilities according to the sex with which they were born.This article presents a research carried out with st...

  6. REFLECTIONS ON THE REPERTORY IN MUSIC EDUCATION: FILLING THE GAP WITH CONTEMPORARY MUSIC

    Directory of Open Access Journals (Sweden)

    Érica Dias Gomes

    2014-04-01

    Full Text Available Formal musical education in Brasil has been focusing common practice period repertory on all education segments. This research aims to reflect about this gap on musical education’s repertory, especially regarding contemporary music. Therefore, theoretical review was carried out in order to present some facts on music education’s history that have contributed to this repertory consolidation. Finally some notes about both contemporary music and life are exposed as argument for the importance of discussing these relations at school. Lastly this paper defends contemporary music as a significant issue for the purpose of develops musicality and relates students’ everyday life to music education.

  7. Musicking in the City: Reconceptualizing Urban Music Education as Cultural Practice

    Science.gov (United States)

    Gaztambide-Fernandez, Ruben A.

    2011-01-01

    Descriptions of the urban contemporary format remain strongly grounded on the assumption that it is based on musical styles associated with African Americans, such as R&B, soul, hip hop, rap, and reggae. Even for the most progressive educators, to speak of urban music is to refer to a narrow set of musical genres associated with the umbrella term…

  8. Informal Music Learning, Improvisation and Teacher Education

    Science.gov (United States)

    Wright, Ruth; Kanellopoulos, Panagiotis

    2010-01-01

    This paper explores firstly the sense in which improvisation might be conceived of as an informal music education process and, secondly, the effects of a course in free improvisation on student teachers' perceptions in relation to themselves as musicians, music as a school subject and children as musicians. The results of a study conducted in two…

  9. Self-Regulation Competence in Music Education

    Science.gov (United States)

    Ludovico, Luca Andrea; Mangione, Giuseppina Rita

    2014-01-01

    This work starts from a systematic review about music education and self-regulation during learning processes. Then the paper identifies those meta-cognitive strategies that music students should adopt during their instrumental practice. The goal is applying such concepts in order to rethink the structure of a didactic e-book for instrumental…

  10. Mapping Music Education Research in Germany

    Science.gov (United States)

    Gruhn, Wilfried

    2004-01-01

    This article presents a very general survey of tracks and trends in music education research in Germany and its roots in the 19th century, where the beginning of empirical music psychology can be traced back to "Tonpsychologie" and perception research of scholars such as Helmholtz, Stumpf, Wundt, and Wellek. Focus areas that are…

  11. Exploring the Global Decline of Music Education

    Science.gov (United States)

    Aróstegui, José Luis

    2016-01-01

    This article seeks to explain the disjuncture between the decline of music education in schools and the importance music has in popular youth culture and in creativity within the new knowledge economy. The data discussed in this article have been derived from analyses of major documents on curriculum reform as well as e-mail responses from music…

  12. Music and Education in Our American Democracy

    Science.gov (United States)

    Mones, Leon

    2013-01-01

    In this article Leon Mones expresses his deep interest in the functional role of music in Western culture and particularly in the system of public education that has been designed to assure the survival and advancement of Western culture and the people who will live within it. In other words, he is interested in music as a dynamic experience in…

  13. Review article: Ethnomusicology and music education: Continuing ...

    African Journals Online (AJOL)

    This review article further explores the nexus between music education and African music/(ethno)musicology that continues the dialogue between the disciplines of musicology and ethnomusicology initiated by Susan Harrop-Allin in SAMUS vol. 25 109-24). Although there has been an explosion of literature over the last five ...

  14. The music like scope of education. Education «through» the music and education «for» the music

    Directory of Open Access Journals (Sweden)

    José Manuel TOURIÑÁN LÓPEZ

    2011-09-01

    Full Text Available The aim of this article is the formation of criterion in favors of the music as scope of education. Inside the educational current system we can distinguish three areas of musical education: the musical professional training, the teacher training and general music education. It is important to maintain these distinctions for the development of the curriculum and for the identity of the competence of formation of teachers, student training and general education pupils. In order to build criteria, we will approach these questions in three paragraphs, the first one dedicated to the education «through» the music, where we develop the possibilities of music as general scope of education and as scope of general education. The following epigraph contemplates the education «for» the music, orientated to the professional and vocational development. And, finally, we come closer to music teacher training for the different educational levels.

  15. The Importance of Research in Educating About Music Therapy

    OpenAIRE

    Barbara L. Wheeler

    2014-01-01

    In this "Essay" article, the author explores some ways in which music therapy research is important in educating people—music therapists and those outside of music therapy—about music therapy. There are different levels and types of research, and different levels are appropriate at different points in the development of music therapy in a country. However, some type of music therapy research is important for the development of music therapy in all cases and in all situations and all countries...

  16. Neuroscience, Music, and Culture: Finding Pathways to Effective Multicultural Music Education

    Science.gov (United States)

    Halick, Mary E.

    2017-01-01

    There is a long-standing belief in U.S. music education that students should learn music from other cultures. Research that incorporates elements of neuroscience, music, and culture can provide evidence teachers need to improve the design and implementation of multicultural music education curricula. The purpose of this short-form literature…

  17. University Vocal Training and Vocal Health of Music Educators and Music Therapists

    Science.gov (United States)

    Baker, Vicki D.; Cohen, Nicki

    2017-01-01

    The purpose of this study was to describe the university vocal training and vocal health of music educators and music therapists. The participants (N = 426), music educators (n = 351) and music therapists (n = 75), completed a survey addressing demographics, vocal training, voice usage, and vocal health. Both groups reported singing at least 50%…

  18. Toward Hip-Hop Pedagogies for Music Education

    Science.gov (United States)

    Kruse, Adam J.

    2016-01-01

    Music education scholarship in the areas of popular, vernacular, and participatory musicianship has grown in the past decades; however, music education research concerned specifically with hip-hop has been relatively scarce. Because hip-hop music can differ tremendously from the traditional western genres with which many music educators are most…

  19. Music, personhood, and eudaimonia: Implications for educative and ethical music education

    Directory of Open Access Journals (Sweden)

    David Elliott

    2014-11-01

    Full Text Available This paper proposes that educative and ethical music making and teaching, which is based on a praxial philosophy of music education (Elliott and Silverman, 2014, can be carried out in a variety of ways that create places and spaces, in schools and community settings, for a variety of human values or “goods” that include, but go beyond, making and listening to classical instrumental music, or any other kind of music, for “the music itself.” One premise of this philosophical discussion is that music does not have one value; music has numerous values, depending on the ways in which it is conceived, used, and taught by people who engage in specific musical styles. For example, when music education is ethically guided—when we teach people not only in and about music, but also through music—we achieve what Aristotle and many other philosophers consider the highest human value—eudaimonia—which is a multidimensional term we explain the body of this paper. Following an examination of three community music settings that exemplify educative and ethical musical interactions, the paper provides a brief explanation of the nature of personhood that draws from embodied, enactive, empathetic, and ecological concepts put forth by several contemporary cognitive scientists and philosophers of mind nature. This sections leads to an examination to main constituents of eudaimonia: happiness and well- being as conceived by various scholars during the last 2500 years. The discussion ends by integrated the above themes with a discussion of a praxial philosophy of music education and its implications for school and community music education.

  20. A multilingual, multicultural and explanatory music education ...

    African Journals Online (AJOL)

    A multilingual, multicultural and explanatory music education dictionary for South Africa - using Wiegand's metalexicography to establish its purposes, functions ... dictionary, it will have to contain elements of different types of dictionaries, such as explanatory dictionaries, translation dictionaries, and learner's dictionaries.

  1. A Rediscovered Alliance: Can New Music Performance Teaching Policy Save Music Education? A New Framework for the Music Studio

    Science.gov (United States)

    Wexler, Mathias

    2012-01-01

    Music education in K-12 school programs may continue to lose ground to other subjects unless music education and performance studies are viewed as interdependent. The author argues that the reinvigoration of both music education and performance requires that the studio experience integrate a research-based pedagogy, multi-stylistic range of…

  2. A Comparative Study of Music Education in Shanghai and Taipei: Westernization and Nationalization

    Science.gov (United States)

    Wai-Chung, Ho

    2004-01-01

    This study compares the music taught and its associated cultural values in Shanghai and Taipei primary and secondary schools. Both owe their cultural ascendancy to traditional Chinese music and western musicology. How do the music education systems of these two Chinese communities reflect their respective public cultures and political ideologies?…

  3. Beliefs of Applied Studio Faculty on Desirable Traits of Prospective Music Education Majors

    Science.gov (United States)

    Royston, Natalie Steele; Springer, D. Gregory

    2017-01-01

    The purpose of this study was to examine the beliefs of applied music faculty on desirable traits of prospective music education majors. Respondents (N = 326), who were sampled from 73 National Association of Schools of Music-accredited institutions in the United States, completed a survey instrument developed to determine the characteristics of…

  4. Music Education and Music Therapy. Introduction to Plenary Session 3

    DEFF Research Database (Denmark)

    Bonde, Lars Ole

    2002-01-01

    Chairman's introduction to plenary session on the relationship between music therapy and music pedagogics......Chairman's introduction to plenary session on the relationship between music therapy and music pedagogics...

  5. Feminist music therapy pedagogy: a survey of music therapy educators.

    Science.gov (United States)

    Hahna, Nicole D; Schwantes, Melody

    2011-01-01

    This study surveyed 188 music therapy educators regarding their views and use of feminist pedagogy and feminist music therapy. The purpose of this study was two-fold: (a) to determine how many music therapy educators used feminist pedagogy and (b) to determine if there was a relationship between the use of feminist pedagogy and academic rank of the participants. Seventy-two participants responded to this study, with 69 participants included for data analysis. Stake and Hoffman's (2000) feminist pedagogy survey was adapted for this study, examining four subscales of feminist pedagogy: (a) participatory learning, (b) validation of personal experience/development of confidence, (c) political/ social activism, and (d) critical thinking/open-mindedness. The results revealed that 46% (n=32) of participants identified as feminist music therapists and 67% (n=46) of participants identified as using feminist pedagogy. Results of a mixed analysis of variance revealed a statistically significant difference within the four survey subscales (p<.0001), no significant difference (p=.32) for academic rank, and no significant interaction (p=.08) of academic rank and the four survey subscales. Tukey's post hoc analysis of the data indicated that the survey subscale measuring political activism (p<.0001) was significantly lower than the other three survey subscales. In addition, a qualitative analysis on open-ended responses is also included. Discussion of the results, limitations, and areas for future research are addressed.

  6. Music Techniques in Therapy, Counseling, and Special Education, Third Edition

    Science.gov (United States)

    Standley, Jayne M.; Jones, Jennifer

    2007-01-01

    "Music Techniques in Therapy, Counseling, and Special Education" is the culmination of the first author's research in the skill development of prospective music therapists and music educators during graduate and undergraduate preparation. Standley studied the abilities and progress of students across multiple clinical music therapy and music…

  7. Case studies of non-formal music education

    NARCIS (Netherlands)

    Kors, Ninja

    2005-01-01

    Non-formal music education is the field of music education outside the regular school curriculum, and delivered by music teachers / music leaders other than the teacher in the classroom. The main body of this research consists of case studies in the Netherlands. In addition there is a number of case

  8. Music Education--A Personal Matter? Examining the Current Discourses of Music Education in Sweden

    Science.gov (United States)

    Georgii-Hemming, Eva; Westvall, Maria

    2010-01-01

    The embedding of informal practices in music education in school relates to significant issues concerning students' engagement, participation, inclusion and the role of the teacher. This article addresses these issues by presenting and discussing current music education in compulsory comprehensive schooling in Sweden. It does so by drawing upon…

  9. Music as a manifestation of life: exploring enactivism and the ‘eastern perspective’ for music education

    Science.gov (United States)

    van der Schyff, Dylan

    2015-01-01

    The enactive approach to cognition is developed in the context of music and music education. I discuss how this embodied point of view affords a relational and bio-cultural perspective on music that decentres the Western focus on language, symbol and representation as the fundamental arbiters of meaning. I then explore how this ‘life-based’ approach to cognition and meaning-making offers a welcome alternative to standard Western academic approaches to music education. More specifically, I consider how the enactive perspective may aid in developing deeper ecological understandings of the transformative, extended and interpenetrative nature of the embodied musical mind; and thus help (re)connect students and teachers to the lived experience of their own learning and teaching. Following this, I examine related concepts associated with Buddhist psychology in order to develop possibilities for a contemplative music pedagogy. To conclude, I consider how an enactive-contemplative perspective may help students and teachers awaken to the possibilities of music education as ‘ontological education.’ That is, through a deeper understanding of ‘music as a manifestation of life’ rediscover their primordial nature as autopoietic and world-making creatures and thus engage more deeply with musicality as a means of forming richer and more compassionate relationships with their peers, their communities and the ‘natural’ and cultural worlds they inhabit. PMID:25870576

  10. What's So Important about Music Education? Routledge Research in Education

    Science.gov (United States)

    Goble, J. Scott

    2012-01-01

    "What's So Important About Music Education?" addresses the history of rationales provided for music education in the United States. J. Scott Goble explains how certain factors stemming from the nation's constitutional separation of church and state, its embrace of democracy and capitalism, and the rise of recording, broadcast, and computer…

  11. The Music Industry Conference Guide for Music Educators. A Supplement to the Music Educators Journal.

    Science.gov (United States)

    Music Educators Journal, 1988

    1988-01-01

    This supplement is a comprehensive guide to the music industry designed for music teachers. Included are tips for contacting music businesses and suggestions on ordering music, robes, instruments, computer software, and other supplies. Includes an annotated directory of Music Industry Conference members. (JDH)

  12. Hidden in Plain Sight: A Music Therapist and Music Educator in A Public School District

    Science.gov (United States)

    Smith, Jacqueline C.

    2018-01-01

    The purpose of this intrinsic case study was to clarify the roles of a music educator and music therapist in a North American public school district. This case was unique because some of the students with special needs received both music instruction and music therapy services, yet there was little collaboration between the two disciplines. In an…

  13. Students' Attitudes towards Individual Musical Instrument Courses in Music Education Graduate Programs in Turkey

    Science.gov (United States)

    Önder, Gülten Cüceoglu

    2015-01-01

    The Individual Musical Instrument course is a compulsory part of the curriculum, in the Music Education Departments of universities in Turkey. The main purpose of the course is to ensure that each student is able to play a musical instrument and, use the instrument once they become music teachers. This study aims to determine the attitudes of…

  14. Popular Music Education in and for Itself, and for "Other" Music: Current Research in the Classroom

    Science.gov (United States)

    Green, Lucy

    2006-01-01

    This article considers some ways in which the school classroom enters into, changes and complicates musical meanings, focusing particularly on the role of popular music and how it relates to classical music. I suggest that in bringing popular music into the curriculum, educators have largely ignored the informal learning practices of popular…

  15. Musical hallucination associated with hearing loss.

    Science.gov (United States)

    Sanchez, Tanit Ganz; Rocha, Savya Cybelle Milhomem; Knobel, Keila Alessandra Baraldi; Kii, Márcia Akemi; Santos, Rosa Maria Rodrigues dos; Pereira, Cristiana Borges

    2011-01-01

    In spite of the fact that musical hallucination have a significant impact on patients' lives, they have received very little attention of experts. Some researchers agree on a combination of peripheral and central dysfunctions as the mechanism that causes hallucination. The most accepted physiopathology of musical hallucination associated to hearing loss (caused by cochlear lesion, cochlear nerve lesion or by interruption of mesencephalon or pontine auditory information) is the disinhibition of auditory memory circuits due to sensory deprivation. Concerning the cortical area involved in musical hallucination, there is evidence that the excitatory mechanism of the superior temporal gyrus, as in epilepsies, is responsible for musical hallucination. In musical release hallucination there is also activation of the auditory association cortex. Finally, considering the laterality, functional studies with musical perception and imagery in normal individuals showed that songs with words cause bilateral temporal activation and melodies activate only the right lobe. The effect of hearing aids on the improvement of musical hallucination as a result of the hearing loss improvement is well documented. It happens because auditory hallucination may be influenced by the external acoustical environment. Neuroleptics, antidepressants and anticonvulsants have been used in the treatment of musical hallucination. Cases of improvement with the administration of carbamazepine, meclobemide and donepezil were reported, but the results obtained were not consistent.

  16. Music Education in Puerto Rican Elementary Schools: A Study from the Perspective of Music Teachers

    Science.gov (United States)

    López-León, Ricardo; Lorenzo-Quiles, Oswaldo; Addessi, Anna Rita

    2015-01-01

    This article presents, for the first time, descriptive research on the status of music education in Puerto Rican public elementary schools. General music education at elementary schools on the island has been part of the school offering for more than 50 years. As yet, music education at this level has not been recognized as an essential discipline…

  17. Undergraduate Music Education Major Identity Formation in the University Music Department

    Science.gov (United States)

    McClellan, Edward

    2014-01-01

    The purpose of this study was to determine relationships among social identity, value of music education, musician-teacher orientation, selected demographic factors, and self-concept as a music educator. Participants (N = 968) were volunteer undergraduate music education majors enrolled at four-year institutions granting a bachelor of music…

  18. Musical Practices and Methods in Music Lessons: A Comparative Study of Estonian and Finnish General Music Education

    Science.gov (United States)

    Sepp, Anu; Ruokonen, Inkeri; Ruismäki, Heikki

    2015-01-01

    This article reveals the results of a comparative study of Estonian and Finnish general music education. The aim was to find out what music teaching practices and approaches/methods were mostly used, what music education perspectives supported those practices. The data were collected using questionnaires and the results of 107 Estonian and 50…

  19. Transforming Music Education on the Way to the Standards.

    Science.gov (United States)

    Kay, Ann

    1997-01-01

    Supports the shift from educating the masses as music consumers to educating a population of competent music makers through the integration of the standards into the music curriculum. Believes that, by transforming the teacher-education programs and creating advocacy agendas, the barriers to educational reform will be overcome. (CMK)

  20. Software Development as Music Education Research

    Science.gov (United States)

    Brown, Andrew R.

    2007-01-01

    This paper discusses how software development can be used as a method for music education research. It explains how software development can externalize ideas, stimulate action and reflection, and provide evidence to support the educative value of new software-based experiences. Parallels between the interactive software development process and…

  1. The Importance of Music in Preschool Education

    Science.gov (United States)

    Ehrlin, Anna; Gustavsson, Hans-Olof

    2015-01-01

    At a few universities in Sweden students can chose a preschool teacher education programme with a music profile. At one of these universities, a study was undertaken that aimed to explore student teachers' understanding of self as musician, their future professional role as a preschool teacher and how the education equips for that. Sixteen…

  2. Music Teacher Educator Perspectives on Social Justice

    Science.gov (United States)

    Salvador, Karen; Kelly-McHale, Jacqueline

    2017-01-01

    Given the shifting demographics in American education, the rising likelihood of students with special needs being taught in inclusive classrooms, and the increasing openness with which students are challenging gender and sex norms, social justice has become a prevalent research topic in music education. This survey sought to investigate the…

  3. Using social media in music education

    Directory of Open Access Journals (Sweden)

    Đorđević Marija

    2016-01-01

    Full Text Available Social networks have become the most popular medium of communication and social interaction. In this paper, an emphasis is placed on the use of social networks in the process of teaching music. The aim of this study was to determine which social networks students used in teaching music together with their teachers, which activities are realized in visiting these internet platforms and to what extent they are motivated to use them when teaching musical subjects. Based on these results it can be concluded that students use social networks Facebook and YouTube in realizing educational content within subjects related to art and music and are sufficiently motivated to work within social networks.

  4. Point of View: Does Popular Music Have Educational Value?

    Science.gov (United States)

    Music Educators Journal, 1979

    1979-01-01

    Eight music educators offer their views on the pros and cons of including pop/rock music in the curriculum. Some participants describe methods they've developed to highlight or to integrate contemporary music in their courses. This article is part of a theme issue on popular music. (SJL)

  5. Sexual Orientation and Music Education: Continuing a Tradition

    Science.gov (United States)

    Bergonzi, Louis

    2014-01-01

    This article offers an overview of sexual orientation and music education, in particular how sexual orientation--specifically, heterosexuality--has been dominant in the teaching of music in the United States. Scenarios of heterosexual privilege related to music students, music teachers, and instructional content are presented. After acknowledging…

  6. Perceptions and Reflections of Music Teacher Education in Kenya

    Science.gov (United States)

    Akuno, Emily Achieng'

    2012-01-01

    This article builds on enquiry aimed to discover Kenyan music teachers' perceptions and expectations of their role; their view of the training they received; head teachers' perceptions and expectations of the role of the music teacher; and the expectations of both music teachers and head teachers of a music teacher education programme in Kenya.…

  7. A Place for Music Education in the Humanities

    Science.gov (United States)

    Allsup, Randall Everett

    2014-01-01

    This article seeks to reignite debate about the purpose of a university music education. Taking inspiration from Randall Thompson's 1935 investigation of the role of music preparation in U.S. colleges and universities, an analogous call is made for a less vocational approach to the study of music. The author claims that the music education…

  8. The Dynamics of Multiculturalism in "Music Matters: A Philosophy of Music Education"

    Science.gov (United States)

    Bradley, Deborah

    2015-01-01

    This review of "Music Matters," Second Edition, focuses on the portion of Chapter 13: "Music Education and Curriculum," dedicated to the discussion of multicultural music education. Discussions are presented through the discursive lens of antiracism and critical multiculturalism, positioned against the backdrop of the racial…

  9. Interactive Technologies in Musical and Arts Education

    Directory of Open Access Journals (Sweden)

    Y. Y. Glazyrina

    2013-01-01

    Full Text Available The paper substantiates the introduction of interactive techniques in music and arts education, and analyzes the definitions of interactivity – a key term of the modern educational paradigm. Various interpretationsof interactivity and its components – interaction, communication, dia logue, polylogue, interpretation, reinterpretation, intonation, feelings, comprehension, generalization (reflection, and experience – are given. In the methodology context, the author traces out the similarity of interactive concepts in general didactics and the humanities knowledge (M. M. Bakhtin, V. S. Bibler, and maintains that the main components of interactive teaching include the basic categories of culture, art, music, and psychology of artistic perception and creativity. Therefore, similarity of the content and approach to interpreting the conceptual terminological apparatus of interactive education makes it possible to implement the interactive techniques in teaching the cycle of music and arts disciplines.

  10. Music Education as a Mirror to Humane Education

    Science.gov (United States)

    Hansen, David T.

    2017-01-01

    Music and philosophy travel together through time in human culture, and in this article, David Hansen responds to Randall Allsup's recent book, "Remixing the Classroom: Toward an Open Philosophy of Music Education." Hansen says that a singular feature of Randall's new book is how marvelously he demonstrates the organic union between…

  11. Connections with the Schooling Enterprise: Implications for Music Education Policy

    Science.gov (United States)

    Frierson-Campbell, Carol

    2007-01-01

    In this article, the author explores music education counterforces, examining whether and how (a) federal and state education policies can better address the in-service needs of special area teachers, particularly music teachers, in the school setting; and (b) policy organizations in the music education profession (i.e., The National Association…

  12. Reflections on "Music Educators Journal" in Its Centennial Year

    Science.gov (United States)

    Reimer, Bennett

    2014-01-01

    This article views "Music Educators Journal" ("MEJ") and the hundred years of music education it has served through the lenses of the depth and breadth of music education at the present point in the profession's history. "MEJ" has been an important component in our depth of understanding of the nature and values…

  13. The Perils of Repressive Tolerance in Music Education Curriculum

    Science.gov (United States)

    Perrine, William M.

    2017-01-01

    In recent years, philosophers of music education have called for a greater degree of political engagement by music education practitioners. Using Marcuse's discussion of "repressive tolerance" as a conceptual framework, I argue that a politicized curriculum in music education works against the liberal ideas of free speech and a free…

  14. Hard and Soft Policies in Music Education: Building the Capacity of Teachers to Understand, Study, and Influence Them

    Science.gov (United States)

    Jones, Patrick M.

    2009-01-01

    Music education exists within a web of policies. Those most often identified by music teachers and professional associations are the policies imposed on the profession by governmental and regulatory bodies. Advocacy efforts to change policy are mostly directed toward these bodies. However, the practice of music education is perhaps more influenced…

  15. Using open source music software to teach live electronics in pre-college music education

    OpenAIRE

    Roels, Hans

    2010-01-01

    A basic course of live electronics is needed in pre- college music education to teach children how to perform on a digital musical instrument. This paper describes the basic components of such a live electronics course, examines whether open source music software is suited to realize these components and finally presents Abunch, a library in Pure Data created by the author, as a solution for the potential educational disadvantages of open source music softw...

  16. "MEJ" and World War II: A Review of "Music Educators Journal", 1940-42

    Science.gov (United States)

    Parker, Nancy

    2008-01-01

    As the United States prepared to enter the Second World War and during the early years of the conflict, Music Educators National Conference (MENC) focused attention on how music educators could support the war effort. The association worked with the federal government and other agencies on a number of national programs. Through its publication,…

  17. Gender Associations with World Music Instruments by Secondary School Music Students from the USA

    Science.gov (United States)

    Kelly, Steven N.; VanWeelden, Kimberly

    2014-01-01

    This article investigated possible gender associations with world music instruments by secondary school-age music students from the USA. Specific questions included: (1) Do the primary instruments played by the students influence gender associations of world music instruments? (2) Does age influence possible gender associations with world music…

  18. Music Education for Every Child – Idea or Reality?

    Directory of Open Access Journals (Sweden)

    Blaženka Bačlija Susić

    2017-03-01

    Full Text Available Contemporary pedagogical, psychological and sociological research highlight the need for music education available to every child. Starting from the fundamental point of view according to which music affects the development of the child's whole personality, this idea stands out in history since the 17th century. Various educators in the late nineteenth and early twentieth century emphasized the importance of music education for every child. With historical and theoretical overview of this idea, this paper tries to examine the possibility of its realization in contemporary educational practice. The Venezuelan music education program El Sistema, that promotes humanistic idea of changing society through classical music education stands out as a unique example of a good practice. As a form of music education which particularly promotes the idea of availability of music to every child, the conception of Functional Music Pedagogy by the Croatian music pedagogue Elly Bašić (1908-1998 was shown as well. Considering the status of music in American educational policy, it is indicated as a significant change, in which the music is recognized as an educational priority for the first time in the history of education and it became the basic academic subject in the American federal education policy plan, as well as unprecedentedly incorporated in the federal law.

  19. Devouring the Other: Democracy in Music Education

    Science.gov (United States)

    Gould, Elizabeth

    2008-01-01

    In this essay, the author builds on Val Plumwood's (1993, p. 192) notion of "devouring the other" to address fundamental problems of social justice and difference in liberal democracies and music education. The problem with liberal democracies is that they assimilate (devour) difference; consensual treatment of its citizens is predicated on the…

  20. Instrumental distance learning in higher music education

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Ørngreen, Rikke; Buhl, Mie

    2011-01-01

    In this short paper we present a research proposal, for investigation of the complexity of challenges and potentials in which videoconferencing impact on teaching and learning processes in the domain of higher music education. The paper includes a brief historical outline of the research...... and development project, and a presentation of the first activities and preliminary findings which have generated new research question....

  1. Early Childhood Music Education Research: An Overview

    Science.gov (United States)

    Young, Susan

    2016-01-01

    This article offers a short commentary on the "state of play" in early childhood music education research to accompany the articles published in this special issue. It provides an international overview of recent research trends in this field, with examples drawn from Europe, the Americas, Asia, the Middle East, East and South Africa and…

  2. Human Needs Theory: Applications for Music Education

    Science.gov (United States)

    Bates, Vincent C.

    2009-01-01

    In this article the author reviews needs theory as a field of research and scholarship, examines seven needs theories (including Nussbaum's capabilities approach), and synthesizes elements of all of these into a list he used tentatively and speculatively to analyze two common instructional practices in music education. The author's intent is to…

  3. Music in U.S. Federal Education Policy: Estimating the Effect of "Core Status" for Music

    Science.gov (United States)

    Elpus, Kenneth

    2013-01-01

    This article reviews the political and empirical record within music education surrounding the Goals 2000: Educate America Act and reports a new study evaluating the effects of the law on music and arts education policies in U.S. high schools. School-level data (N = 670 schools) from the National Education Longitudinal Study of 1988 and the…

  4. The Dalcroze Approach to Music Education: Theory and Applications

    Science.gov (United States)

    Anderson, William Todd

    2012-01-01

    The methods of the Dalcroze approach to music education--eurhythmics, solfege, and improvisation--have had a profound influence on modern music education. In particular, the overt training in kinesthetic abilities, and the assertion that the relationship between music and movement is an intimate one, is at the heart of Dalcroze's approach to…

  5. Music Education as a Panacea for National Development

    Science.gov (United States)

    Ogunrinade, D. O. A

    2015-01-01

    This paper appraises music as an essential part of Nigerian culture and its implication for national development. It discussed music as important aspect of culture and the rationale for the inclusion of the subject in Nigerian schools at all levels of education. It also explicates music education available in the community as well. The music…

  6. Ethical Dilemmas of In-Service Music Educators

    Science.gov (United States)

    Lien, Joelle L.

    2012-01-01

    Like professionals in other disciplines, music educators are expected to observe certain behavioral standards. In addition to teaching musical skills, concepts, and context, music educators are also expected to protect the welfare of children, serve as trustworthy stewards of public property, and generally behave responsibly and professionally…

  7. Noela Hogg, Music Educator: Reminiscences of a Past Student

    Science.gov (United States)

    Burke, Harry

    2014-01-01

    Continual changes to Victorian secondary education since the 1990s have severely effected the teaching of classroom music in many schools. Similar to the 1970s-1980s, there is a need for music educators and teachers to develop innovative concepts and insights into teaching school music. From 1975 to 1984, a group of determined women…

  8. Praxial Music education: A Critical Analysis of Critical Commentaries

    Science.gov (United States)

    Silverman, Marissa; Davis, Susan A.; Elliott, David J.

    2014-01-01

    Since its publication in 1995, a significant literature has developed around David J. Elliott's praxial philosophy of music education, as explained in "Music Matters: A New Philosophy of Music Education." This literature includes a range of commentaries in journals, books, edited books, and dissertations. Although Elliott has…

  9. Popular Music in a 21st Century Education

    Science.gov (United States)

    Rodriguez, Carlos Xavier

    2012-01-01

    In this paper, the author shares his thoughts regarding the future role of popular music in music education at a moment when there seems to be greater receptiveness to this idea than ever before. What is the reason for this increased receptiveness? It may be that music educators have sensed that a new playing field has evolved. There is now some…

  10. Towards a Transcultural Theory of Democracy for Instrumental Music Education

    Science.gov (United States)

    Tan, Leonard

    2014-01-01

    At present, instrumental music education, defined in this paper as the teaching and learning of music through wind bands and symphony orchestras of Western origin, appears embattled. Among the many criticisms made against instrumental music education, critics claim that bands and orchestras exemplify an authoritarian model of teaching that does…

  11. Organization a Culture of Self-Education of Music Teachers

    Science.gov (United States)

    Dyganova, Elena Aleksandrovna; Yavgildina, Ziliya Mukhtarovna

    2015-01-01

    The article discusses the culture of self-education of music teacher as a professionally necessary quality of a modern specialist in the field of music education. The author proposes finalized definitions of basic concepts; consistently reveals the essence, structure, criteria and indicators of self-culture of music teacher; reveals the potential…

  12. The Power of Metaphor in Rural Music Education Research

    Science.gov (United States)

    Spring, Janet

    2016-01-01

    There are few studies that investigate rural music educators' lived experiences in relation to "place," particularly from an Ontario, Canada context. Yet in small rural schools, the music program is often seen as the catalyst for interaction and bonding with community as music educators strive to build and foster student involvement and…

  13. Reflective Practice at the Heart of Higher Music Education

    NARCIS (Netherlands)

    Smilde, Rineke

    2014-01-01

    The main challenge of today’s musicians and music educators trained in our conservatoires and music academies is navigating in a rapidly changing cultural landscape. In short, these changes are helping to shape a very different workplace for musicians and music educators. Flexible portfolio careers

  14. Reimagining the Role of Composition in Music Teacher Education

    Science.gov (United States)

    Deemer, Rob

    2016-01-01

    The disconnect between the need for music composition instruction at the precollege levels and the content of music education curricula across North America has been a concern for over two decades. To be able to effectively teach their students how to compose, music educators need to have both experience and comfort in the creative process of…

  15. Perpetuating Nigerian Cultures in Musical Arts Education within the ...

    African Journals Online (AJOL)

    Ike Odimegwu

    that the Nigerian child still has the capacity and ability to effectively perform the ... the import of musical arts education and practice in Nigeria during the .... develop with the child. Musical activities in .... Establishment of National movement for.

  16. Are Musical Instrument Gender Associations Changing?

    Science.gov (United States)

    Abeles, Hal

    2009-01-01

    The researcher sought to examine gender associations across three decades to determine if changes in the sex stereotyping of musical instruments has occurred. First, the study examined the paired comparison gender-instrument rankings of 180 college students. The results confirmed a reduction of instrument gender associations reported in the 1990s.…

  17. (dis)Ability and Music Education: Paralympian Patrick Anderson and the Experience of Disability in Music

    Science.gov (United States)

    Bell, Adam Patrick

    2017-01-01

    What does it mean to experience disability in music? Based on interviews with Patrick Anderson--arguably the greatest wheelchair basketball player of all time--this article presents insights into the complexities of the experience of disability in sports and music. Contrasted with music education's tendency to adhere to a medicalized model of…

  18. What Is Music Education For? Understanding and Fostering Routes into Lifelong Musical Engagement

    Science.gov (United States)

    Pitts, Stephanie E.

    2017-01-01

    Music education has a long history of defending its place in the school curriculum, with practitioners and researchers alike arguing for the creative, social and cognitive benefits of music in young people's lives. Meanwhile, those who doubt the benefits of musical learning--or more likely give them very little thought--are themselves the product…

  19. Music Education for Life: Core Music Education--Students' Civil Right

    Science.gov (United States)

    Shuler, Scott C.

    2012-01-01

    Educators are obliged to stand up for children--to point out when the self-declared local "education emperor" (or mayor or governor) has no clothes. The so-called reform government has turned some local districts into a Wild West where schools share no common or sequential curriculum and all that matters is test scores. Music educators must join…

  20. RESOURCES OF MUSICAL EDUCATION IN CENTRAL ASIA

    Directory of Open Access Journals (Sweden)

    Feza TANSUĞ

    2017-06-01

    Full Text Available This essay also gives an idea of recent research trends and topics in music education in Central Asia. It consists of five parts including teaching music history, teaching epics, teaching songs and instrumental music, teaching traditional instruments, and dictionaries and language resources. Because of the extraordinary increase in the number of books published recently, a careful selection has been made in order to keep the references section to an acceptable length. Hence, the bibliography does not embody all of the works of a single author on the topic. This essay covers books and textbooks dealing with the music of Kazakhstan and the Kyrgyz Republic—two neighboring countries with strong common historical roots and closely related musical traditions. In addition to reviewing textbooks published in Kazakhstan and the Kyrgyz Republic, this article includes some relevant works by Russian authors. However, the extensive body of works authored by Central Asian scholars abroad was excluded from this essay. It contains references only in Kazakh, Kyrgyz, and Russian languages.

  1. An Analysis of State Music Education Certification and Licensure Practices in the United States

    Science.gov (United States)

    May, Brittany Nixon; Willie, Karen; Worthen, Cherilyn; Pehrson, Allyssa

    2017-01-01

    Teacher certification and licensure practices for music educators vary by state. Enhancing music teacher educator knowledge of state music education certification and licensure practices can inform music teacher preparation and improve future music teacher quality. The purpose of this study was to compile relevant information for music educators…

  2. How Music Technology Can Make Sound and Music Worlds Accessible to Student Composers in Further Education Colleges

    Science.gov (United States)

    Kardos, Leah

    2012-01-01

    I am a composer, producer, pianist and part-time music lecturer at a Further Education college where I teach composing on Music Technology courses at levels 3 (equivalent to A-level) and 4 (Undergraduate/Foundation Degree). A "Music Technology" course, distinct from a "Music" course, often attracts applicants from diverse musical backgrounds; it…

  3. Assessment and Case Law: Implications for the Grading Practices of Music Educators

    Science.gov (United States)

    Russell, Joshua A.

    2011-01-01

    Assessment continues to be a topic of discussion and concern for many music educators and music teacher educators. The discussion of assessment in music education can spark lively and passionate debate among music educators, music teacher educators, students, policy makers, and parents alike. This article offers a discussion of some of the…

  4. What History Is Teaching Us: 100 Years of Advocacy in "Music Educators Journal"

    Science.gov (United States)

    Hedgecoth, David M.; Fischer, Sarah H.

    2014-01-01

    As "Music Educators Journal" celebrates its centennial, it is appropriate to look back over the past century to see how advocacy in music education has evolved. Of the more than 200 submitted articles on advocacy, four main themes emerged: music education in community, the relevancy of music education, the value of music education, and…

  5. Music genetics research: Association with musicality of a polymorphism in the AVPR1A gene.

    Science.gov (United States)

    Mariath, Luiza Monteavaro; Silva, Alexandre Mauat da; Kowalski, Thayne Woycinck; Gattino, Gustavo Schulz; Araujo, Gustavo Andrade de; Figueiredo, Felipe Grahl; Tagliani-Ribeiro, Alice; Roman, Tatiana; Vianna, Fernanda Sales Luiz; Schuler-Faccini, Lavínia; Schuch, Jaqueline Bohrer

    2017-01-01

    Musicality is defined as a natural tendency, sensibility, knowledge, or talent to create, perceive, and play music. Musical abilities involve a great range of social and cognitive behaviors, which are influenced by both environmental and genetic factors. Although a number of studies have yielded insights into music genetics research, genes and biological pathways related to these traits are not fully understood. Our hypothesis in the current study is that genes associated with different behaviors could also influence the musical phenotype. Our aim was to investigate whether polymorphisms in six genes (AVPR1A, SLC6A4, ITGB3, COMT, DRD2 and DRD4) related to social and cognitive traits are associated with musicality in a sample of children. Musicality was assessed through an individualized music therapy assessment profile (IMTAP) which has been validated in Brazil to measure musical ability. We show here that the RS1 microsatellite of the AVPR1A gene is nominally associated with musicality, corroborating previous results linking AVPR1A with musical activity. This study is one of the first to investigate musicality in a comprehensive way, and it contributes to better understand the genetic basis underlying musical ability.

  6. Music genetics research: Association with musicality of a polymorphism in the AVPR1A gene

    Directory of Open Access Journals (Sweden)

    Luiza Monteavaro Mariath

    2017-05-01

    Full Text Available Abstract Musicality is defined as a natural tendency, sensibility, knowledge, or talent to create, perceive, and play music. Musical abilities involve a great range of social and cognitive behaviors, which are influenced by both environmental and genetic factors. Although a number of studies have yielded insights into music genetics research, genes and biological pathways related to these traits are not fully understood. Our hypothesis in the current study is that genes associated with different behaviors could also influence the musical phenotype. Our aim was to investigate whether polymorphisms in six genes (AVPR1A, SLC6A4, ITGB3, COMT, DRD2 and DRD4 related to social and cognitive traits are associated with musicality in a sample of children. Musicality was assessed through an individualized music therapy assessment profile (IMTAP which has been validated in Brazil to measure musical ability. We show here that the RS1 microsatellite of the AVPR1A gene is nominally associated with musicality, corroborating previous results linking AVPR1A with musical activity. This study is one of the first to investigate musicality in a comprehensive way, and it contributes to better understand the genetic basis underlying musical ability.

  7. Musical Parenting and Music Education: Integrating Research and Practice

    Science.gov (United States)

    Ilari, Beatriz

    2018-01-01

    Although teachers work constantly with parents, discussions concerning parental roles in children's music learning are often left at the margins in music teacher training programs. The aim of this article is to offer a review of musical parenting research from an ecological perspective. Bronfenbrenner's bioecological theory of human development is…

  8. Music in the educational programs of primary school teachers

    OpenAIRE

    Virginia Coelho de Souza, Cássia

    2012-01-01

    Two situations indicate the need of bringing closer music education and the educational community. Elementary school teachers struggle to mediate a relation between their students and knowledge about music. In addition, a contradiction between Brazilian elementary schools and educational programs for primary school teacher exists, in relation to knowledge about music. In an attempt to bridge this gap, the present article aims to review the main ideas on educational programs for primary ...

  9. Nigerian Traditional Music Education in the Context of Global ...

    African Journals Online (AJOL)

    The changes have happened more on the approaches to education than on the essence. This paper looks at the traditional music education in the face of the global challenges facing education. It makes a phenomenological appraisal of the trends and shows how there are shared and regional concerns of music education.

  10. A descriptive study of Myers-Briggs personality types of professional music educators and music therapists with comparisons to undergraduate majors.

    Science.gov (United States)

    Steele, Anita Louise; Young, Sylvester

    2011-01-01

    The purpose of the current study was to determine personality types and demographic characteristics of professional music educators and music therapists. The researchers also sought to determine if personality types of professionals were consistent with undergraduate majors in those fields and personal characteristics as suggested by The Music Education National Conference (MENC) and the American Music Therapy Association (AMTA). The research of Steele and Young (2008) found strong similarities and some differences between undergraduate music education and music therapy students. The possibility that basic types extend across the life span may strengthen understanding of job satisfaction, stress, burn out and other factors affecting retention. Participants were a voluntary convenience sample of 253 music educators (n=110) and music therapists (n=143). The highest preference for music educators was Extrovert-Intuition-Feeling-Judgment (ENFJ) and the highest preference for music therapists was Introvert-Intuition-Feeling-Judgment (INFJ). The difference in the collective type of each group was their "outlook on life", which was either Extrovert or Introvert. However, both groups were the same in their secondary type functions of "NFJ". A comparison of findings with the Steele and Young (2008) study suggested small changes in personality type over time. Caution must be exercised in generalizing findings; however this descriptive investigation may serve as the basis for future studies, which should help foster a stable work force in these professions.

  11. Who Should Study Music Education? A Vocational Personality Approach

    Science.gov (United States)

    Cevik, Beste; Perkmen, Serkan; Alkan, Mahir; Shelley, Mack

    2013-01-01

    The main purpose of the current study was to examine the utility and usefulness of Holland's Theory of Personalities in Work Environments to understand the match between personality and the desire for music education. The participants included 99 pre-service music teachers in Turkey. The findings revealed that the pre-service music teachers were,…

  12. Apprehensive and Excited: Music Education Students' Experience Vernacular Musicianship

    Science.gov (United States)

    Isbell, Daniel S.

    2016-01-01

    The purpose of this study was to examine music education students' experiences (N = 64) in courses designed to develop vernacular musicianship and expand understandings of informal music making. Students participated in one of two classes (undergraduate/graduate), formed their own small ensembles, chose their own music and instruments, led their…

  13. Music Therapy and the Education of Students with Severe Disabilities

    Science.gov (United States)

    Stephenson, Jennifer

    2006-01-01

    Music therapists regard music therapy as a valuable intervention for students with moderate to severe intellectual disability or multiple disabilities, but many special educators would regard it as a controversial practice, unsupported by empirical research. This paper reviews the goals and strategies used by music therapists working with students…

  14. The Evaluation of Music Faculty in Higher Education: Current Practices

    Science.gov (United States)

    Parkes, Kelly A.

    2015-01-01

    The purpose of this research was to ascertain the methods used to evaluate music faculty and whether achievement measures, or student progress, impact the evaluations made about teacher effectiveness for music faculty in the higher education context. The author surveyed Chairs of Departments or Directors of Schools of Music (n = 412) listed as…

  15. Music therapy perspectives in palliative care education.

    Science.gov (United States)

    Porchet-Munro, S

    1993-01-01

    Major strides have been made in expanding the content of professional education in palliative care to include a focus on attitudes which nurture compassionate care as well as on knowledge and skills. However, accessing the emotional spheres--for instance the fear and helplessness of caregivers--remains a challenge. The inclusion of music therapy techniques as a teaching modality, with an emphasis on emotional experience and nonverbal expression, is suggested to address the latter and to enhance affective growth and learning.

  16. Pedagogical Challenges in Folk Music Teaching in Higher Education: A Case Study of Hua'er Music in China

    Science.gov (United States)

    Yang, Yang; Welch, Graham

    2016-01-01

    Recent literature suggests that traditional approaches in folk music education are not necessarily compatible with the pedagogical conventions of formal music education. Whilst several recent studies have tended to define these non-classical-music learning contexts as "informal", the practice of folk music that was recently introduced…

  17. Music Education for All: The raison d’être of Music Schools

    Directory of Open Access Journals (Sweden)

    Baikune De Alba

    2018-05-01

    Full Text Available Music schools, centres of non-formal music education, bring music to people of all ages as they work to achieve their main objective of offering practical musical training, for both instruments and voice. Their activities are centred in the town or city in which they are located, and their impact extends beyond the educational sphere: music schools are also a social force whose activities stimulate the local cultural scene. This study explores the work carried out by these schools in the Basque Country (Spain, where they have been operating for over 20 years. The analysis focuses on the range of music education they offer, their ability to respond to different demands and needs and how they relate to their social and educational environment. Furthermore, the paper examines whether music schools see other potential areas for growth and development and explores the factors that could positively or negatively impact their ability to achieve their objectives. The study adopts a description-oriented empirical-analytical methodology and applies the SWOT system. A total of 67 schools were included in the study. The results reveal the relevance of this ever-evolving model of education and confirm music schools as a key force in both music education and the sociocultural sphere in this country.

  18. Thresholdconcepts … an issue for Music Education Research?

    DEFF Research Database (Denmark)

    Uddholm, Mats

    In my presentation I will discuss some possible connections between music-education discourses and the use of music in pedagogical practices. Today I´m involved in an interdisciplinary research project concerning Professional Discourse, Proficiency and Action Competence in the Late Modernity. In my...... presentation, this problem field is reduced to the problem of Music-Pedagogical Competence. The pivotal point here is the role music-education theories and threshold concepts can have regarding pedagogues competence to problematize and develop their use of music in their practices. The aim of this presentation...... is to illuminate some aspect of the dialectic between problematizing and conceptualization in music education research in relation to artistic research. In connection with this, I will present the concept ―Music-Pedagogical Power of Definition‖. This concept is taken from my Ph.D thesis and is defined as ―the...

  19. Activism within Music Education: Working towards Inclusion and Policy Change in the Finnish Music School Context

    Science.gov (United States)

    Laes, Tuulikki; Schmidt, Patrick

    2016-01-01

    This study examines how interactions between policy, institutions and individuals that reinforce inclusive music education can be framed from an activist standpoint. Resonaari, one among many music schools in Finland, provides an illustrative case of rather uncommonly inclusive practices among students with special educational needs. By exploring…

  20. Elementary Music Teachers' Perceptions of the Effect of Budget Reductions on Music Education

    Science.gov (United States)

    Michel, Jimmy

    2018-01-01

    Since 2007, many U.S. music education programs have been negatively affected by budget reductions at the local, state, and national levels. Although researchers have studied the effect of budget reductions on music education, they have not widely examined the perspectives of teachers who have experienced these reductions. The purpose of this study…

  1. Praxial Music Education and the Ontological Perspective: An Enactivist Response to "Music Matters 2"

    Science.gov (United States)

    van der Schyff, Dylan

    2015-01-01

    Elliott and Silverman's core ethical arguments for praxial music education are developed through the lens of critical ontology. I begin by adopting a Heideggerian perspective, examining the "technological" understanding of being that dominates modern life, as well as the problematic conceptions of cognition, music, and education it…

  2. Music-color associations are mediated by emotion.

    Science.gov (United States)

    Palmer, Stephen E; Schloss, Karen B; Xu, Zoe; Prado-León, Lilia R

    2013-05-28

    Experimental evidence demonstrates robust cross-modal matches between music and colors that are mediated by emotional associations. US and Mexican participants chose colors that were most/least consistent with 18 selections of classical orchestral music by Bach, Mozart, and Brahms. In both cultures, faster music in the major mode produced color choices that were more saturated, lighter, and yellower whereas slower, minor music produced the opposite pattern (choices that were desaturated, darker, and bluer). There were strong correlations (0.89 music and those of the colors chosen to go with the music, supporting an emotional mediation hypothesis in both cultures. Additional experiments showed similarly robust cross-modal matches from emotionally expressive faces to colors and from music to emotionally expressive faces. These results provide further support that music-to-color associations are mediated by common emotional associations.

  3. On the Decision-Making Process in Music Education.

    Science.gov (United States)

    Jorgensen, Estelle R.

    1985-01-01

    Sketches a conceptual framework for the systematic description of decision-making processes in music education. Refers to existing formulations in education, management, marketing, and economics. Lists decision-making phases in music education, each exhibiting the characteristics of a social system. Offers a historical example of each phase. (AYC)

  4. Extended Piano Techniques and Teaching in Music Education Departments

    Science.gov (United States)

    Akbulut Demirci, Sirin; Sungurtekin, Mete; Yilmaz, Nilüfer; Engür, Doruk

    2015-01-01

    The article is composed of the results of the study carried out within the scope of the project entitled "Extended Piano Techniques and Teaching in Music Education Departments." Within the scope of the project, 16 students taking education at Music Education Department, Uludag University, learned six pieces composed for the project via…

  5. Using Informal Education through Music Video Creation

    Science.gov (United States)

    Cayari, Christopher

    2014-01-01

    Music video creation provides students a new way to express themselves and become better performers and consumers of media. This article provides a new perspective on Lucy Green's informal music pedagogy by enabling students to create music videos in music classrooms; thus, students are able to create music videos that informally develop…

  6. GENDER DEFINITION OF MUSICAL ART IN THE EDUCATIONAL SYSTEM

    Directory of Open Access Journals (Sweden)

    V. V. Poliuha

    2017-06-01

    Full Text Available The article interprets the gender issues and their interconnection of musical art that leads to analyzis of music pedagogy and educational system in general. The purpose of the study is the selection and analysis of such gender definitions of music as ender dimension, gender roles, gender approach, the gender component in the system of music education. Methodology of the study is based on the interdisciplinary approach that involves the use of scientific methods of analysis, synthesis and synthesis. Also, there is the method of comparative analysis and analogy applied in understanding the problems related to the study of gender influence in art and education. Originality is reflected in modern educational concept that appeals to the understanding of gender issues as a way of more thorough understanding of individuals, their role status of the individual, which in turn defines social opportunities in educational activities. Accordingly, the modern science can not remain uninvolved into the problems of modern times. Conclusions. Studies of gender in musical art education leads to selection, analyzis and understanding of such definitions as: gender dimension, which is focused on the understanding of the principle of obtaining polysynthetic, gender sensation from a musical work; gender roles, which distinguish representation of women in different kinds of music; gender approach, which establishes the availability of gender imbalance in the system of music education; gender component, which distinguishes the importance of understanding and practical implementation of gender equality in the system of music education.

  7. Secondary School Students' Preferences for Popular Music and Perceptions of Popular Music Learned in School Music Education in Mainland China

    Science.gov (United States)

    Ho, Wai-Chung

    2017-01-01

    This study examined popular music and school music education as cultural constructs of teenage students amid the shifting cultural and social dynamics of contemporary China. Data were drawn from questionnaires completed by 6,780 secondary students (mainly ages 12 through 17) from three cities--Beijing, Changsha, and Shanghai. The survey results…

  8. The Association of Music Experience, Pattern of Practice and Performance Anxiety with Playing-Related Musculoskeletal Problems (PRMP) in Children Learning Instrumental Music

    Science.gov (United States)

    Ranelli, Sonia; Smith, Anne; Straker, Leon

    2015-01-01

    There is evidence supporting the social and cognitive benefits of music education. However aspects of music practice, such as an increase in frequency and intensity of practice, are associated with playing-related musculoskeletal problems in adult musicians, though with limited evidence in children. The aim of this study was to describe the music…

  9. Music Training and Education Slow the Deterioration of Music Perception Produced by Presbycusis in the Elderly

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    Felipe N. Moreno-Gómez

    2017-05-01

    Full Text Available The perception of music depends on the normal function of the peripheral and central auditory system. Aged subjects without hearing loss have altered music perception, including pitch and temporal features. Presbycusis or age-related hearing loss is a frequent condition in elderly people, produced by neurodegenerative processes that affect the cochlear receptor cells and brain circuits involved in auditory perception. Clinically, presbycusis patients have bilateral high-frequency hearing loss and deteriorated speech intelligibility. Music impairments in presbycusis subjects can be attributed to the normal aging processes and to presbycusis neuropathological changes. However, whether presbycusis further impairs music perception remains controversial. Here, we developed a computerized version of the Montreal battery of evaluation of amusia (MBEA and assessed music perception in 175 Chilean adults aged between 18 and 90 years without hearing complaints and in symptomatic presbycusis patients. We give normative data for MBEA performance in a Latin-American population, showing age and educational effects. In addition, we found that symptomatic presbycusis was the most relevant factor determining global MBEA accuracy in aged subjects. Moreover, we show that melodic impairments in presbycusis individuals were diminished by music training, while the performance in temporal tasks were affected by the educational level and music training. We conclude that music training and education are important factors as they can slow the deterioration of music perception produced by age-related hearing loss.

  10. Music Training and Education Slow the Deterioration of Music Perception Produced by Presbycusis in the Elderly.

    Science.gov (United States)

    Moreno-Gómez, Felipe N; Véliz, Guillermo; Rojas, Marcos; Martínez, Cristián; Olmedo, Rubén; Panussis, Felipe; Dagnino-Subiabre, Alexies; Delgado, Carolina; Delano, Paul H

    2017-01-01

    The perception of music depends on the normal function of the peripheral and central auditory system. Aged subjects without hearing loss have altered music perception, including pitch and temporal features. Presbycusis or age-related hearing loss is a frequent condition in elderly people, produced by neurodegenerative processes that affect the cochlear receptor cells and brain circuits involved in auditory perception. Clinically, presbycusis patients have bilateral high-frequency hearing loss and deteriorated speech intelligibility. Music impairments in presbycusis subjects can be attributed to the normal aging processes and to presbycusis neuropathological changes. However, whether presbycusis further impairs music perception remains controversial. Here, we developed a computerized version of the Montreal battery of evaluation of amusia (MBEA) and assessed music perception in 175 Chilean adults aged between 18 and 90 years without hearing complaints and in symptomatic presbycusis patients. We give normative data for MBEA performance in a Latin-American population, showing age and educational effects. In addition, we found that symptomatic presbycusis was the most relevant factor determining global MBEA accuracy in aged subjects. Moreover, we show that melodic impairments in presbycusis individuals were diminished by music training, while the performance in temporal tasks were affected by the educational level and music training. We conclude that music training and education are important factors as they can slow the deterioration of music perception produced by age-related hearing loss.

  11. The Role of Emotional Skills in Music Education

    Science.gov (United States)

    Campayo-Muñoz, Emilia-Ángeles; Cabedo-Mas, Alberto

    2017-01-01

    Developing emotional skills is one of the challenges that concern teachers and researchers in education, since these skills promote well-being and enhance cognitive performance. Music is an excellent tool with which to express emotions and for this reason music education should play a role in individuals' emotional development. This paper reviews…

  12. A Philosophical View of Research in Music Education

    Science.gov (United States)

    Jorgensen, Estelle R.

    2009-01-01

    In this paper, four interrelated questions are addressed: What counts as research? What are some present challenges to music education research? What should be the relationship between theory and empirical data? What ought to be the distinctive features of music education research? The purpose is to elucidate how philosophical inquiry can be…

  13. Women Working in Music Education: The War Machine

    Science.gov (United States)

    Gould, Elizabeth

    2009-01-01

    When women take up the work of music education, of the university, and become nomadic, engaging Deleuze and Guattari's war machine, all kinds of things happen. As nomads in music education, women traverse borders and boundaries that would otherwise limit and constrain them as they initiate alternative possibilities related to teaching and learning…

  14. Characteristics of "Music Education" Videos Posted on Youtube

    Science.gov (United States)

    Whitaker, Jennifer A.; Orman, Evelyn K.; Yarbrough, Cornelia

    2014-01-01

    This content analysis sought to determine information related to users uploading, general content, and specific characteristics of music education videos on YouTube. A total of 1,761 videos from a keyword search of "music education" were viewed and categorized. Results for relevant videos indicated users posted videos under 698 different…

  15. Update: Applications of Research in Music Education Yearbook. Volume 24

    Science.gov (United States)

    Rowman & Littlefield Education, 2006

    2006-01-01

    Readers of the online journal "Update: Applications of Research in Music Education" who prefer a printed copy of articles most relevant to their work will find them in the new 2005-2006 "Update Yearbook." Now available to everyone interested in the latest music education trends, the Yearbook contains in print the entire online issues for…

  16. Creativity Research in Music Education: A Review (1980-2005)

    Science.gov (United States)

    Running, Donald J.

    2008-01-01

    This article lays a foundational groundwork of what is currently known regarding creativity and music education to encourage future research. It explores principal research avenues within various scholarly journals related to creativity and music education, including definitions of creativity, empirical measures of creativity, and effects of music…

  17. Music educators : their artistry and self-confidence

    NARCIS (Netherlands)

    Lion-Slovak, Brigitte; Stöger, Christine; Smilde, Rineke; Malmberg, Isolde; de Vugt, Adri

    2013-01-01

    How does artistic identity influence the self-confidence of music educators? What is the interconnection between the artistic and the teacher identity? What is actually meant by artistic identity in music education? What is a fruitful environment for the development of artistic self-confidence of

  18. Concept Teaching in Instrumental Music Education: A Literature Review

    Science.gov (United States)

    Tan, Leonard

    2017-01-01

    This article is a review of research literature on the teaching of concepts in instrumental music education. It is organized in four parts (a) the value of concept teaching in large instrumental ensembles, (b) time spent teaching concepts during rehearsals, (c) approaches to concept teaching, and (d) implications for music education. Research has…

  19. The Opinions of Music Education Students about 20th and 21st Centuries Classical Music: Uludag University Exemplification

    Science.gov (United States)

    Sakin, Ajda Senol

    2016-01-01

    The debates of music historians, composers, and performers on difficulties in understanding the 20th and 21st Centuries international classical music and the reasons have been ongoing for years. The opinions of music education students on this matter and their interests in music of these periods are a matter of curiosity. With this research,…

  20. Gilles Apap's Mozart Cadenza and Expanding Musical Competences of Twenty-First-Century Musicians and Music Educators

    Science.gov (United States)

    Webb, Michael

    2008-01-01

    In western musical contexts at global and local levels, musicians are becoming increasingly involved in what might be termed multicode music making and are expanding their musical competences. In this article I consider the practical and cognitive implications of such an expanding of competences for music education at various levels. Combining…

  1. Pragmatism, Praxis, and Naturalism: The Importance for Music Education of Intentionality and Consummatory Experience in Musical Praxes

    Science.gov (United States)

    Regelski, Thomas A.

    2017-01-01

    The overlapping of pragmatic philosophy and the Aristotelian concept of praxis is explored with application to music and music education. John Dewey's philosophy of "Art as Experience" is contrasted with tacit aesthetic assumptions about music that music teachers often hold as a result of the aesthetic meme inherited from their…

  2. Musical Aptitude Is Associated with AVPR1A-Haplotypes

    Science.gov (United States)

    Ukkola, Liisa T.; Onkamo, Päivi; Raijas, Pirre; Karma, Kai; Järvelä, Irma

    2009-01-01

    Artistic creativity forms the basis of music culture and music industry. Composing, improvising and arranging music are complex creative functions of the human brain, which biological value remains unknown. We hypothesized that practicing music is social communication that needs musical aptitude and even creativity in music. In order to understand the neurobiological basis of music in human evolution and communication we analyzed polymorphisms of the arginine vasopressin receptor 1A (AVPR1A), serotonin transporter (SLC6A4), catecol-O-methyltranferase (COMT), dopamin receptor D2 (DRD2) and tyrosine hydroxylase 1 (TPH1), genes associated with social bonding and cognitive functions in 19 Finnish families (n = 343 members) with professional musicians and/or active amateurs. All family members were tested for musical aptitude using the auditory structuring ability test (Karma Music test; KMT) and Carl Seashores tests for pitch (SP) and for time (ST). Data on creativity in music (composing, improvising and/or arranging music) was surveyed using a web-based questionnaire. Here we show for the first time that creative functions in music have a strong genetic component (h2 = .84; composing h2 = .40; arranging h2 = .46; improvising h2 = .62) in Finnish multigenerational families. We also show that high music test scores are significantly associated with creative functions in music (pmusic test scores (COMB) (p = 0.0056; corrected p = 0.0006). AVPR1A haplotype AVR+RS1 further suggested a positive association with ST (p = 0.0038; corrected p = 0.00184) and COMB (p = 0.0083; corrected p = 0.0040) using haplotype-based association test HBAT. The results suggest that the neurobiology of music perception and production is likely to be related to the pathways affecting intrinsic attachment behavior. PMID:19461995

  3. Musical aptitude is associated with AVPR1A-haplotypes.

    Science.gov (United States)

    Ukkola, Liisa T; Onkamo, Päivi; Raijas, Pirre; Karma, Kai; Järvelä, Irma

    2009-05-20

    Artistic creativity forms the basis of music culture and music industry. Composing, improvising and arranging music are complex creative functions of the human brain, which biological value remains unknown. We hypothesized that practicing music is social communication that needs musical aptitude and even creativity in music. In order to understand the neurobiological basis of music in human evolution and communication we analyzed polymorphisms of the arginine vasopressin receptor 1A (AVPR1A), serotonin transporter (SLC6A4), catecol-O-methyltranferase (COMT), dopamin receptor D2 (DRD2) and tyrosine hydroxylase 1 (TPH1), genes associated with social bonding and cognitive functions in 19 Finnish families (n = 343 members) with professional musicians and/or active amateurs. All family members were tested for musical aptitude using the auditory structuring ability test (Karma Music test; KMT) and Carl Seashores tests for pitch (SP) and for time (ST). Data on creativity in music (composing, improvising and/or arranging music) was surveyed using a web-based questionnaire. Here we show for the first time that creative functions in music have a strong genetic component (h(2) = .84; composing h(2) = .40; arranging h(2) = .46; improvising h(2) = .62) in Finnish multigenerational families. We also show that high music test scores are significantly associated with creative functions in music (pmusic test scores (COMB) (p = 0.0056; corrected p = 0.0006). AVPR1A haplotype AVR+RS1 further suggested a positive association with ST (p = 0.0038; corrected p = 0.00184) and COMB (p = 0.0083; corrected p = 0.0040) using haplotype-based association test HBAT. The results suggest that the neurobiology of music perception and production is likely to be related to the pathways affecting intrinsic attachment behavior.

  4. Education: 15. The Principles of Artistry in Musical Education

    Directory of Open Access Journals (Sweden)

    Morari Marina

    2018-03-01

    Full Text Available The phenomenon is related to the unsafe world of feelings and brings together all meanings and cultural values. The performance of an artistic phenomenon is not possible without object-subjective relations, only in the frame of such kind of relations there can be established a cultural and spiritual communication, edification of the receptor. In the artistic phenomenon study, are known several approaches, which generate its understanding in several stages. The musical and artistic activity of the human being, as well as the product of this activity, can become determinant causes in education. The production of musical education depends on human skills and their degree of development. In all artistic activities - creation, interpretation, and reception - the "ordinary human being" valorises his own spiritual and artistic skills in order to contact directly with art. This article explores the conception of Tudor Vianu on the artistry, especially the analysis of the factors that determine the appearance of artistic phenomena and features of an artist The principles of artistry are deduced in education from the features of the artistic structure: the intuitiveness, the psychic depth of the empathies, the creative fantasy and the expressive power In the process of musical education, in pupil's personality that experience is formed that empathy, which cannot be acquired via contact with other phenomena / things. The understanding of the musical and artistic phenomena, in its totality, depends mostly on respecting a set of conditions. Applying the principles of artistry in musical education can ensure the joining of art with other human activities and the pre-eminence of art in everyone’s culture and life.

  5. Preparing the Successful Urban Music Educator: The Need for Preservice and In-Service Development

    Science.gov (United States)

    Anderson, Steven Armon; Denson, Gregory Lamar

    2015-01-01

    The January 1970 Music Educators Journal's "Special Report: Facing the Music in Urban Education" included the article "Recommendations for Teacher Education Programs." This article contained seven recommendations to prepare successful future urban music educators. As two urban music educators, we examine how "MEJ"…

  6. Music Education through Popular Music Festivals: A Study of the "OM Music Festival" in Ontario, Canada

    Science.gov (United States)

    Snell, Karen

    2005-01-01

    Most people think of the teaching and learning of music as taking place in formal, institutional contexts like schools and universities. This study looks at the transmission of music teaching and learning that takes place in a more informal, musical environment, namely at a "popular music festival." In particular, it discusses the OM…

  7. Predicting Undergraduate Music Education Majors' Collegiate Achievement

    Science.gov (United States)

    Rohwer, Debbie

    2012-01-01

    In order for teachers to guide students in their preparation to be music majors, it would be useful to know those musical components that best predict overall collegiate success. The purpose of this study was to measure the relationship of predictor variables (Lessons, Music History, Music Theory, and Piano) to collegiate grade point average (GPA)…

  8. A Worthy Function for Music in Education

    Science.gov (United States)

    Walker, Robert

    2005-01-01

    The evidence from many sources is unambiguous in that music is one of the most important elements in the life of all humans. Most people listen to music as opposed to performing music. Although there are societies where everyone participates in singing and dancing, music is mostly performed by a small elite often for the pleasure and enjoyment of…

  9. A Response to Commentaries on "Music Matters: A Philosophy of Music Education," Second Edition (2015)

    Science.gov (United States)

    Elliott, David J.; Silverman, Marissa

    2015-01-01

    This essay responds to five commentaries on "Music Matters: A Philosophy of Music Education," 2nd edition (2015). Because each author provides a substantial discussion of different aspects of the book, this essay does not attempt to address all points. Instead, we reflect on selected aspects of each scholar's critique.

  10. Wellbeing in the Classroom: How an Evolutionary Perspective on Human Musicality Can Inform Music Education

    Science.gov (United States)

    Maury, Susan; Rickard, Nikki

    2016-01-01

    Group singing is a common feature of classroom-based music education, and has often been proposed to have benefits that extend beyond acquisition of music skills, primarily in academic achievement. However, potential social and emotional well-being benefits have been under-represented in these discussions. This article proposes that an…

  11. Music Teachers' Personal Concepts: Qualitative Classroom Research in Music Education

    Directory of Open Access Journals (Sweden)

    Anne Niessen

    2008-01-01

    Full Text Available How do music teachers reflect on planning and performing school lessons? How do their experiences influence their teaching arrangements? In a qualitative research project the author uses the "Individualkonzept" (personal concept to explore what music teachers think while planning music lessons. In addition, the relationship between personal concepts and biographical experiences is investigated. In accordance with grounded theory methodology, interviews with teachers were analyzed first at the level of the single interviews; followed by developing a grounded theory about the music teachers' personal concepts and their embedding in biography. In doing so an integrative pattern emerged unfolding in time as a learning process. Results of the research suggest finding forms of in-service-training for teachers that will allow them to foster a self-conscious acquaintance with their own biographical background. URN: urn:nbn:de:0114-fqs080178

  12. The teaching of music history in Japanese music education

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    Midori Sonoda

    2014-05-01

    Full Text Available One of the leading institutions in the field of musicology in Japan is the one hosted by “Tokyo University of the Arts” (previously Tokyo National University of Fine Arts and Music. The musicology course, started in 1949, was, and still is, the main promoter of music history teaching in the Japanese university system. A reflection on the over 60 years of its existence, which has been characterized by the fortunate coexistence of musicology students and students of ‘practical’ musical courses, might contribute to raise awareness among European musicologists about the pedagogic-didactic task that is expected of them in the current situation of Western musical culture.

  13. "Two Souls, Alas, Reside within My Breast": Reflections on German and American Music Education Regarding the Internationalization of Music Education

    Science.gov (United States)

    Kertz-Welzel, Alexandra

    2013-01-01

    In recent years, the internationalization of music education has become an important topic. Scholars of various research traditions try to find the best solutions for problems in music education theory and practice by taking a look at what other countries do. English as common language seems to facilitate this recent development. However, in spite…

  14. Thai Pre-Service Music Educators and Their Future in Music Education and Its Role in Society

    Science.gov (United States)

    Williams, Lindsey R.; Trakarnrung, Somchai

    2016-01-01

    The purpose of this investigation was to acquire a better understanding of the decision-making process of Thai pre-service music education students and their expectations of their post-graduation professional activities. Demographic data was gathered as well as self-reported participant influences regarding choosing to major in music education. A…

  15. The Use of Music Technologies in Field Education Courses and Daily Lives of Music Education Department Students (Sample of Atatürk University)

    Science.gov (United States)

    Parasiz, Gökalp

    2018-01-01

    Technology-oriented tools/devices have long been an indispensable part of music as well as music education for many years. It is of great importance in music education for students and teachers and the future of music to follow closely and use the technological developments in the present age in which technology directs the future. The aim of this…

  16. Music education and musicians: Expectations, course and outcomes

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    Bogunović Blanka

    2012-01-01

    Full Text Available Considering the long-term talent development, from the moment of its recognition to the moment when an adult is confronted with the necessity of integration in the professional music and life streams, we wonder whether education satisfies the needs of talents and provides, in the long run, the necessary knowledge and skills. The aim of this research was to investigate: (1 the initial motivation for learning music and expectations from music education; (2 the course of development of young musicians (the degree of self-actualisation, developmental perspectives, evaluation of music education and (3 outcomes of music education and development of the professional career. The sample (N=487 consisted of five subsamples: music kindergarten pupils, students of primary music schools, students of secondary music schools, university students of music and teachers at music schools and universities. The paper analyses psychological, educational and professional aspects of education of musically gifted pupils and students, as well as music teachers in five successive age groups. The results indicate that with an increase in age there is a considerable increase in the variety and scope of expectations and a higher aspiration towards personal, educational and professional lifelong improvement, while, at the same time, there is a considerable decrease in the level of fulfilment of expectations and the level of assessment of self-actualisation. This is indicative of a continuously present feeling of “hidden underachievement” in the group of (relatively successful young musicians and professionals. Analysis of respondents’ answers points out to the existence of still traditional system of music education, which lacks flexibility and innovation and fails to provide a sufficient level of transferable knowledge and skills. The findings point out to a whole cluster of controversies demanding further reconsideration and (redesigning of the curriculum of (high

  17. The Effects of Music Composition as a Classroom Activity on Engagement in Music Education and Academic and Music Achievement: A Quasi-Experimental Study

    Science.gov (United States)

    Hogenes, Michel; van Oers, Bert; Diekstra, René F. W.; Sklad, Marcin

    2016-01-01

    The present study aims to contribute to the understanding of the effects of music education, in particular music composition as a classroom activity for fifth- and sixth-graders. The intervention (experimental condition) focused on a three-step-model for music composition, based on the Cultural Historical Activity Theory of education, and has been…

  18. Turn Off the Music! Music Impairs Visual Associative Memory Performance in Older Adults

    Science.gov (United States)

    Reaves, Sarah; Graham, Brittany; Grahn, Jessica; Rabannifard, Parissa; Duarte, Audrey

    2016-01-01

    Purpose of the Study: Whether we are explicitly listening to it or not, music is prevalent in our environment. Surprisingly, little is known about the effect of environmental music on concurrent cognitive functioning and whether young and older adults are differentially affected by music. Here, we investigated the impact of background music on a concurrent paired associate learning task in healthy young and older adults. Design and Methods: Young and older adults listened to music or to silence while simultaneously studying face–name pairs. Participants’ memory for the pairs was then tested while listening to either the same or different music. Participants also made subjective ratings about how distracting they found each song to be. Results: Despite the fact that all participants rated music as more distracting to their performance than silence, only older adults’ associative memory performance was impaired by music. These results are most consistent with the theory that older adults’ failure to inhibit processing of distracting task-irrelevant information, in this case background music, contributes to their memory impairments. Implications: These data have important practical implications for older adults’ ability to perform cognitively demanding tasks even in what many consider to be an unobtrusive environment. PMID:26035876

  19. Turn Off the Music! Music Impairs Visual Associative Memory Performance in Older Adults.

    Science.gov (United States)

    Reaves, Sarah; Graham, Brittany; Grahn, Jessica; Rabannifard, Parissa; Duarte, Audrey

    2016-06-01

    Whether we are explicitly listening to it or not, music is prevalent in our environment. Surprisingly, little is known about the effect of environmental music on concurrent cognitive functioning and whether young and older adults are differentially affected by music. Here, we investigated the impact of background music on a concurrent paired associate learning task in healthy young and older adults. Young and older adults listened to music or to silence while simultaneously studying face-name pairs. Participants' memory for the pairs was then tested while listening to either the same or different music. Participants also made subjective ratings about how distracting they found each song to be. Despite the fact that all participants rated music as more distracting to their performance than silence, only older adults' associative memory performance was impaired by music. These results are most consistent with the theory that older adults' failure to inhibit processing of distracting task-irrelevant information, in this case background music, contributes to their memory impairments. These data have important practical implications for older adults' ability to perform cognitively demanding tasks even in what many consider to be an unobtrusive environment. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  20. Is The Healing Force Of Music Far Away From The Undergraduate Music Education Students?

    OpenAIRE

    Erol Demirbatir; Nuran Bayram; Nazan Bilgel

    2012-01-01

    Depression, anxiety and stress are common among undergraduate students and a world-wide phenomenon. In this study we wanted to assess depression, anxiety and stress levels as well as burnout and vigor among undergraduate music education students in one Turkish university and compare the results with the results of medical students from the same institution. We collected data from 160 music education and 928 medical students by self reporting using DASS-42 (Depression-Anxiety-Stress Scale-42),...

  1. MUSIC TEACHERS’ EDUCATIONAL IMPROVISATION AS AN IMPORTANT INDICATOR OF THEIR PROFESSIONALISM

    Directory of Open Access Journals (Sweden)

    Volodymyr Smyrenskyi

    2017-04-01

    Full Text Available The article deals with music teachers’ creative activity in comprehensive school, where they solve a number of both typical and creative tasks encountered while working with students. The teacher should design the result in accordance with the lesson plan, analyze the situation and find ways to achieve the goal, critically evaluate the data and pose a new task. In the real process of musical and aesthetic education and upbringing teacher’s work has a predetermined character, and even small unintended deviations from the lesson plan that are very difficult for them. The multifactor, rapidly changing circumstances of the development of the musical and educational process and the teachers’ creative abilities often lead to various, sometimes unpredictable situations of educational and musical communication and unexpected appearing of a new, more constructive option that arises directly in the lesson. In such circumstances the music teacher must be ready for the prompt resolution of contradictions, which appear suddenly, with the help of intuition based on the acquired experience of creative activity. This solution of contradictions is considered to be pedagogical improvisation. The music teacher’s pedagogical improvisation is the most important indicator of his/her professionalism. The main purpose of the article is to define the essence of the concept “a music teacher’s pedagogical improvisation”. The author reveals the criteria for the effectiveness of pedagogical improvisation, determines its functions and types. Specificity of a music teacher’s pedagogical improvisation is a free association of various types of musical performance and lecture activities. The pedagogical condition for using pedagogical improvisation by a teacher is a set of improvisational skills, which ensure the efficiency of searching for an operative adoption of a pedagogical decision that is adequate to the unexpected situation of educational and musical

  2. Inclusive Education Policy in the Hong Kong Primary Music Classroom

    Science.gov (United States)

    Wong, Marina Wai-yee; Chik, Maria Pik-yuk

    2016-01-01

    An education reform policy and inclusive education policy have been implemented in Hong Kong for over a decade. As more students with special educational needs have entered the mainstream education system under these policies, Hong Kong's primary music classrooms offer a site where three policies interact--the education reform policy entitled…

  3. Educational Quality in Music Teacher Education: Components of a Foundation for Research

    Science.gov (United States)

    Johansen, Geir

    2007-01-01

    Increasing demands for educational quality in higher education affect both higher music education and music teacher education. A theoretical framework is needed if we are to question what is meant by "educational quality" in the latter. To establish programs for quality development and assessment requires basic subject-specific research on the…

  4. Educational Quality in Music Teacher Education: A Modern Project within a Condition of Late Modernity?

    Science.gov (United States)

    Johansen, Geir

    2008-01-01

    Educational quality is a central issue in higher education and music teacher education. In this article, the author discusses problems concerning the development of and research into quality in music teacher education in Western societies' contemporary socio-cultural dynamics. He begins with a presentation of the concept of educational quality,…

  5. Re-Setting Music Education's "Default Settings"

    Science.gov (United States)

    Regelski, Thomas A.

    2013-01-01

    This paper explores the effects and problems of one highly influential default setting of the "normal style template" of music education and proposes some alternatives. These do not require abandoning all traditional templates for school music. But re-setting the default settings does depend on reconsidering the promised function of…

  6. Community Music Knowledge Exchange Research in Scottish Higher Education

    Science.gov (United States)

    Moran, Nikki; Loening, Gica

    2011-01-01

    This article examines the usefulness of Knowledge Exchange (KE) funding streams for higher education community music research projects, with a case study of one particular project that took place between February and April 2010. The project was funded via a KE stream, linking University researchers with a well-established community music charity…

  7. Perceptions of Jazz Improvisation among Pennsylvania Music Educators

    Science.gov (United States)

    Rummel, Jason Robert

    2010-01-01

    Jazz education has been a part of school music programs in the United States in both extracurricular and curricular settings since the 1920's. An enormous growth in the popularity of stage bands and jazz ensembles was experienced between the 1940's and 1980's resulting in a vibrant, widespread acceptance of jazz in the music curriculum (Luty,…

  8. Educational Affordances and Learning Design in Music Software Development

    Science.gov (United States)

    Cheng, Lee; Leong, Samuel

    2017-01-01

    Although music software has become increasingly affordable and widely adopted in today's classrooms, concerns have been raised about a lack of consideration for users' needs during the software development process. This paper examines intra- and inter-sectoral communication pertaining to software development and music education to shed light on…

  9. Towards an Epistemology of Authenticity in Higher Popular Music Education

    Science.gov (United States)

    Parkinson, Tom; Smith, Gareth Dylan

    2015-01-01

    Popular music education is becoming firmly established as an academic field, in the UK and internationally. In order to help ensure that scholarship and practice within the field develop in reflexive and ethical ways appropriate to particular traditions, musics, people and institutional contexts, the authors advocate a discursive and iterative…

  10. Six Functions of Conducting: A New Foundation for Music Educators

    Science.gov (United States)

    Gumm, Alan J.

    2012-01-01

    This article poses six functions of conducting as a new foundation for music educators. Two traditional functions focus on music: the mechanical precision function indicates beat, tempo, meter, rhythm, cues, entrances and cutoff releases, and the expressive function indicates dynamics and other expressive characteristics interpreted in a score.…

  11. Potential Contributions of Music Education to Peacebuilding: Curricular Concerns

    Science.gov (United States)

    Sandoval, Elaine

    2016-01-01

    This article examines the potential role of music education in peacebuilding, specifically concentrating on issues of structural, indirect violence often unwittingly perpetuated through Eurocentric music curricula. I point out that such violence occurs not only in curricula that represent only European classical traditions, but moreover in…

  12. Understanding music’s therapeutic efficacy: Implications for music education

    Directory of Open Access Journals (Sweden)

    Diane Thram

    2014-11-01

    Full Text Available In the current era of electronic domination of human experience, be it via cell phone and/or computer addiction, or the ubiquitous television, actual participation in music- making is less and less common for the average person, child or adult. Passive participation through listening is most often cited by people as their major experience with music in their lives. When asked if listening has therapeutic effects, it is rare for anyone to respond in the negative. Likewise, for performers/active participants in music- making, be it solitary or as part of a group, invariably an enhanced sense of well-being from the act of making music is reported. This paper addresses therapeutic aspects of musical participation (singing, clapping, playing an instrument, dancing, listening by providing a historical overview (12th c to present of attitudes toward music’s therapeutic effects. It argues that music exists through the interaction of our biological capacity to make music with our cultural circumstances. How individuals benefit in all aspects their being – physical, mental and emotional – from engaging in the act of making music is illustrated with examples from field research in southern Africa. Finally implications for Music Education are explored which emphasize how more comprehensive integration of music into the curriculum can serve as an antidote to the increasing isolation and alienation of modern life.

  13. Music, Music Education, and Institutional Ideology: A Praxial Philosophy of Musical Sociality

    Science.gov (United States)

    Regelski, Thomas A.

    2016-01-01

    Music is a human action (praxis), guided by intentionality, that embodies sociality. The many significant "social" values of music, however, get lost in high-minded but faulty claims that music's essential value is to promote aesthetic experience. A survey of some basic aesthetic premises demonstrates that claims for "proper"…

  14. Musics of "The Other": Creating Musical Identities and Overcoming Cultural Boundaries in Australian Music Education

    Science.gov (United States)

    Cain, Melissa

    2015-01-01

    The binary opposition between "own music" and "other's music" is the "result of deep conditioning" (Drummond, 2010, p. 118) and is almost impossible to overcome. By exploring the underlying constructs that influence students' and teachers' perceptions of minority cultures and their musics, this paper explores the…

  15. MUSIC EDUCATION AND MUSICAL ACTIVITIES IN LAGOS: THEN ...

    African Journals Online (AJOL)

    This article is a historical excursion into the musical activities in Lagos from around ... development in virtually all areas of life; political, religious, social and .... children' As an example, the cited a song composed on the occasion of the victory ..... missionaries surfaced in the church when the Pan-Africanist movement became.

  16. Eduquemos con Musica (Let's Educate with Music).

    Science.gov (United States)

    Leiva, Raquel Ojeda

    This elementary and preschool music textbook is designed to reflect Latin America and Caribbean Island cultures and to be useful in both school classrooms and in teacher training courses. Short, easy to learn songs, illustrated pages, and 10 musical games are combined to teach musical forms, rhythm, auditory discrimination, language usage, motor…

  17. A music educational environment for preschoolers

    NARCIS (Netherlands)

    Jansen, A.E.; van Dijk, Elisabeth M.A.G.; Retra, J.

    2008-01-01

    This paper describes the design and evaluation of an interactive computer environment that envisions to contribute to young children's musical learning. The intent is to stimulate the child's inherent musical abilities by engaging the child in active musical interaction with the environment. The

  18. Max Roach's Adventures in Higher Music Education.

    Science.gov (United States)

    Hentoff, Nat

    1980-01-01

    Max Roach and the author discuss Roach's efforts to gain recognition of the complexity and importance of American musical forms, particularly jazz, by American university music departments. In addition, Roach describes his approach to marketing his music, an approach which avoids the economic exploitation often suffered by American jazz musicians.…

  19. Music Education Intervention Improves Vocal Emotion Recognition

    Science.gov (United States)

    Mualem, Orit; Lavidor, Michal

    2015-01-01

    The current study is an interdisciplinary examination of the interplay among music, language, and emotions. It consisted of two experiments designed to investigate the relationship between musical abilities and vocal emotional recognition. In experiment 1 (N = 24), we compared the influence of two short-term intervention programs--music and…

  20. Musical Education in Kazan in 1917-1960: Periodization Problem

    Directory of Open Access Journals (Sweden)

    Liliya Faritovna Nuriyeva

    2017-12-01

    Full Text Available This article is devoted to justification of a periodization in music history education in Kazan and TACCP from revolutionary events of 1917 to foundation of high special music school at the Kazan State Conservatory in 1960. The research implements historical & genetic and historical & comparative methods. Justification of specifics of historical and cultural processes in the region during the declared period and about applicability of a three-part periodization, the bases for which will be cultures of the decision of the political and party management, external for the sphere, is presented. Characteristic of Kazan was the fact that till 1960 the musical school was the only educational institution in TASSR providing secondary vocational music education. Conclusions are drawn that formation of new system of musical education began at the beginning of the 20th century, and local features were considered fully. The policy for the non-Russian population pursued by the Soviet power promoted further development of music education. The conducted research also showed that in Kazan synthesis of capital cultural tradition and regional features was carried out. Materials of article can be of interest to researchers of the USSR during the specified period, experts in history and culture of the Volga region people and history of music education in Eastern Europe.

  1. Missouri Journal of Research in Music Education, Volume II, Number 5.

    Science.gov (United States)

    Hilton, Lewis B., Ed.

    1971-01-01

    The six articles presented in this journal are: I. Research in Action: The Transfer of Research in Music and Music Education into the Classroom by Jack R. Stephenson; II. Programmed Instruction and Music Education by Douglas L. Turpin; III. Music Education and the Blind by Joan Thief Gagnepain; IV. Improved Teaching Through the Use of the…

  2. Evaluating Graduate Education and Transcending Biases in Music Teachers' Professional Development

    Science.gov (United States)

    Laor, Lia

    2015-01-01

    Research concerning professional development and its contribution to the formation of professional identity is prevalent in both general and music education. However, its implications for music educators in the context of graduate programs for music education are seldom discussed. This mixed-methods case study examined experienced music teachers'…

  3. A Transcultural Theory of Thinking for Instrumental Music Education: Philosophical Insights from Confucius and Dewey

    Science.gov (United States)

    Tan, Leonard

    2016-01-01

    In music education, thinking is often construed in terms of acquiring conceptual knowledge of musical elements. Research has found, however, that instrumental music educators have largely neglected conceptual teaching and learning. This begs the following questions: What is the nature of thinking in instrumental music education? How should…

  4. Intercultural Approaches and "Diversified Normality" in Music Teacher Education: Reflections from Two Angles

    Science.gov (United States)

    Carson, Charles; Westvall, Maria

    2016-01-01

    In this article we argue for sustained and contextualized exposure to a variety of musics as a valuable means of developing intercultural approaches in music education as well as in teacher education, approaches which integrate more norm-critical perspectives. Musical diversity in music education concerns issues of participation, citizenship and…

  5. Music Technology-Mediated Teaching and Learning Approach for Music Education: A Case Study from an Elementary School in South Korea

    Science.gov (United States)

    Kim, Eunjin

    2013-01-01

    This study aims to show how music technology mediated (or music software mediated) music teaching and learning can provide an effective pedagogy in music education. It also seeks to demonstrate that music technology mediated teaching is in accordance with socio-educational trends for both postmodern values and IT mediated learning. The new…

  6. Musical aptitude is associated with AVPR1A-haplotypes.

    Directory of Open Access Journals (Sweden)

    Liisa T Ukkola

    Full Text Available Artistic creativity forms the basis of music culture and music industry. Composing, improvising and arranging music are complex creative functions of the human brain, which biological value remains unknown. We hypothesized that practicing music is social communication that needs musical aptitude and even creativity in music. In order to understand the neurobiological basis of music in human evolution and communication we analyzed polymorphisms of the arginine vasopressin receptor 1A (AVPR1A, serotonin transporter (SLC6A4, catecol-O-methyltranferase (COMT, dopamin receptor D2 (DRD2 and tyrosine hydroxylase 1 (TPH1, genes associated with social bonding and cognitive functions in 19 Finnish families (n = 343 members with professional musicians and/or active amateurs. All family members were tested for musical aptitude using the auditory structuring ability test (Karma Music test; KMT and Carl Seashores tests for pitch (SP and for time (ST. Data on creativity in music (composing, improvising and/or arranging music was surveyed using a web-based questionnaire. Here we show for the first time that creative functions in music have a strong genetic component (h(2 = .84; composing h(2 = .40; arranging h(2 = .46; improvising h(2 = .62 in Finnish multigenerational families. We also show that high music test scores are significantly associated with creative functions in music (p<.0001. We discovered an overall haplotype association with AVPR1A gene (markers RS1 and RS3 and KMT (p = 0.0008; corrected p = 0.00002, SP (p = 0.0261; corrected p = 0.0072 and combined music test scores (COMB (p = 0.0056; corrected p = 0.0006. AVPR1A haplotype AVR+RS1 further suggested a positive association with ST (p = 0.0038; corrected p = 0.00184 and COMB (p = 0.0083; corrected p = 0.0040 using haplotype-based association test HBAT. The results suggest that the neurobiology of music perception and production is likely to be related to the pathways affecting intrinsic attachment

  7. A Descriptive Analysis of the Educational Perceptions, Professional Identity, and Professional Practices of Dual-Trained Music Therapists as Counselors.

    Science.gov (United States)

    Sevcik, Emily E; Jones, Jennifer D; Myers, Charles E

    2017-11-01

    Given the rise in music therapy master's programs that offer dual degrees in music therapy and counseling or programs that satisfy state mental health counseling licensure laws, the professional counseling field is playing an increased role in the advanced education and professional practices of music therapists. To identify factors that lead music therapists to pursue advanced education with an emphasis in professional counseling, perceptions about benefits and drawbacks for three advanced degree options (i.e., music therapy, counseling, and music therapy/counseling dual degree), and describe the professional practices and identity of dual-trained music therapists as counselors. A convenience sample of music therapists (n = 123) who held board certification, and held a master's degree or higher that emphasized professional counseling, completed an online survey. We used descriptive statistics to analyze categorical and numeric survey data. Eligibility for licensure as a professional counselor was the most important decisional factor in selecting a specific master's degree program. Respondents also reported favorable perceptions of the dual degree in music therapy and counseling. With regard to professional practice and identity, respondents reported high use of verbal processing techniques alongside music therapy interventions, and dual-trained music therapists retained their professional identity as a music therapist. The reported view of licensure in a related field as beneficial and frequent use of verbal processing techniques warrants future study into the role of counseling in the advanced training of music therapists. Given contradictory findings across studies, we recommend investigators also explore how a degree in a related field affects career longevity of music therapists. © the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

  8. An Education Politics of the Particular: Promises and Opportunities for the Quality of Higher Music Education

    Science.gov (United States)

    Johansen, Geir

    2009-01-01

    The tendency to construct grand narratives makes participants in education politics unaware of the particularities of marginalized fields such as music education. One prominent reason for this trend is the discrepancy between the values underpinning education politics and the values of higher music education. This article discusses this problem by…

  9. Education through music--the model of the Musikkindergarten Berlin.

    Science.gov (United States)

    Uibel, Stefanie

    2012-04-01

    In 2005, the pianist and conductor Daniel Barenboim initiated the Musikkindergarten Berlin as the first kindergarten in which music is not only used as an occasional add-on but as the central education medium for the child every day. The skills of specially trained kindergarten teachers combined with regular visits by professional musicians of the Staatskapelle Berlin (the Berlin State Opera orchestra) form the basis of a new educational concept, in which children experience music in all its different aspects and in its unique capability as a transfer medium into all the other educational areas. In this context, the method, the aim, and the experimental ground is not only education in or with music, but through music. This paper provides information and examples about first-hand experiences over the last six years. © 2012 New York Academy of Sciences.

  10. Where Do Teachers and Learners Stand in Music Education Research? A Multi-Voiced Call for a New Ethos of Music Education Research

    Science.gov (United States)

    Gouzouasis, Peter; Bakan, Danny; Ryu, Jee Yeon; Ballam, Helen; Murphy, David; Ihnatovych, Diana; Virag, Zoltan; Yanko, Matthew

    2014-01-01

    We offer a multi-voiced performance autoethnography where contemporary music education practices are informed and imbued with the voices of teachers and learners. By dialogically and musically engaging with the very people who live, make music, and engage with learners in music classrooms, we promote contemporary qualitative forms of research and…

  11. Leveraging the power of music to improve science education

    Science.gov (United States)

    Crowther, Gregory J.; McFadden, Tom; Fleming, Jean S.; Davis, Katie

    2016-01-01

    We assessed the impact of music videos with science-based lyrics on content knowledge and attitudes in a three-part experimental research study of over 1000 participants (mostly K-12 students). In Study A, 13 of 15 music videos were followed by statistically significant improvements on questions about material covered in the videos, while performance on 'bonus questions' not covered by the videos did not improve. Video-specific improvement was observed in both basic knowledge and genuine comprehension (levels 1 and 2 of Bloom's taxonomy, respectively) and after both lyrics-only and visually rich versions of some videos. In Study B, musical versions of additional science videos were not superior to non-musical ones in their immediate impact on content knowledge, though musical versions were significantly more enjoyable. In Study C, a non-musical video on fossils elicited greater immediate test improvement than the musical version ('Fossil Rock Anthem'); however, viewers of the music video enjoyed a modest advantage on a delayed post-test administered 28 days later. Music video viewers more frequently rated their video as 'fun', and seemed more likely to revisit and/or share the video. Our findings contribute to a broader dialogue on promising new pedagogical strategies in science education.

  12. Explaining the Association between Music Training and Reading in Adults

    Science.gov (United States)

    Swaminathan, Swathi; Schellenberg, E. Glenn; Venkatesan, Kirthika

    2018-01-01

    We sought to clarify whether the positive association between music lessons and reading ability is explained better by shared resources for processing pitch and temporal information, or by general cognitive abilities. Participants were native and nonnative speakers of English with varying levels of music training. We measured reading ability…

  13. Music plus Music Integration: A Model for Music Education Policy Reform That Reflects the Evolution and Success of Arts Integration Practices in 21st Century American Public Schools

    Science.gov (United States)

    Scripp, Lawrence; Gilbert, Josh

    2016-01-01

    This article explores the special case of integrative teaching and learning in music as a model for 21st century music education policy reform based on the principles that have evolved out of arts integration research and practices over the past century and informed by the recent rising tide of evidence of music's impact on brain capacity and…

  14. The effects of music composition as a classroom activity on engagement in music education and academic and music achievement: A quasi-experimental study

    NARCIS (Netherlands)

    Hogenes, M.; van Oers, B.; Diekstra, R.; Sklad, M.

    2015-01-01

    The present study aims to contribute to the understanding of the effects of music education, in particular music composition as a classroom activity for fifth- and sixth-graders. The intervention (experimental condition) focused on a three-step-model for music composition, based on the Cultural

  15. Deepening Inquiry: What Processes of Making Music Can Teach Us about Creativity and Ontology for Inquiry Based Science Education

    Science.gov (United States)

    Gershon, Walter S.; Oded, Ben-Horin

    2014-01-01

    Drawing from their respective work at the intersection of music and science, the coauthors argue that engaging in processes of making music can help students more deeply engage in the kinds of creativity associated with inquiry based science education (IBSE) and scientists better convey their ideas to others. Of equal importance, the processes of…

  16. Analyzing Musical Self-Esteem and Performance Anxiety Levels of Students Receiving Professional Music Education at Different Institutions in Turkey

    Science.gov (United States)

    Otacioglu, Sena Gürsen

    2016-01-01

    The study was conducted to establish which variables cause the interrelations between musical self-esteem and performance-anxiety levels of students receiving professional music education at different institutions to vary. In relation to this framework, "musical self-esteem" and "performance anxiety" scores of students…

  17. MUSIC EDUCATION AND TASTE FORMING OF CLASSICAL MUSIC STYLE: CASE STUDY IN CULTURAL INSTITUTIONKARTA PUSTAKA YOGYAKARTA INDONESIA

    Directory of Open Access Journals (Sweden)

    Inggit Sitowati

    2014-06-01

    Full Text Available Karta Pustaka is one of the cultural institutions in Yogyakarta, which has a classical music concert program. The purpose of this study is to describe the history of Karta Pustaka and organizing classical music concerts, the concert format, and its role in supporting classical music education in Yogyakarta. The method used in this study is qualitative research with historical and musicological approach.The data are collected by using interviews, documents and observations. Data were analyzed using qualitative descriptions technicians. The results showed that Karta Pustaka as cultural institution has become a classical musicmedia which has a supporting role in classical music education in Yogyakarta. The classical music concert program and classical music workshop held by Karta Pustaka information and knowledge for the students and people of musical art in Yogyakarta. In addition Karta Pustaka also acts as a forming media and the development of consumer’s classical music tastes and styles in Yogyakarta.

  18. The transposition of musical knowledge in intellectual education

    Directory of Open Access Journals (Sweden)

    Carla Cuomo

    2014-05-01

    Full Text Available The construction of European citizenship in the era of complexity requires that the transmission of knowledge be directed towards an intellectual formation, that is, the ‘shaping’ of a critical mind, one that is able to problematize, and hence to discern. This can be achieved by educating towards comprehension. In facing this issue, musicologists ask themselves ‘what to teach’ and ‘how to teach’ it, in order to prepare students to the comprehension of music – these questions form the basis of music didactics as the science of ‘transposing’ savoir savant (learned knowledge into savoir enseigné (didactic knowledge. The paper proposes a model appraoch to music comprehension, through the didactic transposition of a piece by Claude Debussy, La cathédrale engloutie. The example is based on a strategy developed by musicological and methodological-didactic research, and focuses on the continuity among listening, music performance, and music history.

  19. E. Thayer Gaston: Leader in Scientific Thought on Music in Therapy and Education.

    Science.gov (United States)

    Johnson, Robert E.

    1981-01-01

    Analyzes the work of E. Thayer Gaston in terms of how it contributed to music therapy and music education. Through scholarship and research, Gaston synthesized ideas from many disciplines to formulate basic principles that are still relevant for music therapists and music educators who work with normal and abnormal individuals. (AM)

  20. Seven Steps to Heaven: Time and Tide in 21st Century Contemporary Music Higher Education

    Science.gov (United States)

    Mitchell, Annie K.

    2018-01-01

    Throughout the time of my teaching career, the tide has exposed changes in the nature of music, students and music education. This paper discusses teaching and learning in contemporary music at seven critical stages of 21st century music education: i) diverse types of undergraduate learners; ii) teaching traditional classical repertoire and skills…

  1. The Decline and Revival of Music Education in New South Wales Schools, 1920-1956

    Science.gov (United States)

    Chaseling, Marilyn; Boyd, William E.

    2014-01-01

    This paper overviews the decline and revival of music education in New South Wales schools from 1920 to 1956. Commencing with a focus on vocal music during the period up to 1932, a time of decline in music teaching, the paper examines initiatives introduced in 1933 to address shortcomings in music education, and the subsequent changes in…

  2. Music Teacher Education at a Liberal Arts College: Perspectives across Campus

    Science.gov (United States)

    Edgar, Scott N.

    2016-01-01

    In 2012, a committee at a small Midwestern liberal arts college, Lake Forest College, embarked on a journey to create a music education teacher licensure major. Drawing from narrative inquiry, this article reports how the dean of faculty, education department chair, music department chair, and assistant professor of music/music education…

  3. The Future of Music Education in Kenya: Implementation of Curriculum and Instructional Teaching Strategies

    Science.gov (United States)

    Mochere, Joyce M.

    2017-01-01

    This paper is an evaluation of the parameters of the concept of music curriculum that examines principles underlying the teaching and learning of music. The paper also discusses the practical nature of music education and the need for experiential learning. Music educators worldwide advocate for methods that allow for discovery learning and hence…

  4. After-school music educational activities as a part of professional training of future teacher

    Directory of Open Access Journals (Sweden)

    Iryna Lypa

    2017-03-01

    Full Text Available The article deals with the problem of preparing students for extracurricular musical andeducational activities in secondary school and highlighted ways of combining music andperformance and outreach for individual classes of musical subjects analyzed featuresbetween teachers and students in the development plan and the educational content of themusic and creative project.Key words: musical and educational activities, educational and creative musical project,tutoring, teacher-student collaboration.

  5. A Multilingual, Multicultural and Explanatory Music Education ...

    African Journals Online (AJOL)

    In this paper, a brief motivation for the use of H.E. Wiegand's theory of meta- .... formance of music, students have to understand the meaning of music terms in ..... Furthermore, they are "useful aids to travel abroad and communication in foreign.

  6. A History of Education in Music

    Science.gov (United States)

    Colwell, Richard

    2012-01-01

    Music has pervaded American history since the founding fathers sang hymns aboard the Mayflower. From that time until the present, music has been so embedded in U.S. society that it is experienced subconsciously in events and activities that are a part of daily life. Learning and instruction take place in the home, in churches, in the community,…

  7. Teaching Teachers: Methods and Experiences Used in Educating Doctoral Students to Prepare Preservice Music Educators

    Science.gov (United States)

    Kelly, Steven N.; VanWeelden, Kimberly

    2017-01-01

    This investigation addressed methods and experiences used to educate doctoral music education students to work as university college professors. Selected faculty representing every institution offering a Ph.D. in music education in the United States and Canada (N = 46) were sent an online questionnaire concerning (1) the extent respondents…

  8. What Is Music Therapy?

    Science.gov (United States)

    American Music Therapy Association Home Contact News Help/FAQ Members Only Login About Music Therapy & AMTA What is Music Therapy? Definition and ... is Music Therapy? Print Email Share What is Music Therapy What is Music Therapy? Music Therapy is ...

  9. An investigation of pimary music education in Victorian schools: a single case study

    OpenAIRE

    Cosaitis, Wei

    2017-01-01

    This phenomenological research has employed a qualitative case study approach and investigates what practices are required in successful music curriculum development and quality music teaching within and without the music classroom in state-supported (government) primary schools in Victoria, Australia. To contextualize the study, issues involving the history of music education in Victorian government primary schools, current national and state music curricula, particular music teaching approa...

  10. Music practice is associated with development of working memory during childhood and adolescence

    Directory of Open Access Journals (Sweden)

    Sissela eBergman Nutley

    2014-01-01

    Full Text Available Practicing a musical instrument is associated with cognitive benefits and structural brain changes in correlational and interventional trials; however the effect of musical training on cognition during childhood is still unclear. In this longitudinal study of child development we analyzed the association between musical practice and performance on reasoning, processing speed and working memory (WM during development. Subjects (n = 352 between the ages of 6 and 25 years participated in neuropsychological assessments and neuroimaging investigations (n = 64 on two or three occasions, two years apart. Mixed model regression showed that musical practice had an overall positive association with WM capacity (visuo-spatial WM, F = 4.59, p = 0.033, Verbal WM, F = 9.69, p = 0.002, processing speed, (F = 4.91, p = 0.027 and reasoning (Raven's progressive matrices, F = 28.34, p < 0.001 across all three time points, after correcting for the effect of parental education and other after school activities Music players also had larger gray matter volume in the temporo-occipital and insular cortex (p = 0.008, areas previously reported to be related to musical notation reading. The change in WM between the time points was proportional to the weekly hours spent on music practice for both WM tests (VSWM, β = 0.351, p = 0.003, Verbal WM, β = 0.261, p = 0.006 but this was not significant for reasoning ability (β = 0.021, p = 0.090. These effects remained when controlling for parental education and other afterschool activites. In conclusion, these results indicates that music practice positively affects WM development and support the importance of practice for the development of WM during childhood and adolescence.

  11. Music practice is associated with development of working memory during childhood and adolescence.

    Science.gov (United States)

    Bergman Nutley, Sissela; Darki, Fahimeh; Klingberg, Torkel

    2014-01-07

    Practicing a musical instrument is associated with cognitive benefits and structural brain changes in correlational and interventional trials; however, the effect of musical training on cognition during childhood is still unclear. In this longitudinal study of child development we analyzed the association between musical practice and performance on reasoning, processing speed and working memory (WM) during development. Subjects (n = 352) between the ages of 6 and 25 years participated in neuropsychological assessments and neuroimaging investigations (n = 64) on two or three occasions, 2 years apart. Mixed model regression showed that musical practice had an overall positive association with WM capacity (visuo-spatial WM, F = 4.59, p = 0.033, verbal WM, F = 9.69, p = 0.002), processing speed, (F = 4.91, p = 0.027) and reasoning (Raven's progressive matrices, F = 28.34, p effect of parental education and other after school activities. Music players also had larger gray matter volume in the temporo-occipital and insular cortex (p = 0.008), areas previously reported to be related to musical notation reading. The change in WM between the time points was proportional to the weekly hours spent on music practice for both WM tests (VSWM, β = 0.351, p = 0.003, verbal WM, β = 0.261, p = 0.006) but this was not significant for reasoning ability (β = 0.021, p = 0.090). These effects remained when controlling for parental education and other after school activities. In conclusion, these results indicate that music practice positively affects WM development and support the importance of practice for the development of WM during childhood and adolescence.

  12. Lessons from a Lifetime as a Music Educator. Grand Masters Series.

    Science.gov (United States)

    Burmeister, Clifton A.

    2001-01-01

    Focuses on Clifton Burmeister's experiences in music education, addressing his career and educational experiences. Highlights the trends he witnessed within music education. Believes that each generation of teachers must fight for music education and lists the problems that must be solved. (CMK)

  13. C-cards in Music Education

    DEFF Research Database (Denmark)

    Valente, Andrea; Lyon, Kirstin Catherine

    2005-01-01

    Music and Computer Science share a dual nature: theory and practice relate in complex ways, and seem to be equally central for learners; for this no standard teaching approach for children has yet emerged in either of these two areas. Computational cards is a tabletop game, where cards act...... of the card; if the action is to generate a sound, then the circuit will effectively became a music machine....

  14. Longitudinal analysis of music education on executive functions in primary school children

    NARCIS (Netherlands)

    Jaschke, A.C.; Honing, H.; Scherder, E.J.A.

    Background: Research on the effects of music education on cognitive abilities has generated increasing interest across the scientific community. Nonetheless, longitudinal studies investigating the effects of structured music education on cognitive sub-functions are still rare. Prime candidates for

  15. Music Education and the Earth Sciences

    Science.gov (United States)

    Beauregard, J. L.

    2011-12-01

    Capturing the interest of non-science majors in science classes can be very difficult, no matter what type of science course it is. At Berklee College of Music, this challenge is especially daunting, as all students are majoring in some type of music program. To engage the Berklee students, I am trying to link the material in Earth science courses to music. The connection between Earth science and music is made in several different ways within the curriculum of each class, with the main connection via a final project. For their projects, students can use any creative outlet (or a standard presentation) to illustrate a point related to the course. Many students have chosen to compose original music and perform it for the class. Some examples of their work will be presented. These original compositions allow students to relate course material to their own lives. Additionally, since many of these students will enter professional careers in the performance and recording industries, the potential exists for them to expose large audiences to the issues of Earth sciences through music.

  16. The Transformation of Music Education: A South African Case Study

    Science.gov (United States)

    de Villiers, Alethea

    2015-01-01

    In this paper I reflect on transformation in South African education policy, post-1994. The new curriculum for schools was underpinned by the democratic values of the constitution and was a time of renewal for music education. However, over time as the original curriculum documents were revised, the focus of promoting indigenous traditions was…

  17. Engaging Scottish Young Offenders in Education through Music and Art

    Science.gov (United States)

    Anderson, Kirstin; Overy, Katie

    2010-01-01

    This study examined music and art classes as a way to engage young offenders in education, and to see if such engagement had an effect on their further participation in education, self-esteem, self-control, behaviour and literacy skills. The arts are often discussed as being an inviting and safe method of entry for young offenders who may have had…

  18. Lessons from Elsewhere?: Comparative Music Education in Times of Globalization

    Science.gov (United States)

    Kertz-Welzel, Alexandra

    2015-01-01

    In recent years, comparative education and comparative music education became important fields of research. Due to globalization, but also to international student assessments, it is most common to compare the outcomes of entire school systems or specific subject areas. The main goal is to identify the most successful systems and their best…

  19. Contemporary Challenges in Learning and Teaching Folk Music in a Higher Education Context: A Case Study of Hua'er Music

    Science.gov (United States)

    Yang, Yang; Welch, Graham

    2014-01-01

    Literature reviews suggest that traditional approaches in folk music education are not necessarily compatible with the conventions of formal music education. Whilst many recent studies have tended to define these non-classical music learning contexts as "informal", the practice of folk transmission music appears to be much more complex…

  20. Chance Encounters: Rap Music as a Relational and Pedagogical Resource in Clinical Pastoral Education.

    Science.gov (United States)

    Gilmore, Jeremy

    2018-03-01

    Music has long been regarded as a valuable tool for educators. Over the last three decades, rap music has grown to become a global phenomenon. However, due to historical and cultural factors, rap music is often underutilized in Clinical Pastoral Education. This article discusses the social significance of rap music, highlights how rap music informed my supervision of a clinical pastoral education student, and examines Chance the Rapper's mixtape Coloring Book as a case study on the utilization of rap music as a relational and pedagogical resource in spiritual education.

  1. Low degree of formal education and musical experience predict degree of music-induced stress reduction in relatives and friends of patients: a single-center, randomized controlled trial.

    Science.gov (United States)

    Tilt, Alexandra C; Werner, Paul D; Brown, David F; Alam, Hassan B; Warshaw, Andrew L; Parry, Blair A; Jazbar, Brigita; Booker, Abigail; Stangenberg, Lars; Fricchione, Gregory L; Benson, Herbert; Lillemoe, Keith D; Conrad, Claudius

    2013-05-01

    To determine the factors that may predict music-induced relaxation in friends and family of patients in the emergency department. It remains unclear to date which demographic and experiential factors predict the effectiveness of music-induced relaxation. Furthermore, in-hospital stressors for friends and family of patients rather than patients themselves are underresearched and deserve in-depth investigation to improve this group's experience in health care environments. A total of 169 relatives and friends of patients in the emergency department-waiting area completed a series of questionnaires, including the Spielberger State-Trait Anxiety Inventory (STAI), the Music Experience Questionnaire (MEQ), and a demographic survey. They were then randomly assigned to either Case Group (1 hour in the waiting area with classical music in the background) or Control Group (1 hour with no music) before completing a second, identical copy of the STAI to measure change from baseline. Data were analyzed for associations between music intervention, change in STAI scores, MEQ scores, and demographic characteristics. Participants who underwent the music intervention experienced a 9.8% decrease in overall mean State Anxiety, whereas those in the Control Group experienced no change over time (P = 0.001). Higher education significantly inversely correlated with the effectiveness of music intervention: participants with no formal education beyond high school showed a greater overall mean decrease in State Anxiety than those with a college education or beyond in response to classical music (P = 0.006). Furthermore, MEQ scores indicated that the Social Uplift scale (a measure of one's tendency to be uplifted in a group-oriented manner by music) was highly predictive of the effectiveness of music intervention. Music is an effective and inexpensive means of reducing anxiety in friends and family of patients, who are underresearched in medicine. Moreover, low educational attainment and

  2. Effects of Music on Physical Activity Rates of Junior High School Physical Education Students

    Science.gov (United States)

    Brewer, Lindsey; Barney, David C.; Prusak, Keven A.; Pennington, Todd

    2016-01-01

    Music is an everyday occurrence in a person's life. Music is heard in the workplace, in homes, and in the mall. Music can also be heard as a person exercises. Therefore, the purpose of this study was to examine the effects of music on junior high students (n = 305) step counts and time in activity in junior high school physical education classes.…

  3. Writing Trojan Horses and War Machines: The Creative Political in Music Education Research

    Science.gov (United States)

    Gould, Elizabeth

    2011-01-01

    North American music education is a commodity sold to pre-service and in-service music teachers. Like all mass-produced consumables, it is valuable to the extent that it is not creative, that is, to the extent that it is reproducible. This is demonstrated in curricular materials, notably general music series textbook and music scores available…

  4. Risky music-listening behaviors and associated health-risk behaviors

    NARCIS (Netherlands)

    I. Vogel (Ineke); P.M. van de Looij-Jansen (Petra); C.L. Mieloo (Cathelijne); A. Burdorf (Alex); F. de Waart (Frouwkje)

    2012-01-01

    textabstractOBJECTIVE: To examine, among adolescents and emerging adults attending inner-city lower education, associations between risky music-listening behaviors (from MP3 players and in discotheques and at pop concerts) and more traditional health-risk behaviors: substance use (cigarettes,

  5. Social Representations of the "Musical Child": An Empirical Investigation on Implicit Music Knowledge in Higher Teacher Education

    Science.gov (United States)

    Addessi, Anna Rita; Carugati, Felice

    2010-01-01

    This paper deals with an empirical study undertaken at the University of Bologna about the social representations of music held by university students studying to become teachers in nursery, kindergarten and primary education. An open questionnaire was submitted to the university students at the beginning and end of the music education teaching…

  6. Music as Engaging, Educational Matrix: Exploring the Case of Marginalised Students Attending an "Alternative" Music Industry School

    Science.gov (United States)

    Cleaver, David; Riddle, Stewart

    2014-01-01

    "Harmony High" is an alternative school where music functions as an educational magnet to attract marginalised students who have disengaged from the mainstream. Through an investigation of the student perspective, we discover that while acting as a magnet, music also becomes the educational matrix or "heart and soul" that helps…

  7. Musical Preference and Music Education: Musical Preferences of Turkish University Students and Their Levels in Genre Identification

    Science.gov (United States)

    Gürgen, Elif Tekin

    2016-01-01

    The aim of this study was to investigate if there is any relationship between musical preference, genre identification and frequency of listening to music genres, and whether musical training and gender played a role in these factors. A total of 205 college music and non-music majors recorded their preference for 13 music excerpts in popular,…

  8. The Impact of a Funded Research Program on Music Education Policy

    Science.gov (United States)

    Hodges, Donald A.; Luehrsen, Mary

    2010-01-01

    "Sounds of Learning: The Impact of Music Education" is a research program designed to allow researchers to examine the roles of music education in the lives of school-aged children to expand the understanding of music's role in a quality education. The NAMM Foundation, the sponsoring organization, has provided more than $1,000,000 to fund research…

  9. Music Education in the 21st Century in the United Kingdom: Achievements, Analysis and Aspirations

    Science.gov (United States)

    Hallam, Susan, Ed.; Creech, Andrea. Ed.

    2010-01-01

    The landscape of music education in the UK is constantly shifting and developing. This book provides a timely and unique overview of this restless sector by considering the achievements of music education, analysing its current performance and setting out aspirations for the future. "Music Education in the 21st Century in the United…

  10. Who's in the Mirror?: Issues Surrounding the Identity Construction of Music Educators

    Science.gov (United States)

    Roberts, Brian

    2004-01-01

    The article presents the text of a guest lecture delivered at Richland College in Dallas, Texas, in April 2003, by Brian A. Roberts, professor of music education at the Memorial University of Newfoundland. Speaking to an audience of music education students, he discusses his ongoing research of the identity construction of music educators (do they…

  11. Challenging Symbolic Violence and Hegemony in Music Education through Contemporary Pedagogical Approaches

    Science.gov (United States)

    Powell, Bryan; Smith, Gareth Dylan; D'Amore, Abigail

    2017-01-01

    Music education takes place in socio-political systems that institutionalise cultural hegemony and social stratification through perpetuating symbolically violent practices and unconscious assumptions regarding the purpose of music and music education in society. Education systems serve to perpetuate class divisions and structures, excluding the…

  12. Patterns of music agnosia associated with middle cerebral artery infarcts.

    Science.gov (United States)

    Ayotte, J; Peretz, I; Rousseau, I; Bard, C; Bojanowski, M

    2000-09-01

    The objective of the study is to evaluate if the rupture of an aneurysm located on the middle cerebral artery (MCA) results in disorders of music recognition. To this aim, 20 patients having undergone brain surgery for the clipping of a unilateral left (LBS), right (RBS) or bilateral (BBS) aneurysm(s) of the MCA and 20 neurologically intact control subjects (NC) were evaluated with a series of tests assessing most of the abilities involved in music recognition. In general, the study shows that a ruptured aneurysm on the MCA that is repaired by brain surgery is very likely to produce deficits in the auditory processing of music. The incidence of such a deficit was not only very high but also selective. The results show that the LBS group was more impaired than the NC group in all three tasks involving musical long-term memory. The study also uncovered two new cases of apperceptive agnosia for music. These two patients (N.R. and R.C.) were diagnosed as such because both exhibit a clear deficit in each of the three music memory tasks and both are impaired in all discrimination tests involving musical perception. Interestingly, the lesions overlap in the right superior temporal lobe and in the right insula, making the two new cases very similar to an earlier case report. Altogether, the results are also consistent with the view that apperceptive agnosia results from damage to right hemispheric structures while associative agnosia results from damage to the left hemisphere.

  13. Lifetime leisure music exposure associated with increased frequency of tinnitus.

    Science.gov (United States)

    Moore, David R; Zobay, Oliver; Mackinnon, Robert C; Whitmer, William M; Akeroyd, Michael A

    2017-04-01

    Tinnitus has been linked to noise exposure, a common form of which is listening to music as a leisure activity. The relationship between tinnitus and type and duration of music exposure is not well understood. We conducted an internet-based population study that asked participants questions about lifetime music exposure and hearing, and included a hearing test involving speech intelligibility in noise, the High Frequency Digit Triplets Test. 4950 people aged 17-75 years completed all questions and the hearing test. Results were analyzed using multinomial regression models. High exposure to leisure music, hearing difficulty, increasing age and workplace noise exposure were independently associated with increased tinnitus. Three forms of music exposure (pubs/clubs, concerts, personal music players) did not differ in their relationship to tinnitus. More males than females reported tinnitus. The objective measure of speech reception threshold had only a minimal relationship with tinnitus. Self-reported hearing difficulty was more strongly associated with tinnitus, but 76% of people reporting usual or constant tinnitus also reported little or no hearing difficulty. Overall, around 40% of participants of all ages reported never experiencing tinnitus, while 29% reported sometimes, usually or constantly experiencing tinnitus that lasted more than 5 min. Together, the results suggest that tinnitus is much more common than hearing loss, but that there is little association between the two, especially among the younger adults disproportionately sampled in this study. Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

  14. Music and 're-education' in the Soviet Gulag.

    Science.gov (United States)

    Klause, Inna

    2013-01-01

    After the October Revolution, the Bolsheviks announced a new human dimension of penal policy whose goal should be the so-called 're-education' of prisoners. The desired 're-education' was to be realised using two kinds of measures: the physical work of the prisoners, and 'cultural education work'. A varied musical life in groups, 'agitation brigades', ensembles, orchestras and choirs developed within the framework of the 'cultural education work'. Two camps responsible for building canals in the 1930s particularly adopted this musical life: Belbaltlag and Dmitlag. In the latter, a composition competition took place in 1936 in which, among others, the arrested composer Sergey Protopopov took part. Since the 1930s, the Gulag administration had publicised that the measures taken for 're-education' concerned primarily criminal prisoners, as opposed to 'political prisoners', who were labelled as foreign to socialist society. Although the 'cultural education work' would not have functioned as well as it did without the cooperation of 'political prisoners', since their participation did not fit into the prescribed ideology, they were often underappreciated or even completely concealed. The following is a depiction of the officially organised musical life in the Gulag in the 1920s and 1930s as a grey zone. Music making and listening represented not only a source of strength for the prisoners, but also brought about situations that meant physical and psychological torture for them.

  15. Music Education based on Competencies in Spain: Necessity or desire?

    Directory of Open Access Journals (Sweden)

    José Antonio Hernández-Bravo

    2014-09-01

    Full Text Available This paper is aimed at critically analyzing the implementation of a system based on competencies in the Spanish curriculum, more specifically in music education. Our current society, subject to vertiginous transformations, is demanding an effective educational response, as well as updated teaching and learning processes. In this context, this study has confirmed the need for both teachers and learners to acquire practical skills and to use active methodologies in the music field. Consequently, curricular contents will become of secondary importance and emphasis will be given to developing competencies that enable individuals to perform tasks and solve problems in real life situations. However, taking into account the importance still given to the traditional expository lecture approach, these changes raise questions about its viability in schools. Due to the inherent nature of music, working with competencies is more adequate in music than in other subjects, and, although its use is necessary to introduce students to music, reality is different than what is desired. The novelty of the topic and its practical implications make it a focus of interest for studies and reflections, like the one presented in this paper, in order to get a better understanding of this phenomenon and establish effective educational actions.

  16. The Self-Regulated Learning Model and Music Education

    Directory of Open Access Journals (Sweden)

    Maja Marijan

    2017-02-01

    Full Text Available Self-regulation and self-regulated learning (SRL are important features in music education. In this research self-regulated learning model is presented as a complex, multidimensional structure. SRL starts with the self-regulation. Self-regulation is formed through interaction with the environment, thus self-learning, self-analysis, self-judgment, self-instruction, and self-monitoring are the main functions in self-regulatory structure. Co-regulation is needed, and helps self-regulation to be activated and monitored. In music education, co-regulation refers to the instructions that teacher introduces in the lessons. These instructions have to enhance learning and develop regulation over emotions, cognitive, auditor, and motor skills in students. Learning techniques and learning strategies are core components in music education. Adapting those, students become aware of their learning processes, actions, thoughts, feelings and behaviors that are involved in learning. It is suggested that every teaching methodology has to develop learning techniques, as well as metamemory and metacognition in students, in order to gain expertise. The author has emphasized her attention to every aspect that is believed to belong to SRL. There are not many articles on the SRL in music education, written by musicians, in compare with those written by psychologists and neurologists,. Therefore, the author has suggested that this paper would encourage music teachers and performers to take an advantage in the research of SRL. These researches would help music educational systems and teachers to develop and promote learning techniques and strategies. The results would show improvement in student’s learning and self-regulation.

  17. Music

    OpenAIRE

    Deinert, Herbert

    2010-01-01

    The musical ending [of Goethe's Novelle] recalls the fascination with "music as metaphor", "the power of music", among recent and contemporary poets from Pope and Dryden and Collins to E.T.A. Hoffmann and Kleist and, of course to Goethe himself. Music saves Faust's life on Easter morning at the end of a dreadful night, and we'll encounter a similar role of music in his Trilogie der Leidenschaft which we'll read in this context.

  18. Music Production with Changing Tools – a Challenge to Formal Education

    OpenAIRE

    Gullö, Jan-Olof

    2010-01-01

    The Millennials, today’s pupils and students, is the first generation to grow up with tools for interactive communication and media production. Many students choose to study music production in higher education establishments. Therefore music production is an emerging subject and important research topic. The aim of this thesis is to develop knowledge of music production and to identify key skills necessary for music producers and music production teachers. Three sub-studies were performed to...

  19. Music Education at Hospital Schools in Spain and Sweden: Paths between Governing and Knowledge

    Science.gov (United States)

    Ruiz, Guillermo; García Álvarez, Antonio

    2016-01-01

    This paper focuses on some debates regarding music education within hospital schooling, an educational track that has developed in the course of the 20th century within Western education systems. Analysis and proposals are made with respect to the music education curriculum content in primary education, within hospital education tracks, in Spain…

  20. Music Education and Taste Forming of Classical Music Style: Case Study in Cultural Institutionkarta Pustaka YOGYAKARTA Indonesia

    OpenAIRE

    Sitowati, Inggit

    2014-01-01

    Karta Pustaka is one of the cultural institutions in Yogyakarta, which has a classical music concert program. The purpose of this study is to describe the history of Karta Pustaka and organizing classical music concerts, the concert format, and its role in supporting classical music education in Yogyakarta. The method used in this study is qualitative research with historical and musicological approach.The data are collected by using interviews, documents and observations. Data were analyzed ...

  1. Approaches to Topical Issues in Music and Aesthetic Education of Students

    OpenAIRE

    Smirnov, Alexander V.; Grigorieva, Elena I.; Illarionova, Nadezhda N.; Shcherbinina, Valentina M.; Yushchenko, Natalia S.

    2016-01-01

    The paper presents different educational systems to work out effective approaches to solving the problems in music and aesthetic education of students. Thus, one of the main tasks in the professional activity of a music educator is to master unique methods of optimizing the education process that will make it possible to educate a brilliant musician from a music gifted student within the shortest period. Modern person-oriented approach to education provides for the creation of a favorable art...

  2. Willem van de Wall: Organizer and Innovator in Music Education and Music Therapy.

    Science.gov (United States)

    Clair, Alicia Ann; Heller, George N.

    1989-01-01

    Examines Willem van de Wall's historically significant contributions to seminal literature on music therapy and the influence of music on behavior. Reviews van de Wall's early writings, at his work on music for children, and on music in institutions. Cites his "Music in Hospitals" as the culmination of his work in music therapy, music…

  3. The association of noise sensitivity with music listening, training, and aptitude.

    Science.gov (United States)

    Kliuchko, Marina; Heinonen-Guzejev, Marja; Monacis, Lucia; Gold, Benjamin P; Heikkilä, Kauko V; Spinosa, Vittoria; Tervaniemi, Mari; Brattico, Elvira

    2015-01-01

    After intensive, long-term musical training, the auditory system of a musician is specifically tuned to perceive musical sounds. We wished to find out whether a musician's auditory system also develops increased sensitivity to any sound of everyday life, experiencing them as noise. For this purpose, an online survey, including questionnaires on noise sensitivity, musical background, and listening tests for assessing musical aptitude, was administered to 197 participants in Finland and Italy. Subjective noise sensitivity (assessed with the Weinstein's Noise Sensitivity Scale) was analyzed for associations with musicianship, musical aptitude, weekly time spent listening to music, and the importance of music in each person's life (or music importance). Subjects were divided into three groups according to their musical expertise: Nonmusicians (N = 103), amateur musicians (N = 44), and professional musicians (N = 50). The results showed that noise sensitivity did not depend on musical expertise or performance on musicality tests or the amount of active (attentive) listening to music. In contrast, it was associated with daily passive listening to music, so that individuals with higher noise sensitivity spent less time in passive (background) listening to music than those with lower sensitivity to noise. Furthermore, noise-sensitive respondents rated music as less important in their life than did individuals with lower sensitivity to noise. The results demonstrate that the special sensitivity of the auditory system derived from musical training does not lead to increased irritability from unwanted sounds. However, the disposition to tolerate contingent musical backgrounds in everyday life depends on the individual's noise sensitivity.

  4. Towards an Ancient Chinese-Inspired Theory of Music Education

    Science.gov (United States)

    Tan, Leonard

    2016-01-01

    In this philosophical paper, I propose a theory of music education inspired by ancient Chinese philosophy. In particular, I draw on five classical Chinese philosophical texts: the Analects (lunyu [Chinese characters omitted]), the Mencius (Mengzi [Chinese characters omitted]), the Zhuangzi ([Chinese characters omitted]), the Xunzi ([Chinese…

  5. A Conceptual Model of Spirituality in Music Education

    Science.gov (United States)

    van der Merwe, Liesl; Habron, John

    2015-01-01

    This article aims to describe the phenomenon of spirituality in music education by means of a model derived from the academic literature on the topic. Given the centrality of lived experience within this literature, we adopted a hermeneutic phenomenological theoretical framework to describe the phenomenon. The NCT (noticing, collecting, and…

  6. Social Justice in Music Education: The Problematic of Democracy

    Science.gov (United States)

    Gould, Elizabeth

    2007-01-01

    While social justice concerns of feminist research in music education have been mostly ignored or rejected by the profession, democracy based on paternalist Enlightenment concepts of humanism and liberalism is generally understood and accepted with little or no consideration of its social and economic implications. More nuanced accounts refer to…

  7. Social Capital as a Framework in Music Education Research

    Science.gov (United States)

    Prest, Anita

    2016-01-01

    In recent years, an increasing number of researchers have chosen to examine various sociological dimensions of music education (e.g., inclusion, civic engagement) through the lens of social capital. Yet, there has been no systematic discussion of the capacity and limitations of this conceptual framework to shed light on these sociological…

  8. The United States Copyright Law: A Guide for Music Educators

    Science.gov (United States)

    Music Educators Journal, 1978

    1978-01-01

    On October 19, 1976, President Ford signed the nation's first comprehensive revision of our copyright law since 1909. It became fully effective on January 1, 1978 and it is a law that will need to be understood by music educators both to improve their teaching and to protect themselves and their schools from incurring liability or being sued. This…

  9. Equity and Music Education: Euphemisms, Terminal Naivety, and Whiteness

    Science.gov (United States)

    Hess, Juliet

    2017-01-01

    In this paper, I advocate for the use of explicit language for discussions of race and call for music education to move out of terminal naivety (Vaugeois 2013) toward a heightened consciousness of political issues and racial oppressions. Employing critical race theory (CRT) as a theoretical framework, this paper examines race-related silences and…

  10. Music Education in the Curriculum of Ohio Charter Schools

    Science.gov (United States)

    Hedgecoth, David M.

    2017-01-01

    The purpose of the current investigation is to examine the extent to which music education is present in the curriculum of Ohio charter schools. These community schools, as they are identified within the state, enroll over 120,000 students across Ohio. While the mission and focus of these schools are easily found in promotional literature and…

  11. Influential Pioneers of Creative Music Education in Victoria, Australia

    Science.gov (United States)

    Burke, Harry

    2014-01-01

    Throughout history, societies have been fascinated with creativity and the creative personality. Researching creativity and its place in music education however has been fraught with difficulties. After sixty years of intensive study mainly in the USA, there is still no accepted methodology for researching creativity or an agreed definition. In…

  12. Remain or React: The Music Education Profession's Responses to "Sputnik" and "A Nation at Risk"

    Science.gov (United States)

    Kapalka Richerme, Lauren

    2012-01-01

    The 1957 launch of "Sputnik" and the 1983 publication of "A Nation at Risk" shifted national education policy. Music educators promoted an "intrinsic value" of music philosophy following "Sputnik" and music advocacy through politics and public performances following "A Nation at Risk." Examining the history of both the intrinsic value philosophy…

  13. School-University Partnerships: A Means for the Inclusion of Policy Studies in Music Teacher Education

    Science.gov (United States)

    Hunter, Lisa R.

    2011-01-01

    The need for music educators to become more actively involved in policy issues, including analysis, design, implementation, and research, is critical to the future of music education. Bridging the gap between policy and practice requires a collaborative effort among music professionals. This article explores the inclusive use of policy studies in…

  14. Secondary Student Perspectives on Musical and Educational Outcomes from Participation in Band Festivals

    Science.gov (United States)

    Gouzouasis, Peter; Henderson, Alan

    2012-01-01

    While it seems many music educators share an enthusiasm for music festivals, others do not. Discrepancies seem to be rooted in the perceived educational outcomes in terms of musical knowledge gained, motivation, competition, psychological impact and social considerations. Advocates believe competitive festivals provide a "superlative"…

  15. Curriculum Guide for Music Education, K-12. Bulletin 1978, No. 18.

    Science.gov (United States)

    Alabama State Dept. of Education, Montgomery.

    This curriculum guide contains objectives, activities, and evaluation procedures for a K-12 music education program. It would be useful to anyone responsible for teaching music. The authors believe that music education has the dual obligation of developing the aesthetic sensitivity of all students regardless of their individual levels of musical…

  16. Mapping Music Education Research in the USA: A Response to the UK

    Science.gov (United States)

    Price, Harry E.

    2004-01-01

    The research enterprise in the United States is a vast one, with at least 15 music education and two music therapy research journals. This is in addition to the multitude of papers presented at a myriad of state, regional and national conferences, including the hundreds of papers presented at the biannual meetings of the Music Educators National…

  17. Researchers in Music Education/Therapy: Analysis of Publications, Citations, and Retrievability of Work.

    Science.gov (United States)

    Brittin, Ruth V.; Standley, Jayne

    1997-01-01

    Summarizes several citation analyses of articles appearing in the "Journal of Research in Music Education,""Bulletin of the Council for Research in Music Education," and "The Journal of Music Therapy." Identifies the most productive scholars, researchers, and universities. Investigates retrievability of related work by specialists outside the…

  18. Flipping the Misogynist Script: Gender, Agency, Hip Hop and Music Education

    Science.gov (United States)

    Tobias, Evan S.

    2014-01-01

    Excluding Hip Hop culture and rap music from music education misses opportunities for addressing key aspects of popular culture, society, and students' lives. This article addresses intersections of Hip Hop, gender, and music education to forward potential Hip Hop praxis. After tracing related scholarship, I discuss and problematize…

  19. Connecting Ideas to Practice: The Development of an Undergraduate Student's Philosophy of Music Education

    Science.gov (United States)

    Salazar, Ryan; Randles, Clint

    2015-01-01

    This article considers the personal reflections of an undergraduate music education major on both the significance of his experience as a participant in the Seventh International Symposium on the Sociology of Music Education, held at Michigan State University, in the United States, in June 2011, and on his place as a pre-service music teacher…

  20. What Is Right? What Is Wrong?: Music Education in a World of Pluralism and Diversity

    Science.gov (United States)

    Rolle, Christian

    2017-01-01

    We are living in a time of social and cultural changes. As in other disciplines, the foundations of music education are being increasingly challenged. Thus, it is no longer possible to specify reliably the aims and contents of music education and their implementation in school by simply basing them on lasting musical traditions and changeless…

  1. A Safe Education for All: Recognizing and Stemming Harassment in Music Classes and Ensembles

    Science.gov (United States)

    Carter, Bruce Allen

    2011-01-01

    This article addresses the pervasiveness of harassment in schools in the United States and presents ways to recognize and stem bullying in music classrooms. Music educators are in a unique position to recognize atypical behaviors in their students. Music educators who teach middle and high school ensembles often retain the same students in their…

  2. A Report of Survey on Conditions of Preschool Children's Family Music Education

    Science.gov (United States)

    Bi, Yujuan

    2011-01-01

    The author composes a questionnaire about conditions of preschool children's family music education. The survey includes 280 preschool children in a city of Shandong province. It finds that most parents have recognized the importance of early childhood music education, but there is the tendency of utilitarian. The content of family music education…

  3. Music, Education, and Diversity: Bridging Cultures and Communities. Multicultural Education Series

    Science.gov (United States)

    Campbell, Patricia Shehan

    2018-01-01

    Music is a powerful means for educating citizens in a multicultural society and meeting many challenges shared by teachers across all subjects and grade levels. By celebrating heritage and promoting intercultural understandings, music can break down barriers among various ethnic, racial, cultural, and language groups within elementary and…

  4. Attitude of the future teaching staff towards the subject music education in the elementary education

    OpenAIRE

    Zelenkovska Leshkova, Stefanija; Islam, Aida

    2009-01-01

    The basic doctrine for the music education in most of the countries in the world supports the fact that, starting with the youngest age, it contributes for the development of the children and better results in the other areas of the educational system. These opinions emerge from a great number of researches that stress the benefits from the music education for the development of the personality of the young population, as: IQ, cognitive abilities, spatial-visual perception, motor abilities, v...

  5. Music training is associated with cortical synchronization reflected in EEG coherence during verbal memory encoding

    Science.gov (United States)

    Cheung, Mei-chun; Chan, Agnes S.; Liu, Ying; Law, Derry; Wong, Christina W. Y.

    2017-01-01

    Music training can improve cognitive functions. Previous studies have shown that children and adults with music training demonstrate better verbal learning and memory performance than those without such training. Although prior studies have shown an association between music training and changes in the structural and functional organization of the brain, there is no concrete evidence of the underlying neural correlates of the verbal memory encoding phase involved in such enhanced memory performance. Therefore, we carried out an electroencephalography (EEG) study to investigate how music training was associated with brain activity during the verbal memory encoding phase. Sixty participants were recruited, 30 of whom had received music training for at least one year (the MT group) and 30 of whom had never received music training (the NMT group). The participants in the two groups were matched for age, education, gender distribution, and cognitive capability. Their verbal and visual memory functions were assessed using standardized neuropsychological tests and EEG was used to record their brain activity during the verbal memory encoding phase. Consistent with previous studies, the MT group demonstrated better verbal memory than the NMT group during both the learning and the delayed recall trials in the paper-and-pencil tests. The MT group also exhibited greater learning capacity during the learning trials. Compared with the NMT group, the MT group showed an increase in long-range left and right intrahemispheric EEG coherence in the theta frequency band during the verbal memory encoding phase. In addition, their event-related left intrahemispheric theta coherence was positively associated with subsequent verbal memory performance as measured by discrimination scores. These results suggest that music training may modulate the cortical synchronization of the neural networks involved in verbal memory formation. PMID:28358852

  6. Music training is associated with cortical synchronization reflected in EEG coherence during verbal memory encoding.

    Directory of Open Access Journals (Sweden)

    Mei-Chun Cheung

    Full Text Available Music training can improve cognitive functions. Previous studies have shown that children and adults with music training demonstrate better verbal learning and memory performance than those without such training. Although prior studies have shown an association between music training and changes in the structural and functional organization of the brain, there is no concrete evidence of the underlying neural correlates of the verbal memory encoding phase involved in such enhanced memory performance. Therefore, we carried out an electroencephalography (EEG study to investigate how music training was associated with brain activity during the verbal memory encoding phase. Sixty participants were recruited, 30 of whom had received music training for at least one year (the MT group and 30 of whom had never received music training (the NMT group. The participants in the two groups were matched for age, education, gender distribution, and cognitive capability. Their verbal and visual memory functions were assessed using standardized neuropsychological tests and EEG was used to record their brain activity during the verbal memory encoding phase. Consistent with previous studies, the MT group demonstrated better verbal memory than the NMT group during both the learning and the delayed recall trials in the paper-and-pencil tests. The MT group also exhibited greater learning capacity during the learning trials. Compared with the NMT group, the MT group showed an increase in long-range left and right intrahemispheric EEG coherence in the theta frequency band during the verbal memory encoding phase. In addition, their event-related left intrahemispheric theta coherence was positively associated with subsequent verbal memory performance as measured by discrimination scores. These results suggest that music training may modulate the cortical synchronization of the neural networks involved in verbal memory formation.

  7. Music training is associated with cortical synchronization reflected in EEG coherence during verbal memory encoding.

    Science.gov (United States)

    Cheung, Mei-Chun; Chan, Agnes S; Liu, Ying; Law, Derry; Wong, Christina W Y

    2017-01-01

    Music training can improve cognitive functions. Previous studies have shown that children and adults with music training demonstrate better verbal learning and memory performance than those without such training. Although prior studies have shown an association between music training and changes in the structural and functional organization of the brain, there is no concrete evidence of the underlying neural correlates of the verbal memory encoding phase involved in such enhanced memory performance. Therefore, we carried out an electroencephalography (EEG) study to investigate how music training was associated with brain activity during the verbal memory encoding phase. Sixty participants were recruited, 30 of whom had received music training for at least one year (the MT group) and 30 of whom had never received music training (the NMT group). The participants in the two groups were matched for age, education, gender distribution, and cognitive capability. Their verbal and visual memory functions were assessed using standardized neuropsychological tests and EEG was used to record their brain activity during the verbal memory encoding phase. Consistent with previous studies, the MT group demonstrated better verbal memory than the NMT group during both the learning and the delayed recall trials in the paper-and-pencil tests. The MT group also exhibited greater learning capacity during the learning trials. Compared with the NMT group, the MT group showed an increase in long-range left and right intrahemispheric EEG coherence in the theta frequency band during the verbal memory encoding phase. In addition, their event-related left intrahemispheric theta coherence was positively associated with subsequent verbal memory performance as measured by discrimination scores. These results suggest that music training may modulate the cortical synchronization of the neural networks involved in verbal memory formation.

  8. Narratives about music and health

    DEFF Research Database (Denmark)

    Uddholm, Mats; Nilsson, Bo

    involving music therapists or music educators, such as: with clients, students, children, elder people; among nurses, deacons, social workers, preschools teachers or care assistants. The field of Music and Health is not necessarily about illness or care, but can as well be understood as an aspect of quality......Narratives about music and health Dr Bo Nilsson, Kristianstad University, Sweden Dr Mats Uddholm, University College Nordjylland, Denmark Music is used in many professional contexts that are not associated with music therapy or music education in a traditional sense. How do professionals...... in different contexts use music and how do they describe their thoughts about music in their professional work? Those are the main questions in our study focusing on narratives about music and health in professional relations. In a pilot study six strategically chosen participants from Sweden and Denmark...

  9. Genetic pleiotropy explains associations between musical auditory discrimination and intelligence.

    Science.gov (United States)

    Mosing, Miriam A; Pedersen, Nancy L; Madison, Guy; Ullén, Fredrik

    2014-01-01

    Musical aptitude is commonly measured using tasks that involve discrimination of different types of musical auditory stimuli. Performance on such different discrimination tasks correlates positively with each other and with intelligence. However, no study to date has explored these associations using a genetically informative sample to estimate underlying genetic and environmental influences. In the present study, a large sample of Swedish twins (N = 10,500) was used to investigate the genetic architecture of the associations between intelligence and performance on three musical auditory discrimination tasks (rhythm, melody and pitch). Phenotypic correlations between the tasks ranged between 0.23 and 0.42 (Pearson r values). Genetic modelling showed that the covariation between the variables could be explained by shared genetic influences. Neither shared, nor non-shared environment had a significant effect on the associations. Good fit was obtained with a two-factor model where one underlying shared genetic factor explained all the covariation between the musical discrimination tasks and IQ, and a second genetic factor explained variance exclusively shared among the discrimination tasks. The results suggest that positive correlations among musical aptitudes result from both genes with broad effects on cognition, and genes with potentially more specific influences on auditory functions.

  10. Learning How to Be a Research-Minded Teacher: Four Instrumental Music Education Students Investigate Good Music Teaching through Case Study Methodology

    Science.gov (United States)

    Sindberg, Laura K.

    2016-01-01

    Increasing evidence, both in general education and music education, points to the significance of inquiry as a part of teacher preparation. The purpose of this case study was to investigate the ways in which an introductory research project would help preservice music educators understand good "music teaching" and to discover the extent…

  11. Teaching Students with Special Educational Needs in Inclusive Music Classrooms: Experiences of Music Teachers in Hong Kong Primary Schools

    Science.gov (United States)

    Wong, Marina Wai-yee; Chik, Maria Pik-yuk

    2016-01-01

    It has been a decade since the implementation of Hong Kong's policy of inclusion, that mainstream schools should admit students with special educational needs (SEN). This study reports on music teachers' experiences of teaching SEN students in inclusive music classrooms. Data were derived from a qualitative multiple case study comprising 10…

  12. Music Education in the United States: Schools and Departments of Music. Bulletin, 1908, No. 4. Whole Number 387

    Science.gov (United States)

    Manchester, Arthur L.

    1908-01-01

    To define the status of music education in the United States has been practically impossible. The utter lack of systematic courses of instruction, the widely varying standards of merit, and the absence of cooperation upon the part of those engaged in music teaching not only have made impossible any accurate computation of the results which have…

  13. Cultural Omnivorousness and Musical Gentrification: An Outline of a Sociological Framework and Its Applications for Music Education Research

    Science.gov (United States)

    Dyndahl, Petter; Karlsen, Sidsel; Skårberg, Odd; Nielsen, Siw Graabraek

    2014-01-01

    In this article, we aim to develop a theoretical model to understand what we refer to as "musical gentrification" and to explore how this model might be applied to and inform music education research. We start from a Bourdieusian point of view, elaborating on the connections between social class and cultural capital, and then move on to…

  14. Audiovisual Interval Size Estimation Is Associated with Early Musical Training.

    Directory of Open Access Journals (Sweden)

    Mary Kathryn Abel

    Full Text Available Although pitch is a fundamental attribute of auditory perception, substantial individual differences exist in our ability to perceive differences in pitch. Little is known about how these individual differences in the auditory modality might affect crossmodal processes such as audiovisual perception. In this study, we asked whether individual differences in pitch perception might affect audiovisual perception, as it relates to age of onset and number of years of musical training. Fifty-seven subjects made subjective ratings of interval size when given point-light displays of audio, visual, and audiovisual stimuli of sung intervals. Audiovisual stimuli were divided into congruent and incongruent (audiovisual-mismatched stimuli. Participants' ratings correlated strongly with interval size in audio-only, visual-only, and audiovisual-congruent conditions. In the audiovisual-incongruent condition, ratings correlated more with audio than with visual stimuli, particularly for subjects who had better pitch perception abilities and higher nonverbal IQ scores. To further investigate the effects of age of onset and length of musical training, subjects were divided into musically trained and untrained groups. Results showed that among subjects with musical training, the degree to which participants' ratings correlated with auditory interval size during incongruent audiovisual perception was correlated with both nonverbal IQ and age of onset of musical training. After partialing out nonverbal IQ, pitch discrimination thresholds were no longer associated with incongruent audio scores, whereas age of onset of musical training remained associated with incongruent audio scores. These findings invite future research on the developmental effects of musical training, particularly those relating to the process of audiovisual perception.

  15. Audiovisual Interval Size Estimation Is Associated with Early Musical Training.

    Science.gov (United States)

    Abel, Mary Kathryn; Li, H Charles; Russo, Frank A; Schlaug, Gottfried; Loui, Psyche

    2016-01-01

    Although pitch is a fundamental attribute of auditory perception, substantial individual differences exist in our ability to perceive differences in pitch. Little is known about how these individual differences in the auditory modality might affect crossmodal processes such as audiovisual perception. In this study, we asked whether individual differences in pitch perception might affect audiovisual perception, as it relates to age of onset and number of years of musical training. Fifty-seven subjects made subjective ratings of interval size when given point-light displays of audio, visual, and audiovisual stimuli of sung intervals. Audiovisual stimuli were divided into congruent and incongruent (audiovisual-mismatched) stimuli. Participants' ratings correlated strongly with interval size in audio-only, visual-only, and audiovisual-congruent conditions. In the audiovisual-incongruent condition, ratings correlated more with audio than with visual stimuli, particularly for subjects who had better pitch perception abilities and higher nonverbal IQ scores. To further investigate the effects of age of onset and length of musical training, subjects were divided into musically trained and untrained groups. Results showed that among subjects with musical training, the degree to which participants' ratings correlated with auditory interval size during incongruent audiovisual perception was correlated with both nonverbal IQ and age of onset of musical training. After partialing out nonverbal IQ, pitch discrimination thresholds were no longer associated with incongruent audio scores, whereas age of onset of musical training remained associated with incongruent audio scores. These findings invite future research on the developmental effects of musical training, particularly those relating to the process of audiovisual perception.

  16. Music

    DEFF Research Database (Denmark)

    Lech, Marcel Lysgaard

    2017-01-01

    Old Comedy was a musical experience of great variety. Accompanied by the piper, both choruses and actors sang frequently during the performance. Music in Old comedy reflects to some extend the importance of music in Athenian everyday life, but as Greek Comedy evolved and detached it self more...... and more from the everyday topics, music similarly lost part of its importance within the plays themselves....

  17. Effects of a live educational music therapy intervention on acute psychiatric inpatients' perceived social support and trust in the therapist: a four-group randomized effectiveness study.

    Science.gov (United States)

    Silverman, Michael J

    2014-01-01

    Social support is associated with enhanced illness management and recovery in persons with mental illness, making it an important topic addressed through acute inpatient psychoeducational programs. In addition, trust in the therapist may mediate clinical outcomes in this patient population. To date, few studies have examined the effect of music-based psychoeducational programs on these variables. The purpose of this study was to isolate and examine the component parts of a live educational music therapy intervention, and its effect on acute psychiatric inpatients' perceived social support from significant others, family, and friends and trust in the therapist. This study also explored whether trust in therapist varied across conditions, but did not examine it as a mediator for social support. Participants (N = 96) were cluster-randomized in a single-session posttest-only design to one of four conditions: live educational music therapy, recorded educational music therapy, education without music, or recreational music therapy without education. Conditions were designed to isolate the following intervention components: live vs. recorded music, educational vs. non-educational content, and music vs. nonmusic modality. Dependent measures were assessed post intervention via established self-report instruments evaluating perceived social support and trust in the therapist. There were no significant between-group differences for social support or trust in therapist total scores. However, subscale score analyses revealed two significant between-group differences: (a) participants in the Live Educational Music Therapy condition reported significantly higher perceived therapist competence compared with the Recorded Educational Music Therapy condition; (b) participants in the Live Educational Music Therapy condition reported significantly higher perceived support from friends compared with the Recreational Music Therapy condition. Live educational music therapy may be a way to

  18. Curriculum tendencies on Music Education: uncertainty and permanency in an endless present

    Directory of Open Access Journals (Sweden)

    Celso do Prado Ferraz de Carvalho

    2016-11-01

    Full Text Available The theses about postmodernity and their expressions on social reforms implemented since 1990, have been used and incorporated by the musical education, in the teaching and formation of the docent. The objective in this text is to reflect on this matter seeing it through the practical-reflective teacher and a pedagogy focused on the docent’s competences, in learning how to learn and the overvaluation of knowledges of the everyday experience. A search on the musical education literature, above all in articles published in Journal and Anais of ABEM (Brazilian Association for Music Education of of the last ten years, suggest a large diffusion, in the music education field, of postmodern/ post-structuralist suppositions about social and cultural life. This dissemination happens parallely with a bigger embodiment and its conceptions of formation and knowledge. The Marxian reference states that these theses may produce a retreat of the theory, depoliticisation of the debate and impoverishment of the act of knowing.

  19. Risky music-listening behaviors and associated health-risk behaviors.

    Science.gov (United States)

    Vogel, Ineke; van de Looij-Jansen, Petra M; Mieloo, Cathelijne L; Burdorf, Alex; de Waart, Frouwkje

    2012-06-01

    To examine, among adolescents and emerging adults attending inner-city lower education, associations between risky music-listening behaviors (from MP3 players and in discotheques and at pop concerts) and more traditional health-risk behaviors: substance use (cigarettes, alcohol, cannabis, and hard drugs) and unsafe sexual intercourse. A total of 944 students in Dutch inner-city senior-secondary vocational schools completed questionnaires about their music-listening and traditional health-risk behaviors. Multiple logistic regression analyses were used to examine associations between music-listening and traditional health-risk behaviors. Risky MP3-player listeners used cannabis more often during the past 4 weeks. Students exposed to risky sound levels during discotheque and pop concert attendance used cannabis less often during the past 4 weeks, were more often binge drinkers, and reported inconsistent condom use during sexual intercourse. The coexistence of risky music-listening behaviors with other health-risk behaviors provides evidence in support of the integration of risky music-listening behaviors within research on and programs aimed at reducing more traditional health-risk behaviors, such as substance abuse and unsafe sexual intercourse.

  20. Music Teachers' Everyday Conceptions of Musicality.

    Science.gov (United States)

    Brandstrom, Sture

    1999-01-01

    Investigates music teachers' everyday conceptions of musicality through (1) a pilot study involving music teachers in higher education and (2) interviews with teachers in music teacher education and in compulsory school. Finds in the pilot the categories of musical achievement, musical experience, and musical communication, while the interviews…

  1. Neuroscience Meets Music Education: Exploring the Implications of Neural Processing Models on Music Education Practice

    Science.gov (United States)

    Collins, Anita

    2013-01-01

    Over the past two decades, neuroscientists have been fascinated by the way the brain processes music. Using new technologies, neuroscientists offer us a better understanding of the human brain's structures and functions. They have further proposed explanatory models for how the brain processes music. While these models shed light on how the…

  2. A comparison of music education and music therapy majors: personality types as described by the Myers-Briggs Type Indicator and demographic profiles.

    Science.gov (United States)

    Steele, Anita Louise; Young, Sylvester

    2008-01-01

    The purpose of this study was to develop both personality and demographic profiles for students who are interested in majoring in music education or music therapy. Two primary questions were addressed in the study: (a) Are there similarities and differences in the personality types of music education and music therapy majors as measured by the Myers Briggs Type Indicator (MBTI )? (b) Are there similarities and differences in demographic characteristics of music education and music therapy majors in regard to (i) principal instrument studied in college, (ii) grade point average, (iii) scholarship awards, (iv) high school participation in private study and (v) ensembles, (vi) church/community participation, and (vii) volunteerism in high school?

  3. Changes and Challenges in Music Education: Reflections on a Norwegian Arts-in-Education Programme

    Science.gov (United States)

    Christophersen, Catharina

    2015-01-01

    With a recent research study on a Norwegian arts-in-education programme "The Cultural Rucksack" as its starting point, this article addresses policy changes in the fields of culture and education and possible implications these could have on music education in schools. Familiar debates on the quality of education and the political…

  4. Absolute pitch among students in an American music conservatory: association with tone language fluency.

    Science.gov (United States)

    Deutsch, Diana; Dooley, Kevin; Henthorn, Trevor; Head, Brian

    2009-04-01

    Absolute pitch (AP), the ability to name a musical note in the absence of a reference note, is extremely rare in the U.S. and Europe, and its genesis is unclear. The prevalence of AP was examined among students in an American music conservatory as a function of age of onset of musical training, ethnicity, and fluency in speaking a tone language. Taking those of East Asian ethnicity, the performance level on a test of AP was significantly higher among those who spoke a tone language very fluently compared with those who spoke a tone language fairly fluently and also compared with those who were not fluent in speaking a tone language. The performance level of this last group did not differ significantly from that of Caucasian students who spoke only nontone language. Early onset of musical training was associated with enhanced performance, but this did not interact with the effect of language. Further analyses showed that the results could not be explained by country of early music education. The findings support the hypothesis that the acquisition of AP by tone language speakers involves the same process as occurs in the acquisition of a second tone language.

  5. Follow and Facilitate: What Music Educators Can Learn from the Reggio Emilia Approach

    Science.gov (United States)

    Bond, Vanessa L.

    2013-01-01

    The educational practices of the municipality of Reggio Emilia, Italy, are celebrated as among the best in the world. Inspired by this educational system, schools across America have adapted the Reggio Emilia approach. Yet, music educators may be unaware of its principles as the approach is not often discussed in music education literature. The…

  6. The Music, Tool for Strengthening Value in the Basic Education

    Directory of Open Access Journals (Sweden)

    Carol del Carmen Terán González

    2018-02-01

    Full Text Available The intention of the study consisted of designing alternatives of education learning using the urban music as tool for the strengthening value in the students of 3er degree of the School Bolivariana “Rural Housing” been Trujillo. The study based on a descriptive investigation a design of not experimental field. The units of analysis she was constituted by six (06 teachers who give classes in the third degree. In the obtained results it achieved to demonstrate that the teachers of 3er degree use different strategies in the classroom of class, which is favorable in the learning of the children; nevertheless, the music is not taken in account as a tool of education in the educational process. It is for it that, an offer was realized on the part of the investigator designing activities tending to improve the education - learning value, as well as to motivate the students to realizing his own musical creations departing from the daily experiences.

  7. Music Education in Montessori Schools: An Exploratory Study of School Directors' Perceptions in the United States

    Science.gov (United States)

    Rajan, Rekha S.

    2017-01-01

    This exploratory study examined the changing role of music education and the availability of musical experiences for students attending Montessori schools in the Midwestern United States. On a survey instrument designed by the researcher, Montessori school directors (N = 36) from eight states shared descriptions of the current role of music at…

  8. A Response to Kirsten Fink-Jensen, "Attunement and Bodily Dialogues in Music Education"

    Science.gov (United States)

    Leist, Christine Pollard

    2007-01-01

    Kirsten Fink-Jensen offers music educators new insights on lesson planning and engagement with students through careful observation and reflective interpretation of active student involvement in music. She suggests that the phenomenon of musical attunement, including facial expressions, gestures, language, and movements that are articulated…

  9. Placed-Based Music Education: A Case Study of a Rural Canadian School

    Science.gov (United States)

    Brook, Julia

    2016-01-01

    The purpose of this research is to examine how one music education program strengthens students' sense of place. Enhancing students' understanding of the people and places that surround them is integral in creating 21st century citizens. Making music allows people to be part of their culture; and engaging in group music-making activities provides…

  10. The Sources of Self-Efficacy: Educational Research and Implications for Music

    Science.gov (United States)

    Hendricks, Karin S.

    2016-01-01

    Music teachers can empower students with control over their own music ability development by helping them foster positive self-efficacy beliefs. This article reviews general education and music research concerning Bandura's theoretical four sources of self-efficacy (enactive mastery experience, vicarious experience, verbal/social persuasion, and…

  11. Music Education at the New York Institution for the Blind, 1832-1863

    Science.gov (United States)

    Hash, Phillip M.

    2015-01-01

    The purpose of this study was to document the history of music education at the New York Institution for the Blind (NYIB) from the opening of the school in 1832 through the tenure of the facility's first music director, Anthony Reiff. Research questions pertained to the school's origin and operation and to its music curriculum, pedagogy, faculty,…

  12. Seeking a Philosophy of Music in Higher Education: The Case of Mid-Nineteenth Century Edinburgh

    Science.gov (United States)

    Golding, Rosemary

    2016-01-01

    In 1851-2 the Trustees of the Reid bequest at the University of Edinburgh undertook an investigation into music education. Concerned that the funds which supported the Chair of Music should be spent as efficiently and effectively as possible, they consulted professional and academic musicians in search of new forms of teaching music at university…

  13. Sharing Ownership in Multicultural Music: A Hands-On Approach in Teacher Education in South Africa

    Science.gov (United States)

    Joseph, Dawn

    2012-01-01

    South Africa prides itself in a rich and colorful array of the Arts where music plays a significant role in social regeneration, unity and reconciliation. Little research has been undertaken in teacher education courses in South Africa regarding the inclusion of African music within multicultural music practice. Using the theoretical frameworks of…

  14. Pre-Professional Arts Based Service-Learning in Music Education and Art Therapy

    Science.gov (United States)

    Feen-Calligan, Holly; Matthews, Wendy K.

    2016-01-01

    This article describes a study of art therapy and music education students at a Midwestern university in the United States, who participated in single-semester service-learning assignments prior to their clinical internship or student teaching experience. Undergraduate music teacher-candidates taught music to homeschool students; art therapy…

  15. Music Therapy in Schools: Working with Children of All Ages in Mainstream and Special Education

    Science.gov (United States)

    Tomlinson, Jo, Ed.; Derrington, Philippa, Ed.; Oldfield, Amelia, Ed.

    2011-01-01

    The majority of music therapy work with children takes place in schools. This book documents the wealth and diversity of work that music therapists are doing in educational settings across the UK. It shows how, in recent years, music therapy has changed and grown as a profession, and it provides an insight into the trends that are emerging in this…

  16. Current Piano Education of Turkish Music Teacher Candidates: Comparisons of Instructors and Students Perceptions

    Science.gov (United States)

    Jelen, Birsen

    2015-01-01

    In recent years almost every newly opened government funded university in Turkey has established a music department where future music teachers are educated and piano is compulsory for every single music teacher candidate in Turkey. The aim of this research is to compare piano teaching instructors' and their students' perceptions about the current…

  17. The piano plague: the nineteenth-century medical critique of female musical education.

    Science.gov (United States)

    Kennaway, James

    2011-01-01

    The role of music in nineteenth-century female education has been seen primarily in the context of the middle class cult of domesticity, and the relationship of music to medicine in the period has generally been viewed in terms of music therapy. Nevertheless, for much of the century there was serious medical discussion about the dangers of excessive music in girls' education. Many of the leading psychiatrists and gynaecologists of the nineteenth century argued that music could over-stimulate the nervous system, playing havoc with vulnerable female nerves and reproductive organs, and warned of the consequences of music lessons on the developing bodies of teenage girls. Two rival models of music's effects competed and were combined. One suggested that music led to illness by provoking sensuality, imagination and sexuality; the other argued that it was a source of neurasthenic fatigue because of intellectual strain.

  18. Disrupting student voice in education research through music

    Directory of Open Access Journals (Sweden)

    Stewart Riddle

    2016-05-01

    Full Text Available Education policy in the contemporary context tends to produce reductive, oversimplified and essentialist notions of classrooms, teachers and students. An emphasis on quantifiable big data that provides for ‘evidence-based practice’ and focus on ‘what works’ permeates the education machine and limits the boundaries of what can be known. Yet the complex arrangement of policies, politics, philosophies, pedagogies, practices and people that we label the ‘classroom’ provides for rich study of the multiple ways that pedagogic encounters might be experienced by young people. This paper seeks to engage with the notions of student voice and agency within an alternative context of learning – an urban senior secondary music college. Experimenting in conceptualising classrooms as moments of becoming, music is proposed as a performative method for interrogating notions of student voice.

  19. Doctoral Students in Music Education: Occupational Identity, Career Intent and Commitment, and Confidence for Teaching in Higher Education

    Science.gov (United States)

    Martin, Lisa D.

    2016-01-01

    The purpose of this study was to examine music education doctoral students' shifting occupational identity beliefs, career intent and commitment, and overall confidence for teaching in higher education. A total of 124 music education doctoral students, enrolled at 29 institutions of higher education in the United States, completed a onetime,…

  20. The Effect of Singing Education on Some Preschool Education Students' Music Achievements

    Science.gov (United States)

    Blaškovic, Jelena

    2015-01-01

    Singing education is an important segment of educating students--future preschool teachers at faculties of preschool teacher education. Singing is an elementary mode of children's music expression. The task of future preschool teachers is to gain knowledge and awareness about the importance and influence of singing on children's development.…

  1. Education of Music Teachers: A Study of the Brazilian Higher Education Programs

    Science.gov (United States)

    Mateiro, Teresa

    2011-01-01

    With reference to educational policies in the globalization process, the purpose of this article is to show the status of higher Music Teacher Education Programs in Brazil after the enactment of the "Directives and Bases Act No. 9.394", in 1996. This law emphasizes the evaluation process for higher education, including teaching quality…

  2. "Tristan Chords and Random Scores": Exploring Undergraduate Students' Experiences of Music in Higher Education through the Lens of Bourdieu

    Science.gov (United States)

    Moore, Gwen

    2012-01-01

    Within a theoretical framework drawn from Bourdieu, this article explores the relationship between undergraduate students' experiences of music in higher education and their musical backgrounds and prior music education experiences. More critically, this study aims to discover whether ideologies surrounding musical value impact on the student…

  3. Longitudinal analysis of music education on executive functions in primary school children

    OpenAIRE

    Jaschke, A.C.; Honing, H.; Scherder, E.J.A.

    2018-01-01

    Background: Research on the effects of music education on cognitive abilities has generated increasing interest across the scientific community. Nonetheless, longitudinal studies investigating the effects of structured music education on cognitive sub-functions are still rare. Prime candidates for investigating a relationship between academic achievement and music education appear to be executive functions such as planning, working memory, and inhibition. Methods: One hundred and forty-seven ...

  4. Longitudinal Analysis of Music Education on Executive Functions in Primary School Children

    OpenAIRE

    Artur C. Jaschke; Artur C. Jaschke; Henkjan Honing; Erik J. A. Scherder

    2018-01-01

    Background: Research on the effects of music education on cognitive abilities has generated increasing interest across the scientific community. Nonetheless, longitudinal studies investigating the effects of structured music education on cognitive sub-functions are still rare. Prime candidates for investigating a relationship between academic achievement and music education appear to be executive functions such as planning, working memory, and inhibition.Methods: One hundred and forty-seven p...

  5. Music Education as a Key Factor in the Full Development of a Child

    OpenAIRE

    Kłysz-Sokalska, Natalia

    2016-01-01

    Music education is a field of pedagogy dedicated to the development of the individual through artistic action, which is manifested in various forms and activities. Properly conducted music education has a beneficial effect on the right development of child. Research shows that music education stimulates the competence of child's language and mathematical skills, affect the development of creative child's personality and its socialization. Neurodidactics points to the significance of playing t...

  6. Associations between musical abilities and precursors of reading in preschool aged children

    OpenAIRE

    Degé, Franziska; Kubicek, Claudia; Schwarzer, Gudrun

    2015-01-01

    The association between music and language, in particular, the overlap in their processing results in the possibility to use one domain for the enhancement of the other. Especially in the preschool years music may be a valuable tool to train language abilities (e.g., precursors of reading). Therefore, detailed knowledge about associations between musical abilities and precursors of reading can be of great use for designing future music intervention studies that target language-related abiliti...

  7. Measuring Music Education: A Philosophical Investigation of the Model Cornerstone Assessments

    Science.gov (United States)

    Richerme, Lauren Kapalka

    2016-01-01

    Despite substantial attention to measurement and assessment in contemporary education and music education policy and practice, the process of measurement has gone largely undiscussed in music education philosophy. Using the work of physicist and philosopher Karen Barad, in this philosophical inquiry, I investigated the nature of measurement in…

  8. Music, Policy, and Place-Centered Education: Finding Space for Adaptability

    Science.gov (United States)

    Schmidt, Patrick K.

    2012-01-01

    As a volatile educative space, musical education must be interwoven with other concerns and other more encompassing constructs if it is to build robust, meaningful, and complex learning outcomes. This paper attempts to do this by placing music education and a complex understanding of policy side by side, and outlining what people can learn from…

  9. Music Education for Young Children in Scandinavia: Policy, Philosophy, or Wishful Thinking?

    Science.gov (United States)

    Holgersen, Sven-Erik

    2008-01-01

    The author discusses current policies, philosophies, and educational practices of early childhood music education in Scandinavia (Denmark, Norway, and Sweden) and to what extent they meet the challenges of music education for young children. Nearly all children use day care provisions, and they are a governmental responsibility. The author reviews…

  10. Social Innovations in Music Education: Creating Institutional Resilience for Increasing Social Justice

    Science.gov (United States)

    Väkevä, Lauri; Westerlund, Heidi; Ilmola-Sheppard, Leena

    2017-01-01

    This article addresses the discourse on social justice and inclusion in music education by exploring how educational systems can be transformed in the rapidly changing world of late modernity. We aim to show that one possible approach to tackling injustice in music education at the micro level is to reflect on the possibilities for institutional…

  11. Music Education for Life: Building Inclusive, Effective Twenty-First-Century Music Programs

    Science.gov (United States)

    Shuler, Scott C.

    2011-01-01

    This article outlines how to make music programs more inclusive and therefore enable music teachers to compete more effectively for enrollment. Fortunately, music affords teachers many compelling options to win the hearts and minds of students, and thereby to create a more musically literate and supportive public. The author suggests that music…

  12. Music education for the 21st century: Epistemology and ontology as bases for student aesthetic education.

    Directory of Open Access Journals (Sweden)

    José Luis Aróstegui

    2004-09-01

    Full Text Available We seek to understand why persons develop their musical preferences by identifying with a particular cultural group and social background. This identification is greatly shaped by experience in their environment. Resources employed for this identification are mostly different from those employed in schools to foster academic knowledge. We argue that there needs to be renewed attention to the epistemological and ontological bases of education to examine how we can most effectively educate for the 21st Century in a relativistic and globalized world. Our focus is on music education but with the entire curriculum near at hand, together seeking to bring about a better intellectual, sociological, and aesthetic process of education. Our interest in music stems from a perceived necessity that persons trained in the arts will have special answers to the challenges of this so-called postmodern world. We offer: (1 elements of epistemology, discussing how education and music education have traditionally been focused on propositional rather than interpretive knowledge; (2 a particular perspective on ontology, making evident the ways that individuals construct meanings, interacting with their cultural environment in the shaping of social identity; and (3 the need, today more than ever, for a music curriculum fostering aesthetic experiences that develop interpretive understanding of reality and personal self. Characteristics of postmodernism in cultural studies will be employed throughout the paper.

  13. Communication through music : The education system and the environment at the Royal College of Music in London

    OpenAIRE

    近藤, 綾子; Ayako, KONDO; 鈴鹿国際大学短期大学部

    2006-01-01

    Music is art that can expresses one's feelings through each and every note. That is the same compositions, or those of the great composers, such as Bach's Partitas and Mozart's Sonatas. If performers do not feel and truly enjoy the music they play, then it is natural that the experience for the listener will also be empty. This is because music through the medium of sounds is one way that humans interact and ultimately communicate. In this article, I examine, "The education system and the env...

  14. GENESIS OF KHARKOV MUSIC CULTURE IN THE HIGHLIGHT OF THE CITY’S EDUCATION AND CONCERT LIFE FORMATION

    Directory of Open Access Journals (Sweden)

    Olena Kononova

    2016-02-01

    Full Text Available The article highlights the genesis of Kharkov musical culture from the late 18th to the first half of the 19th century, studying it in terms of two aspects, the formation of education and the emergence of the city’s concert life.The relevance of the research subject chosen by the author is determined by the wish to give the fullest description of the multi-layered process of formation of Kharkov musical culture which played one of the leading roles in the history of Ukrainian culture, and to acquaint the Western public with the most interesting facts of the formation and development of a reputable East-European centre. The main range of issues discussed in the article covers the period of the innitial foundation of artistic education, and its influence on the expansion and perception of music in different social circles, presenting the structures and forms of the nascent musical life of Kharkov. The section "Specific features of the Ukrainian system of education" brings out the facts which indicate the progressive tendencies in education, especially, on the territory of Sloboda Ukraine. The formation of artistic education in the religious schools of the city is covered in the section "Genesis of musical education in Kharkov". One of the most productive periods of the city’s cultivation of concert life associated with the functioning of the University is analyzed in the section "The impact of the University music activities on the city's concert going." The Conclusion emphasizes the interaction of traditional and nontraditional in the musical culture of Kharkov that was clearly manifested in the concert activities of the University, in particular, in popularization of oratorios. Furthermore, it discusses the factors which participated in the development in the field of compositional achievement as well as the performing arts and opened new perspectives in the dynamics of the artistic life of the Ukrainian city.

  15. Family involvement in music impacts participation of children with cochlear implants in music education and music activities

    Science.gov (United States)

    Driscoll, Virginia; Gfeller, Kate; Tan, Xueli; See, Rachel L.; Cheng, Hsin-Yi; Kanemitsu, Mikiko

    2014-01-01

    Objective Children with cochlear implants (CIs) participate in musical activities in school and daily lives. Considerable variability exists regarding the amount of music involvement and enjoyment. Using the Music Engagement Questionnaire-Preschool/Elementary (MEQ-P/E), we wanted to determine patterns of musical participation and the impact of familial factors on engagement. Methods Parents of 32 children with CIs (16 preschool, 16 elementary) completed a questionnaire regarding the musical involvement of their child with an implant and a normal-hearing (NH) sibling (if one existed). We compared CI children's involvement to that of their NH siblings as well as across groups of children with and without CIs. Correlations between parent ratings of music importance, demographic factors, and involvement of CI and NH children were conducted within and across groups. Results No significant differences were found between children with CIs and NH siblings, meaning children from the same family showed similar levels of musical involvement. When compared at the same developmental stage, no significant differences were found between preschool children with and without CIs. Parents who rated the importance of music as “low” or “middle” had children (NH and CI) who were less involved in music activities. Children whose parents rated music importance as “high” were involved in monthly to weekly music activities with 81.25% reporting daily music listening. Conclusion Despite a less-than-ideal auditory signal for music, preschool and school-aged CI children enjoy and are involved in musical experiences. Families who enjoy and spend a greater amount of time involved in music tend to have children who also engage more actively in music. PMID:25431978

  16. Family involvement in music impacts participation of children with cochlear implants in music education and music activities.

    Science.gov (United States)

    Driscoll, Virginia; Gfeller, Kate; Tan, Xueli; See, Rachel L; Cheng, Hsin-Yi; Kanemitsu, Mikiko

    2015-05-01

    Objective Children with cochlear implants (CIs) participate in musical activities in school and daily lives. Considerable variability exists regarding the amount of music involvement and enjoyment. Using the Music Engagement Questionnaire-Preschool/Elementary (MEQ-P/E), we wanted to determine patterns of musical participation and the impact of familial factors on engagement. Methods Parents of 32 children with CIs (16 preschool and 16 elementary) completed a questionnaire regarding the musical involvement of their child with an implant and a normal-hearing (NH) sibling (if one existed). We compared CI children's involvement to that of their NH siblings as well as across groups of children with and without CIs. Correlations between parent ratings of music importance, demographic factors, and involvement of CI and NH children were conducted within and across groups. Results No significant differences were found between children with CIs and NH siblings, meaning children from the same family showed similar levels of musical involvement. When compared at the same developmental stage, no significant differences were found between preschool children with and without CIs. Parents who rated the importance of music as 'low' or 'middle' had children (NH and CI) who were less involved in music activities. Children whose parents rated music importance as 'high' were involved in monthly to weekly music activities with 81.25% reporting daily music listening. Conclusion Despite a less-than-ideal auditory signal for music, preschool and school-aged CI children enjoy and are involved in musical experiences. Families who enjoy and spend a greater amount of time involved in music tend to have children who also engage more actively in music.

  17. Teaching Students with Disabilities: A Review of Music Education Research as It Relates to the Individuals with Disabilities Education Act

    Science.gov (United States)

    Jones, Sara K.

    2015-01-01

    This article explores trends in research since the 1975 passage of the Education for All Handicapped Children Act (now known as the Individuals with Disabilities Education Act), notes gaps in the literature, and offers suggestions for future directions music education researchers could take in exploring the needs and experiences of music teachers…

  18. USAGE OF PICTOGRAMS TO INTRODUCE MUSICAL INSTRUMENTS TO EDUCABLE MENTALLY RETARDED CHILDREN AS AN ALTERNATIVE METHOD

    Directory of Open Access Journals (Sweden)

    Gunsu YILMA

    2014-01-01

    Full Text Available The purpose of this research is to examine and investigate the perception ability of musical instruments of educable mentally retarded children with the support of visual elements. The research is conducted for every children individually in a special education and rehabilitation centre. The problematic of this research is the level of perception ability of musical instruments with visual support on mild mentally retarded children. In this research, perception ability of defining pictograms by music is introduced as an alternative method. It is researched that how educable mentally retarded children perceive pictograms by music tools. In this case, it is aimed to introduce musical instruments to educable mentally retarded children by pictograms with music. The research is applied with a qualitative approach. Data were obtained with the recorder, then they were turned into texts and analyzed with content analysis method.

  19. The association of noise sensitivity with music listening, training, and aptitude

    Directory of Open Access Journals (Sweden)

    Marina Kliuchko

    2015-01-01

    Full Text Available After intensive, long-term musical training, the auditory system of a musician is specifically tuned to perceive musical sounds. We wished to find out whether a musician′s auditory system also develops increased sensitivity to any sound of everyday life, experiencing them as noise. For this purpose, an online survey, including questionnaires on noise sensitivity, musical background, and listening tests for assessing musical aptitude, was administered to 197 participants in Finland and Italy. Subjective noise sensitivity (assessed with the Weinstein′s Noise Sensitivity Scale was analyzed for associations with musicianship, musical aptitude, weekly time spent listening to music, and the importance of music in each person′s life (or music importance. Subjects were divided into three groups according to their musical expertise: Nonmusicians (N = 103, amateur musicians (N = 44, and professional musicians (N = 50. The results showed that noise sensitivity did not depend on musical expertise or performance on musicality tests or the amount of active (attentive listening to music. In contrast, it was associated with daily passive listening to music, so that individuals with higher noise sensitivity spent less time in passive (background listening to music than those with lower sensitivity to noise. Furthermore, noise-sensitive respondents rated music as less important in their life than did individuals with lower sensitivity to noise. The results demonstrate that the special sensitivity of the auditory system derived from musical training does not lead to increased irritability from unwanted sounds. However, the disposition to tolerate contingent musical backgrounds in everyday life depends on the individual′s noise sensitivity.

  20. Multicultural Music Education in Singapore Primary Schools: An Analysis of the Applications of a Specialist Professional Development in Practical Music Teaching

    Science.gov (United States)

    Costes-Onishi, Pamela; Lum, Chee Hoo

    2015-01-01

    Multicultural music education is often approached simply through the exposure of students to different world musics. This "cultural supermarket" approach to teaching diversity in the classrooms is re-examined in this study by drawing attention to the need for a broader curriculum reform. Using the Singapore primary school music teachers…

  1. A Study of Music Instruction in Preschool Education Training : Part II

    OpenAIRE

    丸山, 京子; Kyoko, Maruyama

    2001-01-01

    Last year, the author and others studied music instruction in preschool education training. In that paper, we learn what was required to become successful preschool teacher and the relationship between kindergarten children and preschool education major students. Based on the results of that study, the author has come to realize the importance of music instruction and music performance in childhood development in the preschool curriculum.

  2. Music Education Curriculum and Social Change: A Study of Popular Music in Secondary Schools in Beijing, China

    Science.gov (United States)

    Ho, Wai-Chung

    2014-01-01

    In Chinese society over the last two decades, modernisation and globalisation, together with the transition to a market economy, have created new imperatives and challenges for the school music curriculum. As a result, the 2011 reform of the Curriculum Standards for Primary Education and Junior Secondary Education marks the first time that the…

  3. Preliminary study of the effects of an educational workshop on therapeutic use of music and aesthetic experience with music in first-line nurses.

    Science.gov (United States)

    Lai, Hui-Ling

    2011-11-01

    The purpose of this study was to assess the effects of an educational workshop on knowledge of and attitude toward therapeutic use of music and aesthetic experiences with music among first-line nurses. A one-group pre-test/post-test design was used. Forty-six first-line nurses, aged 21-56 years, were recruited from seven different hospitals. Questionnaires were used to assess the nurses' knowledge of and attitude toward therapeutic use of music and aesthetic experience with music before and after the workshop, and 3 months after the workshop. The workshop comprised three sessions; the nurses participated in 8h of instruction the first week and 4h, the second week covering analytical music appreciation, music staves comprehension, theory and practice of music therapy, and evidence-based music intervention. Educational workshop significantly improved knowledge of and attitudes toward therapeutic use of music and music aesthetic experiences (pmusic aesthetic experiences between nurse with and without music backgrounds differed significantly (p=0.01). The workshop enhanced the knowledge of and attitude toward therapeutic use of music and aesthetic experiences with music among first-line nurses. Copyright © 2010 Elsevier Ltd. All rights reserved.

  4. An Instrument for Every Child: A Study on Long-Term Effects of Extended Music Education in German Primary Schools

    Science.gov (United States)

    Krupp-Schleußner, Valerie; Lehmann-Wermser, Andreas

    2018-01-01

    Does extended music education during primary school foster long-term musical participation? What other factors contribute to long-term musical participation? In our study on "Impacts and Long-Term Effects of Musical Participation," we investigate how the German programme "An Instrument for Every Child (JeKi)," which fosters the…

  5. Reinventing from within: Thinking Spherically as a Policy Imperative in Music Education

    Science.gov (United States)

    Schmidt, Patrick

    2009-01-01

    If policy is the most significant gatekeeping element for access to and development of community goods and services, and if music educators have historically lived at the margins of policy, then who procures access for the field? How are visions for musical and educational development articulated and what are the resulting implications? This…

  6. Moving in a Field of Conflicting Forces: Problems of Music Education Policy in Germany

    Science.gov (United States)

    Jank, Werner

    2009-01-01

    In the years between the world wars, music education in Germany prospered, because successful policy made constructive cooperation among relevant institutions and representatives possible. The situation today is very different. Many music educators and researchers are not aware that policies affect them; nor do they see themselves as active…

  7. A View of Current Evaluative Practices in Instrumental Music Teacher Education

    Science.gov (United States)

    Peterson, Amber Dahlén

    2014-01-01

    The purpose of this study was to examine how instrumental music educator skills are being evaluated in current undergraduate programs. While accrediting organizations mandate certain elements of these programs, they provide limited guidance on what evaluative approaches should be used. Instrumental music teacher educators in the College Music…

  8. Gender Inequalities and Higher Music Education: Comparing the UK and Sweden

    Science.gov (United States)

    de Boise, Sam

    2018-01-01

    Whilst the impact of gender inequalities has been studied in relation to music education, especially in the UK, relatively little has been written about their impact on higher music education (HME). This article compares data on HME programs and courses, in the UK and Sweden, from 2010 to 2014. It looks at similarities and differences in the…

  9. The Politics of Implementing Local Cultures in Music Education in Taiwan

    Science.gov (United States)

    Ho, Wai-Chung

    2006-01-01

    The purpose of the present study was to investigate how the national development of Taiwan has shaped the context of music learning through the development of local cultures in current education reform. Through the examination of relevant literature, official documents, websites and a selection of music education publications that are commonly…

  10. Knowledge Production beyond Local and National Blindspots: Remedying Professional Ocularcentrism of Diversity in Music Teacher Education

    Science.gov (United States)

    Westerlund, Heidi; Karlsen, Sidsel

    2017-01-01

    In this article, we argue that mainstream discourses of diversity in music education are ocularcentric; that is, they provide a one-sided way of understanding diversity that has prevented music educators from seeing our biases. In remedying these local and national professional blindspots, we propose transnational knowledge production, which we…

  11. a generic cross-cultural framework for African musical arts education

    African Journals Online (AJOL)

    What is illustrated here is a newly developed compatible and reliable framework that correlates an indigenous sub-Saharan African non-formal music education system with a global and formal music education. This framework is informed by Western and indigenous African philosophies, a synthesis of social and ...

  12. Nationalism and Internationalism in the Philosophy of Music Education: The German Example

    Science.gov (United States)

    Vogt, Jurgen

    2007-01-01

    The philosophy of music education has grown remarkably during the last decades, and now has all the characteristics of an academic discipline, including a growing scientific community and several forums for public discussions--the MayDay-Group and its e-journal "Action, Criticism, and Theory for Music Education" are one proof of that,…

  13. Algorithms and the Future of Music Education: A Response to Shuler

    Science.gov (United States)

    Thibeault, Matthew D.

    2014-01-01

    This article is a response to Shuler's 2001 article predicting the future of music education. The respondent assesses Shuler's predictions, finding that many have come true but critiquing Shuler's overall positive assessment. The respondent then goes on to make one prediction about the future of music education: that algorithms will…

  14. Tenure and Promotion Experiences of Music Teacher Educators: A Mixed-Methods Study

    Science.gov (United States)

    Pellegrino, Kristen; Conway, Colleen M.; Millican, J. Si

    2018-01-01

    To examine music education faculty members' promotion and tenure experiences, we interviewed (N = 9) and surveyed (N = 124) music teacher educators (MTEs) who were pretenure or tenured within the past 3 years. Findings highlighted MTE's perceptions of evaluative criteria and standards, mentoring programs and experiences, professional identity, and…

  15. Upping the "Anti-": The Value of an Anti-Racist Theoretical Framework in Music Education

    Science.gov (United States)

    Hess, Juliet

    2015-01-01

    In a time that some have argued is "postracial" following the election and reelection of Barack Obama (see Wise 2010, for discussion), this paper argues that antiracism is a crucial theoretical framework for music education. I explore three areas of music education, in which such a framework can push toward change. The first area speaks…

  16. An Exploration of Factors Affecting Persistence to Degree Completion in an Undergraduate Music Education Program

    Science.gov (United States)

    Gavin, Russell B.

    2016-01-01

    The purpose of this study was to explore the experiences of students (N = 26) in an undergraduate music education degree program in an attempt to identify commonalities among students persisting to degree completion. All participants were in their final year of the music education degree at the time of the study. Multiple data collection methods…

  17. Social Justice Issues and Music Education in the Post 9/11 United States

    Science.gov (United States)

    Wagoner, Cynthia L.

    2015-01-01

    The purpose of this paper is two-fold: first, to examine the impact of historical sociopolitical events on music education, particularly post 9/11 with the intent of establishing a context for social justice issues; and second, how we might examine the broad implications to further music education research focusing on social justice. Issues of…

  18. A National Survey of Music Education Majors' Confidence in Teaching Improvisation

    Science.gov (United States)

    Bernhard, H. Christian, II.; Stringham, David A.

    2016-01-01

    The purpose of the study was to investigate undergraduate music education majors' confidence in teaching improvisation, according to the NAfME (1994) K-12 Achievement Standards. Specific research questions were: 1) How confident are music education majors in implementing the 11 improvisation achievement standards for grades K-12? 2) How confident…

  19. Shifting Paradigms in Music Education Research (1953-1978): A Theoretical and Quantitative Reassessment

    Science.gov (United States)

    Jorgensen, Estelle R.; Ward-Steinman, Patrice Madura

    2015-01-01

    The purpose of this study was to examine evidence of a hypothesized shift in the operative research paradigms in music education during the first quarter century of the publication of the "Journal of Research in Music Education," during the period 1953 to 1978. This shift was from humanities-oriented historical and philosophical studies…

  20. Isawa Shuji, Nineteenth-Century Administrator and Music Educator in Japan and Taiwan

    Science.gov (United States)

    Howe, Sondra Wieland; Lai, Mei-Ling; Liou, Lin-Yu

    2014-01-01

    Isawa Shuji studied in the United States and made major contributions to the development of the music education in Japan and Taiwan. This paper provides a perspective of Isawa's activities based on sources in Japanese, Chinese, and English. Isawa was familiar with Western education and music before he went to the United States. In Massachusetts,…

  1. Globalisation and Localisation in Music Education in Hong Kong and Taiwan

    Science.gov (United States)

    Ho, Wai-Chung

    2013-01-01

    The purpose of the study is to analyse and discuss the influences of globalisation and localisation on music education in Hong Kong and Taiwan. It argues that the reform of music education concerns changes to the contents of the curriculum that envisage the cultural and political developments that arise from processes of globalisation and…

  2. Music Education in China: In Search of Social Harmony and Chinese Nationalism

    Science.gov (United States)

    Law, Wing-Wah; Ho, Wai-Chung

    2011-01-01

    This article critically examines how interactions between social changes, social harmony, and historical memory shape school music education in China. As a historical review and documentary analysis, it traces the historical development of music education and examines the Chinese government's role in such interactions over time. The article argues…

  3. A Community of Peer Interactions as a Resource to Prepare Music Teacher Educators

    Science.gov (United States)

    Shin, Jihae

    2013-01-01

    The purpose of this study was to investigate interactions between two doctoral students and their colleagues in a graduate music education program and determine how a community of peer interactions functions as a resource to prepare music teacher educators. Results of this study showed that peer interactions between two participants and other…

  4. The Fourth Sociology and Music Education: Towards a Sociology of Integration

    Science.gov (United States)

    Wright, Ruth

    2014-01-01

    By identifying three main sociologies that characterise broad movements in the field since its inception, this paper provides a background to considerations of music education from the perspective of sociology. A fourth sociology is then proposed that may be useful to interrogate the complexities of the field of 21st century music education. This…

  5. Attitudes of Pre-Service Music Teachers towards Value Education in Turkey

    Science.gov (United States)

    Egilmez, Özgür; Egilmez, Hatice Onuray; Engür, Doruk

    2018-01-01

    In the music education curriculum, which is implemented from 2017-2018 academic year, the directive for teaching values was prepared for the first time. In this context, the research was conducted by comparing the attitudes of pre-service music teachers towards values education in terms of some variables, which will be included in the courses of…

  6. Sociological Implications of English as an International Language in Music Education

    Science.gov (United States)

    Kertz-Welzel, Alexandra

    2016-01-01

    Internationalization and globalization have created a global music education community which is not only linked by similar ideas, but also shares a common language. English functions as a global language and facilitates the international discourse in music education. While it is good to have a common language supporting international dialogue, it…

  7. Critiquing the Critical: The Casualties and Paradoxes of Critical Pedagogy in Music Education

    Science.gov (United States)

    Hess, Juliet

    2017-01-01

    In the twenty-first century, many music education scholars seek to reconceptualize music education toward social justice. Critical pedagogy is at the forefront of this shift. However, as teachers aim toward equity through employing critical pedagogy, some undesired effects of using this teaching approach may arise. In this paper, I consider the…

  8. Beginning a Journey with Music Education: Voices from Pre-Service Primary Teachers

    Science.gov (United States)

    Kenny, Ailbhe

    2017-01-01

    This study examines pre-service primary teachers' first engagement with music education at university level in the Republic of Ireland. Data from focus group interviews and coursework present voices from the students in prolematising their learning journeys with music education. These qualitative research methods are used to investigate student…

  9. The Perspectives of Two First-Generation College Students Pursuing Doctoral Degrees in Music Education

    Science.gov (United States)

    Vasil, Martina; McCall, Joyce M.

    2018-01-01

    The purpose of this autoethnographic multiple case study was to compare experiences of two first-generation college students pursuing doctoral degrees in music education. Motivations for pursuing an advanced degree were to enact change in the field of music education and fulfill personal ambitions. Participants encountered two challenges,…

  10. Visible, Legitimate, and Beautiful Justice: A Case Study of Music Education Formalization within a Haitian NGO

    Science.gov (United States)

    Shorner-Johnson, Kevin

    2017-01-01

    When music education is formalized within schools and non-governmental organizations, it often becomes aligned with justice-oriented aims of providing universal access to music education. This qualitative case study examines the formation of a marching band within a Haitian school in northeastern Haiti. Data sources collected and analyzed included…

  11. Performing Disability in Music Teacher Education: Moving beyond Inclusion through Expanded Professionalism

    Science.gov (United States)

    Laes, Tuulikki; Westerlund, Heidi

    2018-01-01

    Disability is a neglected field of diversity within music education scholarship and practices. The study reported in this article sought alternatives for the hierarchical practice-model and ableist discourses that have thus far pervaded music teacher education, through a reconceptualization of expertise. The focus is on a Finnish university…

  12. A Comparison of the Basic Song Repertoire of Vocal/Choral and Instrumental Music Education Majors.

    Science.gov (United States)

    Prickett, Carol A.; Bridges, Madeline S.

    2000-01-01

    Explores whether the basic song repertoire of vocal/choral music education majors is significantly better than instrumental music education majors. Participants attempted to identify 25 standard songs. Reveals no significant difference between the two groups, indicating that neither had developed a strong repertoire of songs. (CMK)

  13. The Self-Regulated Learning Model and Music Education

    OpenAIRE

    Maja Marijan

    2017-01-01

    Self-regulation and self-regulated learning (SRL) are important features in music education. In this research self-regulated learning model is presented as a complex, multidimensional structure. SRL starts with the self-regulation. Self-regulation is formed through interaction with the environment, thus self-learning, self-analysis, self-judgment, self-instruction, and self-monitoring are the main functions in self-regulatory structure. Co-regulation is needed, and helps self-regulation to be...

  14. The transposition of musical knowledge in intellectual education

    OpenAIRE

    Carla Cuomo; Maria Rosa De Luca

    2014-01-01

    The construction of European citizenship in the era of complexity requires that the transmission of knowledge be directed towards an intellectual formation, that is, the ‘shaping’ of a critical mind, one that is able to problematize, and hence to discern. This can be achieved by educating towards comprehension. In facing this issue, musicologists ask themselves ‘what to teach’ and ‘how to teach’ it, in order to prepare students to the comprehension of music – these questions form the basis of...

  15. Sociology, Music Education, and Social Change: The Prospect of Addressing Their Relations by Attending to Some Central, Expanded Concepts

    Science.gov (United States)

    Johansen, Geir

    2014-01-01

    Studies on sociology and music education are important because they can enlighten how music education relates to social change. By studying how music education changes and is changed by society we enable ourselves to describe how it can contribute to the understanding of social change generally. This may lay the ground for us in contributing to…

  16. The Prevalence of the Use of Music as a Teaching Tool among Selected American Classroom Educators: A Preliminary Examination

    Science.gov (United States)

    Killian, Janice L.; Wayman, John B.

    2015-01-01

    The importance of music education in American schools is well established, with 93% of Americans agreeing that music should be a part of a well-rounded education (Harris, 2005). Students preparing to teach in the elementary classroom (elementary education majors) in American colleges and universities typically take a music class (sometimes two) as…

  17. Associations between musical abilities and precursors of reading in preschool aged children.

    Science.gov (United States)

    Degé, Franziska; Kubicek, Claudia; Schwarzer, Gudrun

    2015-01-01

    The association between music and language, in particular, the overlap in their processing results in the possibility to use one domain for the enhancement of the other. Especially in the preschool years music may be a valuable tool to train language abilities (e.g., precursors of reading). Therefore, detailed knowledge about associations between musical abilities and precursors of reading can be of great use for designing future music intervention studies that target language-related abilities. Hence, the present study investigated the association between music perception as well as music production and precursors of reading. Thereby, not only phonological awareness, the mostly studied precursor of reading, was investigated, but also other precursors were examined. We assessed musical abilities (production and perception) and precursors of reading (phonological awareness, working memory, and rapid retrieval from long-term memory) in 55 preschoolers (27 boys). Fluid intelligence was measured and controlled in the analyses. Results showed that phonological awareness, working memory, and rapid retrieval from long-term memory were related to music perception as well as to music production. Our data suggest that several precursors of reading were associated with music perception as well as music production.

  18. Associations between musical abilities and precursors of reading in preschool aged children

    Directory of Open Access Journals (Sweden)

    Franziska eDegé

    2015-08-01

    Full Text Available The association between music and language, in particular, the overlap in their processing results in the possibility to use one domain for the enhancement of the other. Especially in the preschool years music may be a valuable tool to train language abilities (e.g., precursors of reading. Therefore, detailed knowledge about associations between musical abilities and precursors of reading can be of great use for designing future music intervention studies that target language-related abilities. Hence, the present study investigated the association between music perception as well as music production and precursors of reading. Thereby, not only phonological awareness, the mostly studied precursor of reading, was investigated, but also other precursors were examined. We assessed musical abilities (production and perception and precursors of reading (phonological awareness, working memory, and rapid retrieval from long-term memory in 55 preschoolers (27 boys. Fluid intelligence was measured and controlled in the analyses. Results showed that phonological awareness, working memory, and rapid retrieval from long-term memory were related to music perception as well as to music production. Our data suggest that several precursors of reading were associated with music perception as well as music production.

  19. A cross-sectional survey of young people attending a music festival: associations between drug use and musical preference.

    Science.gov (United States)

    Lim, Megan S C; Hellard, Margaret E; Hocking, Jane S; Aitken, Campbell K

    2008-07-01

    Drug use is becoming normalised among young Australian people involved in music sub-cultures. We aimed to determine prevalences of illicit drug use in this population and associations between preferences for different music genres and recent use of particular illicit drugs. A cross-sectional questionnaire of young people (aged 16-29 years) attending a music festival. Of 939 respondents, 46% had used illicit drugs (principally cannabis) in the past month, a significantly higher proportion than among respondents to the 2004 National Drug Strategy Household Survey (18%). Participants who favoured dance/house or rap music were more likely to have used illicit drugs recently than the remainder of the sample, while those who favoured pop or alternative music were less likely to have used drugs in the past month. These data suggest that music festival attendees use illicit drugs more commonly than their age-matched cohort in the general community, and that music festivals venues (particularly those that cater for dance/house and rap) would be appropriate places for interventions to promote safer drug use.

  20. Leading Together, Learning Together: Music Education and Music Therapy Students' Perceptions of a Shared Practicum

    Science.gov (United States)

    Ballantyne, Julie; Baker, Felicity A.

    2013-01-01

    The health benefits of musical engagement extend across the lifespan, with research documenting developmental and quality of life outcomes in senior adulthood. Whilst the psychological functions of music include three broad domains: cognitive, emotional and social, the social factors of music consumption have been, for the most part, ignored. This…

  1. Considerations on the use of Virtual and Augmented Reality Technologies in Music Education

    DEFF Research Database (Denmark)

    Serafin, Stefania; Adjorlu, Ali; Nilsson, Niels Chr.

    2017-01-01

    Learning to play an instrument is challenging for both children and adults. Adding to this music education in K-12 oftentimes is subject to budget cuts. In this paper, we propose that virtual reality may offer children with an alternative approach to acquiring musical skills. Initially we present...... an overview of the state of the art software and technology for virtual and augmented reality in music, and then we outline a series of considerations on how virtual and augmented reality can help music education....

  2. Intuitive Music and Graphic Notation:Two Musical Training Disciplines within Music Therapy Education and their theoretical Backgrounds

    OpenAIRE

    Bergstrøm-Nielsen, Carl

    1999-01-01

    Describes subjects existing at Aalborg University since the middle eighties. "Intuitive Music" trains free improvisation through exercises including group-dynamic exercises, awareness exercises and parameter exercises. Students also create open compositions. "Graphic notation"concerns aural scores. Students' works are quoted. The writer discusses the theoretical context and advocates for giving more attention to music as the medium in which music therapy takes place, referring to language the...

  3. Teaching Improvisation through Processes. Applications in Music Education and Implications for General Education

    Directory of Open Access Journals (Sweden)

    Michele Biasutti

    2017-06-01

    Full Text Available Improvisation is an articulated multidimensional activity based on an extemporaneous creative performance. Practicing improvisation, participants expand sophisticated skills such as sensory and perceptual encoding, memory storage and recall, motor control, and performance monitoring. Improvisation abilities have been developed following several methodologies mainly with a product-oriented perspective. A model framed under the socio-cultural theory of learning for designing didactic activities on processes instead of outcomes is presented in the current paper. The challenge is to overcome the mere instructional dimension of some practices of teaching improvisation by designing activities that stimulate self-regulated learning strategies in the students. In the article the present thesis is declined in three ways, concerning the following three possible areas of application: (1 high-level musical learning, (2 musical pedagogy with children, (3 general pedagogy. The applications in the music field focusing mainly on an expert's use of improvisation are discussed. The last section considers how these ideas should transcend music studies, presenting the benefits and the implications of improvisation activities for general learning. Moreover, the application of music education to the following cognitive processes are discussed: anticipation, use of repertoire, emotive communication, feedback and flow. These characteristics could be used to outline a pedagogical method for teaching music improvisation based on the development of reflection, reasoning, and meta-cognition.

  4. Teaching Improvisation through Processes. Applications in Music Education and Implications for General Education.

    Science.gov (United States)

    Biasutti, Michele

    2017-01-01

    Improvisation is an articulated multidimensional activity based on an extemporaneous creative performance. Practicing improvisation, participants expand sophisticated skills such as sensory and perceptual encoding, memory storage and recall, motor control, and performance monitoring. Improvisation abilities have been developed following several methodologies mainly with a product-oriented perspective. A model framed under the socio-cultural theory of learning for designing didactic activities on processes instead of outcomes is presented in the current paper. The challenge is to overcome the mere instructional dimension of some practices of teaching improvisation by designing activities that stimulate self-regulated learning strategies in the students. In the article the present thesis is declined in three ways, concerning the following three possible areas of application: (1) high-level musical learning, (2) musical pedagogy with children, (3) general pedagogy. The applications in the music field focusing mainly on an expert's use of improvisation are discussed. The last section considers how these ideas should transcend music studies, presenting the benefits and the implications of improvisation activities for general learning. Moreover, the application of music education to the following cognitive processes are discussed: anticipation, use of repertoire, emotive communication, feedback and flow. These characteristics could be used to outline a pedagogical method for teaching music improvisation based on the development of reflection, reasoning, and meta-cognition.

  5. 1 Towards a Skill-Based Music Education in Reducing Poverty and ...

    African Journals Online (AJOL)

    2015-05-07

    May 7, 2015 ... Keywords: Poverty, Leadership, Skills, Music Education, Skill-Based Education ... trade skill training which affords a clear vocational path out of modern urban ... traditional modes of production were insufficient to give an entire ...

  6. Assessing the Role of Emotional Associations in Mediating Crossmodal Correspondences between Classical Music and Red Wine

    Directory of Open Access Journals (Sweden)

    Qian (Janice Wang

    2017-01-01

    Full Text Available Several recent studies have demonstrated that people intuitively make consistent matches between classical music and specific wines. It is not clear, however, what governs such crossmodal mappings. Here, we assess the role of emotion—specifically different dimensional aspects of valence, arousal, and dominance—in mediating such mappings. Participants matched three different red wines to three different pieces of classical music. Subsequently, they made emotion ratings separately for each wine and each musical selection. The results revealed that certain wine–music pairings were rated as being significantly better matches than others. More importantly, there was evidence that the participants’ dominance and arousal ratings for the wines and the music predicted their matching rating for each wine–music pairing. These results therefore support the view that wine–music associations are not arbitrary but can be explained, at least in part, by common emotional associations.

  7. Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning.

    Science.gov (United States)

    Forgeard, Marie; Winner, Ellen; Norton, Andrea; Schlaug, Gottfried

    2008-01-01

    In this study we investigated the association between instrumental music training in childhood and outcomes closely related to music training as well as those more distantly related. Children who received at least three years (M = 4.6 years) of instrumental music training outperformed their control counterparts on two outcomes closely related to music (auditory discrimination abilities and fine motor skills) and on two outcomes distantly related to music (vocabulary and nonverbal reasoning skills). Duration of training also predicted these outcomes. Contrary to previous research, instrumental music training was not associated with heightened spatial skills, phonemic awareness, or mathematical abilities. While these results are correlational only, the strong predictive effect of training duration suggests that instrumental music training may enhance auditory discrimination, fine motor skills, vocabulary, and nonverbal reasoning. Alternative explanations for these results are discussed.

  8. "Whistle while you work": a historical account of some associations among music, work, and health.

    Science.gov (United States)

    le Roux, Gordon Marc

    2005-07-01

    Music has long been a uniting force among workers. Music can improve team spirit and provide an enjoyable diversion, but it is most useful in expressing the true feelings of a sometimes desperate community. Over time, a variety of musical media have emerged to match the prevailing conditions at work: the folk songs of 19th-century handloom weavers, the songs of industrial Britain's trade union members, the workers' radio programs of the 1940s. Associations have arisen to encourage and coordinate musical activities among workers, and public awareness of the hazards of some occupations has been promoted through music.

  9. What Is "Known" in Community Music in Higher Education? Engagement, Emotional Learning and an Ecology of Ideas from the Student Perspective

    Science.gov (United States)

    Mellor, Liz

    2011-01-01

    This article aims to make explicit the evolving ecology of ideas in the field of community music and higher education that are particular to a context yet transferable across respective fields of enquiry--music education, community music, music therapy and community music therapy. This is contextualized in two ways: (1) through a consideration of…

  10. CULTURE AND MUSIC EDUCATION IN RUSSIA AT THE TURN OF XX-XXI ST CENTURIES

    Directory of Open Access Journals (Sweden)

    Ольга Петровна Козьменко

    2015-12-01

    Full Text Available The article is devoted to the main problems and perspectives in modern culture and musical education in Russia on the threshold of the 20-21 st centuries, emphasizing visible contradictions and connection between them, ways of their solution and practical realization in the sphere of musical education. The content of education is constantly updated thanks to the cultural heritage of different countries and peoples; industries are constantly evolving science, as well as life and the practical experience of the person. Thorough theoretical analysis pointed out the necessity of structural and contents reconstruction in the work of institutions of musical education, both professional and non-professional. The focus should be on preserving the long-time cultivation and experience of Russian classic academic musical tradition, on the one hand. On the other hand, musical education in the present-day Russia should develop in accordance with the main trends of the social-cultural realities and cultural policy. Musical education is the inseparable part of general education, and institutions of musical education feel responsibility in training a new generation of teachers who can cope with the task of educating a new generation within the changing realities of the contemporary world.

  11. Music Therapy and Music Therapy Research. Response

    DEFF Research Database (Denmark)

    Pedersen, Inge Nygaard

    2002-01-01

    This response to Keynote by Prof. Even Ruud (N)"Music Education and Music Therapy seeks to define these two areas with specific focus on tools and methods for analysis of music as these methods are developed in music therapy. This includes that the music therapist, the music and the client create...

  12. Social inclusion as a therapeutic and educational factor in a music therapy setting

    OpenAIRE

    Loss, Felix

    2016-01-01

    Inclusive approaches for children with special needs are applied in both the fields of music therapy and (music) education. In practice, inclusive music therapy groups consist only of children with special needs, whereas an inclusive kindergarten group for example may consist of typical and non-typical children, yet not in an actual therapy setting. Both practices hold explicit benefits for typical and non-typical children, however mutually exclusive of one another. The aim of the study is to...

  13. Personal and Professional Characteristics of Music Educators: One Size Does Not Fit All.

    Science.gov (United States)

    Doherty, Mary Lynn; van Mersbergen, Miriam

    2017-01-01

    The prevalence of voice disorders among various educator groups is well known, and voice disorders among music educators are higher than the general classroom educators. Music educators vary with respect to behavioral and personality factors, personal characteristics, type of music taught, job-specific environment, and governmental professional expectations. This study aims to identify risk factors for voice disorders in a heterogeneous population of music educators. An online survey was conducted with 213 respondents. Survey questions addressed demographics, level of education, years of music teaching experience, specialty training, primary teaching assignments and instrument, vocal health behaviors, and diagnoses of voice disorders. Summary statistics and group comparisons are reported. Those whose primary instrument was voice reported a greater frequency of voice disorders. Female and older music educators also had a higher prevalence of voice disorders. Music educators are a heterogeneous group of individuals who require more careful consideration in the prevention and treatment of occupational voice problems. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  14. 1. Spirituality of Music as a Factor of (Self Instruction and of (Self Education of Personality

    Directory of Open Access Journals (Sweden)

    Gagim Ion

    2016-03-01

    Full Text Available The impetus for writing this article was the desire to “get to the bottom”, to “disentangle the essence” of what music education in terms of exploring the depth, the sacred sense of the relationship “man-music”, of the aspiration to examine this issue with the teacher's eyes - for all questions and all answers received contribute to the improvement of so-called education through music. In this article, the author expresses his position that, music education, by its essence, is far from the design made before, but in fact - far from the goal officially proclaimed. The music itself, as one of the most mysterious phenomena of this world. Its knowledge, its understanding, the assimilation and absorption of the cosmic and divine substance at the level of personal experience - this is music education in its highest sense. We consider them universal by nature and extent of aspects and levels of the spiritual, existential life of man in its deep forms. The author examines the experience acquired as a self-instruction (professionally and self-education (personally practice throughout life, in one of the highest areas of the human mind - in music. He had the chance to work especially in the field of music. He had the chance to experience music especially and he was able to devote his “self” to it.

  15. Music practice is associated with development of working memory during childhood and adolescence

    OpenAIRE

    Bergman Nutley, Sissela; Darki, Fahimeh; Klingberg, Torkel

    2014-01-01

    Practicing a musical instrument is associated with cognitive benefits and structural brain changes in correlational and interventional trials; however, the effect of musical training on cognition during childhood is still unclear. In this longitudinal study of child development we analyzed the association between musical practice and performance on reasoning, processing speed and working memory (WM) during development. Subjects (n = 352) between the ages of 6 and 25 years participated in neur...

  16. Scott Shuler's "Music and Education in the Twenty-First Century: A Retrospective"--Review and Response

    Science.gov (United States)

    McLain, Barbara Payne

    2014-01-01

    Predicting the future is a challenging task for music education, requiring both retrospection, analysis of current events, and foresight. This article examines several predictions from 2001 and challenges music educators to consider factors that may influence the future of teaching music in society.

  17. Pitch-informed solo and accompaniment separation towards its use in music education applications

    Science.gov (United States)

    Cano, Estefanía; Schuller, Gerald; Dittmar, Christian

    2014-12-01

    We present a system for the automatic separation of solo instruments and music accompaniment in polyphonic music recordings. Our approach is based on a pitch detection front-end and a tone-based spectral estimation. We assess the plausibility of using sound separation technologies to create practice material in a music education context. To better understand the sound separation quality requirements in music education, a listening test was conducted to determine the most perceptually relevant signal distortions that need to be improved. Results from the listening test show that solo and accompaniment tracks pose different quality requirements and should be optimized differently. We propose and evaluate algorithm modifications to better understand their effects on objective perceptual quality measures. Finally, we outline possible ways of optimizing our separation approach to better suit the requirements of music education applications.

  18. 489 Music Education: A Vehicle for Fostering Positive Youth ...

    African Journals Online (AJOL)

    the outcome of youth's participation in music programs. The paper argues that .... decoding which is necessary for child's development. Involvement with music is ... in whichever way it involves some sort of movement. Youth. Youth is the time ...

  19. Intercultural and new technologies in music class of secondary education

    Directory of Open Access Journals (Sweden)

    María del Mar Bernabé Villodre

    2013-08-01

    Full Text Available 0 0 1 140 775 USAL 6 1 914 14.0 Normal 0 21 false false false ES JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-ansi-language:ES; mso-fareast-language:EN-US;} Educational legislation of secondary school had to offer a series of changes in its contents, mainly for quality education was extended to all learners. This change of conceptual contents should not be the only one because the methodological strategies applied towards the teacher not only had to adapt to a culturally diverse student profile, but a desire of all participants to access new knowledge with new proposals developmentally appropriate technological characteristic of the society of which they are part. Since this article is intended to show the correct music classroom organization, not only in terms of space and materials, but also in terms of attitudes and values, as well as promoting the intelligent use of new information technologies and the communication, allow the teaching/learning music becomes an educational process that ensures intercultural harmony and egalitarian social coexistence.

  20. An Examination of LGBTQ-Inclusive Strategies Used by Practicing Music Educators

    Science.gov (United States)

    Garrett, Matthew L.; Spano, Fred P.

    2017-01-01

    The purpose of this research was to examine LGBTQ-inclusive strategies used by practicing music educators in the United States. Participants (N = 300) in a nonprobabilistic sample completed a survey inquiring as to their comfort using LGBTQ-inclusive strategies in a school music class, their perceptions of barriers to LGBTQ inclusion, and whether…

  1. Including Adulthood in Music Education Perspectives and Policy: A Lifespan View

    Science.gov (United States)

    Myers, David E.

    2012-01-01

    Music learning among adults is witnessing rapid escalation as an important area of research and practice among music education professionals. In contrast to the years encompassed by childhood and adolescence, a significant challenge in teaching adults is that average life expectancies in developed countries include some 55 to 65 years beyond age…

  2. Interruptions Reshaped into Transitions: Personal Reflections on the Identity Challenges of Moving to Music Education

    Science.gov (United States)

    Ryan, Gina

    2010-01-01

    This article examines the process by which the author came to accept music education as something that she does, enjoys, and respects. The primary data used for this inquiry were brief autobiographical narratives outlining two time periods of the author's life. The first described her musical experiences in public school and as a performance major…

  3. The Challenges of Imitation for Children with Autism Spectrum Disorders with Implications for General Music Education

    Science.gov (United States)

    Scott, Sheila

    2016-01-01

    With emphasis on inclusive education, many music teachers interact with children on the autism spectrum within regular classroom settings. Many of these teachers rely on rote learning to teach a variety of musical skills. This creates difficulties for children on the autism spectrum who respond differently to imitation than their typically…

  4. Informal Music Education: The Nature of a Young Child's Engagement in an Individual Piano Lesson Setting

    Science.gov (United States)

    Kooistra, Lauren

    2016-01-01

    The purpose of this study was to gain insight into the nature of a young child's engagement in an individual music lesson setting based on principles of informal learning. The informal educational space allowed the child to observe, explore, and interact with a musical environment as a process of enculturation and development (Gordon, 2013;…

  5. Investigating Burnout among Elementary and Secondary School Music Educators: A Replication

    Science.gov (United States)

    Bernhard, H. Christian II

    2016-01-01

    The primary purpose of the study was to compare perceived levels of burnout among music educators by grade level taught, state teaching certification status, and music specialization. The secondary purpose was to examine relationships among perceived burnout, and academic as well as personal variables. Participants for the study were 258…

  6. Effects of Music on Physical Activity Rates of Elementary Physical Education Students

    Science.gov (United States)

    Barney, David; Prusak, Keven A.

    2015-01-01

    Music is a pervasive presence in society and is routinely used to influence human behavior in a variety of settings and for a variety of purposes including exercise behaviors and physical education (PE) classes. However, little evidence exists to support what effect, if any, music has on learner outcomes in PE. The effects that playing music…

  7. Parents' Goals, Knowledge, Practices, and Needs Regarding Music Education for Their Young Children in South Korea

    Science.gov (United States)

    Youm, Hyun Kyung

    2013-01-01

    The purpose of this study was to explore South Korean parents' understanding of and desires for music education for their children. Following a constructivist paradigm and qualitative research methodology, data collection involved in-depth interviews, observations, written questionnaires, family music materials, and the researcher's journals. The…

  8. Our Culture Is Who We Are! "Rescuing" Grenadian Identity through Musicking and Music Education

    Science.gov (United States)

    Sirek, Danielle

    2018-01-01

    In this article I explore the relationships between identities and musicking in Grenada, West Indies, taking into account the understandings of community and nationhood that foreground and inform identity discourse in the Grenadian context. Through the dual lenses of music education and ethnomusicology, I analyze musicking and music education…

  9. Medical Music Therapy: A Model Program for Clinical Practice, Education, Training and Research

    Science.gov (United States)

    Standley, Jayne

    2005-01-01

    This monograph evolved from the unique, innovative partnership between the Florida State University Music Therapy Program and Tallahassee Memorial HealthCare. Its purpose is to serve as a model for music therapy educators, students, clinicians, and the hospital administrators who might employ them. This book should prove a valuable resource for…

  10. Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning

    Science.gov (United States)

    Rosas, Fátima Weber; Rocha Machado, Leticia; Behar, Patricia Alejandra

    2016-01-01

    This article proposes a pedagogical architecture (PA) focused on the development of competencies for music technology in education. This PA used free Web 3.0 technologies, mainly those related to production and musical composition. The pedagogical architecture is geared for teachers and those pursing a teaching degree, working in distance…

  11. The Influence of Professional Identity on Teaching Practice: Experiences of Four Music Educators

    Science.gov (United States)

    Carrillo, Carmen; Baguley, Margaret; Vilar, Mercè

    2015-01-01

    This study explores the influence of professional identity on the teaching practice of four school music educators, two from Spain and two from Australia. Narrative inquiry methodology was utilized in order to investigate the full spectrum of their musical experiences, ranging from their earliest childhood memories to their current positions in…

  12. ELEMENTAL MUSIC-MAKING AS A HEALTH SAVING PHENOMENON IN THE SYSTEM OF GENERAL EDUCATION

    Directory of Open Access Journals (Sweden)

    N. V. Golubeva

    2013-01-01

    Full Text Available The paper aims at drawing the attention of teaching community to the health promoting potential of music making disregarded nowadays by educational establishments. The traditional musical education focused mainly on musicology leads to artificial intellectualization, and leaves no room for chil-dren's imagination, intuition, creativity, joyful feelings and activities.The author discusses the specificity of the music teaching concept, developed by Carl Orff and his followers, and based on the complex understanding of human nature, history, living conditions, and corresponding with genetic laws. On the one hand, the music-making involves consideration of the learners' psychological features and individual propensities, and on the other hand, it has a syncretic effect on the main psychological and physiological functions including communication, speech, motion, etc. As the result, it resists the hypodynamia and fatigue, and promotes health.The paper reveals the experience of the Music Education Department in the Institute of Psychology and Pedagogy of Tumen State University, providing specializations in the Elemental Music-Making in Educational Process and Health Saving Potential of Music Teaching. The outcomes of the practical seminars and experimental teaching in the Primary School № 3 in Pytyah Town of Khanty-Mansi Autonomous Region confirm the author’s theory of the positive emotional impact of music-making on the learning and health saving activities. 

  13. New Legislation in Brazilian Music Education: Studying the Law and Its Implementation

    Science.gov (United States)

    Manning, Dwight; Kamil, Marilia

    2017-01-01

    In 2008, Brazilian legislators approved a law that added music on a mandatory basis to the basic national school curriculum. Despite the possibilities afforded by this legislation, music educators affirm that many questions remain due to its ambiguity. Given the 2012 deadline for the implementation of this law, there is a need to understand how it…

  14. Partnerships for Parenting Education: Early-Childhood Consultation with Gymboree Play and Music

    Science.gov (United States)

    Lerner, Claire; Johnston, Jill

    2005-01-01

    The authors describe "Zero to Three"'s partnership with Gymboree Play and Music (GPM) to integrate more child development and parenting education into the company's parent-child art, music, and movement classes. It was "Zero to Three"'s first collaboration with a large, private-sector service provider to assist teachers in their efforts to help…

  15. Instruction in Musical Education during the Transitory Stage from Kindergarten to Elementary School

    OpenAIRE

    田中, 宏明; Hiroaki, TANAKA; 藤女子大学人間生活学部保育学科非常勤講師; Department of Erarly Childhood Care and Dducation, Faculty of Human Life Sciences, Fuji Women's University

    2015-01-01

    Kindergarten curricula are designed to encourage children to naturally learn music through everyday activities centered on playing as prescribed for the field of expression in Japan's Educational Guidelines for Kindergartens. In the revised 2008 Educational Guidelines for Elementary Schools, the phase "basic ability in musical activity"was added. The term "expression,"which appears at the beginning of the objectives in the Educational Guidelines for Elementary Schools, is not an ability consi...

  16. The Music Student with Epilepsy

    Science.gov (United States)

    Murdock, Matthew C.; Morgan, Joseph A.; Laverghetta, Thomas S.

    2012-01-01

    The teacher-student relationship can afford the music educator an opportunity to be the first to identify behaviors associated with epilepsy. A case of a student with epilepsy, based on the authors' experience, is described in which the music educators were the first and only individuals to become aware of a change in the student's behavior, after…

  17. Disability Rights, Music and the Case for Inclusive Education

    Science.gov (United States)

    Lubet, Alex

    2011-01-01

    Participation in music is both a human right and a disability right. Music is a human need in the Darwinian (not Social Darwinian) evolutionary sense. Similarly, inclusion is an evolved capacity, beneficial to human perpetuation. The policing of music resembles authoritarian regulation of other forms of allegedly pleasurable but actually vital…

  18. Educational Benefits of Music in an Inclusive Classroom

    Science.gov (United States)

    Sze, Susan; Yu, Sanna

    2004-01-01

    The purpose of this study is to highlight literature concerning the effects of music therapy on children with disabilities. The paper is organized in the following sections: (1) background of music and children with disabilities, (2) the aims of music therapy, (3) main contributions to cognitive, biopsychosocial development of children with…

  19. Reflections on the "Teacher Identities in Music Education" [TIME] Project

    Science.gov (United States)

    Welch, Graham F.; Purves, Ross; Hargreaves, David J.; Marshall, Nigel

    2010-01-01

    At the turn of the century, there was a widespread perception on the part of pupils, teachers, and policy makers that a "problem with school music" existed, particularly at the secondary level. It was hypothesized that one contributory factor was the perceived authenticity of "school music" in relation to "music outside…

  20. Research in Early Childhood Music and Movement Education.

    Science.gov (United States)

    Stellaccio, Cherie K.; McCarthy, Marie

    Because intuitive aptitude for music stabilizes at about age 9 years, the early childhood years are critical to the development of children's potential for comprehending and producing music. This literature review centers on studies that have expanded knowledge of how young children perform, perceive, and create music and thus develop their…

  1. Educational laws of music in primary schools in Spain in 19th century

    Directory of Open Access Journals (Sweden)

    María del Valle MOYA MARTÍNEZ

    2018-01-01

    Full Text Available The revolutions in the Spain of the 19th century affected, as it could not be otherwise, to the educational world. 19th legislative and normative regulations show us that, although the musical education was a thoughtful and matter with legal references about its inclusion in primary or elementary school, failed to materialize, in practice, until a century later. Educational past offered to music an important role in its organization of subjects to impart but as we advance in history, it retracts the presence of musical education, until the nonexistence. This way, all the educational analyses were ignored, from Greek philosophy, they had been granted to music an important power in the formative process of the person. The analysis of the whole documentation and legal educational normative of the XIX century, referring to the elementary school, it does not support any discussion in this respect: Seldom, music was included in the official study plans and, even less, it became a reality, so its practice in the classroom was left to the discretion of the musical knowledge of the teachers and their willing to bring it closer to the scholars. Being faithful to the duality of the romantic spirit, this situation took place during the century that granted more value to the music.

  2. Association between temporomandibular disorders and music performance anxiety in violinists.

    Science.gov (United States)

    Amorim, M I T; Jorge, A I L

    2016-10-01

    Professional violin playing has been associated with a predisposition to develop temporomandibular disorder (TMD). There are a number of risk factors, including physical trauma from the playing posture and the presence of parafunctional habits. Music performance anxiety (MPA) may also be a factor, as it has been associated with playing-related musculoskeletal disorders (PRMD). To evaluate a possible association between the presence of TMD and the level of MPA in violin players. An observational study using a written questionnaire that retrieved data related to TMD symptoms (Fonseca Anamnestic Questionnaire), MPA level (Kenny Music Performance Anxiety Inventory, K-MPAI), instrument practice time, chinrest type, sex and age. Descriptive, bivariate and logistic regression analyses were conducted. Ninety-three professional or semi-professional violinists performing in and around Lisbon, Portugal, completed the questionnaire (73% response rate). TMD was present in 50 violinists (58%). There was a statistically significant association between the presence of TMD and high MPA levels (P < 0.001) and the most anxious violinists were six times (95% confidence interval 2.51-15.33; P < 0.001) more likely to report TMD symptoms when compared with the least anxious players. Violin players had a high prevalence of reported TMD symptoms, which was significantly associated with high MPA levels. It may therefore be necessary to address psychological and physical factors simultaneously in musicians who do not improve with physical therapy alone. © The Author 2016. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  3. Integration of the development of mathematical concepts and music education in preschool education by means of songs

    OpenAIRE

    Maričić, Sanja; Ćalić, Maja

    2015-01-01

    Starting from the fact that in early education the process of learning should be understood in its totality, as a system of activities in which the subject fields are interwoven and woven into every segment of a child's life together with other children and adults in preschool, the authors of the work point out the integration of the development of mathematical concepts and music education. Music education is viewed as a context which can contribute to the acquisition of mathematical concepts...

  4. Journal of the Musical Arts in Africa

    African Journals Online (AJOL)

    The Journal of the Musical Arts in Africa (JMAA) is published by NISC (Pty) Ltd in association with the South African College of Music at the University of Cape Town. It is an accredited, internationally refereed journal that aims to combine ethnomusicological, musicological, music educational and performance-based ...

  5. A nationwide survey of nurses' attitudes toward music therapy and their need for education in its application.

    Science.gov (United States)

    Li, Yin-Ming; Huang, Chiung-Yu; Lai, Hui-Ling; Hsieh, Yuan-Mei

    2013-12-01

    Music therapy is increasingly used to help heal patients. However, there is a significant gap in the literature about nurses' attitudes toward and need for education in music therapy for nursing practice. This cross-sectional study was conducted to describe nurses' attitudes toward music therapy and determine their need for education in music therapy. Participants included 1,197 nurses who were recruited from hospitals in different regions of Taiwan. Participants expressed positive attitudes toward music therapy. Most participants were willing to learn about music therapy. "Skill in using musical instruments" was the most frequently identified educational need. Further study of the discrepancy between the attitudes toward "performing music therapy" and "learning music therapy" is needed to clarify why nurses expected that they would receive no support for attending music therapy education. Given participants' attitudes toward music therapy and their motivation for learning, nursing administrators and educators may consider developing policies to further the advancement of music therapy in educational programs and practice. Copyright 2013, SLACK Incorporated.

  6. Musical Instrument-Associated Health Issues and Their Management.

    Science.gov (United States)

    Okoshi, Kae; Minami, Taro; Kikuchi, Masahiro; Tomizawa, Yasuko

    2017-09-01

    Playing musical instruments can bring joy to people, but can also cause a wide variety of health issues that range from mild disorders to potentially fatal conditions. Although sports medicine is an established medical subspecialty, relatively few studies have investigated the health issues associated with musical instruments. Here we present an overview of these health issues. These include infections due to microorganisms, allergic reactions, as well as mechanical injuries from sustained high pressures within the oral, mediastinal, thoracic, and abdominal cavities. For example, wind instruments can potentially harbor thousands of pathogenic organisms. If several players share the same instrument, these instruments present potential hazards in the spread of infections. A fatal case of hypersensitivity pneumonitis in a bagpiper is particularly noteworthy. Similarly, a case of gastrointestinal anthrax in an animal-hide drummer is a reminder of this rare but highly fatal disease. Although not fatal, hearing-related disorders, neuromuscular issues, musculoskeletal problems, and contact dermatitis are also very common among instrumentalists. This review aims to illuminate these under-recognized health issues by highlighting both the common conditions and the rare but fatal cases.

  7. Celebrating Musical Diversity: Training Culturally Responsive Music Educators in Multiracial Singapore

    Science.gov (United States)

    Cain, Melissa

    2015-01-01

    This article explores outcomes of research into the role and place of cultural diversity in primary music classes at five government schools in Singapore. The study highlights the ways in which a variety of factors such as specialist music training, government policy, curriculum documents, and professional development influence teacher practice.…

  8. Attributional Theory in Investigating Public Music Performance in Higher Music Education

    Science.gov (United States)

    Schneider Grings, Ana Francisca; Hentschke, Liane

    2017-01-01

    The purpose of this research was to investigate the causes attributed by undergraduate music students to situations of failure and success in public music performance. Attributional Theory has been used in this research as the theoretical framework to understand how situations of success and failure are interpreted by the person of the activity.…

  9. Folk Musics and Increasing Diversity in American Music Education, 1900-1916.

    Science.gov (United States)

    Volk, Terese M.

    1994-01-01

    States that, from 1900-1916, U.S. demographic make-up changed dramatically due to the influx of people from southern and eastern Europe. Also asserts that some of the musics of African Americans and Native Americans were introduced into the music curriculum. (CFR)

  10. Popular Music and School Music Education: Chinese Students' Preferences and Dilemmas in Shanghai, China

    Science.gov (United States)

    Law, Wing-Wah; Ho, Wai-Chung

    2015-01-01

    This empirical study investigates Chinese students' popular music preferences in daily life and to what extent and in what ways they prefer learning popular music in school in Shanghai, China. Data were drawn from questionnaires completed by 1,730 secondary students (aged 12-17) and interviews with 60 students from 10 secondary schools, between…

  11. Music therapy as a stress reducing agent and anxiety in adolescents. Development of a musicoterapeutical process within the educational center

    Directory of Open Access Journals (Sweden)

    Rafael Mora

    2017-09-01

    Full Text Available Music therapy is a very powerful therapeutic intervention technique that connects very quickly with the emotional content of the individual. In Spain, the facts of education and emotional development have been relegated to a second position in detriment of performance and academic achievement. Under this situation many adolescents in our society suffer daily problems of anxiety and stress, associated or not to other possible pathologies. The following study aims to shed little specks of light about the effects of music therapy on individual development of adolescents from a public school. We treat these students in their entire whole, including cognitive, emotional, social, musical and intrapersonal aspects within each session. It is intended primarily to reduce levels of anxiety and stress that many of them are subjected to daily, victims of their own risk or social exclusion, added or not to different pathologies diagnosed.

  12. Music lessons are associated with increased verbal memory in individuals with Williams syndrome.

    Science.gov (United States)

    Dunning, Brittany A; Martens, Marilee A; Jungers, Melissa K

    2014-11-16

    Williams syndrome (WS) is a genetic disorder characterized by intellectual delay and an affinity for music. It has been previously shown that familiar music can enhance verbal memory in individuals with WS who have had music training. There is also evidence that unfamiliar, or novel, music may also improve cognitive recall. This study was designed to examine if a novel melody could also enhance verbal memory in individuals with WS, and to more fully characterize music training in this population. We presented spoken or sung sentences that described an animal and its group name to 44 individuals with WS, and then tested their immediate and delayed memory using both recall and multiple choice formats. Those with formal music training (average duration of training 4½ years) scored significantly higher on both the spoken and sung recall items, as well as on the spoken multiple choice items, than those with no music training. Music therapy, music enjoyment, age, and Verbal IQ did not impact performance on the memory tasks. These findings provide further evidence that formal music lessons may impact the neurological pathways associated with verbal memory in individuals with WS, consistent with findings in typically developing individuals. Copyright © 2014 Elsevier Ltd. All rights reserved.

  13. Social Justice and Music Education: Toward a Multicultural Concept of Music Education

    Science.gov (United States)

    Dobrota, Snježana

    2015-01-01

    One of the primary goals of multicultural education is to change the current structure of the educational system and to bridge the widening gaps between students of different background. Similarly, multicultural art curriculum fosters the formation of attitudes and perceptions that help people confront their sociocultural biases. The aim of this…

  14. Music, music therapy and dementia: a review of literature and the recommendations of the Italian Psychogeriatric Association.

    Science.gov (United States)

    Raglio, A; Bellelli, G; Mazzola, P; Bellandi, D; Giovagnoli, A R; Farina, E; Stramba-Badiale, M; Gentile, S; Gianelli, M V; Ubezio, M C; Zanetti, O; Trabucchi, M

    2012-08-01

    This study reviews the most recent (from 2000 to 2011) Clinical Controlled Trials (CCT) and Randomized Controlled Trials (RCT) concerning the use of music and music-therapy (MT) in the context of dementia and related issues. Studies which explored the efficacy of music and MT on behavioral and psychological symptoms of dementia (BPSD) are prevalent, while those aiming at assessing a potential effect of these approaches on cognitive and physiological aspects are scant. Although with some limitations, the results of these studies are consistent with the efficacy of MT approach on BPSD. In this context, the ability of the music therapist to directly interact with the patients appears to be crucial for the success of the intervention. This review was endorsed by the Italian Psychogeriatric Association (AIP) and represents its view about the criteria to select appropriate music and MT approaches in the field of dementia. Accordingly, we have developed a list of recommendations to facilitate the current use of these techniques in the context of non-pharmacological treatments for patients with dementia. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

  15. “It has broadened the musical view we had”: the musical education into teaching construction by trainers from Pedagogy/UFSM

    Directory of Open Access Journals (Sweden)

    Kelly Werle

    2012-01-01

    Full Text Available The current article focuses on the music into the process of teaching construction by trainers from Pedagogy Course at Santa Maria Federal University. As a reference to this text, there is a masters’ degree research carried out at PPGE/UFSM and at the group Fapem: “Formação, Ação e Pesquisa em Educação Musical. The Pedagogy Course is the research place due to its differential formation related to musical education, because it offers musical compulsory subjects in its curriculum, besides the complementary education through workshops from Programa LEM: Tocar e Cantar. The methodology defined for the study was a participative research, which was carried out by a group of fotrainers. The text, initially, brings a discussion upon Pedagogy as a course for teacher education, directing to music and music-pedagogical education of the pedagogues. Posteriorly, it shows the research results and analyses, detaching two central categories: “I cannot live without music”, which deals with music in life and in the professional-academic education of the trainers and “I want to do other things with music”, which discusses on the music into the supervising training.

  16. What is the Significance of Research for Music Education in Practice?

    DEFF Research Database (Denmark)

    Nielsen, Frede V.

    2009-01-01

    these types of relationship are considered necessary. The distinctive task of music pedagogical research is to question, explore, and develop issues, conditions, and potentialities within the practice of music education by rendering them accessible to consciousness and conceptual thought in verbal terms....... Consequently, it has to do its utmost not to degenerate into ideology. The role of teacher education is discussed. Examples show how research may matter to practical music teaching and learning. An overall conclusion is that the relationship in question should be marked by closeness and distance at the same...

  17. Annual Conference: International Association of Music Libraries Archives and Documentation Centres (IAML)

    Czech Academy of Sciences Publication Activity Database

    Vozková, Jana

    2009-01-01

    Roč. 46, č. 3 (2009), s. 315-317 ISSN 0018-7003. [International Association of Music Libraries. Amsterdam, 05.07.2009-10.07.2009] Institutional research plan: CEZ:AV0Z90580513 Keywords : conference report * music libraries Subject RIV: AL - Art, Architecture, Cultural Heritage

  18. Gender Associations for Musical Instruments in Nursery Children: The Effect of Sound and Image

    Science.gov (United States)

    Marshall, Nigel; Shibazaki, Kagari

    2013-01-01

    This paper reports on the results of a study carried out with 105 children, aged between three and four years in three nursery units in London and Surrey, UK. The aim of this study was to explore the level of association which young children have between various musical instruments, musical styles and a particular gender. However, we also aimed to…

  19. Response to Special Issue of "Action, Criticism and Theory for Music Education" Concerning "Music, Informal Learning and the School: A New Classroom Pedagogy"

    Science.gov (United States)

    Green, Lucy

    2009-01-01

    This article presents the author's response to the six authors in the special issue of "Action, Criticism and Theory for Music Education" concerning her book "Music, Informal Learning and the School: A New Classroom Pedagogy." In this response, the author focuses on some general observations that came to mind whilst reading the…

  20. Culturally Responsive Education in Music Education: A Literature Review

    Science.gov (United States)

    Bond, Vanessa L.

    2017-01-01

    Demographic shifts in public school enrollment within the United States necessitate preparing preservice teachers to teach students with backgrounds that differ from their own ethnically, linguistically, racially, and economically. Culturally responsive education (CRE) is a pedagogy used to validate students' varied experiences, and to teach to…

  1. CHILDREN IN MUSIC EDUCATION: CONTRIBUTIONS OF TOYS IN TEACHING AND LEARNING

    Directory of Open Access Journals (Sweden)

    Ilza Zenker Leme Joly

    2016-07-01

    Full Text Available This article is the result of a survey completed which identified as the toy is presented in the teaching and learning in children's music education practices. Participant observation was carried out in two groups of music education with children aged 2 and 3 years, with the use of field diary. The results showed that the process was enriched significantly through the use the toys. Rattles, scarves, wooden horses, stuffed animals, puppets, rag dolls, children's story books were objects that contributed to increasing the participation of children in songs and dances, expand relations between children and adults. They served to play at the reception of the children, living together and musical practices, the expansion of interactions and emotional ties, especially in promoting more pleasant moments in music education practices with children.

  2. Music Training and Education Slow the Deterioration of Music Perception Produced by Presbycusis in the Elderly

    OpenAIRE

    Moreno-Gómez, Felipe N.; Véliz, Guillermo; Rojas, Marcos; Martínez, Cristián; Olmedo, Rubén; Panussis, Felipe; Dagnino-Subiabre, Alexies; Delgado, Carolina; Delano, Paul H.

    2017-01-01

    The perception of music depends on the normal function of the peripheral and central auditory system. Aged subjects without hearing loss have altered music perception, including pitch and temporal features. Presbycusis or age-related hearing loss is a frequent condition in elderly people, produced by neurodegenerative processes that affect the cochlear receptor cells and brain circuits involved in auditory perception. Clinically, presbycusis patients have bilateral high-frequency hearing loss...

  3. When music is salty: The crossmodal associations between sound and taste.

    Science.gov (United States)

    Guetta, Rachel; Loui, Psyche

    2017-01-01

    Here we investigate associations between complex auditory and complex taste stimuli. A novel piece of music was composed and recorded in four different styles of musical articulation to reflect the four basic tastes groups (sweet, sour, salty, bitter). In Experiment 1, participants performed above chance at pairing the music clips with corresponding taste words. Experiment 2 uses multidimensional scaling to interpret how participants categorize these musical stimuli, and to show that auditory categories can be organized in a similar manner as taste categories. Experiment 3 introduces four different flavors of custom-made chocolate ganache and shows that participants can match music clips with the corresponding taste stimuli with above-chance accuracy. Experiment 4 demonstrates the partial role of pleasantness in crossmodal mappings between sound and taste. The present findings confirm that individuals are able to make crossmodal associations between complex auditory and gustatory stimuli, and that valence may mediate multisensory integration in the general population.

  4. The Politics of Public Accountability: Implications for Centralized Music Education Policy Development and Implementation

    Science.gov (United States)

    Horsley, Stephanie

    2009-01-01

    This article addresses accountability issues that affect music education policy and implementation in the neoliberal education system. Using examples from education reform in Ontario, Canada, the author argues that two forms of accountability imbalances fostered by the neoliberal state--hierarchical answerability over communicative reason and…

  5. Cognitive Levels Regarding Articulation Marks among Violin Students in Department of Music Education in Gazi University

    Science.gov (United States)

    Taninmis, Gamze Elif

    2016-01-01

    The purpose of this study is to determine violin students' cognitive levels about articulation marks in Department of Music Education, Fine Arts Education, Gazi Faculty of Education, Gazi University (GUGEF), and to identify the variables on which the cognitive levels vary. It is a descriptive research considering the study purpose, method and…

  6. Content Analysis of Songs in Elementary Music Textbooks in Accordance with Values Education in Turkey

    Science.gov (United States)

    Yalçinkaya, Begüm

    2015-01-01

    The aim of this study is to determine which values are included in education songs in elementary school textbooks and the level of these values. This study, conducted using document analysis method, involved primary education music class textbooks. Education songs in textbooks were analyzed within the frame of 29 values determined based on…

  7. Disability in the Classroom: Current Trends and Impacts on Music Education

    Science.gov (United States)

    Abramo, Joseph

    2012-01-01

    This article covers current trends in disability rights and raises questions about how society's views of disability influence the music education of students in need of special education services. Brief overviews of the disability-rights movement in the United States and of federal laws pertaining to disabilities and education are included. Next,…

  8. Promoting Cultural Diversity: African Music in Australian Teacher Education

    Science.gov (United States)

    Joseph, Dawn

    2016-01-01

    Australia is forged by ongoing migration, welcoming a range of cultures, languages and ethnicities, celebrating a diverse range of the Arts. In this multicultural society, music and dance may serve as a positive medium to transmit and promote social cohesion. I argue that the inclusion of innovative and immersive practice of African music in…

  9. Leveraging the Power of Music to Improve Science Education

    Science.gov (United States)

    Crowther, Gregory J.; McFadden, Tom; Fleming, Jean S.; Davis, Katie

    2016-01-01

    We assessed the impact of music videos with science-based lyrics on content knowledge and attitudes in a three-part experimental research study of over 1000 participants (mostly K-12 students). In Study A, 13 of 15 music videos were followed by statistically significant improvements on questions about material covered in the videos, while…

  10. The Integration of Visual Expression in Music Education for Children

    Science.gov (United States)

    Roels, Johanna Maria; Van Petegem, Peter

    2014-01-01

    This study is the result of a two-year experimental collaboration with children from my piano class. Together, the children and I designed a method that uses visual expression as a starting point for composing and visualising music-theoretical concepts. In this method various dimensions of musicality such as listening, creating, noting down and…

  11. An Approach to Chinese-English Bilingual Music Education

    Science.gov (United States)

    Ward, Lisa-Jane

    2014-01-01

    Music departments in Chinese universities incorporate Western musicology and instruments as part of their undergraduate or graduate courses (or both). However, many of these students may have had limited exposure to Western classical music and English, as a medium of communication. Furthermore, these courses are predominantly offered in Chinese.…

  12. Music Therapy in Special Education: Where Are We Now?

    Science.gov (United States)

    Rickson, Daphne J.; McFerran, Katrina

    2007-01-01

    Research is an essential aspect of the music therapy profession. Practice is grounded in theoretical frameworks based on research studies and the evaluation of clinical interventions. Early research drew heavily on behavioural principles, observing measurable change in response to musical interventions. As the profession gained stature, music…

  13. Perpetuating Nigerian Cultures in Musical Arts Education within the ...

    African Journals Online (AJOL)

    Our inadequacies in playing or singing our indigenous music and inability to identify the folk taxonomies of our traditional musical instruments are glaring. Research conducted in selected Primary Schools in Anambra State, Nigeria over a period of five years (2003 – 2008) has proved that the Nigerian child still has the ...

  14. The Other Mozart Effect: An Open Letter to Music Educators.

    Science.gov (United States)

    Duke, Robert A.

    2000-01-01

    Reports on five observations of children and adults involved in music activities and discusses three issues related to experimental research. Argues against the Mozart Effect, stating that the effects of music instruction seen within the classroom everyday are more significant. Discusses the results of Mozart Effect studies and educational…

  15. Background Music in Educational Games: Motivational Appeal and Cognitive Impact

    Science.gov (United States)

    Linek, Stephanie B.; Marte, Birgit; Albert, Dietrich

    2011-01-01

    Most game-designers likely stick to the assumption that background music is a design feature for fostering fun and game play. From a psychological point of view, these (intuitive) aspects act upon the intrinsic motivation and the flow experience of players. However, from a pure cognitive perspective on instructional design, background music could…

  16. So Much to Think These People Have Given Us”: Brazilian Music Educators Traveling to the United States

    Directory of Open Access Journals (Sweden)

    Inês de Almeida Rocha

    2012-05-01

    Full Text Available In the early 1940s, music educators traveled to the United States promoting Brazilian classical music and learning about the music education system in various cities of this North American country. This paper analyses the participation of Liddy Chiaffarelli Mignone, Francisco Mignone, Antonio Leal de Sá Pereira and Heitor Villa-Lobos in the VIII Biennial Congress of Music Teachers held in Milwaukee, USA in 1942. Possessing a privileged source of letters, notes and memoirs, reflections arising from their analysis reveals that these musicians, who were also music teachers, were placed in strategic diplomatic positions that brought together the United States and Brazil by means of musical and cultural exchange, while circulating pedagogical thinking of Brazilian music educators.

  17. The church organist’s rappers: Redefining roles and strategies in music education

    Directory of Open Access Journals (Sweden)

    Rosa van As

    2014-11-01

    Full Text Available Arts and culture teachers often are ill-equipped to meet the requirements of school music programmes. They labour especially to accommodate the diverse musical preferences of learners. This discussion accordingly describes the implementation of a once-off rap programme at an inner-city secondary school in Pretoria. It shows the programme evolving fitfully into a remarkably effective synergy between a teacher (trained as a church organist, the formal schooling system, school learners as well as community musicians. However, this synergy was dependent on the teacher relinquishing her cultural and musical preferences in favour of a popular music programme linked to the social experiences of learners. The successful unfolding of this programme demanded that the teacher surrender the conventional status of omniscient, authoritative educator in accordance with the principles of learner-centered approaches. The role of the teacher consequently became that of project coordinator and facilitator, while the needs, goals and actions of learners were central to, and motivated experiential and reflective group learning. Learners applied theoretical knowledge in musical creation and performance, continuously assessed their progress, and redefined their objectives as required. The consequent development by them of a combination of communicative, cognitive, emotional and social skills reveals the value in music education of oral processes of learning, as well as the role of community musicians. It also underscores the value of the school as formal setting of social interaction and education, as well as the indispensable – if redefined – role of the educator.

  18. Music Education for the Improvement of Coexistence in and beyond the Classroom: A Study Based on the Consultation of Experts

    Science.gov (United States)

    Cabedo-Mas, Alberto; Díaz-Gómez, Maravillas

    2016-01-01

    This study examines theoretical principles and models of music education to promote interpersonal and social relations. It focuses on the primary and secondary stages of education in Spain. To this end, relevant national and international figures in education, music or critical thinking were consulted. Their responses to the consultation were…

  19. Musical activity and emotional competence - a twin study.

    Science.gov (United States)

    Theorell, Töres P; Lennartsson, Anna-Karin; Mosing, Miriam A; Ullén, Fredrik

    2014-01-01

    The hypothesis was tested that musical activities may contribute to the prevention of alexithymia. We tested whether musical creative achievement and musical practice are associated with lower alexithymia. 8000 Swedish twins aged 27-54 were studied. Alexithymia was assessed using the Toronto Alexithymia Scale-20. Musical achievement was rated on a 7-graded scale. Participants estimated number of hours of music practice during different ages throughout life. A total life estimation of number of accumulated hours was made. They were also asked about ensemble playing. In addition, twin modelling was used to explore the genetic architecture of the relation between musical practice and alexithymia. Alexithymia was negatively associated with (i) musical creative achievement, (ii) having played a musical instrument as compared to never having played, and - for the subsample of participants that had played an instrument - (iii) total hours of musical training (r = -0.12 in men and -0.10 in women). Ensemble playing added significant variance. Twin modelling showed that alexithymia had a moderate heritability of 36% and that the association with musical practice could be explained by shared genetic influences. Associations between musical training and alexithymia remained significant when controlling for education, depression, and intelligence. Musical achievement and musical practice are associated with lower levels of alexithymia in both men and women. Musical engagement thus appears to be associated with higher emotional competence, although effect sizes are small. The association between musical training and alexithymia appears to be entirely genetically mediated, suggesting genetic pleiotropy.

  20. Music education in the Grade R classroom: How three teachers learned in a participatory action inquiry

    Directory of Open Access Journals (Sweden)

    Aletta Delport

    2015-09-01

    Full Text Available The contribution of music education to the holistic development of the young learner is uncontested. However, in South Africa, the vast majority of Reception Year (Grade R teachers do not have the required competences to teach music in ways that optimally enhance the holistic growth of their learners, as this aspect has been largely neglected during their pre-service and in-service training. In this paper, we report on a year-long intervention aimed at enabling three Grade R non-music specialist teachers at one urban township school in the Eastern Cape to create music-based learning opportunities for their learners. We employed a participatory action learning and action research (PALAR approach to the inquiry, which combines research with development. Our findings indicate that after a series of collaborative interactions, the participants started to explore and tap into their own musical competences. They revisited notions of the self as (ill-equipped, (unconfident, (incompetent and (independent music teachers, and began to assume autonomy and agency with regard to effective music education in the Grade R classroom. We consequently argue that under-qualified in-service teachers can be enabled to improve their practice through research interventions that stimulate maximum participant involvement, such as PALAR.