Auditory risk assessment of college music students in jazz band-based instructional activity.

Science.gov (United States)

Gopal, Kamakshi V; Chesky, Kris; Beschoner, Elizabeth A; Nelson, Paul D; Stewart, Bradley J

2013-01-01

It is well-known that musicians are at risk for music-induced hearing loss, however, systematic evaluation of music exposure and its effects on the auditory system are still difficult to assess. The purpose of the study was to determine if college students in jazz band-based instructional activity are exposed to loud classroom noise and consequently exhibit acute but significant changes in basic auditory measures compared to non-music students in regular classroom sessions. For this we (1) measured and compared personal exposure levels of college students (n = 14) participating in a routine 50 min jazz ensemble-based instructional activity (experimental) to personal exposure levels of non-music students (n = 11) participating in a 50-min regular classroom activity (control), and (2) measured and compared pre- to post-auditory changes associated with these two types of classroom exposures. Results showed that the L eq (equivalent continuous noise level) generated during the 50 min jazz ensemble-based instructional activity ranged from 95 dBA to 105.8 dBA with a mean of 99.5 ± 2.5 dBA. In the regular classroom, the L eq ranged from 46.4 dBA to 67.4 dBA with a mean of 49.9 ± 10.6 dBA. Additionally, significant differences were observed in pre to post-auditory measures between the two groups. The experimental group showed a significant temporary threshold shift bilaterally at 4000 Hz (P music students place them at risk for hearing loss compared to their non-music cohorts.

Justifying Music Instruction in American Public Schools: A Historical Perspective.

Science.gov (United States)

Jorgensen, Estelle R.

1995-01-01

Charts the development of music education from early utilitarianism up to its current emphasis on aesthetic value. Recent attempts to pursue music education as an interdisciplinary subject have been limited due to budget cuts. Briefly discusses this financial crisis and suggests some sources of alternative funding. (MJP)

Improving Auditory Sequencing Skills in the Kindergarten-Age Child through the Increased Instruction of Music.

Science.gov (United States)

Brandt, Millicent Hume

A music teacher specialist at an elementary school with a typical kindergarten music program implemented a 10-week practicum intervention designed to improve the auditory sequencing skills of kindergarten children through increased instruction in music. Test scores on screening measures indicated the need to improve the children's auditory memory…

Auditory risk assessment of college music students in jazz band-based instructional activity

Directory of Open Access Journals (Sweden)

Kamakshi V Gopal

2013-01-01

Full Text Available It is well-known that musicians are at risk for music-induced hearing loss, however, systematic evaluation of music exposure and its effects on the auditory system are still difficult to assess. The purpose of the study was to determine if college students in jazz band-based instructional activity are exposed to loud classroom noise and consequently exhibit acute but significant changes in basic auditory measures compared to non-music students in regular classroom sessions. For this we (1 measured and compared personal exposure levels of college students (n = 14 participating in a routine 50 min jazz ensemble-based instructional activity (experimental to personal exposure levels of non-music students (n = 11 participating in a 50-min regular classroom activity (control, and (2 measured and compared pre- to post-auditory changes associated with these two types of classroom exposures. Results showed that the L eq (equivalent continuous noise level generated during the 50 min jazz ensemble-based instructional activity ranged from 95 dBA to 105.8 dBA with a mean of 99.5 ± 2.5 dBA. In the regular classroom, the L eq ranged from 46.4 dBA to 67.4 dBA with a mean of 49.9 ± 10.6 dBA. Additionally, significant differences were observed in pre to post-auditory measures between the two groups. The experimental group showed a significant temporary threshold shift bilaterally at 4000 Hz (P < 0.05, and a significant decrease in the amplitude of transient-evoked otoacoustic emission response in both ears (P < 0.05 after exposure to the jazz ensemble-based instructional activity. No significant changes were found in the control group between pre- and post-exposure measures. This study quantified the noise exposure in jazz band-based practice sessions and its effects on basic auditory measures. Temporary, yet significant, auditory changes seen in music students place them at risk for hearing loss compared to their non-music cohorts.

"But I Never Thought I'd Teach the Little Kids": Secondary Teachers and Early-Grades Music Instruction

Science.gov (United States)

Salvador, Karen; Corbett, Keith

2016-01-01

Even in states with K-12 music licensure, not all music education students take a course in elementary music methods, and even fewer take a course that specifically addresses early childhood music instruction. In this article, a music teacher educator and a self-described "band guy," who initially struggled to work with young children,…

Music Provision in UK Public Libraries

Science.gov (United States)

Dorney, Carl; McKnight, Cliff

2004-01-01

Public library music provision, as a less traditional role for public libraries, has always caused contention: a vital source of cultural materials within the community though never confirmed to be a core part of library services by the Government. This article concerns itself with a detailed consideration of the decline of music services over the…

Music and Public Health - An introduction

DEFF Research Database (Denmark)

Bonde, Lars Ole; Theorell, Töres

2018-01-01

Introduction to Music and Public Health as a new research field. The history of the field in the Nordic countries is presented, and the 13 contributions to the book are briefly reviewed.......Introduction to Music and Public Health as a new research field. The history of the field in the Nordic countries is presented, and the 13 contributions to the book are briefly reviewed....

Shifting the paradigm of music instruction: Implications of embodiment stemming from an augmented reality guitar learning system

Directory of Open Access Journals (Sweden)

Joseph Roland Keebler

2014-05-01

Full Text Available Musical instruction often includes materials that can act as a barrier to learning. New technologies using augmented reality may aid in reducing the initial difficulties involved in learning music by lowering these barriers characteristic of traditional instructional materials. Therefore, this set of studies examined a novel augmented reality guitar learning system (i.e., the Fretlight® guitar in regards to current theories of embodied music cognition. Specifically, we examined the effects of using this system in comparison to a standard instructional material (i.e. diagrams. First, we review major theories related to musical embodiment and specify a niche within this research space we call embodied music technology for learning. Following, we explicate two parallel experiments that were conducted to address the learning effects of this system. Experiment 1 examined short-term learning effects within one experimental session, while Experiment 2 examined both short-term and long-term effects across two sessions spaced at a two-week interval. Analyses demonstrated that, for many of our dependent variables, all participants increased in performance across time. Further, the Fretlight® condition consistently led to significantly better outcomes via interactive effects, including significantly better long term retention for the learned information across a two week time interval. These results are discussed in the context of embodied cognition theory as it relates to music. Potential limitations and avenues for future research are described.

High school music classes enhance the neural processing of speech.

Science.gov (United States)

Tierney, Adam; Krizman, Jennifer; Skoe, Erika; Johnston, Kathleen; Kraus, Nina

2013-01-01

Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training can produce these enhancements. Here we show that 2 years of group music classes in high school enhance the neural encoding of speech. To tease apart the relationships between music and neural function, we tested high school students participating in either music or fitness-based training. These groups were matched at the onset of training on neural timing, reading ability, and IQ. Auditory brainstem responses were collected to a synthesized speech sound presented in background noise. After 2 years of training, the neural responses of the music training group were earlier than at pre-training, while the neural timing of students in the fitness training group was unchanged. These results represent the strongest evidence to date that in-school music education can cause enhanced speech encoding. The neural benefits of musical training are, therefore, not limited to expensive private instruction early in childhood but can be elicited by cost-effective group instruction during adolescence.

Melodic Dictation Instruction: A Survey of Advanced Placement Music Theory Teachers

Science.gov (United States)

Buonviri, Nathan O.; Paney, Andrew S.

2015-01-01

Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources,…

Music Integration Therapy: An Instructional Tool for Students with Special Needs

Science.gov (United States)

Rodriguez, Delilah

2017-01-01

Students with special needs are required by law to have an individualized education plan based on their unique educational needs. Special education teachers understand these needs and provide students with instructional strategies that allow them to succeed. Music has often been used to provide students with disabilities alternative ways to learn…

High school music classes enhance the neural processing of speech

OpenAIRE

Tierney, Adam; Krizman, Jennifer; Skoe, Erika; Johnston, Kathleen; Kraus, Nina

2013-01-01

Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training can produce these enhancements. Here we show that two years of group music classes in high school enhance the subcortical encoding of speech. To tease apart the relationships between music and neural...

Longitudinal effects of group music instruction on literacy skills in low-income children.

Directory of Open Access Journals (Sweden)

Jessica Slater

Full Text Available Children from low-socioeconomic backgrounds tend to fall progressively further behind their higher-income peers over the course of their academic careers. Music training has been associated with enhanced language and learning skills, suggesting that music programs could play a role in helping low-income children to stay on track academically. Using a controlled, longitudinal design, the impact of group music instruction on English reading ability was assessed in 42 low-income Spanish-English bilingual children aged 6-9 years in Los Angeles. After one year, children who received music training retained their age-normed level of reading performance while a matched control group's performance deteriorated, consistent with expected declines in this population. While the extent of change is modest, outcomes nonetheless provide evidence that music programs may have value in helping to counteract the negative effects of low-socioeconomic status on child literacy development.

Longitudinal effects of group music instruction on literacy skills in low-income children.

Science.gov (United States)

Slater, Jessica; Strait, Dana L; Skoe, Erika; O'Connell, Samantha; Thompson, Elaine; Kraus, Nina

2014-01-01

Children from low-socioeconomic backgrounds tend to fall progressively further behind their higher-income peers over the course of their academic careers. Music training has been associated with enhanced language and learning skills, suggesting that music programs could play a role in helping low-income children to stay on track academically. Using a controlled, longitudinal design, the impact of group music instruction on English reading ability was assessed in 42 low-income Spanish-English bilingual children aged 6-9 years in Los Angeles. After one year, children who received music training retained their age-normed level of reading performance while a matched control group's performance deteriorated, consistent with expected declines in this population. While the extent of change is modest, outcomes nonetheless provide evidence that music programs may have value in helping to counteract the negative effects of low-socioeconomic status on child literacy development.

Longitudinal Effects of Group Music Instruction on Literacy Skills in Low-Income Children

Science.gov (United States)

Slater, Jessica; Strait, Dana L.; Skoe, Erika; O'Connell, Samantha; Thompson, Elaine; Kraus, Nina

2014-01-01

Children from low-socioeconomic backgrounds tend to fall progressively further behind their higher-income peers over the course of their academic careers. Music training has been associated with enhanced language and learning skills, suggesting that music programs could play a role in helping low-income children to stay on track academically. Using a controlled, longitudinal design, the impact of group music instruction on English reading ability was assessed in 42 low-income Spanish-English bilingual children aged 6–9 years in Los Angeles. After one year, children who received music training retained their age-normed level of reading performance while a matched control group's performance deteriorated, consistent with expected declines in this population. While the extent of change is modest, outcomes nonetheless provide evidence that music programs may have value in helping to counteract the negative effects of low-socioeconomic status on child literacy development. PMID:25409300

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.…

Using Interactive Video Instruction To Enhance Public Speaking Instruction.

Science.gov (United States)

Cronin, Michael W.; Kennan, William R.

Noting that interactive video instruction (IVI) should not and cannot replace classroom instruction, this paper offers an introduction to interactive video instruction as an innovative technology that can be used to expand pedagogical opportunities in public speaking instruction. The paper: (1) defines the distinctive features of IVI; (2) assesses…

Recent publications in music 2015: Czech Republic

Czech Academy of Sciences Publication Activity Database

Kordík, Pavel

2015-01-01

Roč. 62, č. 4 (2015), s. 30-35 ISSN 0015-6191 Institutional support: RVO:68378076 Keywords : bibliography * music ology Subject RIV: AL - Art, Architecture, Cultural Heritage http://www.iaml.info/sites/default/files/pdf/2015_recent_publications_in_music.pdf

Recent publications in music 2013: Czech Republic

Czech Academy of Sciences Publication Activity Database

Kordík, Pavel

2014-01-01

Roč. 61, č. 4 (2014), s. 15-20 ISSN 0015-6191 Institutional support: RVO:68378076 Keywords : bibliography * music ology Subject RIV: AL - Art, Architecture, Cultural Heritage http://www.iaml.info/sites/default/files/pdf/recent_publications_in_music_2013.pdf

MUSICAL SPACE AS A WAY OF REFLECTING PUBLIC RELATIONS

Directory of Open Access Journals (Sweden)

MOZGOT SVETLANA

2017-12-01

Full Text Available The semantic universality of the space category and its relationship with the extra musical experience of the person provides composers an opportunity to model various forms of public relations in music. Being guided by E. Hall’s theory and the four models of communicative space identified by him – intimate, personal, social and public – we make an attempt to define the specific features of these spatial models in music. In this paper, the principles of E. Hall’s theory are for the first time projected on music. The research methods include hermeneutics, inter-disciplinary approach and musicological analysis. The research of the samples of instrumental music written by Scarlatti, Mozart, Beethoven, Chopin and Liszt showed the specific features of the intimate space model as the basic isolation of its structure, hierarchy and a special toponymy of the man’s inner world including the invariant steady presence of certain subjects and objects. The research of other spatial models in music shows prospects of conceiving the evolution of music as a special spatial form of reflecting the patterns of public consciousness and society arrangement.

High school music classes enhance the neural processing of speech

Directory of Open Access Journals (Sweden)

Adam eTierney

2013-12-01

Full Text Available Should music be a priority in public education? One argument for teaching music in school is that private music instruction relates to enhanced language abilities and neural function. However, the directionality of this relationship is unclear and it is unknown whether school-based music training can produce these enhancements. Here we show that two years of group music classes in high school enhance the subcortical encoding of speech. To tease apart the relationships between music and neural function, we tested high school students participating in either music or fitness-based training. These groups were matched at the onset of training on neural timing, reading ability, and IQ. Auditory brainstem responses were collected to a synthesized speech sound presented in background noise. After 2 years of training, the subcortical responses of the music training group were earlier than at pretraining, while the neural timing of students in the fitness training group was unchanged. These results represent the strongest evidence to date that in-school music education can cause enhanced speech encoding. The neural benefits of musical training are, therefore, not limited to expensive private instruction early in childhood but can be elicited by cost-effective group instruction during adolescence.

Effect of alcohol references in music on alcohol consumption in public drinking places.

Science.gov (United States)

Engels, Rutger C M E; Slettenhaar, Gert; ter Bogt, Tom; Scholte, Ron H J

2011-01-01

People are exposed to many references to alcohol, which might influence their consumption of alcohol directly. In a field experiment, we tested whether textual references to alcohol in music played in bars lead to higher revenues of alcoholic beverages. We created two databases: one contained songs referring to alcohol, the parallel database contained songs with matching artists, tempo, and energetic content, but no references to alcohol. Customers of three bars were exposed to either music textually referring to alcohol or to the control condition, resulting in 23 evenings in both conditions. Bartenders were instructed to play songs with references to alcohol (or not) during a period of 2 hours each of the evenings of interest. They were not blind to the experimental condition. The results showed that customers who were exposed to music with textual references to alcohol spent significantly more on alcoholic drinks compared to customers in the control condition. This pilot study provides preliminary evidence that alcohol-related lyrics directly affect alcohol consumption in public drinking places. Since our study is one of the first testing direct effects of music lyrics on consumption, our small-scale, preliminary study needs replication before firm conclusions can be drawn. Copyright © American Academy of Addiction Psychiatry.

Recent publications in music 2009: Czech Republic

Czech Academy of Sciences Publication Activity Database

Kordík, Pavel

2009-01-01

Roč. 56, č. 4 (2009), s. 12-14 ISSN 0015-6191 Institutional research plan: CEZ:AV0Z90580513 Keywords : bibliography * music ology Subject RIV: AL - Art, Architecture, Cultural Heritage http://www.iaml.info/sites/default/files/pdf/recent_publications_in_music_2009.pdf

Effects of Advance Organizer Instruction on Preschool Children's Learning of Musical Concepts.

Science.gov (United States)

Lawton, Joseph T.; Johnson, Ann

1992-01-01

Presents results of a study of the effects of advance organizer instruction on preschool children's learning of the musical concepts of dynamics, pitch, tempo, and rhythm. Reports that three modes and three methods of presentation were evaluated. Concludes that, although results did vary with mode, the method of presentation had no significant…

The Effects of Psychomotor Skills Instruction on Attitude toward Singing and General Music among Students in Grades 4-6.

Science.gov (United States)

Phillips, Kenneth H.; Aitchison, Randall E.

1998-01-01

Investigates the relationship of psychomotor skills instruction on student attitudes in grades 4-6 towards singing and general music instruction. Finds females have more positive attitudes, interest declines as grade-level increases, group vocal instruction may produce more positive attitudes, and a positive relationship between liking to sing in…

Building a public for orchestral music

OpenAIRE

Pasler, Jann

2017-01-01

In spring 1873, two years after France’s devastating defeat in the Franco-Prussian war, Georges Hartmann hired Edouard Colonne to conduct eight “Concerts Nationals”. With them, he aimed to promote French music, especially that which he published. The concerts attracted a large, enthusiastic crowd, but lost money. A year later Colonne founded his own orchestra, subsequently known as the Concerts Colonne. Their challenge was to attract a mass public for serious orchestral music, successfully co...

Imagery, Music, Cognitive Style and Memory.

Science.gov (United States)

Stratton, Valerie N.; Zalanowski, Annette

Paired associate memory was tested with imagery and repetition instructions, with and without background music. Subjects were 64 students enrolled in an introductory psychology course. Music was found to have no effect with imagery instructions, but significantly improved performance with the repetition instructions. Music had different effects on…

Effects of music listening and relaxation instructions on arousal changes and the working memory task in older adults.

Science.gov (United States)

Hirokawa, Eri

2004-01-01

The purpose of this study was to examine the effects of subject-preferred music and relaxation instructions on older adults' arousal and working memory. Fifteen female older adults participated in 10 minutes of all 3 experimental conditions: (a) subject-preferred music, (b) relaxation instructions, and (c) silence control. Four subcategories of arousal level, energy, tiredness, tension, and calmness, were measured before and after experimental treatment using the Activation-Deactivation Adjective Check List by Thayer (1978). After each experimental condition, subjects had a working memory test by Daneman and Carpenter (1980). Results of the 2 x 3 repeated measures analysis of variances indicated that music increased subjects' energy levels, but relaxation and silence significantly decreased energy levels. Relaxation and silence increased their tiredness and calmness levels. All experimental conditions decreased subjects' tension levels. The scores in the working memory test were not significantly different among experimental conditions. Results did not indicate clear relationships between four subcategories of arousal levels and working memory scores. Results indicated that subject-preferred music has potentials to increase older adults' energetic arousal and reduce tension.

Using Web-Based Instruction to Teach Music Theory in the Piano Studio: Defining, Designing, and Implementing an Integrative Approach

Science.gov (United States)

Carney, Robert D.

2010-01-01

This dissertation rationalizes the best use of Web-based instruction (WBI) for teaching music theory to private piano students in the later primary grades. It uses an integrative research methodology for defining, designing, and implementing a curriculum that includes WBI. Research from the fields of music education, educational technology,…

Music and Reading: Finding Connections from Within

Science.gov (United States)

Hall, Suzanne N.; Robinson, Nicole R.

2012-01-01

Increasingly, music teachers are required to assist, tutor, or teach reading skills in the music classroom. In the effort to meet such mandates, music teachers may be challenged to either relinquish valuable music instruction time or attempt to combine instructional strategies of both music and reading into singular lessons, units, and classroom…

Lived Experiences of Secondary Instrumental Music Teachers Who Teach Students with Learning Disabilities

Science.gov (United States)

Vinciguerra, Salvatore

2016-01-01

Very little research is published on teaching music to students with learning disabilities. Nevertheless, federal law mandates that instruction of such students take place in all public schools. The purpose of this study was to investigate the lived experiences of four secondary instrumental music teachers who teach five students with learning…

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…

Puede afectar la instruccion en musica el desarrollo cognitivo de los ninos? ERIC Digest. (Can Music Instruction Affect Children's Cognitive Development? ERIC Digest).

Science.gov (United States)

Rauscher, Frances H.

Several studies have examined the effects of music instruction on children's abilities in other disciplines. Other studies have explored the effects of listening to music on adults' spatial abilities. Noting that these two sets of findings have been confused, leading to claims that listening to music can improve children's academic abilities, this…

Piano instruction for nursery school trainees

OpenAIRE

新海, 節; Makoto, SHINKAI; 藤女子大学人間生活学部保育学科

2012-01-01

It is important piano instruction in childcare training schools be viewed primarily as "music for childcare". To this end,it is also important that the view of piano instruction for nursery school trainees be switched from one mainly focused on the technical aspects of performance using many etudes to a form of instruction based on developing the musicality of the trainees and their ability to display emotion through music. Further, through this instruction, the trainees need to develop the a...

Musical Ability and the Drake Music Memory Test

Science.gov (United States)

Griffin, Lawrence R.; Eisenman, Russell

1972-01-01

Results show that the Drake Music Memory Test should be able to discriminate between the poorest and strongest prospects for success in profiting from musical instruction, although it may not be particularly useful in individual counseling. (Authors)

At-risk elementary school children with one year of classroom music instruction are better at keeping a beat.

Science.gov (United States)

Slater, Jessica; Tierney, Adam; Kraus, Nina

2013-01-01

Temporal processing underlies both music and language skills. There is increasing evidence that rhythm abilities track with reading performance and that language disorders such as dyslexia are associated with poor rhythm abilities. However, little is known about how basic time-keeping skills can be shaped by musical training, particularly during critical literacy development years. This study was carried out in collaboration with Harmony Project, a non-profit organization providing free music education to children in the gang reduction zones of Los Angeles. Our findings reveal that elementary school children with just one year of classroom music instruction perform more accurately in a basic finger-tapping task than their untrained peers, providing important evidence that fundamental time-keeping skills may be strengthened by short-term music training. This sets the stage for further examination of how music programs may be used to support the development of basic skills underlying learning and literacy, particularly in at-risk populations which may benefit the most.

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.

Dead public spaces - live private corners: (Recontextualization of musically public and private

Directory of Open Access Journals (Sweden)

Jakovljević Rastko

2009-01-01

Full Text Available The expressions of private and public musical life and experience are mostly discussed separately. This article joins these two concepts into one scope and surveys the identity of both. In ideal (utopian? traditional context between private and public music experience (life, the context shows ideal vitality and consistence, while in an 'irregular' context these two concepts begin to distance themselves, opening space for marginality or so called 'errors'. This article studies bagpipe tradition in Serbia, at different stages of its development and in different periods, specifically focusing on rural and urban contexts in diverse sociopolitical conditions. Although bagpipe tradition still exists in Serbia it is far removed from what it once was, and the idea is to represent the contexts of that process, private and public, sociopolitical, and marginal aspects, from the 19th century (or hypothetically before then until today.

Bringing the Family Tradition in Bluegrass Music to the Music Classroom

Science.gov (United States)

Mills, Susan W.

2009-01-01

National Standard 9, "understanding music in relation to history and culture," forms the basis for this article about family traditions found in bluegrass music. With historical information about the roots of bluegrass music in the Old Time tradition, the author provides helpful links and instructional strategies to help general music…

Effect of Instruction in Appropriate Rubato Usage on the Onset Timings and Perceived Musicianship of Musical Performances.

Science.gov (United States)

Johnson, Christopher M.

1998-01-01

Investigates how instruction in specific rhythmic nuances influences the performed timings of a musical performance. Volunteers learned and performed a piece, then were taught rhythmic tendencies identified in the finest performances of the piece. Finds that subjects used significantly more rubato (freedom of tempo) and came closer to model…

Rural Public Transportation: An Instructional Module.

Science.gov (United States)

Hayden, Linda

A concept-based introduction to rural public transportation is provided in this instructional module for undergraduate and graduate transportation-related courses for disciplines such as engineering, business, sociology, and technology. Rural public transportation involves systems in rural and small urban areas with populations under 50,000…

[Comparison of the specificity of musically cued autobiographical memories].

Science.gov (United States)

Amemiya, Yuri; Taka, Fumiaki; Sekiguchi, Takahiro

2011-08-01

This paper compared the specificity of recollections of autobiographical memories where musical cues for events were varied. We used music which was popular in the past as cues which were related to a larger number of past individual events (frequent events cues) and music which was typically only sung at graduation ceremonies as cues which were related to a smaller number of events (rare events cues). In the instructed retrieval condition, participants were told to listen to the music and to recall past events, whereas in incidental retrieval condition, the instruction was only to listen to the music. Then participants were asked to describe what they recalled while hearing the music. When frequent events musical cues were played, the specificities of the recalled events were higher in the instructed retrieval condition than in the incidental retrieval condition. In contrast, when rare events musical cues were played, there were no differences in the specificities of the recalled events.

Demystifying Differentiation for the Elementary Music Classroom

Science.gov (United States)

Hillier, Erin

2011-01-01

Many music educators struggle with adapting buildingwide professional development initiatives into their own curriculum and teaching practice while still maintaining the integrity of the musical experiences they bring to the classroom. One vastly popular trend in instructional strategies, differentiated instruction, is both accessible to the music…

Hot for Teacher: Using Digital Music to Enhance Students' Experience in Online Courses

Science.gov (United States)

Dunlap, Joanna C.; Lowenthal, Patrick R.

2010-01-01

This article provides a review of the instructional potential of digital music to enhance postsecondary students' experience in online courses by involving them in music-driven instructional activities. The authors describe how music-driven instructional activities, when used appropriately, can (a) humanize, personalize, and energize online…

Music Software and Emerging Technology.

Science.gov (United States)

Peters, G. David

1992-01-01

Traces the history of instructional computing in music education. Describes the development of music software and hardware. Discusses potential benefits of using the newly developed software in the classroom. Suggests that educators and musicians interact with the publishing community to help define their needs in music education. (DK)

Playing Digital: Music Instruction for the Next Generation.

Science.gov (United States)

Hardy, Lawrence

2001-01-01

Active involvement in music can yield significant intellectual and emotional benefits. A Washington-area high school features a digitally literate music teacher and a piano lab with 25 workstations allowing music-loving students to express their creativity. MIDI sequencers and synthesizers aid young composers' efforts. (MLH)

Transformations: Technology and the Music Industry.

Science.gov (United States)

Peters, G. David

2001-01-01

Focuses on the companies and organizations of the Music Industry Conference (MIC). Addresses topics such as: changes in companies due to technology, audio compact discs, the music instrument digital interface (MIDI) , digital sound recording, and the MIC on-line music instruction programs offered. (CMK)

Fine Arts Standards of Learning for Virginia Public Schools

Science.gov (United States)

Virginia Department of Education, 2006

2006-01-01

The Fine Arts Standards of Learning in this publication represent a major development in public education in Virginia, emphasizing the importance of instruction in the fine arts (dance arts, music, theatre arts, and visual arts) as an important part of Virginia's efforts to provide challenging educational programs in the public schools. Knowledge…

Experienced General Music Teachers' Instructional Decision Making

Science.gov (United States)

Johnson, Daniel C.; Matthews, Wendy K.

2017-01-01

The purpose of this descriptive study was to explore experienced general music teachers' decision-making processes. Participants included seven experienced, American general music teachers who contributed their views during two phases of data collection: (1) responses to three classroom scenarios; and (2) in-depth, semi-structured, follow-up…

Music Teachers and Music Therapists: Helping Children Together.

Science.gov (United States)

Patterson, Allyson

2003-01-01

Provides background information on music therapy. Discusses how music therapy works in the public school setting and offers advice to music teachers. Explores music therapy and the Individuals with Disabilities Education Act, addressing the benefits of having access to music therapists. (CMK)

Do You Really Want to Know? Elementary Music Programs and Potential in Utah

Science.gov (United States)

Walker, Loretta Niebur

2015-01-01

This is the first of two articles reporting the results of a study by the author regarding the status of elementary music education in the state of Utah. This article focuses on how elementary music programs are structured (regular instruction with a music specialist, truncated programs, delegated programs, no formal music instruction, no music…

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…

Public Transportation Pricing: An Instructional Module.

Science.gov (United States)

McWha, Charley

A concept-based introduction to public transportation pricing is presented in this instructional module for undergraduate and graduate transportation-related courses for disciplines such as engineering, business administration, and technology. After an introductory section on transportation pricing planning and the history of transportation system…

The musical brain: brain waves reveal the neurophysiological basis of musicality in human subjects.

Science.gov (United States)

Tervaniemi, M; Ilvonen, T; Karma, K; Alho, K; Näätänen, R

1997-04-18

To reveal neurophysiological prerequisites of musicality, auditory event-related potentials (ERPs) were recorded from musical and non-musical subjects, musicality being here defined as the ability to temporally structure auditory information. Instructed to read a book and to ignore sounds, subjects were presented with a repetitive sound pattern with occasional changes in its temporal structure. The mismatch negativity (MMN) component of ERPs, indexing the cortical preattentive detection of change in these stimulus patterns, was larger in amplitude in musical than non-musical subjects. This amplitude enhancement, indicating more accurate sensory memory function in musical subjects, suggests that even the cognitive component of musicality, traditionally regarded as depending on attention-related brain processes, in fact, is based on neural mechanisms present already at the preattentive level.

Outside in America: George Michael's music video, public sex and global pop culture

NARCIS (Netherlands)

Kooijman, J.

2004-01-01

Six months after his controversial arrest for ‘lewd conduct’ at a men’s public restroom in Beverly Hills, British pop star George Michael released the song and music video ‘Outside’ which can be seen as an explicit commentary on the controversy. In this article, I read the music video in three ways:

Evaluation of school health instruction in public primary schools in ...

African Journals Online (AJOL)

Evaluation of school health instruction in public primary schools in Bonny Local Government Area, Rivers state. ... PROMOTING ACCESS TO AFRICAN RESEARCH ... Background: Effective school health instruction in primary schools is ...

Music interventions and group participation skills of preschoolers with visual impairments: raising questions about music, arousal, and attention.

Science.gov (United States)

Robb, Sheri L

2003-01-01

The purposes of this pilot study were two-fold: First, to document and compare attentive behavior during music and play-based group instructional sessions and second, to document and compare 4 group participation behaviors during music and play-based sessions. The 4 group participation behaviors included facing a central speaker, following onestep directions, manipulating objects according to their function, and remaining seated. Six of the 12 children enrolled completed the study, with all participants enrolled in an early intervention program due to visual impairments. Study participants were between the ages of 4 and 6 years inclusively. Children participated in 4, 30-minute instructional sessions. Two instructional sessions were music-based and two were play-based with the 4 sessions equally distributed across a 2-week period. An ABBA design was used to control for possible order effects. Each session was videotaped to facilitate collection of behavioral data. Statistical analysis of these data revealed that attentive behavior was significantly higher during music based-sessions (t(5) = 5.81; p =.002). Mean scores for the remaining group participation behaviors were higher in the music condition, but these differences were not statistically significant. Discussion regarding differential outcomes among participants, as well as an exploration of theories related to music, arousal, and attention are discussed in an effort to guide future research.

Music Education and Medicine: A Renewed Partnership.

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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…

Spontaneous Velocity Effect of Musical Expression on Self-Paced Walking

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Buhmann, Jeska; Desmet, Frank; Moens, Bart; Van Dyck, Edith; Leman, Marc

2016-01-01

The expressive features of music can influence the velocity of walking. So far, studies used instructed (and intended) synchronization. But is this velocity effect still present with non-instructed (spontaneous) synchronization? To figure that out, participants were instructed to walk in their own comfort tempo on an indoor track, first in silence and then with tempo-matched music. We compared velocities of silence and music conditions. The results show that some music has an activating influence, increasing velocity and motivation, while other music has a relaxing influence, decreasing velocity and motivation. The influence of musical expression on the velocity of self-paced walking can be predicted with a regression model using only three sonic features explaining 56% of the variance. Phase-coherence between footfall and beat did not contribute to the velocity effect, due to its implied fixed pacing. The findings suggest that the velocity effect depends on vigor entrainment that influences both stride length and pacing. Our findings are relevant for preventing injuries, for gait improvement in walking rehabilitation, and for improving performance in sports activities. PMID:27167064

Spontaneous Velocity Effect of Musical Expression on Self-Paced Walking.

Science.gov (United States)

Buhmann, Jeska; Desmet, Frank; Moens, Bart; Van Dyck, Edith; Leman, Marc

2016-01-01

The expressive features of music can influence the velocity of walking. So far, studies used instructed (and intended) synchronization. But is this velocity effect still present with non-instructed (spontaneous) synchronization? To figure that out, participants were instructed to walk in their own comfort tempo on an indoor track, first in silence and then with tempo-matched music. We compared velocities of silence and music conditions. The results show that some music has an activating influence, increasing velocity and motivation, while other music has a relaxing influence, decreasing velocity and motivation. The influence of musical expression on the velocity of self-paced walking can be predicted with a regression model using only three sonic features explaining 56% of the variance. Phase-coherence between footfall and beat did not contribute to the velocity effect, due to its implied fixed pacing. The findings suggest that the velocity effect depends on vigor entrainment that influences both stride length and pacing. Our findings are relevant for preventing injuries, for gait improvement in walking rehabilitation, and for improving performance in sports activities.

Spontaneous Velocity Effect of Musical Expression on Self-Paced Walking.

Directory of Open Access Journals (Sweden)

Jeska Buhmann

Full Text Available The expressive features of music can influence the velocity of walking. So far, studies used instructed (and intended synchronization. But is this velocity effect still present with non-instructed (spontaneous synchronization? To figure that out, participants were instructed to walk in their own comfort tempo on an indoor track, first in silence and then with tempo-matched music. We compared velocities of silence and music conditions. The results show that some music has an activating influence, increasing velocity and motivation, while other music has a relaxing influence, decreasing velocity and motivation. The influence of musical expression on the velocity of self-paced walking can be predicted with a regression model using only three sonic features explaining 56% of the variance. Phase-coherence between footfall and beat did not contribute to the velocity effect, due to its implied fixed pacing. The findings suggest that the velocity effect depends on vigor entrainment that influences both stride length and pacing. Our findings are relevant for preventing injuries, for gait improvement in walking rehabilitation, and for improving performance in sports activities.

Public vs. Private (and beyond)

Science.gov (United States)

Poliniak, Susan

2012-01-01

Different types of schools make for different experiences. Pros and cons abound, whether one teaches at a public, private, magnet, or charter school. Although it's certainly true that some individual schools may offer better environments for music education than others, no type of school is categorically the "best." Still, it can be instructive to…

Systematic Instruction for Retarded Children: The Illinois Program - Experimental Edition. Part IV: Motor Performance and Recreation Instruction.

Science.gov (United States)

Linford, Anthony G.; Jeanrenaud, Claudine Y.

The manual of programed instruction for motor skills and recreational activities for trainable mentally handicapped children includes guidelines on basic recreation movements, rhythm in music, handicrafts, and miscellaneous activities. The guidelines employ principles of behavior change and direct instruction. Detailed programed instruction lists…

Music and dance make me feel alive: from Mandela's prison songs and dances to public policy.

Science.gov (United States)

Buis, Johann S

2013-01-01

How is it possible for song and dance to exist in political incarceration and manifest itself later as public policy responding to apartheid atrocities? Examining the body of songs, oral history accounts, and eye-witness reports provided by fellow-prisoners of Mandela on Robben Island prison, I uncover a psychological environment mediated through music and dance--within the confines of a political prison. This source of prison music-making by political prisoners in detention, provide us with the artistic expressions of revolutionary songs, parody songs, praise songs, laments, etc. These music genres reflect ontologies embedded in Mandela's juristic imagination. My framework for explaining these ontologies is a theoretical framework I call an aesthetic of function: internal ontologies that speak to the African cultural ground against which external ontologies are expressed in the jurisprudential redress to apartheid atrocities. Examining his external (jurisprudential) ontologies through song and dance, one realizes that the best way for him to have solved the unprecedented public redress of apartheid atrocities is evident in the songs he sang in Robben Island prison. Retribution could have been a logical solution for him. Instead, he turned to truth-telling and reconciliation as public policy. The Truth and Reconciliation Commission's unprecedented breaking of social and jurisprudential boundaries, the claim of agency for both victims and perpetrators, and public policy of South Africa's first democratically elected black president, lie deeply embedded in cultural practices he testified to in his autobiography, "The Long Walk to Freedom". These cultural practices in prison were singing and dancing. This paper complements the music-as-torture trope: here music in detention carries ontological agency. Musical evidence of stylistic features, text, and contextual analyses, and related literary criticism devices, expose Mandela's embedded internal and external

Music and On-task Behaviors in Preschool Children With Autism Spectrum Disorder.

Science.gov (United States)

Dieringer, Shannon Titus; Porretta, David L; Sainato, Diane

2017-07-01

The purpose of our study was to determine the effect of music (music with lyrics versus music with lyrics plus instruction) relative to on-task behaviors in preschool children with autism spectrum disorder (ASD) in a gross motor setting. Five preschool children (4 boys, 1 girl) diagnosed with ASD served as participants. A multiple baseline across participants in conjunction with an alternating-treatment design was used. For all participants, music with lyrics plus instruction increased on-task behaviors to a greater extent than did music with lyrics. The results of our study provide a better understanding of the role of music with regard to the behaviors of young children with ASD.

Mental training, relaxation techniques and pedagogical instructions to reduce Music Performance Anxiety (MPA) in flute students

OpenAIRE

Carmen Viejo Llaneza; Ana Laucirica Larrinaga

2016-01-01

Music Performance Anxiety (MPA) is, frequently, one of the problems faced by a musical performer in his or her career. This study observes way in which stage fright affects in musicians, which is a possible factor that may later lead to anxiety in public performances and, furthermore, how we can intervene to mitigate or reduce its effects. An initial interview was conducted with four upper division students of transverse flute. This was followed by some training techniques - relaxation techni...

Instructional and improvisational models of music therapy with adolescents who have attention deficit hyperactivity disorder (ADHD): a comparison of the effects on motor impulsivity.

Science.gov (United States)

Rickson, Daphne J

2006-01-01

This study compared the impact of instructional and improvisational music therapy approaches on the level of motor impulsivity displayed by adolescent boys (n = 13) who have Attention Deficit Hyperactivity Disorder (ADHD). A combination of a multiple contrasting treatment and an experimental control group design was used. No statistical difference was found between the impact of the contrasting approaches as measured by a Synchronised Tapping Task (STT) (Humphrey, 2003) and the parent and teacher versions of Conners' Rating Scales (Conners, 1997) Restless-Impulsive (R-I) and Hyperactive-Impulsive (H-I) subscales. However, while no firm conclusions can be drawn, there are indications that the instructional approach may have contributed to a reduction of impulsive and restless behaviors in the classroom. Further, over the period of the study, both music therapy treatment groups significantly improved accuracy on the STT, and teachers reported a significant reduction in Conners' DSM-IV Total and Global Index subscale scores. These findings tentatively suggest that music therapy may contribute to a reduction in a range of ADHD symptoms in the classroom, and that increasing accuracy on the STT could be related to improvement in a range of developmental areas-not specifically motor impulsivity.

The role of attention and intention in synchronization to music: effects on gait.

Science.gov (United States)

Leow, Li-Ann; Waclawik, Kristina; Grahn, Jessica A

2018-01-01

Anecdotal accounts suggest that individuals spontaneously synchronize their movements to the 'beat' of background music, often without intending to, and perhaps even without attending to the music at all. However, the question of whether intention and attention are necessary to synchronize to the beat remains unclear. Here, we compared whether footsteps during overground walking were synchronized to the beat when young healthy adults were explicitly instructed to synchronize (intention to synchronize), and were not instructed to synchronize (no intention) (Experiment 1: intention). We also examined whether reducing participants' attention to the music affected synchronization, again when participants were explicitly instructed to synchronize, and when they were not (Experiment 2: attention/intention). Synchronization was much less frequent when no instructions to synchronize were given. Without explicit instructions to synchronize, there was no evidence of synchronization in 60% of the trials in Experiment 1, and 43% of the trials in Experiment 2. When instructed to synchronize, only 26% of trials in Experiment 1, and 14% of trials in Experiment 2 showed no evidence of synchronization. Because walking to music alters gait, we also examined how gait kinematics changed with or without instructions to synchronize, and attention to the music was required for synchronization to occur. Instructions to synchronize elicited slower, shorter, and more variable strides than walking in silence. Reducing attention to the music did not significantly affect synchronization of footsteps to the beat, but did elicit slower gait. Thus, during walking, intention, but not attention, appears to be necessary to synchronize footsteps to the beat, and synchronization elicits slower, shorter, and more variable strides, at least in young healthy adults.

An Adaption Tool Kit for Teaching Music

Science.gov (United States)

McDowell, Carol

2010-01-01

Music-education majors often struggle when making classroom and curricular modifications for their lesson plans during their university coursework. This article offers behavioral, curricular, environmental, motivational, organizational, and presentational strategies for planning instruction for various disabilities in the music classroom.…

Curricular Pillars in the Elementary General Music Classroom

Science.gov (United States)

Howell, Allen C.

2009-01-01

Karen, a veteran elementary general music teacher, was bewildered when she learned that none of her students remembered "Peter and the Wolf," a music lesson they have encountered in the past. Conscientious beginning elementary general music teachers like Karen may work diligently to plan instruction that will ensure that national, state, and local…

Teaching Improvisation in Elementary General Music: Facing Fears and Fostering Creativity

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Whitcomb, Rachel

2013-01-01

Improvisation is a vital part of an elementary general music education. While some music teachers successfully include improvisation in music instruction, others have fears and face challenges when attempting improvisational activities in the classroom. This article acknowledges obstacles facing music educators when attempting to incorporate…

Effects of Koto Performance Seminar on Music Teacher Training

OpenAIRE

伊藤, 真; 平山, 裕基

2017-01-01

Music teachers need to have wide range of knowledge and teaching skills. This includes knowledge of world music such as Japanese traditional music, methods of instruction and performance skill. The department of Music Culture Education in Hiroshima University provides a variety of lectures and seminars on Japanese traditional music as a part of music teacher training, of which playing the koto (a long Japanese zither with 13 strings) is especially stressed as a continuous learning opportunity...

Organized music instruction as a predictor of nursing student success.

Science.gov (United States)

Cesario, Sandra K; Cesario, Robert J; Cesario, Anthony R

2013-01-01

Stringent admission criteria exist for nursing programs in the United States, but better predictors of success are needed to reduce student attrition. Research indicates that organized music experiences are associated with greater academic success. This exploratory study examined the association between early music experiences and undergraduate nursing student success. Findings suggest that students with a music background were more likely to graduate, have higher grade point averages, and pass the licensure examination. Previous music education might be considered as an additional predictor of nursing student success.

Course of Study for Electronic Music I. An Instructional Guide.

Science.gov (United States)

Montgomery County Public Schools, Rockville, MD. Dept. of Curriculum and Instruction.

The booklet is a guide for music teachers and administrators who wish to incorporate electronic music into the junior or senior high curriculum. It defines program objectives and suggests goals, teaching strategies, materials, and equipment. Reasons for teaching electronic music include its popularity with the younger generation, its capability to…

Music and Dance Instruction in Basic Schools in Ghana: v ...

African Journals Online (AJOL)

The study investigated factors militating against the girl – child's music and dance education in basic schools in Ghana. The Population were music and dance teachers in Ghanaian pre-tertiary institutions, while purposive sampling technique was used to select the sample that covered all the 2005 of the 400 level music ...

Explicit versus implicit neural processing of musical emotions

OpenAIRE

Bogert, Brigitte; Numminen-Kontti, Taru; Gold, Benjamin; Sams, Mikko; Numminen, Jussi; Burunat, Iballa; Lampinen, Jouko; Brattico, Elvira

2016-01-01

Music is often used to regulate emotions and mood. Typically, music conveys and induces emotions even when one does not attend to them. Studies on the neural substrates of musical emotions have, however, only examined brain activity when subjects have focused on the emotional content of the music. Here we address with functional magnetic resonance imaging (fMRI) the neural processing of happy, sad, and fearful music with a paradigm in which 56 subjects were instructed to either classify the e...

Direct Instruction and Music Literacy: One Approach to Augmenting the Diminishing?

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Lowe, Geoffrey; Belcher, Steven

2012-01-01

One of the many challenges facing music educators is diminishing class time in lower secondary school in the face of the increasingly crowded curriculum and the advent of arts "taster" courses. However, music educators are still expected to be able to produce musically literate students capable of completing high level music courses in…

Identity and self-esteem in the context of music and music therapy: a review

Directory of Open Access Journals (Sweden)

Rafał Lawendowski

2017-01-01

Full Text Available Participation in music therapy offers opportunities for the participants to engage in identity work – to define, develop, or reflect on their understanding of themselves, and to cultivate new expressions of self-identity. The music therapy involves breaking away from the reality and engaging in intense interactions, which in turn facilitate relationships between participants. Patients tend to be more open to new kinds of experiences and explore new ways of perceiving themselves and others. Their self-understanding develops and leads to self-acceptance and personal growth. Although questions concerning the relationship between music therapy and human identity have been asked since antiquity, many issues have still not been resolved. As of today, there are no publications that systematically review the current state of knowledge. This article aims to review the available empirical evidence in order to identify the relationship between music therapy processes, identity, and specific individual identity variables, such as self-esteem. Also, it attempts to discover how self-regulatory behavior relates to both general music instruction and interventions designed to enhance self-esteem and identity. We searched PubMed and PsycInfo up to 13.09.2016. Screening, eligibility, and data extraction were done by one reviewer. Out of 31 relevant records, 20 were assessed for eligibility, and 14 were included. There was marked variation across included studies regarding type of MT approach used, type of participants, settings, outcomes and measurement tools. A qualitative analysis showed that expression of emotion and a sense of agency (which is considered valuable for both the client and those around them is a way to provide one’s damaged Self with healthful aspects of personality, thus improving one’s self-esteem. This review provides insight into the effects of music therapy processes, specifically self-knowledge (music identity and self

A Survey of Florida High School Instrumental Music Programs: Rationale for the Inclusion of Jazz Ensemble Experience in Music Teacher Training

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Hinkle, Jonathan R.

2011-01-01

During the past 60 years, jazz music has slowly become recognized as a genre worthy of study in high school music programs throughout the United States. Only a few researchers have analyzed large samples of jazz-related instruction in instrumental music programs, and of these studies no data were collected to investigate the inclusion of jazz in…

Access to Music Education with Regard to Race in Two Urban Areas

Science.gov (United States)

Salvador, Karen; Allegood, Kristen

2014-01-01

This quantitative study examined access to school music instruction with regard to race in two urban areas: Detroit, Michigan, and Washington, DC, in 2009-2010. We found significant differences in the provision of music instruction between schools with high and low proportions of nonwhite enrollment, in categories including curricular offerings,…

Four Steps for Becoming Familiar with Early Music Standards

Science.gov (United States)

Kim, Jinyoung; Robinson, Helen Mele

2010-01-01

Music has a profound impact on children's lives, yet it is often overlooked in early childhood classrooms. Music instruction enhances children's spatial-temporal reasoning skills--skills that are crucial to learning math and science. For children who received formal music lessons, there was a positive long-lasting correlation with IQ and academic…

The Efficiency of Musical Emotions for the Reconciliation of Conceptual Dissonances

Science.gov (United States)

2013-10-24

average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed ...effect on cognitive dissonance depends on hedonicity of music: pleasant music better helps overcoming cognitive dissonance than unpleasant music. This

Music Exposure and the Development of Spatial Intelligence in Children.

Science.gov (United States)

Rauscher, Frances H.

1999-01-01

Presents research on the effects of music instruction on spatial-temporal reasoning in children. Summarizes past studies that tested whether music training transfers to spatial-temporal task performance. A work-in-progress focuses on whether music training can improve economically-disadvantaged preschoolers' abstract reasoning and why…

Students and Instructors Opinions about Piano Instruction

Science.gov (United States)

Kilic, Deniz Beste Çevik

2016-01-01

This study examined the opinions of the students and piano instructors in the Turkish Education Faculties' Fine Arts Instruction Departments' music instruction programs about piano instruction. The study data were collected using a questionnaire administered to the piano instructors and the students who took lessons from them. The study results…

Effective Instruction of Public Speaking

OpenAIRE

竹野, 茂; Shigeru, TAKENO

2012-01-01

This paper explores the instruction of public speaking in a large-size class. The author has been in charge of the speech classes,SPEECH III and SPEECH IV mainly for the second year students at Miyazaki Municipal University for several years. At the preparation stage of SPEECH III, and IV, he intended that the class size was about 30 students as one group in the lecture style. But, in reality, more than 50 students took the course. Then he had to rethink the way of teaching. To solve the prob...

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,…

School Music and Society: A Content Analysis of the Midwestern Conference on School Vocal and Instrumental Music, 1946-1996

Science.gov (United States)

West, Chad

2013-01-01

This article provides an analysis of the session content presented in the first fifty years (1946-1996) of the (Michigan) state music education conference," The Midwestern Conference on School Vocal and Instrumental Music." The purpose of this study was to examine instructional techniques, technology, social/societal, and multicultural…

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.

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…

Neuroeducation and Music: Collaboration for Student Success

Science.gov (United States)

Curtis, Laurie; Fallin, Jana

2014-01-01

An expanding body of evidence based on cognitive neuroscience provides music teachers with information about the interaction of music instruction and brain development. This information is foundational for those interested in the biology of teaching in addition to the curriculum taught. Pedagogy can be grounded in research-based insights on how…

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…

Music Pedagogy: The Dissonance between the Taught, the Learned, and the Practiced

Science.gov (United States)

Frady, Rita R.

2011-01-01

The purpose of this mixed methods study was to determine the effectiveness of music teacher preparation programs in Georgia in providing preservice music teachers with the pedagogical knowledge and skills (PKS) required for music instruction in elementary music classrooms. The data-validation variant was utilized for the collection of both…

The Change of Music Preferences Following the Onset of a Mental Disorder.

Science.gov (United States)

Gebhardt, Stefan; von Georgi, Richard

2015-02-24

A psychiatric population (n=123) was examined on how music preferences had changed after the onset of a mental disorder. Most patients did not change their previous music preference; this group of patients considered music helpful for their mental state, showed more attractivity and enforcement as personality traits and used music more for emotion modulation. Patients who experienced a preference shift reported that music had impaired them during the time of illness; these patients showed less ego-strength, less confidence and less enforcement and used music less for arousal modulation. A third subgroup stopped listening to music completely after the onset of the mental disorder; these patients attribute less importance to music and also reported that music had impaired their mental state. They showed more ego-strength and used music less for emotion modulation. The results suggest that the use of music in everyday life can be helpful as an emotion modulation strategy. However, some patients might need instructions on how to use music in a functional way and not a dysfunctional one. Psychiatrists and psychotherapists as well as music therapists should be aware of emotion modulation strategies, subjective valence of music and personality traits of their patients. Due to the ubiquity of music, psychoeducative instructions on how to use music in everyday life plays an increasing role in the treatment of mental illness.

The Change of Music Preferences Following the Onset of a Mental Disorder

Science.gov (United States)

Gebhardt, Stefan; von Georgi, Richard

2015-01-01

A psychiatric population (n=123) was examined on how music preferences had changed after the onset of a mental disorder. Most patients did not change their previous music preference; this group of patients considered music helpful for their mental state, showed more attractivity and enforcement as personality traits and used music more for emotion modulation. Patients who experienced a preference shift reported that music had impaired them during the time of illness; these patients showed less ego-strength, less confidence and less enforcement and used music less for arousal modulation. A third subgroup stopped listening to music completely after the onset of the mental disorder; these patients attribute less importance to music and also reported that music had impaired their mental state. They showed more ego-strength and used music less for emotion modulation. The results suggest that the use of music in everyday life can be helpful as an emotion modulation strategy. However, some patients might need instructions on how to use music in a functional way and not a dysfunctional one. Psychiatrists and psychotherapists as well as music therapists should be aware of emotion modulation strategies, subjective valence of music and personality traits of their patients. Due to the ubiquity of music, psychoeducative instructions on how to use music in everyday life plays an increasing role in the treatment of mental illness. PMID:26266024

AVENUES FOR THE DEVELOPMENT OF MUSICAL ABILITIES IN ...

African Journals Online (AJOL)

Mitch

in Nigeria when he traced it to 1843 with the establishment of schools by Christian missions like ... Adegbite (2001) observes that in most private elementary and primary schools, music instructions ... ROMs, internet facilities and other electronic media. ... The Social Psychology of Music; USA: IOWA State University. Press.

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…

Survey of Music Programs at State Residential Schools for Blind Students

Science.gov (United States)

Kahler, Edward P.; Coleman, Jeremy M.; Molloy-Daugherty, Della

2018-01-01

Currently, students with visual impairments are the least represented disability group in the music education literature (Brown & Jellison, 2012). The purpose of the descriptive investigation presented here was to identify the types of music programs and instructional music strategies utilized by students in state schools. All three of the…

The Development of Some Empirical Approaches to Integrating the Physicality of Musical Performance with the Philosophy of Music

DEFF Research Database (Denmark)

Grund, Cynthia M.; Westney, William

), a neuroscientist and an engineer specializing in motion-capture technology. We introduced this study at last year's London NNIMIPA meeting, and much has happened since then: Inspired by prior work on musical gesture by Godøy, Leman, Jensenius and others, the research team is pursuing the investigation of musical...... meaning and expression by first distilling the movements of performing instrumentalists into the movements of their avatars generated by markered motion capture technology. This remediation of their performances reduces the movement and gesturing of the performers to something that is perceived far more...... the first rendition was to be played according to one specific instruction given by the researchers, and the second one according to a contrasting instruction. This pair of instructions was identical for all performers. The next phase of experimentation in May 2013 moved the motion capture results...

Informing Instruction of Students with Autism in Public School Settings

Science.gov (United States)

Kuo, Nai-Cheng

2016-01-01

The number of applied behavior analysis (ABA) classrooms for students with autism is increasing in K-12 public schools. To inform instruction of students with autism in public school settings, this study examined the relation between performance on mastery learning assessments and standardized achievement tests for students with autism spectrum…

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…

The Use of Music for Learning Languages

Institute of Scientific and Technical Information of China (English)

和梅

2012-01-01

　　Throughout time, healers, philosophers, scientists, and teachers have recognized the place of music for therapeutic and developmental functions (Bancroft,1985:3-7). Researchers over the last twenty years have made astounding advances in the the⁃ory of language acquisition. Many find the pedagogical conjoining of language and music compelling. The first part of this review focuses on the historical and developmental proofs of music’ s relationship with language learning. In part two, neurological the⁃ory on music and the mind are covered. Part three summarizes scholarly inquiry on the use of music for learning languages, espe⁃cially those studies that could prove most instructive both for language teachers and for music therapists in the development of curricula.

The neural underpinnings of music listening under different attention conditions.

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Jäncke, Lutz; Leipold, Simon; Burkhard, Anja

2018-05-02

Most studies examining the neural underpinnings of music listening have no specific instruction on how to process the presented musical pieces. In this study, we explicitly manipulated the participants' focus of attention while they listened to the musical pieces. We used an ecologically valid experimental setting by presenting the musical stimuli simultaneously with naturalistic film sequences. In one condition, the participants were instructed to focus their attention on the musical piece (attentive listening), whereas in the second condition, the participants directed their attention to the film sequence (passive listening). We used two instrumental musical pieces: an electronic pop song, which was a major hit at the time of testing, and a classical musical piece. During music presentation, we measured electroencephalographic oscillations and responses from the autonomic nervous system (heart rate and high-frequency heart rate variability). During passive listening to the pop song, we found strong event-related synchronizations in all analyzed frequency bands (theta, lower alpha, upper alpha, lower beta, and upper beta). The neurophysiological responses during attentive listening to the pop song were similar to those of the classical musical piece during both listening conditions. Thus, the focus of attention had a strong influence on the neurophysiological responses to the pop song, but not on the responses to the classical musical piece. The electroencephalographic responses during passive listening to the pop song are interpreted as a neurophysiological and psychological state typically observed when the participants are 'drawn into the music'.

Valorising the voice of the marginalised: exploring the value of African music in education

Directory of Open Access Journals (Sweden)

Yolisa Nompula

2011-01-01

Full Text Available I explore the role and value of African music in education, by drawing from a study of Grade 5 learners at a school in the Eastern Cape, which was designed to answer the question: Could Xhosa children in South Africa sing Xhosa indigenous songs significantly better than European folk songs? The experimental group received instruction in Xhosa indigenous songs accompanied by indigenous instruments. Instruction included traditional dancing, antiphonal singing technique and improvisation. The control group received instruction in European folk song singing accompanied by Orff instruments. The results of the study suggest that the Xhosa children sang the Xhosa repertoire expressively and significantly better than the European songs. Based on the findings, I argue for the inclusion of African music in education. The purpose of the research was to determine whether there is any significant development in the cognitive, psychomotor and affective skills of learners when taught African music as opposed to western European music. The aim was also to assist educators with meaningful pedagogical approaches and alternative methodologies to enhance an inclusive learning and cultural experience in music education.

Korean Percussion Ensemble ("Samulnori") in the General Music Classroom

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Kang, Sangmi; Yoo, Hyesoo

2016-01-01

This article introduces "samulnori" (Korean percussion ensemble), its cultural background, and instructional methods as parts of a classroom approach to teaching upper-level general music. We introduce five of eight sections from "youngnam nong-ak" (a style of samulnori) as a repertoire for teaching Korean percussion music to…

Vermittlungen - musically speaking

DEFF Research Database (Denmark)

Weymann, Eckhard; Metzner, Susanne; Fitzthum, Elena

2001-01-01

Bilingual publication - mixed content in English and German. Articles were written by participants in the First European Symposium "Improvisation Training in Music Therapy education" which took place in Hamburg, 1998.......Bilingual publication - mixed content in English and German. Articles were written by participants in the First European Symposium "Improvisation Training in Music Therapy education" which took place in Hamburg, 1998....

Popular Music: An Untapped Resource for Teaching Contemporary Black History.

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Cooper, B. Lee

1979-01-01

This essay suggests two innovative instructional approaches for using popular Black music as a model for historical study in the classroom: (1) biographies of popular music artists; and (2) lyrical demonstration of social themes. A list of lyric and album resources is provided. (Author/EB)

Original science-based music and student learning

Science.gov (United States)

Smolinski, Keith

American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework of brain-based learning, the purpose of this study was to examine the impact of original, science-based music on student content learning and student perceptions of the music and its impact on learning. Students in the treatment group at a public middle school learned songs with lyrics related to the content of a 4-week cells unit in science; whereas an equally sized control group was taught the same material using existing methods. The content retention and learning experiences of the students in this study were examined using a concurrent triangulation, mixed-methods study. Independent sample t test and ANOVA analyses were employed to determine that the science posttest scores of students in the treatment group (N = 93) were significantly higher than the posttest scores of students in the control group (N = 93), and that the relative gains of the boys in the treatment group exceeded those of the girls. The qualitative analysis of 10 individual interviews and 3 focus group interviews followed Patton's method of a priori coding, cross checking, and thematic analysis to examine the perceptions of the treatment group. These results confirmed that the majority of the students thought the music served as an effective learning tool and enhanced recall. This study promoted social change because students and teachers gained insight into how music can be used in science classrooms to aid in the learning of science content. Researchers could also utilize the findings for continued investigation of the interdisciplinary use of music in educational settings.

Influences of rhythm- and timbre-related musical features on characteristics of music-induced movement.

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Burger, Birgitta; Thompson, Marc R; Luck, Geoff; Saarikallio, Suvi; Toiviainen, Petri

2013-01-01

Music makes us move. Several factors can affect the characteristics of such movements, including individual factors or musical features. For this study, we investigated the effect of rhythm- and timbre-related musical features as well as tempo on movement characteristics. Sixty participants were presented with 30 musical stimuli representing different styles of popular music, and instructed to move along with the music. Optical motion capture was used to record participants' movements. Subsequently, eight movement features and four rhythm- and timbre-related musical features were computationally extracted from the data, while the tempo was assessed in a perceptual experiment. A subsequent correlational analysis revealed that, for instance, clear pulses seemed to be embodied with the whole body, i.e., by using various movement types of different body parts, whereas spectral flux and percussiveness were found to be more distinctly related to certain body parts, such as head and hand movement. A series of ANOVAs with the stimuli being divided into three groups of five stimuli each based on the tempo revealed no significant differences between the groups, suggesting that the tempo of our stimuli set failed to have an effect on the movement features. In general, the results can be linked to the framework of embodied music cognition, as they show that body movements are used to reflect, imitate, and predict musical characteristics.

Influences of rhythm- and timbre-related musical features on characteristics of music-induced movement

Directory of Open Access Journals (Sweden)

Birgitta eBurger

2013-04-01

Full Text Available Music makes us move. Several factors can affect the characteristics of such movements, including individual factors or musical features. For this study, we investigated the effect of rhythm- and timbre-related musical features as well as tempo on movement characteristics. Sixty participants were presented with 30 musical stimuli representing different styles of popular music, and instructed to move along with the music. Optical motion capture was used to record participants’ movements. Subsequently, eight movement features and four rhythm- and timbre-related musical features were computationally extracted from the data, while the tempo was assessed in a perceptual experiment. A subsequent correlational analysis revealed that, for instance, clear pulses seemed to be embodied with the whole body, i.e., by using various movement types of different body parts, whereas spectral flux and percussiveness were found to be more distinctly related to certain body parts, such as head and hand movement. A series of ANOVAs with the stimuli being divided into three groups of five stimuli each based on the tempo revealed no significant differences between the groups, suggesting that the tempo of our stimuli set failed to have an effect on the movement features. In general, the results can be linked to the framework of embodied music cognition, as they show that body movements are used to reflect, imitate, and predict musical characteristics.

The Other Mozart Effect: An Open Letter to Music Educators.

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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…

Analyzing the Cost-Effectiveness of Instruction Expenditures towards High School Completion among Oahu's Public School Districts

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Ng, Larson S. W. M.

2011-01-01

The following study attempted to ascertain the instructional cost-effectiveness of public high school teachers towards high school completion through a financially based econometric analysis. Essentially, public high school instruction expenditures and completer data were collected from 2000 to 2007 and bivariate interaction analyzed through a…

Effects of music and music video interventions on sleep quality: A randomized controlled trial in adults with sleep disturbances.

Science.gov (United States)

Huang, Chiung-Yu; Chang, En-Ting; Hsieh, Yuan-Mei; Lai, Hui-Ling

2017-10-01

The present study aimed to compare the effects of music and music video interventions on objective and subjective sleep quality in adults with sleep disturbances. A randomized controlled trial was performed on 71 adults who were recruited from the outpatient department of a hospital with 1100 beds and randomly assigned to the control, music, and music video groups. During the 4 test days (Days 2-5), for 30min before nocturnal sleep, the music group listened to Buddhist music and the music video group watched Buddhist music videos. They were instructed to not listen/watch to the music/MV on the first night (pretest, Day 1) and the final night (Day 6). The control group received no intervention. Sleep was assessed using a one-channel electroencephalography machine in their homes and self-reported questionnaires. The music and music video interventions had no effect on any objective sleep parameters, as measured using electroencephalography. However, the music group had significantly longer subjective total sleep time than the music video group did (Wald χ 2 =6.23, p=0.04). Our study results increase knowledge regarding music interventions for sleep quality in adults with sleep disturbances. This study suggested that more research is required to strengthen the scientific knowledge of the effects of music intervention on sleep quality in adults with sleep disturbances. (ISRCTN94971645). Copyright © 2017 Elsevier Ltd. All rights reserved.

Tuvan music and World Music

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Maxim V. Chaposhnikov

2017-06-01

Full Text Available The essay presents the author’s observations about the ingression of Tuvan music into the World Music – a niche of world musical culture covering ethnical music traditions. The author has witnessed the rise of interest to traditional musical culture of Tuva and Russia as well as globalization of Tuvan music. He is endeavoring to interpret these changes and reveal their affect on traditional music and xöömei. In the late Soviet period, traditional music in Tuva, like in many republics of the Union, has been as if put on hold. During the Perestroika and national revival processes, traditionalism became of high demand. Symposia and festivals started off in Tuva where amateur participants took the same stage with professionals. Special honor was paid to old masters of xöömei. Scholars started engaging in  discussions about the origins and a role of xöömei and its genres. Хöömei attracted a good deal of market interest from outside Russia. In the late 1980s American scientist and producer T. Levin made first field records of xöömei to be released on a disk. Ethnographic ensemble “Tuva” was established. Later, members of “Tuva” started their own musical bands. Musical programs were compiled as an ethnographic variety show – a principle that the public has been seeking for both in Tuva and abroad. Disks were realeased and artists started active touring in foreign countries. Boosting interest in World Music was marked with hallmark attention to the phenomenon of throat-singing and overtone music, and further evolution of Tuvan music has since been tightly linked to Western musical market. The author traces the peculiarities of such bands as “Huun Huur Tu”, “Yat-Kha”, etc. and remarks that the value of Tuvan music is not only in star performers shining on the Western skies, but in the rise of a stable community of people inspired by Tuvan music and culture, and seeking new ways of aesthetic and spiritual perception of

Mentorship in Grades 5 through 12 Gifted Vocal Music Programs: Learners' and Educators' Perceptions of Mentorship

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Brown, Jimmy Lee

2017-01-01

Although the implementation of effective instructional practice is paramount to the academic success of gifted music programs in kindergarten through twelfth grade (K-12), many learners in gifted music programs lack critical thinking skills, self-directed learning, a learner-centered paradigm, and learner-mentor relationship during instruction.…

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…

Building Your Instrumental Music Program in an Urban School

Science.gov (United States)

Mixon, Kevin

2005-01-01

MENC has recently, recapitulated its vision of "Music for All" in its strategic plan, which warns that "30 to 50 per cent of new teachers who work in urban areas leave the field in their first three years of service.'' This undoubtedly affects instrumental music instruction for urban children. Collegial sharing is one solution to problems…

Background Music in Educational Games: Motivational Appeal and Cognitive Impact

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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…

Can music lessons increase the performance of preschool children in IQ tests?

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Kaviani, Hossein; Mirbaha, Hilda; Pournaseh, Mehrangiz; Sagan, Olivia

2014-02-01

The impact of music on human cognition has a distinguished history as a research topic in psychology. The focus of the present study was on investigating the effects of music instruction on the cognitive development of preschool children. From a sample of 154 preschool children of Tehran kindergartens, 60 children aged between 5 and 6 were randomly assigned to two groups, one receiving music lessons and the other (matched for sex, age and mother's educational level) not taking part in any music classes. Children were tested before the start of the course of music lessons and at its end with 4 subtests of the Tehran-Stanford-Binet Intelligence Scale (TSB). The experimental group participated in twelve 75-min weekly music lessons. Statistical analysis showed significant IQ increase in participants receiving music lessons, specifically on the TSB verbal reasoning and short-term memory subtests. The numerical and visual/abstract reasoning abilities did not differ for the two groups after lessons. These data support studies that found similar skills enhancements in preschool children, despite vast differences in the setting in which the instruction occurred. These findings appear to be consistent with some neuroimaging and neurological observations which are discussed in the paper.

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

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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…

THE BODY IN MUSIC, THE MUSIC IN BODY: A COMMUNITY INTEGRATION PROJECT

Directory of Open Access Journals (Sweden)

Fábio Pra da Silva de Souza

2009-07-01

Full Text Available This article is the result of the Artistic and Culture Department extension project “The Body in Music, The Music in Body: a community integration project” that took music to community on Universidade Federal de Santa Catarina (UFSC in two different ways: buy choir singing group and the music therapy activities on Parkinson Disease Patients Group. The objectives of this project were to integrate choir singing to dance, develop music perception and body expression. Broadcast choir singing, improve facial expression and body movements. To reach these objectives were done body expression workshops, music and vocal technique rehearsals, rhythm exercises and some auditions among UFSC an other public places in Florianópolis.

Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction

OpenAIRE

Harris, Maureen Ann

2007-01-01

While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the ‘whole’ child, that math achievement scores are significantly higher for those students studying music, and if Montessori education produces a more academically accomplished child, then what is the potential for the child wh...

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

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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.

Can an Online Tool Support Contemporary Independent Music Teaching and Learning?

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Brook, Julia; Upitis, Rena

2015-01-01

The body of research examining deliberate practice and self-regulation in musical instruction has grown extensively over the past several decades, while at the same time many practices in the independent music studio remain unchanged and/or under-researched. Compelling evidence indicates that students with high levels of self-regulation experience…

Music and dyslexia: A new musical training method to improve reading and related disorders

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Michel eHabib

2016-01-01

Full Text Available Numerous arguments in the recent neuroscientific literature support the use of musical training as a therapeutic tool among the arsenal already available to therapists and educators for treating children with dyslexia. In the present study, we tested the efficacy of a specially-designed Cognitivo-Musical Training (CMT protocol based upon three principles : 1- music-language analogies : training dyslexics with music could contribute to improve brain circuits which are common to music and language processes; 2 – the temporal and rhythmic features of music, which could exert a positive effect on the multiple dimensions of the temporal deficit characteristic of dyslexia; and 3- cross-modal integration, based on converging evidence of impaired connectivity in dyslexia and related disorders. Accordingly, we developed a series of musical exercises involving jointly and simultaneously sensory (visual, auditory, somatosensory and motor systems, with special emphasis on rhythmic perception and production in addition to intensive training of various features of the musical auditory signal. Two separate studies were carried out, one in which dyslexic children received intensive musical exercises concentrated over 18 hours during three consecutive days, and the other in which the 18 hours of musical training were spread over six weeks. Both studies showed significant improvements in some untrained, linguistic and non-linguistic variables. The first one yielded significant improvement in categorial perception and auditory perception of temporal components of speech. The second study revealed additional improvements in auditory attention, phonological awareness (syllable fusion, reading abilities and repetition of pseudo-words. Importantly, most improvements persisted after an untrained period of 6 weeks. These results provide new additional arguments for using music as part of systematic therapeutic and instructional practice for dyslexic children.

Why Market the Music Program?

Science.gov (United States)

Thoms, Paul E.

1992-01-01

Discusses the need to promote school music programs. Includes a checklist for testing a music program's promotional effectiveness. Suggests using public relations (PR) to reduce the risk of music program cuts before they occur. Recommends setting and determining the means of achieving PR goals. Identifies the benefits of effective PR. (SG)

Mental imagery boosts music compositional creativity

Science.gov (United States)

Lim, Stephen Wee Hun

2017-01-01

We empirically investigated the effect of mental imagery on young children’s music compositional creativity. Children aged 5 to 8 years participated in two music composition sessions. In the control session, participants based their composition on a motif that they had created using a sequence of letter names. In the mental imagery session, participants were given a picture of an animal and instructed to imagine the animal’s sounds and movements, before incorporating what they had imagined into their composition. Six expert judges independently rated all music compositions on creativity based on subjective criteria (consensual assessment). Reliability analyses indicated that the expert judges demonstrated a high level of agreement in their ratings. The mental imagery compositions received significantly higher creativity ratings by the expert judges than did the control compositions. These results provide evidence for the effectiveness of mental imagery in enhancing young children’s music compositional creativity. PMID:28296965

Mental imagery boosts music compositional creativity.

Science.gov (United States)

Wong, Sarah Shi Hui; Lim, Stephen Wee Hun

2017-01-01

We empirically investigated the effect of mental imagery on young children's music compositional creativity. Children aged 5 to 8 years participated in two music composition sessions. In the control session, participants based their composition on a motif that they had created using a sequence of letter names. In the mental imagery session, participants were given a picture of an animal and instructed to imagine the animal's sounds and movements, before incorporating what they had imagined into their composition. Six expert judges independently rated all music compositions on creativity based on subjective criteria (consensual assessment). Reliability analyses indicated that the expert judges demonstrated a high level of agreement in their ratings. The mental imagery compositions received significantly higher creativity ratings by the expert judges than did the control compositions. These results provide evidence for the effectiveness of mental imagery in enhancing young children's music compositional creativity.

The Effect of Mindful Listening Instruction on Listening Sensitivity and Enjoyment

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Anderson, William Todd

2012-01-01

The purpose of this study was to examine the effect of Mindful Listening Instruction on Music Listening Sensitivity and Music Listening Enjoyment. The type of mindfulness investigated in this study was of the social-psychological type, which shares both commonalities with and distinctions from meditative mindfulness. Enhanced context awareness,…

Benefits of music training are widespread and lifelong: a bibliographic review of their non-musical effects.

Science.gov (United States)

Dawson, William J

2014-06-01

Recent publications indicate that musical training has effects on non-musical activities, some of which are lifelong. This study reviews recent publications collected from the Performing Arts Medicine Association bibliography. Music training, whether instrumental or vocal, produces beneficial and long-lasting changes in brain anatomy and function. Anatomic changes occur in brain areas devoted to hearing, speech, hand movements, and coordination between both sides of the brain. Functional benefits include improved sound processing and motor skills, especially in the upper extremities. Training benefits extend beyond music skills, resulting in higher IQs and school grades, greater specialized sensory and auditory memory/recall, better language memory and processing, heightened bilateral hand motor functioning, and improved integration and synchronization of sensory and motor functions. These changes last long after music training ends and can minimize or prevent age-related loss of brain cells and some mental functions. Early institution of music training and prolonged duration of training both appear to contribute to these positive changes.

Brain networks that track musical structure.

Science.gov (United States)

Janata, Petr

2005-12-01

As the functional neuroimaging literature grows, it becomes increasingly apparent that music and musical activities engage diverse regions of the brain. In this paper I discuss two studies to illustrate that exactly which brain areas are observed to be responsive to musical stimuli and tasks depends on the tasks and the methods used to describe the tasks and the stimuli. In one study, subjects listened to polyphonic music and were asked to either orient their attention selectively to individual instruments or in a divided or holistic manner across multiple instruments. The network of brain areas that was recruited changed subtly with changes in the task instructions. The focus of the second study was to identify brain regions that follow the pattern of movement of a continuous melody through the tonal space defined by the major and minor keys of Western tonal music. Such an area was identified in the rostral medial prefrontal cortex. This observation is discussed in the context of other neuroimaging studies that implicate this region in inwardly directed mental states involving decisions about the self, autobiographical memory, the cognitive regulation of emotion, affective responses to musical stimuli, and familiarity judgments about musical stimuli. Together with observations that these regions are among the last to atrophy in Alzheimer disease, and that these patients appear to remain responsive to autobiographically salient musical stimuli, very early evidence is emerging from the literature for the hypothesis that the rostral medial prefrontal cortex is a node that is important for binding music with memories within a broader music-responsive network.

Music Interventions and Child Development: A Critical Review and Further Directions

Directory of Open Access Journals (Sweden)

Elisabeth Dumont

2017-09-01

Full Text Available Research on the impact of music interventions has indicated positive effects on a variety of skills. These findings suggest musical interventions may have further potential to support educational processes and development of children. This paper reviews the latest evidence on the effect of musical interventions on the development of primary school-aged children. Four electronic databases were searched from January 2010 through June 2016 using music, music instruction, music education, music lesson, music training, development, child, student, and pupil as key words for the search. Two reviewers independently evaluated the studies to determine whether they met the stated inclusion criteria. Studies were compared on study setup, methodological quality, intervention components, outcome variables, and efficacy. A review of these selected studies (n = 46 suggestive beneficial effects of music intervention on development of children, although clear conclusions cannot be drawn. Possible influencing factors that might contribute to the outcome of intervention are reviewed and recommendations for further research are made.

Describing Instrumental Music Teachers' Thinking: Implications for Understanding Pedagogical Content Knowledge

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Millican, J. Si

2013-01-01

Pedagogical content knowledge, the particular ways that teachers understand their subjects in order to instruct others, has been described and explored in the math and science education fields in some depth, yet little research exists illustrating this concept in music instruction. I used a descriptive approach to explore expert beginning band…

Cultural Relevance in Urban Music Education: A Synthesis of the Literature

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Doyle, Jennifer Lee

2014-01-01

Recent research indicates students of low socioeconomic status (SES) who participate in the arts have better social and academic outcomes than those who do not participate in arts instruction. Because many students in urban areas are from low SES, music instruction could be particularly beneficial. However, because of various factors, enrollment…

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

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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…

Music Teacher Perceptions of a Model of Technology Training and Support in Virginia

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Welch, Lee Arthur

2013-01-01

A plethora of technology resources currently exists for the music classroom of the twenty-first century, including digital audio and video, music software, electronic instruments, Web 2.0 tools and more. Research shows a strong need for professional development for teachers to properly implement and integrate instructional technology resources…

Who Gets to Play? Investigating Equity in Musical Instrument Instruction in Scottish Primary Schools

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Moscardini, Lio; Barron, David S.; Wilson, Alastair

2013-01-01

There is a widely held view that learning to play a musical instrument is a valuable experience for all children in terms of their personal growth and development. Although there is no statutory obligation for instrumental music provision in Scottish primary schools, there are well-established Instrumental Music Services in Local Education…

How do musical tonality and experience affect visual working memory?

Science.gov (United States)

Yang, Hua; Lu, Jing; Gong, Diankun; Yao, Dezhong

2016-01-20

The influence of music on the human brain has continued to attract increasing attention from neuroscientists and musicologists. Currently, tonal music is widely present in people's daily lives; however, atonal music has gradually become an important part of modern music. In this study, we conducted two experiments: the first one tested for differences in perception of distractibility between tonal music and atonal music. The second experiment tested how tonal music and atonal music affect visual working memory by comparing musicians and nonmusicians who were placed in contexts with background tonal music, atonal music, and silence. They were instructed to complete a delay matching memory task. The results show that musicians and nonmusicians have different evaluations of the distractibility of tonal music and atonal music, possibly indicating that long-term training may lead to a higher auditory perception threshold among musicians. For the working memory task, musicians reacted faster than nonmusicians in all background music cases, and musicians took more time to respond in the tonal background music condition than in the other conditions. Therefore, our results suggest that for a visual memory task, background tonal music may occupy more cognitive resources than atonal music or silence for musicians, leaving few resources left for the memory task. Moreover, the musicians outperformed the nonmusicians because of the higher sensitivity to background music, which also needs a further longitudinal study to be confirmed.

Bagpipes and Artichokes: Surprise as a Stimulus to Learning in the Elementary Music Classroom

Science.gov (United States)

Jacobi, Bonnie Schaffhauser

2016-01-01

Incorporating surprise into music instruction can stimulate student attention, curiosity, and interest. Novelty focuses attention in the reticular activating system, increasing the potential for brain memory storage. Elementary ages are ideal for introducing novel instruments, pieces, composers, or styles of music. Young children have fewer…

European Music Year 1985.

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Alexanderson, Thomas; And Others

1984-01-01

Articles concerning music are included in this newsletter dedicated to cultural venture to be jointly carried out by the Council of Europe and the European communities. Many events will mark Music Year 1985, including concerts, dance performances, operas, publications, recordings, festivals, exhibitions, competitions, and conferences on musical…

The impact of the perception of rhythmic music on self-paced oscillatory movements.

Science.gov (United States)

Peckel, Mathieu; Pozzo, Thierry; Bigand, Emmanuel

2014-01-01

Inspired by theories of perception-action coupling and embodied music cognition, we investigated how rhythmic music perception impacts self-paced oscillatory movements. In a pilot study, we examined the kinematic parameters of self-paced oscillatory movements, walking and finger tapping using optical motion capture. In accordance with biomechanical constraints accounts of motion, we found that movements followed a hierarchical organization depending on the proximal/distal characteristic of the limb used. Based on these findings, we were interested in knowing how and when the perception of rhythmic music could resonate with the motor system in the context of these constrained oscillatory movements. In order to test this, we conducted an experiment where participants performed four different effector-specific movements (lower leg, whole arm and forearm oscillation and finger tapping) while rhythmic music was playing in the background. Musical stimuli consisted of computer-generated MIDI musical pieces with a 4/4 metrical structure. The musical tempo of each song increased from 60 BPM to 120 BPM by 6 BPM increments. A specific tempo was maintained for 20 s before a 2 s transition to the higher tempo. The task of the participant was to maintain a comfortable pace for the four movements (self-paced) while not paying attention to the music. No instruction on whether to synchronize with the music was given. Results showed that participants were distinctively influenced by the background music depending on the movement used with the tapping task being consistently the most influenced. Furthermore, eight strategies put in place by participants to cope with the task were unveiled. Despite not instructed to do so, participants also occasionally synchronized with music. Results are discussed in terms of the link between perception and action (i.e., motor/perceptual resonance). In general, our results give support to the notion that rhythmic music is processed in a motoric

The impact of the perception of rhythmic music on oscillatory self-paced movements

Directory of Open Access Journals (Sweden)

Mathieu ePeckel

2014-09-01

Full Text Available Inspired by theories of perception-action coupling and embodied music cognition, we investigated how rhythmic music perception impacts self-paced oscillatory movements. In a pilot study, we examined the kinematic parameters of self-paced oscillatory movements, walking and finger tapping using optical motion capture. In accordance with biomechanical constraints accounts of motion, we found that movements followed a hierarchical organization depending on the proximal/distal characteristic of the limb used. Based on these findings, we were interested in knowing how and when the perception of rhythmic music could resonate with the motor system in the context of these constrained oscillatory movements. In order to test this, we conducted an experiment where participants performed four different effector-specific movements (lower leg, whole arm and forearm oscillation and finger tapping while rhythmic music was playing in the background. Musical stimuli consisted of computer-generated MIDI musical pieces with a 4/4 metrical structure. The musical tempo of each song increased from 60 BPM to 120 BPM by 6 BPM increments. A specific tempo was maintained for 20s before a 2s transition to the higher tempo. The task of the participant was to maintain a comfortable pace for the four movements (self-paced while not paying attention to the music. No instruction on whether to synchronize with the music was given. Results showed that participants were distinctively influenced by the background music depending on the movement used with the tapping task being consistently the most influenced. Furthermore, eight strategies put in place by participants to cope with task were unveiled. Despite not instructed to do so, participants also occasionally synchronized with music. Results are discussed in terms of the link between perception and action (i.e. motor/perceptual resonance. In general, our results give support to the notion that rhythmic music is processed in a

Personality traits of a music teacher

Directory of Open Access Journals (Sweden)

Bogunović Blanka D.

2006-01-01

Full Text Available In the context of individual musical instrument teaching, pedagogical abilities of a music teacher and the atmosphere he creates, result from his personality traits and can be of crucial importance for the initial and further progress of his students. The paper seeks to: describe the personality of a music instrument teacher, determine the differences in comparison to a group of non-musicians, and determine the position of personal characteristics in the structure of general and professional teacher profile. The sample comprised 60 individuals, teaching various musical instruments in five primary music schools. The research method is explorative and based on the use of the five-factor personality model (NEO PI-R was administered. The findings show that music teachers display a higher level of: openness, agreeableness and conscientiousness. The degree of congruence with the findings of other research is discussed and certain similarities were found, as well as differences stemming from professional and cultural specificities. Differences are proved to exist in relation to gender, musical instrument, working experience, degree of musical education and active public performance. Compared to non-musical population, it is confirmed that teachers of instrument in musical education represent a distinctive group. There are also differences between teachers who are oriented to pedagogic work only and those who, in addition, actively perform in public. Selection of teachers, according to characteristics which may be connected to students’ accomplishment, is a practical implication relevant for the music education.

Moving Forward: A Feminist Analysis of Mobile Music Streaming

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Ann Werner

2015-06-01

Full Text Available The importance of understanding gender, space and mobility as co-constructed in public space has been emphasized by feminist researchers (Massey 2005, Hanson 2010. And within feminist theory materiality, affect and emotions has been described as central for experienced subjectivity (Ahmed 2012. Music listening while moving through public space has previously been studied as a way of creating a private auditory bubble for the individual (Bull 2000, Cahir and Werner 2013 and in this article feminist theory on emotion (Ahmed 2010 and space (Massey 2005 is employed in order to understand mobile music streaming. More specifically it discusses what can happen when mobile media technology is used to listen to music in public space and investigates interconnectedness of bodies, music, technology and space. The article is based on autoethnographic material of mobile music streaming in public and concludes that a forward movement shaped by happiness is a desired result of mobile music streaming. The valuing of "forward" is critically examined from the point of feminist theory and the failed music listening moments are also discussed in terms of emotion and space.

Music as Water: The Functions of Music from a Utilitarian Perspective

Directory of Open Access Journals (Sweden)

Liam Maloney

2017-11-01

Full Text Available The rapid increase of technologically enhanced listening platforms gives listeners access to music with ever-increasing ease and ubiquity, giving rise to the suggestion that we should now conceptualize music as a resource similar to water; something that is utilized to achieve everyday goals. This paper proposes that music is a utilitarian resource employed by listeners to augment cognitive, emotional, behavioral, and physiological aspects of the self. To better explore these notions this paper examines the potential role of the “functions of music,” first espoused by Alan P. Merriam in 1964. Merriam suggested music has a situational use and an underlying function (music’s ability to alter the self through listening. The research presented here asserts that listeners interact with specific musical materials to achieve or orientate themselves towards contextually-rooted goals. Reinforcing Tia DeNora’s suggestion that music is a “technology of the self” this research presents the results of a 41 publication meta-analysis exploring the possible functions of music. The resultant Aggregate Thematic Functions Framework (ATF framework identifies 45 possible utilitarian functions of music, spread across five domains of action. The framework also proposes a meta-domain and an emotional sub-domain.

Quality of publication ethics in the instructions to the authors of Iranian journals of medical sciences.

Science.gov (United States)

Salamat, Fatemeh; Sobhani, Abdol-Rasoul; Mallaei, Mahin

2013-03-01

Providing a perfect instruction to authors can prevent most potential publication ethics errors. This study was conducted to determine the quality of ethical considerations in the instructions to the authors of Iranian research scientific journals of medical sciences (accredited by the Commission for Accreditation and Improvement of Iranian Medical Journals) in October 2011. Checklist items (n=15) were extracted from the national manual of ethics in medical research publications, and the validity of the manual of ethics was assessed. All the accredited Iranian journals of medical sciences (n=198) were entered into the study. The instructions to the authors of 160 accredited Iranian journals were available online and were reviewed. The ANOVA and Kendall Correlation coefficient were performed to analyze the results. A total of 76 (47.5%) of the 160 journals were in English and 84 (52.5%) were in Farsi. The most frequently mentioned items related to publication ethics comprised "commitment not to send manuscripts to other journals and re-publish manuscripts" (85%, 83.8%), "aim and scope" of the journal (81.9%), "principles of medical ethics in the use of human samples" (74.4%), and "review process" (74.4%). On the other hand, the items of "principles of advertising" (1.2%), "authorship criteria" (15%), and "integrity in publication of clinical trial results" (30.6%) were the least frequently mentioned ones. Based on the study findings, the quality of publication ethics, as instructed to the authors, can improve the quality of the journals.

Musicality as Distributed Cognition in a Dance Studio

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Dafne Muntanyola-Saura

2016-05-01

Full Text Available Musicality in dance does not need music. ¿How is musicality apparent in the dance studio, and to what extent is a social construct? We define musicality as a social skill. We analize how dancers share their artistic judgement when narrating the choreographical tasks that take place when rehearsing a new piece. Our claim for this paper is that musicality is part of a vocabulary of motives as artistic justification. As a social skill, musicality relies on two other social skills, listening and fisicality. To capture the variability of the phenomenon, we have observed what happens when the choreographer gives instructions and directs a rehearsal within a cognitive ethnography of a British neoclasical dance company. We selected from the general corpus of data 11 interviews to the company members, which we analized with grounded theory principles. Our findings show how our unit of analysis must be the interaction among dancers in a self-regulated coupling. Thus, we show how musicality is a social hability that can only work in a network of social skills, together with fisicality and listening.  It is, in all, the local product of distributed cognition in the dance studio.

デーヴィス報告書（1837）がボストン市議会や社会に及ぼした影響 : ヘイルの反対意見からホウズ学校での唱歌の実験教育に至る経緯を中心に

OpenAIRE

長島, 真人

2014-01-01

In 1830, at the American Institute of Instruction, Wm. C. Woodbridge introduced the context of School Music Education that had been practiced in countries like Germany and Switzerland and proposed that School Music Education should also be implemented in the United States. Based on the information shared by Woodbridge, L. Mason released publications such as the Singing Book and Manual for Instruction in the Elements of Vocal Music, thereby launching instructions of vocal music to children in ...

The change of music preferences following the onset of a mental disorder

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Stefan Gebhardt

2015-06-01

Full Text Available A psychiatric population (n=123 was examined on changed music preferences after onset of a mental disorder. Most patients did not change their previous music preference; they considered music helpful for their mental state, showed more attractivity and enforcement as personality traits and used music more for emotion modulation. Patients who have undergone a preference shift reported that music has impaired them during the time of illness; these patients showed less ego-strength, less conficence and less enforcement and used music less for arousal modulation. A third subgroup stopped listening to music completely after the onset of the mental disorder; these patients attached less importance to music and also reported that music has impaired their mental state. They showed more ego-strength and used music less for emotion modulation. The results suggest that the use of music in everyday life can be helpful as an emotion modulation strategy. However, some patients might need instructions how to use music in a functional, and not dysfunctional, way. Psychiatrists and psychotherapists as well as music therapists should be aware of emotion modulation strategies, subjective valence of music and personality traits of their patients.

South African Music Studies: Editorial Policies

African Journals Online (AJOL)

SAMUS: South African Music Studies is the official organ for the South African Society for Research in Music (SASRIM). It gives priority to the publication of research on South African music, but continues to represent the wider field of research interests in the country and in the rest of Africa. The journal invites work from any ...

The Effects of Performance Quality Ratings on Perceptions of Instrumental Music Lessons

Science.gov (United States)

Henninger, Jacqueline C.

2008-01-01

This study examines the extent to which the perceptions of observers instructed to rate the quality of students' performances within ensemble rehearsals and applied lessons differ from those not so instructed. Music education majors (N = 52) wrote statements of observation during their viewing of a stimulus tape. All participants were informed of…

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…

Quality of Publication Ethics in the Instructions to the Authors of Iranian Journals of Medical Sciences

Directory of Open Access Journals (Sweden)

Fatemeh Salamat

2013-03-01

Full Text Available Providing a perfect instruction to authors can prevent most potential publication ethics errors. This study was conducted to determine the quality of ethical considerations in the instructions to the authors of Iranian research scientific journals of medical sciences (accredited by the Commission for Accreditation and Improvement of Iranian Medical Journals in October 2011. Checklist items (n=15 were extracted from the national manual of ethics in medical research publications, and the validity of the manual of ethics was assessed. All the accredited Iranian journals of medical sciences (n=198 were entered into the study. The instructions to the authors of 160 accredited Iranian journals were available online and were reviewed. The ANOVA and Kendall Correlation coefficient were performed to analyze the results. A total of 76 (47.5% of the 160 journals were in English and 84 (52.5% were in Farsi. The most frequently mentioned items related to publication ethics comprised “commitment not to send manuscripts to other journals and re-publish manuscripts” (85%, 83.8%, “aim and scope” of the journal (81.9%, “principles of medical ethics in the use of human samples” (74.4%, and “review process” (74.4%. On the other hand, the items of “principles of advertising” (1.2%, “authorship criteria” (15%, and “integrity in publication of clinical trial results” (30.6% were the least frequently mentioned ones. Based on the study findings, the quality of publication ethics, as instructed to the authors, can improve the quality of the journals.

Empathy manipulation impacts music-induced emotions: a psychophysiological study on opera.

Directory of Open Access Journals (Sweden)

Andrei C Miu

Full Text Available This study investigated the effects of voluntarily empathizing with a musical performer (i.e., cognitive empathy on music-induced emotions and their underlying physiological activity. N = 56 participants watched video-clips of two operatic compositions performed in concerts, with low or high empathy instructions. Heart rate and heart rate variability, skin conductance level (SCL, and respiration rate (RR were measured during music listening, and music-induced emotions were quantified using the Geneva Emotional Music Scale immediately after music listening. Listening to the aria with sad content in a high empathy condition facilitated the emotion of nostalgia and decreased SCL, in comparison to the low empathy condition. Listening to the song with happy content in a high empathy condition also facilitated the emotion of power and increased RR, in comparison to the low empathy condition. To our knowledge, this study offers the first experimental evidence that cognitive empathy influences emotion psychophysiology during music listening.

Using innovative instructional technology to meet training needs in public health: a design process.

Science.gov (United States)

Millery, Mari; Hall, Michelle; Eisman, Joanna; Murrman, Marita

2014-03-01

Technology and distance learning can potentially enhance the efficient and effective delivery of continuing education to the public health workforce. Public Health Training Centers collaborate with instructional technology designers to develop innovative, competency-based online learning experiences that meet pressing training needs and promote best practices. We describe one Public Health Training Center's online learning module design process, which consists of five steps: (1) identify training needs and priority competencies; (2) define learning objectives and identify educational challenges; (3) pose hypotheses and explore innovative, technology-based solutions; (4) develop and deploy the educational experience; and (5) evaluate feedback and outcomes to inform continued cycles of revision and improvement. Examples illustrate the model's application. These steps are discussed within the context of design practices in the fields of education, engineering, and public health. They incorporate key strategies from across these fields, including principles of programmatic design familiar to public health professionals, such as backward design. The instructional technology design process we describe provides a structure for the creativity, collaboration, and systematic strategies needed to develop online learning products that address critical training needs for the public health workforce.

Teacher Perceptions of Music as a Supplemental Teaching Method for Reading and Literacy

Science.gov (United States)

Monroe, Ronald J.

2017-01-01

Supplemental instructional methods are needed to help students achieve grade-level proficiency in reading and literacy in inner-city elementary schools. Teachers employ music concepts and skills during literacy instruction as a motivator for students to acquire proficiency in literacy and reading. Interviews, informal observations and focus group…

Ecoacoustic Music for Geoscience: Sonic Physiographies and Sound Casting

Science.gov (United States)

Burtner, M.

2017-12-01

The author describes specific ecoacoustic applications in his original compositions, Sonic Physiography of a Time-Stretched Glacier (2015), Catalog of Roughness (2017), Sound Cast of Matanuska Glacier (2016) and Ecoacoustic Concerto (Eagle Rock) (2014). Ecoacoustic music uses technology to map systems from nature into music through techniques such as sonification, material amplification, and field recording. The author aspires for this music to be descriptive of the data (as one would expect from a visualization) and also to function as engaging and expressive music/sound art on its own. In this way, ecoacoustic music might provide a fitting accompaniment to a scientific presentation (such as music for a science video) while also offering an exemplary concert hall presentation for a dedicated listening public. The music can at once support the communication of scientific research, and help science make inroads into culture. The author discusses how music created using the data, sounds and methods derived from earth science can recast this research into a sonic art modality. Such music can amplify the communication and dissemination of scientific knowledge by broadening the diversity of methods and formats we use to bring excellent scientific research to the public. Music can also open the public's imagination to science, inspiring curiosity and emotional resonance. Hearing geoscience as music may help a non-scientist access scientific knowledge in new ways, and it can greatly expand the types of venues in which this work can appear. Anywhere music is played - concert halls, festivals, galleries, radio, etc - become a venue for scientific discovery.

An extravaganza of old church music

OpenAIRE

Mercieca, Simon

2005-01-01

To celebrate the completion of its first course in Diploma in Music (Sacred Music), the Mediterranean Institute has invited the Choir of the University of Palermo to Malta to give three public performances in local Churches.

Influence of Music on the Behaviors of Crowd in Urban Open Public Spaces.

Science.gov (United States)

Meng, Qi; Zhao, Tingting; Kang, Jian

2018-01-01

Sound environment plays an important role in urban open spaces, yet studies on the effects of perception of the sound environment on crowd behaviors have been limited. The aim of this study, therefore, is to explore how music, which is considered an important soundscape element, affects crowd behaviors in urban open spaces. On-site observations were performed at a 100 m × 70 m urban leisure square in Harbin, China. Typical music was used to study the effects of perception of the sound environment on crowd behaviors; then, these behaviors were classified into movement (passing by and walking around) and non-movement behaviors (sitting). The results show that the path of passing by in an urban leisure square with music was more centralized than without music. Without music, 8.3% of people passing by walked near the edge of the square, whereas with music, this percentage was zero. In terms of the speed of passing by behavior, no significant difference was observed with the presence or absence of background music. Regarding the effect of music on walking around behavior in the square, the mean area and perimeter when background music was played were smaller than without background music. The mean speed of those exhibiting walking around behavior with background music in the square was 0.296 m/s slower than when no background music was played. For those exhibiting sitting behavior, when background music was not present, crowd density showed no variation based on the distance from the sound source. When music was present, it was observed that as the distance from the sound source increased, crowd density of those sitting behavior decreased accordingly.

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...

The cognitive processing of film and musical soundtracks.

Science.gov (United States)

Boltz, Marilyn G

2004-10-01

Previous research has demonstrated that musical soundtracks can influence the interpretation, emotional impact, and remembering of film information. The intent here was to examine how music is encoded into the cognitive system and subsequently represented relative to its accompanying visual action. In Experiment 1, participants viewed a set of music/film clips that were either congruent or incongruent in their emotional affects. Selective attending was also systematically manipulated by instructing viewers to attend to and remember the music, film, or both in tandem. The results from tune recognition, film recall, and paired discrimination tasks collectively revealed that mood-congruent pairs lead to a joint encoding of music/film information as well as an integrated memory code. Incongruent pairs, on the other hand, result in an independent encoding in which a given dimension, music or film, is only remembered well if it was selectively attended to at the time of encoding. Experiment 2 extended these findings by showing that tunes from mood-congruent pairs are better recognized when cued by their original scenes, while those from incongruent pairs are better remembered in the absence of scene information. These findings both support and extend the "Congruence Associationist Model" (A. J. Cohen, 2001), which addresses those cognitive mechanisms involved in the processing of music/film information.

22 CFR 66.3 - Places at which forms and instructions for use by the public may be obtained.

Science.gov (United States)

2010-04-01

... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Places at which forms and instructions for use... which forms and instructions for use by the public may be obtained. (a) All forms and instructions... from the Program Office of NED to the address shown in paragraph (a) of this section. (c) General...

Effects of an Integrated Physical Education/Music Program in Changing Early Childhood Perceptual-Motor Performance.

Science.gov (United States)

Brown, Judy; And Others

1981-01-01

Two approaches to facilitating perceptual-motor development in children ages 4-6 were investigated. Fifteen children (the experimental group) received integrated physical education/music instruction based on Kodaly and Dalcroze (Eurhythmics) concepts. The control group received movement exploration and self-testing instruction. Significant…

Making Listening Instruction Meaningful: A Literature Review

Science.gov (United States)

Todd, Jennifer R.; Mishra, Jennifer

2013-01-01

Listening to, analyzing, and describing music, is perhaps the most difficult standard to present effectively in allotted classroom time. The purpose of this literature review is to better understand what constitutes effective listening instruction by examining students' listening practices, receptiveness, attentiveness, and activities that lead to…

Encouraging Spontaneous Synchronisation with D-Jogger, an Adaptive Music Player That Aligns Movement and Music

Science.gov (United States)

Moens, Bart; Muller, Chris; van Noorden, Leon; Franěk, Marek; Celie, Bert; Boone, Jan; Bourgois, Jan; Leman, Marc

2014-01-01

In this study we explore how music can entrain human walkers to synchronise to the musical beat without being instructed to do so. For this, we use an interactive music player, called D-Jogger, that senses the user's walking tempo and phase. D-Jogger aligns the music by manipulating the timing difference between beats and footfalls. Experiments are reported that led to the development and optimisation of four alignment strategies. The first strategy matched the music's tempo continuously to the runner's pace. The second strategy matched the music's tempo at the beginning of a song to the runner's pace, keeping the tempo constant for the remainder of the song. The third alignment starts a song in perfect phase synchrony and continues to adjust the tempo to match the runner's pace. The fourth and last strategy additionally adjusts the phase of the music so each beat matches a footfall. The first two strategies resulted in a minor increase of steps in phase synchrony with the main beat when compared to a random playlist, the last two strategies resulted in a strong increase in synchronised steps. These results may be explained in terms of phase-error correction mechanisms and motor prediction schemes. Finding the phase-lock is difficult due to fluctuations in the interaction, whereas strategies that automatically align the phase between movement and music solve the problem of finding the phase-locking. Moreover, the data show that once the phase-lock is found, alignment can be easily maintained, suggesting that less entrainment effort is needed to keep the phase-lock, than to find the phase-lock. The different alignment strategies of D-Jogger can be applied in different domains such as sports, physical rehabilitation and assistive technologies for movement performance. PMID:25489742

Prevalence of absolute pitch: a comparison between Japanese and Polish music students.

Science.gov (United States)

Miyazaki, Ken'ichi; Makomaska, Sylwia; Rakowski, Andrzej

2012-11-01

Comparable large-scale surveys including an on-site pitch-naming test were conducted with music students in Japan and Poland to obtain more convincing estimates of the prevalence of absolute pitch (AP) and examine how musical experience relates to AP. Participants with accurate AP (95% correct identification) accounted for 30% of the Japanese music students, but only 7% of the Polish music students. This difference in the performance of pitch naming was related to the difference in musical experience. Participants with AP had begun music training at an earlier age (6 years or earlier), and the average year of commencement of musical training was more than 2 years earlier for the Japanese music students than for the Polish students. The percentage of participants who had received early piano lessons was 94% for the Japanese musically trained students but was 72% for the Polish music students. Approximately one-third of the Japanese musically trained students had attended the Yamaha Music School, where lessons on piano or electric organ were given to preschool children in parallel with fixed-do solfège singing training. Such early music instruction was not as common in Poland. The relationship of AP with early music training is discussed.

Musical learning in children and adults with Williams syndrome.

Science.gov (United States)

Lense, M; Dykens, E

2013-09-01

There is recent interest in using music making as an empirically supported intervention for various neurodevelopmental disorders due to music's engagement of perceptual-motor mapping processes. However, little is known about music learning in populations with developmental disabilities. Williams syndrome (WS) is a neurodevelopmental genetic disorder whose characteristic auditory strengths and visual-spatial weaknesses map onto the processes used to learn to play a musical instrument. We identified correlates of novel musical instrument learning in WS by teaching 46 children and adults (7-49 years) with WS to play the Appalachian dulcimer. Obtained dulcimer skill was associated with prior musical abilities (r = 0.634, P learning strategies, but not visual or instructional strategies, predicted greater dulcimer skill beyond individual musical and visual-motor integration abilities (β = 0.285, sr(2) = 0.06, P = 0.019). These findings map onto behavioural and emerging neural evidence for greater auditory-motor mapping processes in WS. Results suggest that explicit awareness of task-specific learning approaches is important when learning a new skill. Implications for using music with populations with syndrome-specific strengths and weakness will be discussed. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

Visual And Performing Arts Framework For California Public Schools: Kindergarten through Grade Twelve

Science.gov (United States)

California State Department of Education, 2004

2004-01-01

This framework is designed to help classroom teachers and other educators develop curriculum and instruction in the arts so that all students will meet or exceed the content standards in dance, music, theatre, and the visual arts. In chapter 1, the framework presents guiding principles for instruction in dance, music, theatre, and the visual arts.…

Protest Music as Adult Education and Learning for Social Change: A Theorisation of a Public Pedagogy of Protest Music

Science.gov (United States)

Haycock, John

2015-01-01

Since the 1960's, the transformative power of protest music has been shrouded in mythology. Sown by musical activists like Pete Seeger, who declared that protest music could "help to save the planet", the seeds of this myth have since taken deep root in the popular imagination. While the mythology surrounding the relationship between…

Comparing the Effects of Elementary Music and Visual Arts Lessons on Standardized Mathematics Test Scores

Science.gov (United States)

King, Molly Elizabeth

2016-01-01

The purpose of this quantitative, causal-comparative study was to compare the effect elementary music and visual arts lessons had on third through sixth grade standardized mathematics test scores. Inferential statistics were used to compare the differences between test scores of students who took in-school, elementary, music instruction during the…

Cultural Diversity: Resources for Music Educators in Selected Works of Three Contemporary African-American Classical Composers

Science.gov (United States)

Choi, Eunjung; Keith, Laura J.

2016-01-01

Contemporary African-American classical composers Cedric Adderley, John Lane, and Trevor Weston intertwine strands of culture and individual experience to produce musical works whose distinct designs offer cultural resources that music educators can use to integrate diversity into instructional settings. Of special interest is their ability to…

A Case Study Exploring the Use of GarageBand[TM] and an Electronic Bulletin Board in Preservice Music Education

Science.gov (United States)

Vratulis, Vetta; Morton, Charlene

2011-01-01

This qualitative research study is an exploration of the merit and shortcomings of using a combination of the music software GarageBand[TM] and an electronic bulletin board to facilitate musical and peer learning in a 3-month elementary music methods curriculum and instruction course. A pedagogical objective of this assignment was to increase the…

Music lessons: revealing medicine's learning culture through a comparison with that of music.

Science.gov (United States)

Watling, Christopher; Driessen, Erik; van der Vleuten, Cees P M; Vanstone, Meredith; Lingard, Lorelei

2013-08-01

Research on medical learning has tended to focus on the individual learner, but a sufficient understanding of the learning process requires that attention also be paid to the essential influence of the cultural context within which learning takes place. In this study, we undertook a comparative examination of two learning cultures - those of music and medicine - in order to unearth assumptions about learning that are taken for granted within the medical culture. We used a constructivist grounded theory approach to explore experiences of learning within the two cultures. We conducted nine focus groups (two with medical students, three with residents, four with music students) and four individual interviews (with one clinician-educator, one music educator and two doctor-musicians), for a total of 37 participants. Analysis occurred alongside and informed data collection. Themes were identified iteratively using constant comparisons. Cultural perspectives diverged in terms of where learning should occur, what learning outcomes are desired, and how learning is best facilitated. Whereas medicine valued learning by doing, music valued learning by lesson. Whereas medical learners aimed for competence, music students aimed instead for ever-better performance. Whereas medical learners valued their teachers for their clinical skills more than for their teaching abilities, the opposite was true in music, in which teachers' instructional skills were paramount. Self-assessment challenged learners in both cultures, but medical learners viewed self-assessment as a skill they could develop, whereas music students recognised that external feedback would always be required. This comparative analysis reveals that medicine and music make culturally distinct assumptions about teaching and learning. The contrasts between the two cultures illuminate potential vulnerabilities in the medical learning culture, including the risks inherent in its competence-focused approach and the

String Music Educators' Perceptions of the Impact of New String Programs on Student Outcomes, School Music Programs, and Communities

Science.gov (United States)

Gillespie, Robert; Russell, Joshua A.; Hamann, Donald L.

2014-01-01

The purpose of this study was to examine the impact of newly initiated string programs on teachers, schools, districts, communities, and existing music program administration and students. Research questions pertained to (a) locations, student access, and instructional offerings; (b) educators; and (c) perceived impact on student outcomes. Data…

Historical Research in Music Therapy. Third Edition

Science.gov (United States)

Solomon, Alan L., Ed.; Davis, William B., Ed.; Heller, George N., Ed.

2002-01-01

This bibliography, produced by the American Music Therapy Association, represents a collection of research articles and publications over the past 50 years of music therapy's history. It is organized by author.

Original Science-Based Music and Student Learning

Science.gov (United States)

Smolinski, Keith

2010-01-01

American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework…

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…

Heart Rate Response of Professional Musicians When Playing Music.

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Vellers, Heather L; Irwin, Conor; Lightfoot, J T

2015-06-01

The primary aim was to determine the level of physiological stress evoked while playing music in a standing position as indicated by heart rate (HR) response. A secondary aim was to analyze the effect of music genre (classic rock, western, contemporary Christian, and metal rock) on the relative HR response. Lastly, we considered potential physiological initiators of the music-playing-induced HR response. HR response was monitored in 27 professional musicians (3 women, 24 men) between the ages of 21 and 67 yrs old during rehearsal and public performances. The percent maximal HR (%MHR) evoked was determined by taking a percentage of the age-predicted maximal HR for each musician and comparing the average %MHR in each genre during public and rehearsal events. The role of the potential initiators of these responses (e.g., number of years playing in public, event type, instrument type, tempo, etc.) was determined using multiple regression analyses. The overall average %MHR responses were 52 ± 5% and 59 ± 5% during rehearsal and public performances, respectively, with genre type having a significant effect on the HR response (p=0.01). Body mass index and tempo were each found to be significant contributors to the HR response while playing music (r²=0.506, p=0.001). Playing music professionally evokes considerable increases in HR response, with music genre influencing the level of the physiological response. We concluded that 50% of the HR response while playing music was associated with body mass index, music tempo, and instrument type.

Domain-Specific Aspects of Technological Pedagogical Content Knowledge: Music Education and the Importance of Affect

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Macrides, Elena; Angeli, Charoula

2018-01-01

The present study addresses the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content Knowledge (TPACK), the importance of affect in the instructional design of music lessons. The purpose of this study is twofold: (a) to extend the…

A Computer-Assisted Instruction in Teaching Abstract Statistics to Public Affairs Undergraduates

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Ozturk, Ali Osman

2012-01-01

This article attempts to demonstrate the applicability of a computer-assisted instruction supported with simulated data in teaching abstract statistical concepts to political science and public affairs students in an introductory research methods course. The software is called the Elaboration Model Computer Exercise (EMCE) in that it takes a great…

Music training for the development of auditory skills.

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Kraus, Nina; Chandrasekaran, Bharath

2010-08-01

The effects of music training in relation to brain plasticity have caused excitement, evident from the popularity of books on this topic among scientists and the general public. Neuroscience research has shown that music training leads to changes throughout the auditory system that prime musicians for listening challenges beyond music processing. This effect of music training suggests that, akin to physical exercise and its impact on body fitness, music is a resource that tones the brain for auditory fitness. Therefore, the role of music in shaping individual development deserves consideration.

Music and dementia.

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Baird, Amee; Samson, Séverine

2015-01-01

There is an increasing incidence of dementia in our aging population, and consequently an urgent need to develop treatments and activities that may alleviate the symptoms of dementia. Accumulating evidence shows that persons with dementia enjoy music, and their ability to respond to music is potentially preserved even in the late or severe stages of dementia when verbal communication may have ceased. Media interest in this topic has contributed to the public perception that music abilities are an "island of preservation" in an otherwise cognitively impaired person with dementia. In this chapter, we review the current literature on music cognition in dementia and show that there has been very scarce rigorous scientific investigation of this issue, and that various types of music memory exist and are differentially impaired in the different types of dementia. Furthermore, we discuss the recent development of music activities as a nonpharmacological treatment for dementia and highlight the methodological limitations of the current literature on this topic. While it has been reported that music activities can improve behavior, (particularly agitation), mood, and cognition in persons with dementia, recent large-scale randomized control studies have questioned the specificity of the effect of music and found that it is no more beneficial than other pleasant activities. Nevertheless, music is unique in its powerful ability to elicit both memories and emotions. This can provide an important link to individual's past and a means of nonverbal communication with carers, which make it an ideal stimulus for persons with dementia. © 2015 Elsevier B.V. All rights reserved.

公共图书馆建设音乐欣赏厅之研究%Research on the Construction of Music Appreciation Hall in Public Library

Institute of Scientific and Technical Information of China (English)

邓文婷

2015-01-01

ABSTRACT:This paper illustrates the necessity and present situation of the construction of music appreciation hall in public library, analyzes the characteristics and functions of the music appreciation hall, and based on this, probes into the concrete implementation methods for constructing the music appreciation hall in public library.%阐述了公共图书馆建设音乐欣赏厅的必要性与现状，分析了音乐欣赏厅的特点与作用，在此基础上，探讨了公共图书馆建设音乐欣赏厅的具体实施方法。

Music and Deaf Culture: Images from the Media and Their Interpretation by Deaf and Hearing Students.

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Darrow; Loomis

1999-01-01

The purpose of the study was threefold: (a) to examine how the visual media have portrayed the subject of music and the deaf, (b) to verify the validity of these portrayals with members of the deaf community, and (c) to compare and contrast deaf and hearing audiences' impressions of these portrayals. An additional purpose of the research was to examine the results in light of possible misconceptions that may be construed by music therapists and music educators based upon the media's representation of the relationship between music and deaf culture. Since music therapists and music educators are the primary persons responsible for the music instruction of students in school programs for deaf and hard-of-hearing students, it is particularly important that they receive accurate messages about the relationship of music to deaf culture. Fifty deaf (n = 25) and hearing (n = 25) undergraduate college students individually viewed motion picture and television excerpts related to music and the deaf. Subjects were instructed to take notes as needed regarding the content of each excerpt and their impressions. Students were then interviewed in their native language, English or American Sign Language, as to their interpretations and perceptions regarding these excerpts and their accuracy. Interviews of the deaf students were translated into English from American Sign Language by trained interpreters. Written transcriptions were then made of the interpreters' English translations of the interviews with deaf students and of the verbal interviews with hearing students. Interview transcripts from both groups were coded and analyzed for recurring themes and patterns using content analysis. Data analysis revealed cultural patterns for the two groups, impressions specific to individual subjects, and trends in communication style and content for the two groups. Implications for music therapists and music educators are given regarding the influence of the media, characteristics of deaf

Music Instruction for Elementary Students with Moderate to Severe Cognitive Impairments: A Case Study

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Salvador, Karen

2015-01-01

Although elementary general music specialists teach students with a variety of exceptionalities every day (Chen, 2007; Hahn, 2010; Hoffman, 2011), many music teacher preparation programs do not adequately address exceptionality (Salvador, 2010). Articles regarding "strategies that work" appear perennially in the professional literature…

Rethinking Religion in Music Education

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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…

Peer-Teaching in the Secondary Music Ensemble

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Johnson, Erik

2015-01-01

Peer-teaching is an instructional technique that has been used by teachers world-wide to successfully engage, exercise and deepen student learning. Yet, in some instances, teachers find the application of peer-teaching in large music ensembles at the secondary level to be daunting. This article is meant to be a practical resource for secondary…

Instructional Strategies for the Inclusive Music Classroom

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Darrow, Alice-Ann; Adamek, Mary

2018-01-01

While inclusive education is an admirable ideal, it is often difficult to implement. Successful educators have found that employing certain instructional strategies can help meet the needs of students with varying abilities. Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety…

Music of the Spheres: Astronomy-Inspired Music as an EPO Tool

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Fraknoi, A.

2008-06-01

In doing public programs, getting audiences to think about astronomy in the wider culture, or just having some fun with a class or museum group, it's useful to have them brainstorm about all the pieces of music they can identify that have an astronomical connection. We have found over 100 pieces of classical and popular music that draw their inspiration from serious astronomy (and not just the use of a single astronomical term). These include three rock songs about black holes, operas about Einstein and Kepler, an electronic piece in which the players are asked to expand like the universe, and many more. We also highlight several astronomers and physicists who perform science music and discuss how anyone can use music to catch audience interest. The full list of pieces and more information is available at: \\url{http://aer.noao.edu/cgi-bin/article.pl?id=193}.

Children, Technology, and Instruction: A Case Study of Elementary School Children Using an Online Public Access Catalog (OPAC).

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Solomon, Paul

1994-01-01

Examines elementary school students' use of an online public access catalog to investigate the interaction between children, technology, curriculum, instruction, and learning. Highlights include patterns of successes and breakdowns; search strategies; instructional approaches and childrens' interests; structure of interaction; search terms; and…

"Let them Jam!": Incorporating Unschooling Pedagogy in the Secondary School Music Classroom

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Dr. John L. VITALE

2008-07-01

Full Text Available This paper examines how the principles of unschooling were accidentally uncovered during my tenure as a music teacher in a secondary school in suburban Toronto , Ontario . As traditional music pedagogy during my first year at this school was unsuccessful, I delayed the start of each class in an attempt to shorten my instructional time and lessen the acrimonious relationship I had developed with my students. This delayed segment of class time evolved into an extraordinary and valuable learning experience for all of my students which became known as "jam time." This form of learning embraced the pedagogical philosophy of unschooling, which eventually motivated my students to increase their musical knowledge and skills as well as embrace traditional music pedagogy. In addition, this paper also examines the contextual philosophy of unschooling versus traditional pedagogy in the secondary school music class.

Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment.

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Samuel A Mehr

Full Text Available Young children regularly engage in musical activities, but the effects of early music education on children's cognitive development are unknown. While some studies have found associations between musical training in childhood and later nonmusical cognitive outcomes, few randomized controlled trials (RCTs have been employed to assess causal effects of music lessons on child cognition and no clear pattern of results has emerged. We conducted two RCTs with preschool children investigating the cognitive effects of a brief series of music classes, as compared to a similar but non-musical form of arts instruction (visual arts classes, Experiment 1 or to a no-treatment control (Experiment 2. Consistent with typical preschool arts enrichment programs, parents attended classes with their children, participating in a variety of developmentally appropriate arts activities. After six weeks of class, we assessed children's skills in four distinct cognitive areas in which older arts-trained students have been reported to excel: spatial-navigational reasoning, visual form analysis, numerical discrimination, and receptive vocabulary. We initially found that children from the music class showed greater spatial-navigational ability than did children from the visual arts class, while children from the visual arts class showed greater visual form analysis ability than children from the music class (Experiment 1. However, a partial replication attempt comparing music training to a no-treatment control failed to confirm these findings (Experiment 2, and the combined results of the two experiments were negative: overall, children provided with music classes performed no better than those with visual arts or no classes on any assessment. Our findings underscore the need for replication in RCTs, and suggest caution in interpreting the positive findings from past studies of cognitive effects of music instruction.

Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment.

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Mehr, Samuel A; Schachner, Adena; Katz, Rachel C; Spelke, Elizabeth S

2013-01-01

Young children regularly engage in musical activities, but the effects of early music education on children's cognitive development are unknown. While some studies have found associations between musical training in childhood and later nonmusical cognitive outcomes, few randomized controlled trials (RCTs) have been employed to assess causal effects of music lessons on child cognition and no clear pattern of results has emerged. We conducted two RCTs with preschool children investigating the cognitive effects of a brief series of music classes, as compared to a similar but non-musical form of arts instruction (visual arts classes, Experiment 1) or to a no-treatment control (Experiment 2). Consistent with typical preschool arts enrichment programs, parents attended classes with their children, participating in a variety of developmentally appropriate arts activities. After six weeks of class, we assessed children's skills in four distinct cognitive areas in which older arts-trained students have been reported to excel: spatial-navigational reasoning, visual form analysis, numerical discrimination, and receptive vocabulary. We initially found that children from the music class showed greater spatial-navigational ability than did children from the visual arts class, while children from the visual arts class showed greater visual form analysis ability than children from the music class (Experiment 1). However, a partial replication attempt comparing music training to a no-treatment control failed to confirm these findings (Experiment 2), and the combined results of the two experiments were negative: overall, children provided with music classes performed no better than those with visual arts or no classes on any assessment. Our findings underscore the need for replication in RCTs, and suggest caution in interpreting the positive findings from past studies of cognitive effects of music instruction.

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...

On the status of music and musical instruments in Arabic culture after the advent of Islam

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Šoštarić Ada I.

2014-01-01

Full Text Available This article bases its arguments mainly on data found in secondary literature about the propriety of music in Arabic culture after the advent of Islam. One of the oldest sources in Arabic on the subject is Damm al-malāhī (The Condemnation of Instruments of Diversion. In it, the author, Ibn Abī al-Dunyā (823-894 condemned listening to music and musical instruments. Subsequently, many books addressed the question of whether music is illicit (ar. harām. Western scholars defined this corpus of literature as a kind of polemic about the permissibility of music and musical instruments in Islamic culture. Since there is no verse (ar. Áya in the Qur’Án which explicitly forbids or allows music, and since, at the same time, the hadīt literature abounds with contradictory statements about the practice of the prophet Muhammad regarding listening to music and musical instruments, this question continues to resurface, either in the media or on web pages specifically devoted to the issue. This topic is also quite interesting in terms of the reflexions one can encounter in the Muslim areas of the ex-Yugoslav region. At the same time, the article touches upon the special place that the Qur’ān recitation (ar. tilāwat al-Qur’ān and Islamic call to prayer (ar. adān have in Muslim communities. We often find both of them in chapters on religious music, and can, for instance, hear Gorans from Kosovo say (colloquially that one sings the call to prayer. Nevertheless, although both the Recitation and the call to prayer employ the system of maqāms found in secular forms of music, in religious Islamic circles they have never been defined as music, nor are they understood as such in Islamic public opinion. It has been said innumerable times that it is not the (listening to music per se that is forbidden, but rather the circumstances surrounding music, sometimes associated with the consumption of alcohol or similar behaviour, which leads to transgression of

Space activities and global popular music culture

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Wessels, Allison Rae; Collins, Patrick

During the "space age" era, space activities appear increasingly as a theme in Western popular music, as they do in popular culture generally. In combination with the electronics and tele-communications revolution, "pop/rock" music has grown explosively during the space age to become an effectively global culture. From this base a number of trends are emerging in the pattern of influences that space activities have on pop music. The paper looks at the use of themes and imagery in pop music; the role of space technology in the modern "globalization" of pop music; and current and future links between space activities and pop music culture, including how public space programmes are affected by its influence on popular attitudes.

The Musical Emotional Bursts: A validated set of musical affect bursts to investigate auditory affective processing.

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Sébastien ePaquette

2013-08-01

Full Text Available The Musical Emotional Bursts (MEB consist of 80 brief musical executions expressing basic emotional states (happiness, sadness and fear and neutrality. These musical bursts were designed to be the musical analogue of the Montreal Affective Voices (MAV – a set of brief non-verbal affective vocalizations portraying different basic emotions. The MEB consist of short (mean duration: 1.6 sec improvisations on a given emotion or of imitations of a given MAV stimulus, played on a violin (n:40 or a clarinet (n:40. The MEB arguably represent a primitive form of music emotional expression, just like the MAV represent a primitive form of vocal, nonlinguistic emotional expression. To create the MEB, stimuli were recorded from 10 violinists and 10 clarinetists, and then evaluated by 60 participants. Participants evaluated 240 stimuli (30 stimuli x 4 [3 emotions + neutral] x 2 instruments by performing either a forced-choice emotion categorization task, a valence rating task or an arousal rating task (20 subjects per task; 40 MAVs were also used in the same session with similar task instructions. Recognition accuracy of emotional categories expressed by the MEB (n:80 was lower than for the MAVs but still very high with an average percent correct recognition score of 80.4%. Highest recognition accuracies were obtained for happy clarinet (92.0% and fearful or sad violin (88.0% each MEB stimuli. The MEB can be used to compare the cerebral processing of emotional expressions in music and vocal communication, or used for testing affective perception in patients with communication problems.

The effect of preference for three different types of music on magnitude estimation-scaling behavior in young adults.

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Fucci, D; Petrosino, L; Banks, M; Zaums, K; Wilcox, C

1996-08-01

The purpose of the present study was to assess the effect of preference for three different types of music on magnitude estimation scaling behavior in young adults. Three groups of college students, 10 who liked rock music, 10 who liked big band music, and 10 who liked classical music were tested. Subjects were instructed to assign numerical values to a random series of nine suprathreshold intensity levels of 10-sec, samples of rock music, big band music, and classical music. Analysis indicated that subjects who liked rock music scaled that stimulus differently from those subjects who liked big band and classical music. Subjects who liked big band music scaled that stimulus differently from those subjects who liked rock music and classical music. All subjects scaled classical music similarly regardless of their musical preferences. Results are discussed in reference to the literature concerned with personality and preference as well as spectrographic analyses of the three different types of music used in this study.

Ostracized Sounds: Notes on Busking Music

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Ignazio Macchiarella

2015-07-01

Full Text Available Today, buskers’ music has a special fascination, above all in urban context, as it is one of the rare occasion to listen to lively performances. Many people nowadays appreciate the street performance and stop to listen to it: otherwise than canned music that comes out from the speakers, live music is immediately perceived like living aspect of public life, whatever its technical or aesthetic qualities. Nonetheless, buskers are sometimes banned and persecuted by the city police regulations. The paper introduces this specific range of music making on the basis of a field research experience.

Episodic encoding in normal aging: attentional resources hypothesis extended to musical material.

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Blanchet, Sophie; Belleville, Sylvie; Peretz, Isabelle

2006-01-01

The goal of the present study was to examine age-related changes in musical episodic memory for novel tunes. This was conducted by manipulating the encoding condition in a recognition paradigm. After receiving memory instructions (intentional condition), older and younger participants obtained equivalent hits. In contrast, when intentional encoding was accompanied by a dancing judgment (dancing + intentional condition), the recognition performance of the older persons was severely impaired. Impaired recognition was also found when participants only judged the excerpts without being instructed to memorize them (dancing judgment condition). Although older participants demonstrated a preserved ability to perform the dancing judgment on its own, this ability was not optimal and likely precluded the initiation of more elaborate encoding strategies. These results suggest that asking older persons to divide their attention in the study phase reduces the quality of their musical encoding. Given this extension to musical material, we discuss the notion that the age-related attentional resource decline appears to be domain-general rather than specific to verbal material.

Universal and culture-specific factors in the recognition and performance of musical affect expressions.

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Laukka, Petri; Eerola, Tuomas; Thingujam, Nutankumar S; Yamasaki, Teruo; Beller, Grégory

2013-06-01

We present a cross-cultural study on the performance and perception of affective expression in music. Professional bowed-string musicians from different musical traditions (Swedish folk music, Hindustani classical music, Japanese traditional music, and Western classical music) were instructed to perform short pieces of music to convey 11 emotions and related states to listeners. All musical stimuli were judged by Swedish, Indian, and Japanese participants in a balanced design, and a variety of acoustic and musical cues were extracted. Results first showed that the musicians' expressive intentions could be recognized with accuracy above chance both within and across musical cultures, but communication was, in general, more accurate for culturally familiar versus unfamiliar music, and for basic emotions versus nonbasic affective states. We further used a lens-model approach to describe the relations between the strategies that musicians use to convey various expressions and listeners' perceptions of the affective content of the music. Many acoustic and musical cues were similarly correlated with both the musicians' expressive intentions and the listeners' affective judgments across musical cultures, but the match between musicians' and listeners' uses of cues was better in within-cultural versus cross-cultural conditions. We conclude that affective expression in music may depend on a combination of universal and culture-specific factors.

Genre of Music and Lyrical Content: Expectation Effects.

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Ballard, Mary E; Dodson, Alan R; Bazzini, Doris G

1999-12-01

This study was designed to examine whether people's expectations differ regarding how music lyrics affect individual behavior as a function of music genre. Because legislative attention and media publicity have been biased against certain types of popular music (i.e., heavy metal and rap), the authors expected that those genres of music would be viewed more negatively than other genres of popular music, for which there has been little or no negative publicity (i.e., pop and country). Participants (N = 160 college students) rated their perceptions of how the lyrical content of a song would affect listeners' behavior. The authors presented prosocial or antisocial lyrical passages to students (N = 160) under the guise of four musical genres (heavy metal, rap, pop, and country). Participants rated the potential impact of the lyrics on listeners' behavior. Findings indicated that lyrics labeled as heavy metal or rap were perceived as less likely to inspire prosocial behavior but not more likely to inspire antisocial behavior than the same lyrics labeled as country or pop.

Music critic Gustav Michel

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Vasić Aleksandar N.

2004-01-01

Full Text Available The writers whose real vocation was not music left significant traces in the history of Serbian music critics and essayism of the late 19th century and the first half of the 20th century. Numerous authors, literary historians theoreticians and critics, jurists and theatre historians, wrote successfully on music in Serbian daily newspapers, literary and other magazines, until the Second World War. This study is devoted to Gustav Michel (1868 - 1926, one of the music amateurs who ought to be remembered in the history of Serbian music critics. Gustav Michel was a pharmacist by vocation. He ran a private pharmacy in Belgrade all his life. But he was a musician as well. He played the viola in the second (in chronological order of foundation Serbian String Quartet. The ensemble mostly consisted of amateurs, and it performed standard pieces of chamber music (W. A. Mozart L. v. Beethoven, F. Schubert, F. Mendelsohn-Bartholdy, A. Dvořžak. These musicians had performed public concerts in Belgrade since 1900 up until Michel’s death. Belgrade music critics prised the performances of this string ensemble highly. Gustav Michel was also a music critic. Until now only seven articles, published by this author between 1894 and 1903, in Order (Red, Folk Newspaper (Narodne novine and Serbian Literary Magazine (Srpski književni glasnik have been found. Michel’s preserved articles unambiguously prove that their author had a solid knowledge of music theory and history, the knowledge that exceeded amateurism. Nevertheless, Michel did not burden his first critics with expert language of musicology. Later on, in Serbian Literary Magazine, the magazine which left enough room for music, Michel penetrated more into musical terminology, thus educating slowly forming Serbian concert-going public. The analysis of Michel’s texts showed that he was not, in contrast to the majority of professional music critics, an opponent of virtuosity. Gentle and liberal, he did not

Praxial Music education: A Critical Analysis of Critical Commentaries

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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…

Pedagogical applications of cognitive research on musical improvisation.

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Biasutti, Michele

2015-01-01

This paper presents a model for the implementation of educational activities involving musical improvisation that is based on a review of the literature on the psychology of music. Psychology of music is a complex field of research in which quantitative and qualitative methods have been employed involving participants ranging from novices to expert performers. The cognitive research has been analyzed to propose a pedagogical approach to the development of processes rather than products that focus on an expert's use of improvisation. The intention is to delineate a reflective approach that goes beyond the mere instruction of some current practices of teaching improvisation in jazz pedagogy. The review highlights that improvisation is a complex, multidimensional act that involves creative and performance behaviors in real-time in addition to processes such as sensory and perceptual encoding, motor control, performance monitoring, and memory storage and recall. Educational applications for the following processes are outlined: anticipation, use of repertoire, emotive communication, feedback, and flow. These characteristics are discussed in relation to the design of a pedagogical approach to musical improvisation based on reflection and metacognition development.

Design and development of a semantic music discovery engine

OpenAIRE

Turnbull, Douglas Ross

2008-01-01

Technology is changing the way in which music is produced, distributed and consumed. An aspiring musician in West Africa with a basic desktop computer, an inexpensive microphone, and free audio editing software can record and produce reasonably high-quality music. She can post her songs on any number of musically-oriented social networks (e.g., MySpace, Last.fm, eMusic) making them accessible to the public. A music consumer in San Diego can then rapidly download her songs over a high-bandwidt...

The effect of background music and song texts on the emotional understanding of children with autism.

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Katagiri, June

2009-01-01

The purpose of this study was to examine the effect of background music and song texts to teach emotional understanding to children with autism. Participants were 12 students (mean age 11.5 years) with a primary diagnosis of autism who were attending schools in Japan. Each participant was taught four emotions to decode and encode: happiness, sadness, anger, and fear by the counterbalanced treatment-order. The treatment consisted of the four conditions: (a) no contact control (NCC)--no purposeful teaching of the selected emotion, (b) contact control (CC)--teaching the selected emotion using verbal instructions alone, (c) background music (BM)--teaching the selected emotion by verbal instructions with background music representing the emotion, and singing songs (SS)--teaching the selected emotion by singing specially composed songs about the emotion. Participants were given a pretest and a posttest and received 8 individual sessions between these tests. The results indicated that all participants improved significantly in their understanding of the four selected emotions. Background music was significantly more effective than the other three conditions in improving participants' emotional understanding. The findings suggest that background music can be an effective tool to increase emotional understanding in children with autism, which is crucial to their social interactions.

Darwin and Spencer on the origin of music: is music the food of love?

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Kleinman, Kim

2015-01-01

Finding an evolutionary explanation for the origins of music serves as a rich test of broader ideas on the emergence of mind and the evolution of mental processes. Charles Darwin and Herbert Spencer both offered evolutionary explanations for the origins of music, indicating the importance of the question for these two leading nineteenth-century students of "descent with modification." Their discussion unfolded between the publication of Spencer's "The origin and function of music" in 1857 and Darwin's commentaries on music in The Descent of Man in 1871 with an addendum Spencer offered to his original article in light of Darwin's views. They had conflicting views on the lines of causation, asked differing questions, and had fundamentally different approaches. Their exchange laid the foundation for the discussion among contemporary adaptationists and nonadaptationists and contributed to the thinking of those who argue for Mixed Origins of Music or that it is a Transformative Technology of Mind. © 2015 Elsevier B.V. All rights reserved.

A Music Program for Training Head Start Teachers Using a Sequential, Cognitive, Developmental Process with Pre-school Children.

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Brodhecker, Shirley G.

This practicum report addresses the need to supply Head Start teachers with: (1) specific preschool music objectives; (2) a sequential preschool developmental program in music to match the child's cognitive level; (3) how to choose instructional material to encourage specific basic school readiness skills; and (4) workshops to accomplish these…

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

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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…

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

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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…

Research on 18th Century Music in Poland. An Introduction

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Paczkowski Szymon

2016-12-01

Full Text Available Research on 18th-century music has been one of the key areas of interest for musicologists ever since the beginnings of musicological studies in Poland. It initially developed along two distinct lines: general music history (with publications mostly in foreign languages and local history (mostly in Polish. In the last three decades the dominant tendency among Polish researchers has been, however, to relate problems of 18th-century Polish musical culture to the political history of the Polish-Lithuanian Commonwealth and more generally – to the political history of Central Europe at large. The most important subjects taken up in research on 18th-century music include: the musical cultures of the royal court in 18th-century Warsaw (primarily in the works of Alina Żórawska-Witkowska as well as Polish aristocratic residences (e.g. studies by Szymon Paczkowski and Irena Bieńkowska, the ecclesiastical and monastic circles (publications by Alina Mądry, Paweł Podejko, Remigiusz Pośpiech and Tomasz Jeż; problems of musical style (texts by Szymon Paczkowski; research on sources containing music by European composers (e.g. by Johann Adolf Hasse; the musical culture of cities (of Gdańsk, first and foremost; studies concerning the transfer of music and music-related materials, the musical centres and peripheries, etc.

Significance and popularity in music production

Science.gov (United States)

Monechi, Bernardo; Gravino, Pietro; Servedio, Vito D. P.; Tria, Francesca; Loreto, Vittorio

2017-07-01

Creative industries constantly strive for fame and popularity. Though highly desirable, popularity is not the only achievement artistic creations might ever acquire. Leaving a longstanding mark in the global production and influencing future works is an even more important achievement, usually acknowledged by experts and scholars. `Significant' or `influential' works are not always well known to the public or have sometimes been long forgotten by the vast majority. In this paper, we focus on the duality between what is successful and what is significant in the musical context. To this end, we consider a user-generated set of tags collected through an online music platform, whose evolving co-occurrence network mirrors the growing conceptual space underlying music production. We define a set of general metrics aiming at characterizing music albums throughout history, and their relationships with the overall musical production. We show how these metrics allow to classify albums according to their current popularity or their belonging to expert-made lists of important albums. In this way, we provide the scientific community and the public at large with quantitative tools to tell apart popular albums from culturally or aesthetically relevant artworks. The generality of the methodology presented here lends itself to be used in all those fields where innovation and creativity are in play.

Significance and popularity in music production.

Science.gov (United States)

Monechi, Bernardo; Gravino, Pietro; Servedio, Vito D P; Tria, Francesca; Loreto, Vittorio

2017-07-01

Creative industries constantly strive for fame and popularity. Though highly desirable, popularity is not the only achievement artistic creations might ever acquire. Leaving a longstanding mark in the global production and influencing future works is an even more important achievement, usually acknowledged by experts and scholars. 'Significant' or 'influential' works are not always well known to the public or have sometimes been long forgotten by the vast majority. In this paper, we focus on the duality between what is successful and what is significant in the musical context. To this end, we consider a user-generated set of tags collected through an online music platform, whose evolving co-occurrence network mirrors the growing conceptual space underlying music production. We define a set of general metrics aiming at characterizing music albums throughout history, and their relationships with the overall musical production. We show how these metrics allow to classify albums according to their current popularity or their belonging to expert-made lists of important albums. In this way, we provide the scientific community and the public at large with quantitative tools to tell apart popular albums from culturally or aesthetically relevant artworks. The generality of the methodology presented here lends itself to be used in all those fields where innovation and creativity are in play.

Auditory learning through active engagement with sound: Biological impact of community music lessons in at-risk children

Directory of Open Access Journals (Sweden)

Nina eKraus

2014-11-01

Full Text Available The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements in the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1,000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for one year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to an instrumental training class. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. These findings speak to the potential of active engagement with sound (i.e., music-making to engender experience-dependent neuroplasticity during trand may inform the development of strategies for auditory

Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children.

Science.gov (United States)

Kraus, Nina; Slater, Jessica; Thompson, Elaine C; Hornickel, Jane; Strait, Dana L; Nicol, Trent; White-Schwoch, Travis

2014-01-01

The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the

The Effectiveness of Using Vocal Music as the Content Area of English Immersion Classes for Japanese Children

Science.gov (United States)

Morgan, Steven Gene

2012-01-01

This study set out to determine if English can be taught effectively to Japanese children through a content-based instruction program that uses vocal music as the content area. A total of 240 children participated in the study. The treatment group at a private elementary school in Tokyo received weekly vocal music lessons taught in English for one…

Perspectives on gesture from music informatics, performance and aesthetics

DEFF Research Database (Denmark)

Jensen, Kristoffer; Frimodt-Møller, Søren; Grund, Cynthia

2014-01-01

This article chronicles the research of the Nordic Network of Music Informatics, Performance and Aesthetics (NNIMIPA), and shows how the milieux bridge the gap between the disciplines involved. As examples, three projects within NNIMIPA involving performance interaction examine the role of audio...... and gestures in emotional musical expression using motion capture, the visual and auditive cues musicians provide each other in an ensemble when rehearsing, and the decision processes involved when a musician coordinates with other musicians. These projects seek to combine and compare intuitions derived from...... low-tech instructional music workshops that rely heavily on the use of whole-body gestures with the insights provided by high-tech studies and formal logic models of the performing musician, not only with respect to the sound, but also with regard to the movements of the performer and the mechanisms...

Music therapy in Japan: an 11-year update.

Science.gov (United States)

Gibson, C

1987-01-01

In the past 10 years, music therapy in Japan has begun to make an impact in the mental health field. An increase in research and publication can be attributed in part to the efforts of the Japan Society for the Study of Music Therapy and the Japanese Association of Music Psychology and Therapy. The Japanese still face the same difficulties now, however, as they did a decade ago. These difficulties include the lack of music therapy college degree programs and an absence of certification requirements for practitioners.

Developing a Critical Consciousness for Diversity and Equity among Preservice Music Teachers

Science.gov (United States)

Robinson, Nicole R.

2017-01-01

For approximately 50 years, music education scholars have purported the need for more diversity training among preservice music teachers. This call has become increasingly urgent as contemporary preservice music teachers encounter the most ethnically and culturally diverse classrooms in public school history. Although preservice music teachers may…

Arts-Integrated Literacy Instruction: Promising Practices for Preservice Teaching Professionals

Science.gov (United States)

Sharp, Laurie A.; Coneway, Betty; Hindman, Janet Tipton; Garcia, Beth; Bingham, Teri

2016-01-01

Classroom teachers are facing increasing responsibility to integrate the arts during literacy instruction. In order to address the arts effectively, teachers require understandings, confidence, and competence with visual arts, music, dance, and theater. Therefore, educator preparation programs must develop the knowledge and skills of preservice…

An Exploratory Use of Musical Metaphors to Enhance Student Learning

Science.gov (United States)

Weinrauch, J. Donald

2005-01-01

This article provides the role, scope, instructional experiences, and prospects of employing musical metaphors as a possible teaching tool. Interactive student learning is encouraged by actually playing songs in marketing strategy courses. First, an overview on the explanation and popularity of metaphors in both nonbusiness and business fields…

Development of a Music Therapy Service in an Australian Public Rehabilitation Hospital

OpenAIRE

Jeanette Tamplin

2006-01-01

It is often challenging to find information about the details and development of clinical music therapy programs in other parts of the world. This article addresses a gap in the literature by describing the evolution of a neurological rehabilitation program over the past two years in Melbourne, Australia. After providing some local details on the development of rehabilitation music therapy in this part of the world, a brief rationale is offered for the place of music therapy in clinical rehab...

Western Australian Music Teachers and the WACE Music Syllabus Five Years down the Track: Where Are We Now?

Science.gov (United States)

Lowe, Geoffrey M.; Sutherland, Andrew

2014-01-01

Western Australia introduced a new Western Australian Certificate of Education (WACE) Music course for Year 11 and 12 students in 2009. The construction of the course was protracted due to political interference at the ministerial level, input from vested interests within the music teaching community and adverse publicity in the wider community.…

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…

Music lessons improve auditory perceptual and cognitive performance in deaf children.

Science.gov (United States)

Rochette, Françoise; Moussard, Aline; Bigand, Emmanuel

2014-01-01

Despite advanced technologies in auditory rehabilitation of profound deafness, deaf children often exhibit delayed cognitive and linguistic development and auditory training remains a crucial element of their education. In the present cross-sectional study, we assess whether music would be a relevant tool for deaf children rehabilitation. In normal-hearing children, music lessons have been shown to improve cognitive and linguistic-related abilities, such as phonetic discrimination and reading. We compared auditory perception, auditory cognition, and phonetic discrimination between 14 profoundly deaf children who completed weekly music lessons for a period of 1.5-4 years and 14 deaf children who did not receive musical instruction. Children were assessed on perceptual and cognitive auditory tasks using environmental sounds: discrimination, identification, auditory scene analysis, auditory working memory. Transfer to the linguistic domain was tested with a phonetic discrimination task. Musically trained children showed better performance in auditory scene analysis, auditory working memory and phonetic discrimination tasks, and multiple regressions showed that success on these tasks was at least partly driven by music lessons. We propose that musical education contributes to development of general processes such as auditory attention and perception, which, in turn, facilitate auditory-related cognitive and linguistic processes.

Music lessons improve auditory perceptual and cognitive performance in deaf children

Directory of Open Access Journals (Sweden)

Françoise eROCHETTE

2014-07-01

Full Text Available Despite advanced technologies in auditory rehabilitation of profound deafness, deaf children often exhibit delayed cognitive and linguistic development and auditory training remains a crucial element of their education. In the present cross-sectional study, we assess whether music would be a relevant tool for deaf children rehabilitation. In normal-hearing children, music lessons have been shown to improve cognitive and linguistic-related abilities, such as phonetic discrimination and reading. We compared auditory perception, auditory cognition, and phonetic discrimination between 14 profoundly deaf children who completed weekly music lessons for a period of 1.5 to 4 years and 14 deaf children who did not receive musical instruction. Children were assessed on perceptual and cognitive auditory tasks using environmental sounds: discrimination, identification, auditory scene analysis, auditory working memory. Transfer to the linguistic domain was tested with a phonetic discrimination task. Musically-trained children showed better performance in auditory scene analysis, auditory working memory and phonetic discrimination tasks, and multiple regressions showed that success on these tasks was at least partly driven by music lessons. We propose that musical education contributes to development of general processes such as auditory attention and perception, which, in turn, facilitate auditory-related cognitive and linguistic processes.

Suid-Afrikaanse Musiekwoordeboek / South African Music Dictionary

African Journals Online (AJOL)

Riette Ruthven

296 pp. ISBN 1-86890-019-3. Kaapstad/Cape Town: Pharos. Prys/Price: R69.95. In the nearly thirty years since the publication of the Vaktaalburo's pioneering bilingual Musiekwoordeboek/Dictionary of .... deemed to need only to know about 'Western music culture' plus a token smattering of indigenous African musical ...

Shostakovich versus the Central Committee: the power of music.

Science.gov (United States)

White, Richard H R

2008-08-01

The centenary of Shostakovich's birth, celebrated in 2006, generated considerable interest in his life and music. During the Cold War his music was rarely played in the West, and it was not until after his death in 1975 that it re-emerged. The publication of his memoirs in the UK, in 1979, gave new insights into his life in Soviet Russia. Music, like art and literature, has the power to shock and can reflect anger and frustration at contemporary social issues. Much debate has focused on whether Shostakovich was a victim or mouthpiece of Communism. In order to fully appreciate his music, it is essential to understand his personal and professional life under Josef Stalin--in particular his public humiliation by the Central Committee, and by professional musicians who were Communist Party members.

Here's How to Keep Your Music Program Humming.

Science.gov (United States)

McCormick, Kathleen

1985-01-01

Some school systems are finding practical ways to enhance music programs. Experts suggest ways for schools to (1) build a marketing plan, (2) make it easier for children to participate in the music program, (3) provide reinforcement, and (4) publicize the program. (MLF)

The Use of Music as a Way of Formation of Communicative Skills of Students in Teaching English Language

Science.gov (United States)

Akhmadullina, Rimma M.; Abdrafikova, Albina R.; Vanyukhina, Nadezhda V.

2016-01-01

The relevance of the topic is specified by the necessity of improving the quality of students' training in foreign languages for their mobility in terms of Russia`s entry into the Bologna process. This article is intended to support the effective use of instructional techniques of music and musical information with the aim of formation of…

Which Instructional Practices Most Help First Grade Students with and without Mathematics Difficulties?

Science.gov (United States)

Morgan, Paul L.; Farkas, George; Maczuga, Steve

2015-01-01

We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by 1st grade teachers in the U.S. and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement—three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in 1st grade classrooms was associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted ESs = .05–.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = .03–.04). First-grade teachers in the U.S. may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD. PMID:26180268

Music and Astronomy Under the Stars

Science.gov (United States)

Lubowich, D.

2008-11-01

Bring telescope to where the people are! Music and Astronomy Under the Stars is a public astronomy outreach program at community parks during and after free summer music concerts and outdoor movie nights. This project also includes daytime activities because there are some afternoon concerts and daylight children's concerts, and observations using remotely operated telescopes in cloudy weather. While there have been many astronomy outreach activities and telescope observations at city sidewalks and parks, this program targets a completely different audience---music lovers who are attending free summer concerts held in community parks. The music lovers who may never have visited a science museum, planetarium, or star party will be exposed to telescope observations and astronomy information with no additional travel costs. This program will permit the entire community to participate in telescope observations and view astronomical video information to enhance the public appreciation of astronomy. This program will also reach underrepresented and underserved groups (women, minorities, older adults). The population base for the initial target audience (Nassau and Suffolk Counties, New York) is 2,500,000. My partners are the Amateur Observers' Society of New York (AOS) and the Towns of Oyster Bay, Hempstead, North Hempstead, and Huntington. Music and Astronomy Under the Stars is program that should continue beyond the International Year of Astronomy 2009 (IYA2009) and can be expanded into a national program.

Significance and popularity in music production

Science.gov (United States)

Gravino, Pietro; Servedio, Vito D. P.; Tria, Francesca; Loreto, Vittorio

2017-01-01

Creative industries constantly strive for fame and popularity. Though highly desirable, popularity is not the only achievement artistic creations might ever acquire. Leaving a longstanding mark in the global production and influencing future works is an even more important achievement, usually acknowledged by experts and scholars. ‘Significant’ or ‘influential’ works are not always well known to the public or have sometimes been long forgotten by the vast majority. In this paper, we focus on the duality between what is successful and what is significant in the musical context. To this end, we consider a user-generated set of tags collected through an online music platform, whose evolving co-occurrence network mirrors the growing conceptual space underlying music production. We define a set of general metrics aiming at characterizing music albums throughout history, and their relationships with the overall musical production. We show how these metrics allow to classify albums according to their current popularity or their belonging to expert-made lists of important albums. In this way, we provide the scientific community and the public at large with quantitative tools to tell apart popular albums from culturally or aesthetically relevant artworks. The generality of the methodology presented here lends itself to be used in all those fields where innovation and creativity are in play. PMID:28791169

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...

Assessing the Readability of College Textbooks in Public Speaking: Attending to Entry Level Instruction

Science.gov (United States)

Schneider, David E.

2011-01-01

More research is needed that examines textbooks intended for the entry level college classroom. This study offers valuable information to academics that adopt a public speaking textbook for instruction as well as objective feedback to the collective authors. Readability levels of 22 nationally published textbooks, based on McGlaughlin's (1969)…

Moderne Sprache im Deutschunterricht (Modern Language in German Instruction).

Science.gov (United States)

Eggimann, Ernst

1965-01-01

Several techniques are presented which were used to enliven secondary-school German instruction in Switzerland and to increase student interest and motivation. Classes listened to haiku, discussed the elements of the form, and then wrote their own haiku on suggested topics. A quasi-musical choral speaking performance was developed on poetry of…

"Las bandas sonoras como base de la audición activa: experiencias educativas para el desarrollo musical infantil" [Music for films as a basis of active listening: educational experiences to child music development

Directory of Open Access Journals (Sweden)

María del Valle de Moya Martínez

2011-01-01

Full Text Available RESUMEN:La Educación Musical contribuye desde edades tempranas a la adquisición paulatina de aprendizajes en el marco de una acción educativa sistematizada. La música favorece el intercambio comunicativo entre los niños/as, así como el desarrollo de unas funciones psicológicas básicas como la atención, la memoria y la percepción visual y auditiva. En la etapa de Educación Infantil, los niños/as se sienten atraídos por los sonidos, las canciones, el movimiento, las posibilidades expresivas de su cuerpo y los ejercicios rítmicos, por lo que las actividades musicales se encaminan al trabajo de las capacidades expresivas y creativas y al desarrollo del oído musical, la sensibilidad hacia la música y la escucha activa, entre otros. El empleo de audiciones basadas en músicas de películas es un importante recurso didáctico debido, por un lado, al carácter motivador de esta actividad y, por otro lado, a los procesos cognitivos y emocionales que se ponen en marcha, fomentando el desarrollo musical infantil.ABSTRACT:Music Education from an early age contributes to the gradual acquisition of learning in a musical instruction. Music promotes the exchange of communication between children as well as it develops psychological functions such as attention, memory and visual and aural perception. In early childhood education, children enjoy exploring sounds and they are also interested in singing songs and knowing the expressive possibilities of their bodies by means of rhythm exercises. In this way, musical activities are focused on expressive and creative skills development, sensitivity towards music and active listening. The use of auditions from music for films is an important educational resource due not only to the motivating nature of this activity, but also to the cognitive and emotional processes that are reached, promoting the development of music in early ages.

The Effects of Training on Recognition of Musical Instruments by Adults with Cochlear Implants.

Science.gov (United States)

Driscoll, Virginia D

2012-11-01

This study examines the efficiency and effectiveness of three types of training on recognition of musical instruments by adults with cochlear implants (CI). Seventy-one adults with CIs were randomly assigned to one of three training conditions: feedback on response accuracy, feedback-plus (response accuracy plus correct answer), and direct instruction. Each participant completed three training sessions per week over a five-week time period in which they listened to recorded excerpts of eight different musical instruments. Results showed significant pre-to-posttest improvement in music instrument recognition accuracy for all three training conditions (22.9-25.7%, p types of auditory rehabilitation for persons who use CIs.

Development and validation of a Chinese music quality rating test.

Science.gov (United States)

Cai, Yuexin; Zhao, Fei; Zheng, Yiqing

2013-09-01

The present study aims to develop and validate a Chinese music quality rating test (MQRT). In Experiment 1, 22 music pieces were initially selected and paired as a 'familiar music piece' and 'unfamiliar music piece' based on familiarities amongst the general public in the categories of classical music (6), Chinese folk music (8), and pop music (8). Following the selection criteria, one pair of music pieces from each music category was selected and used for the MQRT in Experiment 2. In Experiment 2, the MQRT was validated using these music pieces in the categories 'Pleasantness', 'Naturalness', 'Fullness', 'Roughness', and 'Sharpness'. Seventy-two adult participants and 30 normal-hearing listeners were recruited in Experiments 1 and 2, respectively. Significant differences between the familiar and unfamiliar music pieces were found in respect of pleasantness rating for folk and pop music pieces as well as in sharpness rating for pop music pieces. The comparison of music category effect on MQRT found significant differences in pleasantness, fullness, and sharpness ratings. The Chinese MQRT developed in the present study is an effective tool for assessing music quality.

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…

Oldies, Music Rights, and the Digital Age

Science.gov (United States)

McDonald, Peter

2005-01-01

The author discusses the issue of copyright, oldies, and digital preservation. He examines efforts being made to create digital sound repositories for music record prior to 1970 at such places as Yale, Syracuse, the New York Public Library, and the Library of Congress. These issues are explored by contrasting the music industry's concern for loss…

Music, empathy and cultural understanding

Science.gov (United States)

Clarke, Eric; DeNora, Tia; Vuoskoski, Jonna

2015-12-01

In the age of the Internet and with the dramatic proliferation of mobile listening technologies, music has unprecedented global distribution and embeddedness in people's lives. It is a source of intense experiences of both the most intimate and solitary, and public and collective, kinds - from an individual with their smartphone and headphones, to large-scale live events and global simulcasts; and it increasingly brings together a huge range of cultures and histories, through developments in world music, sampling, the re-issue of historical recordings, and the explosion of informal and home music-making that circulates via YouTube. For many people, involvement with music can be among the most powerful and potentially transforming experiences in their lives. At the same time, there has been increasing interest in music's communicative and affective capacities, and its potential to act as an agent of social bonding and affiliation. This review critically discusses a considerable body of research and scholarship, across disciplines ranging from the neuroscience and psychology of music to cultural musicology and the sociology and anthropology of music, that provides evidence for music's capacity to promote empathy and social/cultural understanding through powerful affective, cognitive and social factors; and explores ways in which to connect and make sense of this disparate evidence (and counter-evidence). It reports the outcome of an empirical study that tests one aspect of those claims, demonstrating that 'passive' listening to the music of an unfamiliar culture can significantly change the cultural attitudes of listeners with high dispositional empathy; presents a model that brings together the primary components of the music and empathy research into a single framework; and considers both some of the applications, and some of the shortcomings and problems, of understanding music from the perspective of empathy.

Music, empathy and cultural understanding.

Science.gov (United States)

Clarke, Eric; DeNora, Tia; Vuoskoski, Jonna

2015-12-01

In the age of the Internet and with the dramatic proliferation of mobile listening technologies, music has unprecedented global distribution and embeddedness in people's lives. It is a source of intense experiences of both the most intimate and solitary, and public and collective, kinds - from an individual with their smartphone and headphones, to large-scale live events and global simulcasts; and it increasingly brings together a huge range of cultures and histories, through developments in world music, sampling, the re-issue of historical recordings, and the explosion of informal and home music-making that circulates via YouTube. For many people, involvement with music can be among the most powerful and potentially transforming experiences in their lives. At the same time, there has been increasing interest in music's communicative and affective capacities, and its potential to act as an agent of social bonding and affiliation. This review critically discusses a considerable body of research and scholarship, across disciplines ranging from the neuroscience and psychology of music to cultural musicology and the sociology and anthropology of music, that provides evidence for music's capacity to promote empathy and social/cultural understanding through powerful affective, cognitive and social factors; and explores ways in which to connect and make sense of this disparate evidence (and counter-evidence). It reports the outcome of an empirical study that tests one aspect of those claims, demonstrating that 'passive' listening to the music of an unfamiliar culture can significantly change the cultural attitudes of listeners with high dispositional empathy; presents a model that brings together the primary components of the music and empathy research into a single framework; and considers both some of the applications, and some of the shortcomings and problems, of understanding music from the perspective of empathy. Copyright © 2015 Elsevier B.V. All rights reserved.

Learning to Play a Musical Instrument with a Digital Portfolio Tool

Science.gov (United States)

Upitis, Rena; Abrami, Philip C.; Brook, Julia; Troop, Meagan; Varela, Wynnpaul

2012-01-01

The body of research examining deliberate practice and self-regulation in musical instruction has grown extensively over the past decade. Compelling evidence indicates that students with higher levels of self-regulation develop superior performance skills and experience more fulfillment as musicians. But in order to develop the self-regulatory…

From "I" to "International": Toward International-Mindedness through Interdisciplinary Music Instruction

Science.gov (United States)

Holmes, Alena; VanAlstine, Sharri

2014-01-01

International-mindedness is defined in many different ways in education discourse. Some of the definitions include the ability to be open-minded and respectful of cultures and peoples or having an awareness of the interconnectedness of people not only intellectually but also with growing empathy. Do music educators have any role in helping…

The Concept of 'Radio Music'

DEFF Research Database (Denmark)

Fjeldsøe, Michael

2016-01-01

, educational and didactic effort which would enlighten all of society. For a while it seemed that radio music was considered a genre of its own. To fulfil its function, radio music had to consider technical limitations as well as the educational level and listening modes of the new mass audience. Public radio......, as discussed by Kurt Weill and Paul Hindemith, was at first greeted with great expectations, but soon a more realistic attitude prevailed. Weill, himself a radio critic as well, composed Der Lindberghflug (1929) as a piece of ‘radio music theatre’, but then changed some of its features in order to turn...... it into a didactical play for amateurs, a so-called Lehrstück. The article will present the concept of ‘radio music’ developed within German Neue Sachlichkeit and discuss the relevance of such a concept for current research in the field of radio and music....

Music, videos and the risk for CERN

CERN Multimedia

Computer Security Team

2012-01-01

Do you like listening to music while you work? What about watching videos during your leisure time? Sure this is fun. Having your colleagues participate in this is even more fun. However, this fun is usually not free. There are artists and the music and film companies who earn their living from music and videos.   Thus, if you want to listen to music or watch films at CERN, make sure that you own the proper rights to do so (and that you have the agreement of your supervisor to do this during working hours). Note that these rights are personal: you usually do not have the right to share music or videos with third parties without violating copyrights. Therefore, making copyrighted music and videos public, or sharing music and videos as well as other copyrighted material, is forbidden at CERN and outside CERN. It violates the CERN Computing Rules and it contradicts CERN's Code of Conduct, which expects each of us to behave ethically and honestly, and to credit others for their c...

Music, videos and the risk for CERN

CERN Multimedia

IT Department

2010-01-01

Do you like listening to music while working? What about watching videos during leisure time? Sure this is fun. Having your colleagues participating in this is even more fun. However, this fun is usually not free. There are music and film companies who earn their living from music and videos. Thus, if you want to listen to music or watch films at CERN, make sure that you own the proper rights to do so (and you have the agreement of your supervisor to do this during working hours). Note that these rights are personal: You usually do not have the right to share this music or these videos with third parties without violating copyrights. Therefore, making copyrighted music and videos public, or sharing music and video files as well as other copyrighted material, is forbidden at CERN --- and also outside CERN. It violates the CERN Computing Rules (http://cern.ch/ComputingRules) and it contradicts CERN's Code of Coduct (https://cern.ch/hr-info/codeofconduct.asp) which expects each of us to behave ethically and be ...

Contracting for Statewide Student Achievement Tests: A Review. Department of Public Instruction 98-4.

Science.gov (United States)

Wisconsin State Legislative Audit Bureau, Madison.

The Wisconsin legislature has required the Department of Public Instruction to adopt or approve standardized tests for statewide use to measure student attainment of knowledge and concepts in grades 4, 8, and 10. Although school districts generally gave high ratings to the contents of TerraNova (McGraw Hill), the testing instrument most recently…

Preservice Music Teachers' Attitudes toward Popular Music in the Music Classroom

Science.gov (United States)

Springer, D. Gregory; Gooding, Lori F.

2013-01-01

The purpose of this study was to examine preservice music educators' attitudes toward popular music in the music classroom. On a survey instrument designed by the investigators, participants ("N" = 82) rated (a) the effectiveness of popular music in addressing the National Standards for Music Education, (b) the appropriateness of popular…

Music Therapy for Patients Who Have Undergone Hematopoietic Stem Cell Transplant

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Chelsea G. Ratcliff

2014-01-01

Full Text Available Objectives. This study examines the short- and long-term QOL benefits of a music therapy intervention for patients recovering from hematopoietic stem cell transplantation (HSCT. Methods. Ninety allogeneic HSCT patients, after transplant, were randomized to receive ISO-principle (i.e., mood matching based music therapy (MT; n=29, unstructured music (UM; n=30, or usual care (UC; n=31 for four weeks. The ISO principle posits that patients may shift their mood from one state to another by listening to music that is “equal to” the individual’s initial mood state and subsequently listening to music selections that gradually shift in tempo and mood to match the patient’s desired disposition. Participants in MT and UM groups developed two audio CDs to help them feel more relaxed and energized and were instructed to use the CDs to improve their mood as needed. Short-term effects on mood and long-term effects on QOL were examined. Results. MT and UM participants reported improved mood immediately after listening to CDs; the within-group effect was greater for UM participants compared to MT participants. Participant group was not associated with long-term QOL outcomes. Conclusions. Music listening improves mood acutely but was not associated with long-term benefits in this study.

Music therapy for patients who have undergone hematopoietic stem cell transplant.

Science.gov (United States)

Ratcliff, Chelsea G; Prinsloo, Sarah; Richardson, Michael; Baynham-Fletcher, Laura; Lee, Richard; Chaoul, Alejandro; Cohen, Marlene Z; de Lima, Marcos; Cohen, Lorenzo

2014-01-01

Objectives. This study examines the short- and long-term QOL benefits of a music therapy intervention for patients recovering from hematopoietic stem cell transplantation (HSCT). Methods. Ninety allogeneic HSCT patients, after transplant, were randomized to receive ISO-principle (i.e., mood matching) based music therapy (MT; n = 29), unstructured music (UM; n = 30), or usual care (UC; n = 31) for four weeks. The ISO principle posits that patients may shift their mood from one state to another by listening to music that is "equal to" the individual's initial mood state and subsequently listening to music selections that gradually shift in tempo and mood to match the patient's desired disposition. Participants in MT and UM groups developed two audio CDs to help them feel more relaxed and energized and were instructed to use the CDs to improve their mood as needed. Short-term effects on mood and long-term effects on QOL were examined. Results. MT and UM participants reported improved mood immediately after listening to CDs; the within-group effect was greater for UM participants compared to MT participants. Participant group was not associated with long-term QOL outcomes. Conclusions. Music listening improves mood acutely but was not associated with long-term benefits in this study.

Dynamic Music and Immersion in the Action-Adventure

DEFF Research Database (Denmark)

Gasselseder, Hans-Peter

2014-01-01

in the context of dynamic and non-dynamic music. 60 subjects answered self-report questionnaires each time after playing a 3rd-person action-adventure in one of three conditions accounting for (1) dynamic music, (2) non-dynamic music/low arousal potential and (3) non-dynamic music/high arousal potential......Aiming to immerse players into a new realm of drama experience, a growing number of video games utilize interactive, ‘dynamic’ music that reacts adaptively to game events. Though little is known about the involved perceptual processes, the design rationale of enhanced immersive experiences is taken...... over by public discussion including scientific accounts, despite lacking empirical validation. The present paper intends to fill this gap by hypothesizing facilitatory effects of dynamic music on attention allocation in the matching of expected and incoming expressive characteristics of concurrent...

Music Listening Situations and Musical Preference of the Students at the Faculty of Fine Arts in Everyday Life: A Case of Dokuz Eylul University

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Elif TEKİN GÜRGEN

2016-10-01

Full Text Available The purpose of the study is to reveal the music listening situation of the students at the Faculty of Fine Arts of Dokuz Eylül University, the music genres that they listen to and the relationship between them. It is also investigated whether the music listening situation determines the music training of the students or also makes significant difference among students according to their genders. The music listening situation scale developed as five-point Likert type and the frequency of listening to music scales were used as for data collection tools. The findings revealed that the majority of the students prefer listening to music at home and public transport. The least preferred situations for listening to music are when they are with their families and whilst reading book/newspaper/magazines. The results suggested that the most preferred genres are Rock and Blues which are closely followed by Jazz and Western Classical Music. The least preferred genres are Turkish Arabesque Music, Rap and Turkish Folk Music. It is determined that the students' music listening situation has shown significant differences according to the musical training, gender and musical genres.

Living Room vs. Concert Hall: Patterns of Music Consumption in Flanders

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Roose, Henk; Stichele, Alexander Vander

2010-01-01

In this article we probe the interplay between public and private music consumption using a large-scale survey of the Flemish population in Belgium. We analyze whether public and private music consumption have different correlates and to what extent there is convergence between the genres that people listen to at home and at concerts. Results show…

EyeMusic: Making Music with the Eyes

OpenAIRE

Hornof, Anthony J.; Sato, Linda

2004-01-01

Though musical performers routinely use eye movements to communicate with each other during musical performances, very few performers or composers have used eye tracking devices to direct musical compositions and performances. EyeMusic is a system that uses eye movements as an input to electronic music compositions. The eye movements can directly control the music, or the music can respond to the eyes moving around a visual scene. EyeMusic is implemented so that any composer using established...

A Reflection on Musical Experience as Existential Experience: An Ontological Turn

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Pio, Frederik; Varkoy, Oivind

2012-01-01

In the current world of education, politics and public opinion, musical experience is increasingly threatened. It is designated ever more as an expendable luxury. This kind of general trend has hardly left the thinking in the field of music and music education untouched. Inspiration comes from the technical rationality of our time. This…

Pedagogical applications of the cognitive research on music improvisation

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MIchele eBiasutti

2015-05-01

Full Text Available This paper presents a model for the implementation of educational activities involving musical improvisation that is based on a review of the literature on the psychology of music. Psychology of music is a complex field of research in which quantitative and qualitative methods have been employed involving participants ranging from novices to expert performers. The cognitive research has been analyzed to propose a pedagogical approach to the development of processes rather than products that focus on an expert’s use of improvisation. The intention is to delineate a reflective approach that goes beyond the mere instruction of some current practices of teaching improvisation in jazz pedagogy. The review highlights that improvisation is a complex, multidimensional act that involves creative and performance behaviors in real-time in addition to processes such as sensory and perceptual encoding, motor control, performance monitoring, and memory storage and recall. Educational applications for the following processes are outlined: anticipation, use of repertoire, emotive communication, feedback and flow. These characteristics are discussed in relation to the design of a pedagogical approach to musical improvisation based on reflection and metacognition development.

Music and Education in Our American Democracy

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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…

77 FR 38236 - Special Local Regulation, Underwater Music Festival, Carr Inlet, Cutts Island, WA

Science.gov (United States)

2012-06-27

...-AA08 Special Local Regulation, Underwater Music Festival, Carr Inlet, Cutts Island, WA AGENCY: Coast... ensure the safety of the maritime public during the Underwater Music Festival and would do so by... Music Festival is an event which includes musical performances from a barge. Spectators approach the...

Music and communication in music psychology

OpenAIRE

Cross, Ian Ralph

2014-01-01

There is a general consensus that music is both universal and communicative, and musical dialogue is a key element in much music-therapeutic practice. However, the idea that music is a communicative medium has, to date, received little attention within the cognitive sciences, and the limited amount of research that addresses how and what music communicates has resulted in findings that appear to be of limited relevance to music therapy. This paper will draw on ethnomusicological evidence and ...

MIDWEST PROGRAM ON AIRBORNE TELEVISION INSTRUCTION -- A REGIONAL EXPLORATION IN EDUCATION.

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IVEY, JOHN E.; AND OTHERS

STARTING IN FEBRUARY 1961, THE MIDWEST PROGRAM ON AIRBORNE TELEVISION INSTRUCTION (MPATI) TRANSMITTED COURSES IN FOREIGN LANGUAGES, SCIENCE, ARITHMETIC, ART, THE HUMANITIES, MUSIC, SOCIAL STUDIES, AND INTERNATIONAL RELATIONS TO 18 SCHOOLS IN THE MIDWEST. THE AIRBORNE TELECAST OPERATED OVER NORTH CENTRAL INDIANA AND TRANSMITTED COURSES OVER AN AREA…

Effects of training on recognition of musical instruments presented through cochlear implant simulations.

Science.gov (United States)

Driscoll, Virginia D; Oleson, Jacob; Jiang, Dingfeng; Gfeller, Kate

2009-01-01

The simulation of the CI (cochlear implant) signal presents a degraded representation of each musical instrument, which makes recognition difficult. To examine the efficiency and effectiveness of three types of training on recognition of musical instruments as presented through simulations of the sounds transmitted through a CI. Participants were randomly assigned to one of three training conditions: repeated exposure, feedback, and direct instruction. Sixty-six adults with normal hearing. Each participant completed three training sessions per week, over a five-week time period, in which they listened to the CI simulations of eight different musical instruments. Analyses on percent of instruments identified correctly showed statistically significant differences between recognition accuracy of the three training conditions (p different types of training are differentially effective with regard to improving recognition of musical instruments presented through a degraded signal, which has practical implications for the auditory rehabilitation of persons who use cochlear implants.

Supervision of Special Education Instruction in Rural Public School Districts: A Grounded Theory

OpenAIRE

Bays, Debora Ann

2001-01-01

The grounded theory presented in this study describes how the supervision of special education instruction occurs in public elementary schools in rural settings. Grounded theory methodology (Strauss & Corbin, 1998) was employed in this study. Nine elementary schools in three rural districts in the state of Virginia participated in the study. Interview data were collected from 34 participants, including special and general education teachers, principals, and directors of special education. Obs...

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...

Popular Music Genres, Music Producers, and Song Creation in the General Music Classroom

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Colquhoun, Shane

2018-01-01

In secondary general music classes, music educators have the opportunity to bridge the gap between the music students' experiences in school and the music they engage with outside of school. According to Williams, nontraditional music students have musical lives outside of school but choose not to participate in traditional ensembles. In this…

Effects of Conducting Instruction on the Musical Performance of Beginning Band Students.

Science.gov (United States)

Kelly, Steven N.

1997-01-01

Investigates the effects of conducting instruction on beginning band students' individual rhythmic performance, group rhythmic performance, group performance of legato and staccato, and group performance of phrasing and dynamics. The students represented diverse ethnic and cultural backgrounds. Concludes the conducting instruction is a useful tool…

Music and Music Intervention for Therapeutic Purposes in Patients with Ventilator Support; Gamelan Music Perspective

OpenAIRE

Suhartini Suhartini

2011-01-01

Background: Gamelan music is one of folk music for Javanese people. Several research studies testing the effects of music were conducted in Western countries. The music studies for therapeutic purposes used classical music commonly. Even in Indonesia, some researchers may use that music for therapeutic purposes. This concern article explains the perspective music and music intervention as therapeutic purposes, view with Javanese classical music.Objectives: To explore the evidence of music and...

Does Music Training Enhance Literacy Skills? A Meta-Analysis

Science.gov (United States)

Gordon, Reyna L.; Fehd, Hilda M.; McCandliss, Bruce D.

2015-01-01

Children's engagement in music practice is associated with enhancements in literacy-related language skills, as demonstrated by multiple reports of correlation across these two domains. Training studies have tested whether engaging in music training directly transfers benefit to children's literacy skill development. Results of such studies, however, are mixed. Interpretation of these mixed results is made more complex by the fact that a wide range of literacy-related outcome measures are used across these studies. Here, we address these challenges via a meta-analytic approach. A comprehensive literature review of peer-reviewed music training studies was built around key criteria needed to test the direct transfer hypothesis, including: (a) inclusion of music training vs. control groups; (b) inclusion of pre- vs. post-comparison measures, and (c) indication that reading instruction was held constant across groups. Thirteen studies were identified (n = 901). Two classes of outcome measures emerged with sufficient overlap to support meta-analysis: phonological awareness and reading fluency. Hours of training, age, and type of control intervention were examined as potential moderators. Results supported the hypothesis that music training leads to gains in phonological awareness skills. The effect isolated by contrasting gains in music training vs. gains in control was small relative to the large variance in these skills (d = 0.2). Interestingly, analyses revealed that transfer effects for rhyming skills tended to grow stronger with increased hours of training. In contrast, no significant aggregate transfer effect emerged for reading fluency measures, despite some studies reporting large training effects. The potential influence of other study design factors were considered, including intervention design, IQ, and SES. Results are discussed in the context of emerging findings that music training may enhance literacy development via changes in brain mechanisms that

Programmed Instruction Revisited.

Science.gov (United States)

Skinner, B. F.

1986-01-01

Discusses the history and development of teaching machines, invented to restore the important features of personalized instruction as public school class size increased. Examines teaching and learning problems over the past 50 years, including motivation, attention, appreciation, discovery, and creativity in relation to programmed instruction.…

Music Researchers' Musical Engagement

Science.gov (United States)

Wollner, Clemens; Ginsborg, Jane; Williamon, Aaron

2011-01-01

There is an increasing awareness of the importance of reflexivity across various disciplines, which encourages researchers to scrutinize their research perspectives. In order to contextualize and reflect upon research in music, this study explores the musical background, current level of musical engagement and the listening habits of music…

Cross-cultural perspectives on music and musicality.

Science.gov (United States)

Trehub, Sandra E; Becker, Judith; Morley, Iain

2015-03-19

Musical behaviours are universal across human populations and, at the same time, highly diverse in their structures, roles and cultural interpretations. Although laboratory studies of isolated listeners and music-makers have yielded important insights into sensorimotor and cognitive skills and their neural underpinnings, they have revealed little about the broader significance of music for individuals, peer groups and communities. This review presents a sampling of musical forms and coordinated musical activity across cultures, with the aim of highlighting key similarities and differences. The focus is on scholarly and everyday ideas about music--what it is and where it originates--as well the antiquity of music and the contribution of musical behaviour to ritual activity, social organization, caregiving and group cohesion. Synchronous arousal, action synchrony and imitative behaviours are among the means by which music facilitates social bonding. The commonalities and differences in musical forms and functions across cultures suggest new directions for ethnomusicology, music cognition and neuroscience, and a pivot away from the predominant scientific focus on instrumental music in the Western European tradition. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

Repertoire, Authenticity, and Instruction: The Presentation of American Indian Music in Oklahoma's Elementary Schools. Native Americans: Interdisciplinary Perspectives--A Garland Series.

Science.gov (United States)

Damm, Robert J.

This book examines the presentation of American Indian music by elementary music educators in Oklahoma, which has the largest American Indian population of any state. A literature review covers an historical profile of multicultural music education, ethnomusicological studies of American Indian music, dissertations pertaining to American Indian…

The Influence of Social Intelligence on Effective Music Teaching

Science.gov (United States)

Juchniewicz, Jay

2010-01-01

The purpose of this study was to investigate the influence of social intelligence on effective music teaching. Forty teachers from "exemplary programs" and "more challenging programs" across band, chorus, orchestra, and general public school music programs were administered the Interpersonal Perception Task-15 (IPT-15). In addition, 84 external…

How musical are music video game players?

Science.gov (United States)

Pasinski, Amanda C; Hannon, Erin E; Snyder, Joel S

2016-10-01

Numerous studies have shown that formal musical training is associated with sensory, motor, and cognitive advantages in individuals of various ages. However, the nature of the observed differences between musicians and nonmusicians is poorly understood, and little is known about the listening skills of individuals who engage in alternative types of everyday musical activities. Here, we show that people who have frequently played music video games outperform nonmusicians controls on a battery of music perception tests. These findings reveal that enhanced musical aptitude can be found among individuals who play music video games, raising the possibility that music video games could potentially enhance music perception skills in individuals across a broad spectrum of society who are otherwise unable to invest the time and/or money required to learn a musical instrument.

The Effect of Music on the Reading Achievement of Grade 1 Students

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Walton, James P.

2013-01-01

The American public school curriculum has narrowed as a result of the No Child Left Behind Act of 2001. Music is being eliminated in public schools so more time and resources can be spent on "tested" subjects like reading and math. However, research has shown that both the intrinsic and extrinsic values of music may improve reading…

The Effects of Music and Movement on Mother-Infant Interactions

Science.gov (United States)

Vlismas, Wendy; Malloch, Stephen; Burnham, Denis

2013-01-01

Two experiments investigated the effects of a music and movement (M&M) programme on healthy first-time mothers and their 2-6-month-old infants over a five-week period. Experiment 1 (N?=?96) examined the effects of the M&M activities and the face-to-face (F2F) social contact of a group instruction method on the perception of mothers'…

Prevention and surveillance of public health risks during extended mass gatherings in rural areas: the experience of the Tamworth Country Music Festival, Australia.

Science.gov (United States)

Polkinghorne, B G; Massey, P D; Durrheim, D N; Byrnes, T; MacIntyre, C R

2013-01-01

To describe and evaluate the public health response to the Tamworth Country Music Festival, an annual extended mass gathering in rural New South Wales, Australia; and to propose a framework for responding to similar rural mass gatherings. Process evaluation by direct observation, archival analysis and focus group discussion. The various components of the public health response to the 2011 Tamworth Country Music Festival were actively recorded. An archival review of documentation from 2007 to 2010 was performed to provide context. A focus group was also conducted to discuss the evolution of the public health response and the consequences of public health involvement. Public health risks increased with increasing duration of the rural mass gathering. Major events held within the rural mass gathering further strained resources. The prevention, preparedness, response and recovery principles provided a useful framework for public health actions. Particular risks included inadequately trained food preparation volunteers functioning in poorly equipped temporary facilities, heat-related ailments and arboviral disease. Extended mass gatherings in rural areas pose particular public health challenges; surge capacity is limited and local infrastructure may be overwhelmed in the event of an acute incident or outbreak. There is value in proactive public health surveillance and monitoring. Annual mass gatherings provide opportunities for continual systems improvement. Early multi-agency planning can identify key risks and identify opportunities for partnership. Special consideration is required for major events within mass gatherings. Copyright © 2012 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

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...

Chaotic Music Generation System Using Music Conductor Gesture

OpenAIRE

Chen, Shuai; Maeda, Yoichiro; Takahashi, Yasutake

2013-01-01

In the research of interactive music generation, we propose a music generation method, that the computer generates the music, under the recognition of human music conductor's gestures.In this research, the generated music is tuned by the recognized gestures for the parameters of the network of chaotic elements in real time. The music conductor's hand motions are detected by Microsoft Kinect in this system. Music theories are embedded in the algorithm, as a result, the generated music will be ...

Music Conductor Gesture Recognized Interactive Music Generation System

OpenAIRE

CHEN, Shuai; MAEDA, Yoichiro; TAKAHASHI, Yasutake

2012-01-01

In the research of interactive music generation, we propose a music generation method, that the computer generates the music automatically, and then the music will be arranged under the human music conductor's gestures, before it outputs to us. In this research, the generated music is processed from chaotic sound, which is generated from the network of chaotic elements in realtime. The music conductor's hand motions are detected by Microsoft Kinect in this system. Music theories are embedded ...

Mozart, music and medicine.

Science.gov (United States)

Pauwels, Ernest K J; Volterrani, Duccio; Mariani, Giuliano; Kostkiewics, Magdalena

2014-01-01

According to the first publication in 1993 by Rauscher et al. [Nature 1993;365:611], the Mozart effect implies the enhancement of reasoning skills solving spatial problems in normal subjects after listening to Mozart's piano sonata K 448. A further evaluation of this effect has raised the question whether there is a link between music-generated emotions and a higher level of cognitive abilities by mere listening. Positron emission tomography and functional magnetic resonance imaging have revealed that listening to pleasurable music activates cortical and subcortical cerebral areas where emotions are processed. These neurobiological effects of music suggest that auditory stimulation evokes emotions linked to heightened arousal and result in temporarily enhanced performance in many cognitive domains. Music therapy applies this arousal in a clinical setting as it may offer benefits to patients by diverting their attention from unpleasant experiences and future interventions. It has been applied in the context of various important clinical conditions such as cardiovascular disorders, cancer pain, epilepsy, depression and dementia. Furthermore, music may modulate the immune response, among other things, evidenced by increasing the activity of natural killer cells, lymphocytes and interferon-γ, which is an interesting feature as many diseases are related to a misbalanced immune system. Many of these clinical studies, however, suffer from methodological inadequacies. Nevertheless, at present, there is moderate but not altogether convincing evidence that listening to known and liked music helps to decrease the burden of a disease and enhances the immune system by modifying stress. © 2014 S. Karger AG, Basel.

Does Far Transfer Exist? Negative Evidence From Chess, Music, and Working Memory Training.

Science.gov (United States)

Sala, Giovanni; Gobet, Fernand

2017-12-01

Chess masters and expert musicians appear to be, on average, more intelligent than the general population. Some researchers have thus claimed that playing chess or learning music enhances children's cognitive abilities and academic attainment. We here present two meta-analyses assessing the effect of chess and music instruction on children's cognitive and academic skills. A third meta-analysis evaluated the effects of working memory training-a cognitive skill correlated with music and chess expertise-on the same variables. The results show small to moderate effects. However, the effect sizes are inversely related to the quality of the experimental design (e.g., presence of active control groups). This pattern of results casts serious doubts on the effectiveness of chess, music, and working memory training. We discuss the theoretical and practical implications of these findings; extend the debate to other types of training such as spatial training, brain training, and video games; and conclude that far transfer of learning rarely occurs.

Educating English Language Learners: Instructional Approaches and Teacher Collaboration in Philadelphia Public Schools. PERC Research Brief

Science.gov (United States)

Reumann-Moore, Rebecca; Rowland, Jeannette; Hughes, Rosemary; Lin, Joshua

2016-01-01

Districts, charter management organizations, and individual schools can learn a great deal from each other about strategies for creating robust and supportive learning environments for English Language Learners (ELLS). This brief highlights key findings about how Philadelphia public schools were crafting instructional approaches to serve their…

An Explorative Study Examining Augmentative and Alternative Communication Training in the Field of Music Therapy.

Science.gov (United States)

Gadberry, Anita L; Sweeney, Alison

2017-07-01

Music therapists work with many people who require Augmentative and Alternative Communication (AAC). As communication goals are central to music therapy practice, many music therapists would benefit from training in AAC. The purpose of this survey study was to determine the state of AAC education for music therapists at the university level, how AAC is being used in music therapy sessions, and how practicing music therapists are trained in AAC. Music therapy faculty and credentialed music therapists in North America and Europe were invited to complete an online survey. Descriptive statistics were used to analyze survey data from each group of respondents. With regard to training in AAC at the university level, results indicate that almost half of music therapy faculty (44.66%) provided some training. The primary reason given for not providing training was a lack of educator knowledge in this area. Results indicate that a majority (81.77%) of music therapy clinicians are familiar with AAC and slightly over half (55.08%) reported that they work with clients who use AAC. Sixty-two percent of music therapists reported using AAC to promote expressive language, and 49% to increase receptive language. Over 80% of clinicians stated they would benefit from additional AAC training. Although a majority of music therapists are familiar with ACC, results indicate that ACC competency could be enhanced through university-level instruction and continuing professional development courses. © the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

The American Jazz Music Audience.

Science.gov (United States)

Horowitz, Harold

This publication reports the findings of research carried out in recognition of the need for an in-depth analysis of the U.S. jazz music audience in order to identify and assess ways to shape the future of jazz as part of the "Survey of Public Participation in The Arts" conducted in 1982. The research problem was to learn the size,…

Serbian music criticism in the first half of the twentieth century: Its canon, its method and its educational role

Directory of Open Access Journals (Sweden)

Vasić Aleksandar

2008-01-01

Full Text Available Serbian music criticism became a subject of professional music critics at the beginning of the twentieth century, after being developed by music amateurs throughout the whole previous century. The Serbian Literary Magazine (1901- 1914, 1920-1941, the forum of the Serbian modernist writers in the early 1900s, had a crucial role in shaping the Serbian music criticism and essayistics of the modern era. The Serbian elite musicians wrote for the SLM and therefore it reflects the most important issues of the early twentieth century Serbian music. The SLM undertook the mission of educating its readers. The music culture of the Serbian public was only recently developed. The public needed an introduction into the most important features of the European music, as well as developing its own taste in music. This paper deals with two aspects of the music criticism in the SLM, in view of its educational role: the problem of virtuosity and the method used by music critics in this magazine. The aesthetic canon of the SLM was marked by decisively negative attitude towards the virtuosity. Mainly concerned by educating the Serbian music public in the spirit of the highest music achievements in Europe, the music writers of the SLM criticized both domestic and foreign performers who favoured virtuosity over the 'essence' of music. Therefore, Niccolò Paganini, Franz Liszt, and even Peter Tchaikowsky with his Violin concerto became the subject of the magazine's criticism. However their attitude towards the interpreters with both musicality and virtuoso technique was always positive. That was evident in the writings on Jan Kubelík. This educational mission also had its effect on the structure of critique writings in the SLM. In their wish to inform the Serbian public on the European music (which they did very professionally, the critics gave much more information on biographies, bibliographies and style of the European composers, than they valued the interpretation

Umbanda, Music and Music Therapy

OpenAIRE

Gregorio José Pereira de Queiroz

2015-01-01

This article discusses the use of music in religious rites of Umbanda and the possible correlations among the role played by music in this rite and its role in music therapy process, especially in some of its approaches.

The Music Specialist among Generalists: Learning to Lead in a Community of Practice

Science.gov (United States)

Luebke, Linda

2013-01-01

Music education leadership in public schools has often been the responsibility of a department chair or a district music supervisor. Nevertheless, budget constraints have forced districts to consolidate supervisory positions, frequently eliminating district chairs in music and the arts among other curricular areas. Without a strong advocate at the…

Dimitri Mitropoulos: Lonesome passage to modern music

Directory of Open Access Journals (Sweden)

Belonis Yanis

2008-01-01

Full Text Available It is not widely known that Dimitri Mitropoulos first public appearances in Greece were as a composer. His early works (ca. 1912-1924, distinguished by the blend of elements of the late-romantic style with intensely impressionistic references, reflect the search for a personal, 'advanced' harmonic musical language. In his works written after 1924, Mitropoulos abandons tonality and adopts more modern idioms of composition (atonality and 12-tone method. He is the first Greek composer to follow the modern musical tendencies of Europe, when music by Manolis Kalomiris and the other composers of the Greek National School was dominant in Greece.

Music and Music Intervention for Therapeutic Purposes in Patients with Ventilator Support; Gamelan Music Perspective

Directory of Open Access Journals (Sweden)

Suhartini Suhartini

2011-01-01

Full Text Available Background: Gamelan music is one of folk music for Javanese people. Several research studies testing the effects of music were conducted in Western countries. The music studies for therapeutic purposes used classical music commonly. Even in Indonesia, some researchers may use that music for therapeutic purposes. This concern article explains the perspective music and music intervention as therapeutic purposes, view with Javanese classical music.Objectives: To explore the evidence of music and music intervention for therapeutic purposes and to describe the perspective of gamelan music used in nursing interventionMethods: Using five bibliography databases (MEDLINE, CINAHL, Science Direct, Interscience, and Proquest were searched from 1999-2010 for original clinical reports or reviews that evaluated the use of complementary therapy for therapeutic intervention in patients with ventilator support. The term of complementary therapy, anxiety, and pain were used in a comprehensive search of electronic databases. Articles were screened and excluded based on the title and abstract information.Results: Music brings about helpful changes in the emotional and physical health of patients, and has the ability to provide an altered state of physical arousal and subsequent mood improvement by processing a progression of musical notes of varying tone, rhythm, and instrumentation for a pleasing effect.Conclusion: Music can be used for therapeutic purposes, for instance to reduce anxiety, to decrease pain sensation, and some effects of psychological impact. Include, the gamelan music can be offer for patients for Javanese people in Indonesia.Key words: Music, music intervention, therapeutic purposes

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…

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

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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?…

Music Therapy: A Career in Music Therapy

Science.gov (United States)

About Music Therapy & Music Therapy Training M usic therapy is a healthcare profession that uses music to help individuals of all ages improve physical, cognitive, emotional, and social functioning. Music therapists work with children and adults with developmental ...

Music, memory, and Alzheimer's disease: is music recognition spared in dementia, and how can it be assessed?

Science.gov (United States)

Cuddy, Lola L; Duffin, Jacalyn

2005-01-01

Despite intriguing and suggestive clinical observations, no formal research has assessed the possible sparing of musical recognition and memory in Alzheimer's dementia (AD). A case study is presented of an 84-year old woman with severe cognitive impairment implicating AD, but for whom music recognition and memory, according to her caregivers, appeared to be spared. The hypotheses addressed were, first, that memory for familiar music may be spared in dementia, and second, that musical recognition and memory may be reliably assessed with existing tests if behavioral observation is employed to overcome the problem of verbal or written communication. Our hypotheses were stimulated by the patient EN, for whom diagnosis of AD became probable in 2000. With severe problems in memory, language, and cognition, she now has a mini-mental status score of 8 (out of 30) and is unable to understand or recall standard instructions. In order to assess her music recognition abilities, three tests from the previous literature were adapted for behavioral observation. Two tests involved the discrimination of familiar melodies from unfamiliar melodies. The third involved the detection of distortions ("wrong" notes) in familiar melodies and discrimination of distorted melodies from melodies correctly reproduced. Test melodies were presented to EN on a CD player and her responses were observed by two test administrators. EN responded to familiar melodies by singing along, usually with the words, and often continuing to sing after the stimulus had stopped. She never responded to the unfamiliar melodies. She responded to distorted melodies with facial expressions - surprise, laughter, a frown, or an exclamation, "Oh, dear!"; she never responded in this way to the undistorted melodies. Allowing these responses as indicators of detection, the results for EN were in the normal or near normal range of scores for elderly controls. As well, lyrics to familiar melodies, spoken in a conversational

Music enrichment programs improve the neural encoding of speech in at-risk children.

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Kraus, Nina; Slater, Jessica; Thompson, Elaine C; Hornickel, Jane; Strait, Dana L; Nicol, Trent; White-Schwoch, Travis

2014-09-03

Musicians are often reported to have enhanced neurophysiological functions, especially in the auditory system. Musical training is thought to improve nervous system function by focusing attention on meaningful acoustic cues, and these improvements in auditory processing cascade to language and cognitive skills. Correlational studies have reported musician enhancements in a variety of populations across the life span. In light of these reports, educators are considering the potential for co-curricular music programs to provide auditory-cognitive enrichment to children during critical developmental years. To date, however, no studies have evaluated biological changes following participation in existing, successful music education programs. We used a randomized control design to investigate whether community music participation induces a tangible change in auditory processing. The community music training was a longstanding and successful program that provides free music instruction to children from underserved backgrounds who stand at high risk for learning and social problems. Children who completed 2 years of music training had a stronger neurophysiological distinction of stop consonants, a neural mechanism linked to reading and language skills. One year of training was insufficient to elicit changes in nervous system function; beyond 1 year, however, greater amounts of instrumental music training were associated with larger gains in neural processing. We therefore provide the first direct evidence that community music programs enhance the neural processing of speech in at-risk children, suggesting that active and repeated engagement with sound changes neural function. Copyright © 2014 the authors 0270-6474/14/3411913-06$15.00/0.

Effects of listening to pleasant music on chronic unilateral neglect: a single-subject study.

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Tsai, Pei-Luen; Chen, Mei-Ching; Huang, Yu-Ting; Lin, Keh-Chung

2013-01-01

Recent studies suggest that the positive emotion induced by pleasant music may improve cognitive functions. We used the single-subject design to study whether listening to preferred music may reduce unilateral neglect in two participants with post-stroke neglect. These participants were instructed to listen to their preferred music every day for 5 weeks, followed by 2 weeks of follow-up assessment. Outcome measures involved the Star Cancellation Test, the Line Bisection Test, and the visual exploration task. A combination of visual analysis and the two-standard-deviation band method was used for data analysis. Both participants showed significant intervention-related improvements on all outcome measures except the Line Bisection Test, on which one participant showed no improvement. The therapeutic effects were maintained during the follow-up phase. The findings suggest that positive emotion, evoked by preferred music, may be used to ameliorate unilateral neglect. Further research using controlled trials is warranted to validate the findings.

The Musical Self-Concept of Chinese Music Students

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Suse ePetersen

2016-05-01

Full Text Available The relationship between self-concept and societal settings has been widely investigated in several Western and Asian countries, with respect to the academic self-concept in an educational environment. Although the musical self-concept is highly relevant to musical development and performance, there is a lack of research exploring how the musical self-concept evolves in different cultural settings and societies. In particular, there have been no enquiries yet in the Chinese music education environment. This study’s goal was the characterization of musical self-concept types among music students at a University in Beijing, China. The Musical Self-Concept Inquiry (MUSCI—including ability, emotional, physical, cognitive, and social facets—was used to assess the students’ musical self-concepts (N=97. The data analysis led to three significantly distinct clusters and corresponding musical self-concept types. The types were especially distinct, in the students’ perception of their musical ambitions and abilities; their movement, rhythm and dancing affinity; and the spiritual and social aspects of music. The professional aims and perspectives, and the aspects of the students’ sociodemographic background also differed between the clusters. This study is one of the first research endeavors addressing musical self-concepts in China. The empirical identification of the self-concept types offers a basis for future research on the connections between education, the development of musical achievement, and the musical self-concept in societal settings with differing understandings of the self.

The Musical Self-Concept of Chinese Music Students.

Science.gov (United States)

Petersen, Suse; Camp, Marc-Antoine

2016-01-01

The relationship between self-concept and societal settings has been widely investigated in several Western and Asian countries, with respect to the academic self-concept in an educational environment. Although the musical self-concept is highly relevant to musical development and performance, there is a lack of research exploring how the musical self-concept evolves in different cultural settings and societies. In particular, there have been no enquiries yet in the Chinese music education environment. This study's goal was the characterization of musical self-concept types among music students at a University in Beijing, China. The Musical Self-Concept Inquiry-including ability, emotional, physical, cognitive, and social facets-was used to assess the students' musical self-concepts (N = 97). The data analysis led to three significantly distinct clusters and corresponding musical self-concept types. The types were especially distinct, in the students' perception of their musical ambitions and abilities; their movement, rhythm and dancing affinity; and the spiritual and social aspects of music. The professional aims and perspectives, and the aspects of the students' sociodemographic background also differed between the clusters. This study is one of the first research endeavors addressing musical self-concepts in China. The empirical identification of the self-concept types offers a basis for future research on the connections between education, the development of musical achievement, and the musical self-concept in societal settings with differing understandings of the self.

The Musical Self-Concept of Chinese Music Students

Science.gov (United States)

Petersen, Suse; Camp, Marc-Antoine

2016-01-01

The relationship between self-concept and societal settings has been widely investigated in several Western and Asian countries, with respect to the academic self-concept in an educational environment. Although the musical self-concept is highly relevant to musical development and performance, there is a lack of research exploring how the musical self-concept evolves in different cultural settings and societies. In particular, there have been no enquiries yet in the Chinese music education environment. This study’s goal was the characterization of musical self-concept types among music students at a University in Beijing, China. The Musical Self-Concept Inquiry—including ability, emotional, physical, cognitive, and social facets—was used to assess the students’ musical self-concepts (N = 97). The data analysis led to three significantly distinct clusters and corresponding musical self-concept types. The types were especially distinct, in the students’ perception of their musical ambitions and abilities; their movement, rhythm and dancing affinity; and the spiritual and social aspects of music. The professional aims and perspectives, and the aspects of the students’ sociodemographic background also differed between the clusters. This study is one of the first research endeavors addressing musical self-concepts in China. The empirical identification of the self-concept types offers a basis for future research on the connections between education, the development of musical achievement, and the musical self-concept in societal settings with differing understandings of the self. PMID:27303337

Music undergraduates' usefulness and importance expectations: The Bologna Process from an Australian university perspective

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Dominic Harvey

2016-07-01

Full Text Available AbstractThe Bologna Process model of higher education has been introduced into some Australian universities since 2008. This model promoted university study through a liberal arts philosophy that advanced a worldview approach at the undergraduate level. The model generalised the student experience and eliminated undergraduate specialisation. An interesting situation for music undergraduate study thus arose. Expertise and expert performance research has argued an opposing educational approach, namely: Extensive long-term commitment through focused practical engagement and specialised tuition as prerequisites to achieving musical mastery, especially in performance. Motivation research has shown that the majority of this specialised development in pre-university years would be accessed and reinforced predominantly through private music tuition. Drawing on this contextual literature, commencing university music undergraduates would have expectations of their prospective study founded from two historical influences. The first: How undergraduates had accessed pre-university music tuition. The second: How and in what ways undergraduates’ pre-university musical activities were experienced and reinforced. Using usefulness and importance measures, the study observed the expectations of students about to commence music undergraduate studies at three representative Australian university music schools. One of these universities operated the Bologna styled model. No other known Australian study has investigated this implementation for any effects upon music undergraduate expectations. How much commencing music undergraduates would draw on their pre-university music instruction and experiences to predict their usefulness and importance expectations formed the basis for this investigation. Strong relationships between usefulness and importance were found across all units of study. Despite strong correlations across all units of study between usefulness and

Music Undergraduates' Usefulness and Importance Expectations: The Bologna Process from an Australian University Perspective.

Science.gov (United States)

Harvey, Dominic G; Davidson, Jane W; Nair, Chenicheri S

2016-01-01

The Bologna Process model of higher education has been introduced into some Australian universities since 2008. This model promoted university study through a liberal arts philosophy that advanced a worldview approach at the undergraduate level. The model generalized the student experience and eliminated undergraduate specialization. An interesting situation for music undergraduate study thus arose. Expertise and expert performance research has argued an opposing educational approach, namely: Extensive long-term commitment through focused practical engagement and specialized tuition as prerequisites to achieving musical mastery, especially in performance. Motivation research has shown that the majority of this specialized development in pre-university years would be accessed and reinforced predominantly through private music tuition. Drawing on this contextual literature, commencing university music undergraduates would have expectations of their prospective study founded from two historical influences. The first: How undergraduates had accessed pre-university music tuition. The second: How and in what ways undergraduates' pre-university musical activities were experienced and reinforced. Using usefulness and importance measures, the study observed the expectations of students about to commence music undergraduate studies at three representative Australian university music schools. One of these universities operated the Bologna styled model. No other known Australian study has investigated this implementation for any effects upon music undergraduate expectations. How much commencing music undergraduates would draw on their pre-university music instruction and experiences to predict their usefulness and importance expectations formed the basis for this investigation. Strong relationships between usefulness and importance were found across all units of study. Despite strong correlations across all units of study between usefulness and importance, there was a

Music Undergraduates' Usefulness and Importance Expectations: The Bologna Process from an Australian University Perspective

Science.gov (United States)

Harvey, Dominic G.; Davidson, Jane W.; Nair, Chenicheri S.

2016-01-01

The Bologna Process model of higher education has been introduced into some Australian universities since 2008. This model promoted university study through a liberal arts philosophy that advanced a worldview approach at the undergraduate level. The model generalized the student experience and eliminated undergraduate specialization. An interesting situation for music undergraduate study thus arose. Expertise and expert performance research has argued an opposing educational approach, namely: Extensive long-term commitment through focused practical engagement and specialized tuition as prerequisites to achieving musical mastery, especially in performance. Motivation research has shown that the majority of this specialized development in pre-university years would be accessed and reinforced predominantly through private music tuition. Drawing on this contextual literature, commencing university music undergraduates would have expectations of their prospective study founded from two historical influences. The first: How undergraduates had accessed pre-university music tuition. The second: How and in what ways undergraduates' pre-university musical activities were experienced and reinforced. Using usefulness and importance measures, the study observed the expectations of students about to commence music undergraduate studies at three representative Australian university music schools. One of these universities operated the Bologna styled model. No other known Australian study has investigated this implementation for any effects upon music undergraduate expectations. How much commencing music undergraduates would draw on their pre-university music instruction and experiences to predict their usefulness and importance expectations formed the basis for this investigation. Strong relationships between usefulness and importance were found across all units of study. Despite strong correlations across all units of study between usefulness and importance, there was a

Nonlinearities and synchronization in musical acoustics and music psychology

CERN Document Server

Bader, Rolf

2013-01-01

Nonlinearities are a crucial and founding principle in nearly all musical systems, may they be musical instruments, timbre or rhythm perception and production, or neural networks of music perception. This volume gives an overview about present and past research in these fields. In Musical Acoustics, on the one hand the nonlinearities in musical instruments often produce the musically interesting features. On the other, musical instruments are nonlinear by nature, and tone production is the result of synchronization and self-organization within the instruments. Furthermore, as nearly all musical instruments are driven by impulses an Impulse Pattern Formulation (IPF) is suggested, an iterative framework holding for all musical instruments. It appears that this framework is able to reproduce the complex and perceptionally most salient initial transients of musical instruments. In Music Psychology, nonlinearities are present in all areas of musical features, like pitch, timbre, or rhythm perception. In terms of r...

Music and Emotion. Review of "Music and Emotion", monographic issue of the journal «Music Analysis», edited by Michael Spitzer, n. 29/1-2-3 (2010

Directory of Open Access Journals (Sweden)

Mario Baroni

2014-03-01

Full Text Available The last fifteen years have seen the development of a lively interest, on an international scale, in the topic of emotion in music, documented by numerous noteworthy publications: the two volumes edited by Juslin and Sloboda [2001; 2010], the monographic issues of the journal «Musicae Scientiae» published in 2001 and 2011, and many other texts published in various parts of the world. The topic is not without repercussions also for those involved in musical analysis; and it is no mere chance that the English journal «Music Analysis» chose to dedicate the volume we are now reviewing to the subject. The contributions contained in the volume derive from an international meeting held in Durham in September 2009 and offer a fairly lively cross-section of a wide series of questions. Our only regret is that with the exception of three nordic names (Juslin, Lindström and Eerola, whose place is now solidly established in English language publications all the authors come from the now almost self-referential context of British or American research. But of course this is nothing new.

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.

Athens: New capital of traditional Greek music: Testimonies on musical life at the beginning of the twentieth century

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Peno Vesna

2009-01-01

Full Text Available During its long Byzantine and Post-Byzantine history Constantinople was the center for church art in general, but especially for music. This old city on the Bosporus maintained its prime position until the beginning of the 20th century when, because of new political and social conditions, the Greek people started to acquire their independence and freedom, and Athens became the new capital in the cultural as well as the political sense. During the first decades of the 20th century the Athenian music scene was marked by an intensive dispute between those musicians who leaned towards the European musical heritage and its methods in musical pedagogy, and those who called themselves traditionalists and were engaged in the preservation of traditional values of church and folk music. The best insight into the circumstances in which Greek musical life was getting a new direction are offered by the numerous musical journals published in Athens before the First World War. Among them, The Formigs is of the special interest, firstly because of the long period during which it was published (1901-1912, and secondly because of its main orientation. The editor Ioannes Tsoklis, a church chanter, and his main collaborator, the famous Constantinopolitan musician and theorist and later Principal of the Department for Byzantine music at Athens musical school Konstantinos Psahos, with other associates firmly represented the traditional position. That is why most of the published articles and the orientation of the journal generally were dedicated to the controversial problems and current musical events that were attracting public attention. The editorial board believed that there was a connection between the preservation of musical traditions and their development on one side, and foreign musical influences that were evident in the promotion of polyphonic church music, which had been totally foreign to the Greek Orthodox church until the end of the 19th century, on

A Self-Instructional Course in Student Financial Aid Administration. Module 16: Forms and Publications. Second Edition.

Science.gov (United States)

Washington Consulting Group, Inc., Washington, DC.

Module 16 (in a 17-module self-instructional course on student financial aid administration for novice financial aid administrators and other institutional personnel) discusses forms and publications that should be developed and used by the financial aid office. The full course is an introduction to the management of federal financial aid programs…

Biological conditions for the emergence of musical arts in a civilization of intelligent beings

International Nuclear Information System (INIS)

Roederer, Juan G.

2002-09-01

An approach to explain the concept of music perception is given, with a comparison of hearing with vision. Neural information processing and the cortico-limbic interplay are discussed. The human brain with its self-consciousness has the capability to override limbic instructions and trigger limbic response. (a.n.)

Teachers' Perspectives in Using Disney Songs in the Music Classroom

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Lesser, Andrew

2016-01-01

Integrating popular music as part of the public school music curriculum has been a topic of debate among many educators and researchers. Songs from the Disney Corporation, specifically from movies, television shows, and performers specifically marketed by Disney, are particularly significant due to their widespread popularity. In this article, the…

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)

[Music and health--what kind of music is helpful for whom? What music not?].

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Trappe, H-J

2009-12-01

It is well known that music not only may improve quality of life (QoL) but also have different effects on heart rate (HR) and its variability (HRV). Music emphasis and rhythmic phrases are tracked consistently by physiological variables. Autonomic responses are synchronized with music, which might therefore convey emotions through autonomic arousal during crescendos or rhythmic phrases. A greater modulation of HR, HRV and modulations in cardiac autonomic nerve activity was revealed with a greater effect for music performance than music perception. Reactions to music are considered subjective, but studies suggested that cardiorespiratory variables are influenced under different circumstances. It has been shown that relaxing music decreases significantly the level of anxiety in a preoperative setting to a greater extent than orally administered midazolam (p effectiveness and absence of apparent adverse effects make preoperative relaxing music a useful alternative to midazolam for premedication. In addition, there is sufficient practical evidence of stress reduction to suggest that a proposed regimen of listening to music while resting in bed after open heart surgery. Music intervention should be offered as an integral part of the multimodal regime administered to the patients that have undergone cardiovascular surgery. It is a supportive source that increases relaxation. Music is also effective in under conditions and music can be utilized as an effective intervention for patients with depressive symptoms, geriatrics and in pain, intensive care or palliative medicine. However, careful selected music that incorporates a patient's own preferences may offer an effective method to reduce anxiety and to improve quality of life. The most benefit on health is visible in classic music, meditation music whereas heavy metal music or technosounds are even ineffective or dangerous and will lead to stress and/or life threatening arrhythmias. There are many composers most

Music therapy and music medicine for children and adolescents.

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Yinger, Olivia Swedberg; Gooding, Lori

2014-07-01

This article summarizes the research on music therapy and music medicine for children and adolescents with diagnoses commonly treated by psychiatrists. Music therapy and music medicine are defined, effects of music on the brain are described, and music therapy research in psychiatric treatment is discussed. Music therapy research with specific child/adolescent populations is summarized, including disorders usually diagnosed in childhood, substance abuse, mood/anxiety disorders, and eating disorders. Clinical implications are listed, including suggestions for health care professionals seeking to use music medicine techniques. Strengths and weaknesses of music therapy treatment are discussed, as well as areas for future research. Published by Elsevier Inc.

Music as Transitional Object and Practice: Children's Spontaneous Musical Behaviors in the Subway

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Custodero, Lori A.; Calì, Claudia; Diaz-Donoso, Adriana

2016-01-01

This study looks at children's music making in a public setting designed for society writ large. Although known to most children in the city, the subway presents a unique environment, both structurally predictable yet sonically dynamic; it is in continuous transition. Adopting Winnicott's psychoanalytical perspective, we make a case for viewing…

Intelligent Computer-Aided Instruction and Musical Performance Skills. CITE Report No. 18.

Science.gov (United States)

Baker, Michael

This paper is a transcription from memory of a short talk that used overhead projector slides, with musical examples played on an Apple Macintosh computer and a Yamaha CX5 synthesizer. The slides appear in the text as reduced "icons" at the point where they would have been used in the talk. The paper concerns ways in which artificial intelligence…

The Effectiveness of Army Music in Accomplishing the Army Public Affairs Mission

Science.gov (United States)

2015-06-12

music than on sex or prescription drugs.”80 Advertisers have long recognized music’s emotive powers and have used music quite effectively in plying...you so much for sharing your talents with us. My wife and five kids all were so inspired. You would have enjoyed seeing their little toes tapping...hung in a hot stale breeze. That is refreshing to this civilian. It was nice to say that kids aren’t soft nowadays, but really they are (not mine

CONCEPT OF MUSIC AND LISTENED SOME GENRES OF MUSIC IN TURKEY

Directory of Open Access Journals (Sweden)

Cigdem Eda Angi

2015-02-01

Full Text Available In this research, the definition and development of music and music’s types from the first period to the present day is analysed briefly. According to the research, the music types which will be searched, are arabesque music, blues music/jazz music, hiphop/rap music, classical music, pop music, rock/metal music, sufi music, Turkish folk music, Turkish art music. The research is a descriptive workout due to its purpose and method used. This research is important by means of being a source for the researchers and explaining various music types.

Hidden sources of joy, fear, and sadness: Explicit versus implicit neural processing of musical emotions.

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Bogert, Brigitte; Numminen-Kontti, Taru; Gold, Benjamin; Sams, Mikko; Numminen, Jussi; Burunat, Iballa; Lampinen, Jouko; Brattico, Elvira

2016-08-01

Music is often used to regulate emotions and mood. Typically, music conveys and induces emotions even when one does not attend to them. Studies on the neural substrates of musical emotions have, however, only examined brain activity when subjects have focused on the emotional content of the music. Here we address with functional magnetic resonance imaging (fMRI) the neural processing of happy, sad, and fearful music with a paradigm in which 56 subjects were instructed to either classify the emotions (explicit condition) or pay attention to the number of instruments playing (implicit condition) in 4-s music clips. In the implicit vs. explicit condition, stimuli activated bilaterally the inferior parietal lobule, premotor cortex, caudate, and ventromedial frontal areas. The cortical dorsomedial prefrontal and occipital areas activated during explicit processing were those previously shown to be associated with the cognitive processing of music and emotion recognition and regulation. Moreover, happiness in music was associated with activity in the bilateral auditory cortex, left parahippocampal gyrus, and supplementary motor area, whereas the negative emotions of sadness and fear corresponded with activation of the left anterior cingulate and middle frontal gyrus and down-regulation of the orbitofrontal cortex. Our study demonstrates for the first time in healthy subjects the neural underpinnings of the implicit processing of brief musical emotions, particularly in frontoparietal, dorsolateral prefrontal, and striatal areas of the brain. Copyright © 2016 Elsevier Ltd. All rights reserved.

[Public music concerts in a psychiatric hospital: effects on public opinion and as therapy for patients].

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Takasaka, Y; Yokota, O; Tanioka, T; Nagata, K; Yasuoka, K; Toda, H

2001-01-01

We investigate the effects of music therapy concerts, which were held 60 times over a four year period, 1992 to 1996, in Geiyo Psychiatric Hospital, Kochi Prefecture and found that; 1) Musicians who performed at the concerts were not only from Kochi prefecture but also from other prefectures (10 times) and from four foreign countries (7 times). 2) Live concerts in a small hall had a positive influence on patients and drew the patient's attention and interest away from their hallucinations and delusions to the real world. Moreover, the concerts provided the patients with chances to acquire social graces such as being well-groomed. 3) Explanations by the musicians, interviews with the musicians and the seasonal choruses accompanied by the musicians were helpful to give the patients motives for recovering communication skills and to interact with society. 4) Inquiries to the patients about the concerts indicated discrepancies between the poor observed estimations during the concerts (83.3%) and the good subjective impressions expressed by the patients (82.0%), suggesting that the patients were not good at expressing their internal emotions through facial expressions or attitudes. 5) Many citizens including children came to the concerts and/or gave aid to the hospital because the concerts were open to the public and we suggest that this contributed to improving the general publics' image of psychiatric hospitals. Questionnaires revealed that 90% of people in a control group had a bad image of psychiatric hospitals in Japan, but only 32% of the members of the general public who attended our concerts had a bad image of psychiatric hospitals. In addition, the revolving ratio of the hospital beds rose from 0.4 to 1.2 over the four years, which also suggests a beneficial effect on the patients.

Music as word: Film music - superlibretto?

OpenAIRE

Ćirić Marija

2013-01-01

The aim of his paper is to prove that film music can be understood as authentic narrative force: film music as word / discourse and its superlibretto status. Superlibretto is the status of music in a film which is constructing its own (aural) reality and is narrating, speaking its own text which creates a wholesome film meaning. The existence of superlibretto is substantiated by fundamental theoretic concepts of film music and practically proven by analyses...

Music and the Mind: Music's Healing Powers

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Caroilyn S. Ticker

2017-03-01

Full Text Available Music makes you smarter: or at least that is what the "experts" are saying. CDs are sold of Mozart's Sonatas for babies, and parents are urged to give their children music lessons in the belief that music does something to our brains which in turn makes us more intelligent. But is this really true? Does music really affect the brain in the powerful way that scientists are suggesting, or is it hearsay? In this paper I investigate the effects of music on our brain's plasticity and cognition by looking at several different experimental studies. Specifically I will address how music affects brain plasticity, emotion, physical health and linguistic processing, and how these effects in turn make music a beneficial tool for therapy, particularly in patients with Traumatic-Brain Injury (TBI and Autism-Spectrum Disorder.

LISTENING TO MUSIC AND MUSIC PREFERENCES IN EARLY ADOLESCENCE

OpenAIRE

Ercegovac, Ina Reić; Dobrota, Snježana; Surić, Sara

2017-01-01

Music plays an important role in the life of adolescents. Dealing with music represents a very important free-time activity during adolescence, while by listening to music or performing music adolescents can satisfy a range of needs, both personal and those of social nature. Therefore, this paper presents the results of research on musical taste and listening to music habits in early adolescence. We hypothesized that students generally like listening to music and that they mostly prefer do...

CONCEPT OF MUSIC AND LISTENED SOME GENRES OF MUSIC IN TURKEY

OpenAIRE

Cigdem Eda Angi

2015-01-01

In this research, the definition and development of music and music’s types from the first period to the present day is analysed briefly. According to the research, the music types which will be searched, are arabesque music, blues music/jazz music, hiphop/rap music, classical music, pop music, rock/metal music, sufi music, Turkish folk music, Turkish art music. The research is a descriptive workout due to its purpose and method used. This research is important by means of being a source for ...

From the Functions of Music to Music Preference

Science.gov (United States)

Schafer, Thomas; Sedlmeier, Peter

2009-01-01

To date, not much is known about how the functions of music relate to music preference. This article examines the basic hypothesis that the strength of preference for a given kind of music depends on the degree to which that kind of music serves the needs of the listener; that is, how well the respective functions of music are fulfilled. Study 1,…

Music and the brain: the neuroscience of music and musical appreciation.

Science.gov (United States)

Trimble, Michael; Hesdorffer, Dale

2017-05-01

Through music we can learn much about our human origins and the human brain. Music is a potential method of therapy and a means of accessing and stimulating specific cerebral circuits. There is also an association between musical creativity and psychopathology. This paper provides a brief review.

Playing Music, Playing with Music: A Proposal for Music Coding in Primary School

Science.gov (United States)

Baratè, Adriano; Ludovico, Luca Andrea; Mangione, Giuseppina Rita; Rosa, Alessia

2015-01-01

In this work we will introduce the concept of "music coding," namely a new discipline that employs basic music activities and simplified languages to teach the computational way of thinking to musically-untrained children who attend the primary school. In this context, music represents both a mean and a goal: in fact, from one side…

Style in Music

Science.gov (United States)

Dannenberg, Roger B.

Because music is not objectively descriptive or representational, the subjective qualities of music seem to be most important. Style is one of the most salient qualities of music, and in fact most descriptions of music refer to some aspect of musical style. Style in music can refer to historical periods, composers, performers, sonic texture, emotion, and genre. In recent years, many aspects of music style have been studied from the standpoint of automation: How can musical style be recognized and synthesized? An introduction to musical style describes ways in which style is characterized by composers and music theorists. Examples are then given where musical style is the focal point for computer models of music analysis and music generation.

ATLAS data sonification: a new interface for musical expression and public interaction

CERN Document Server

AUTHOR|(INSPIRE)INSPIRE-00345031; The ATLAS collaboration; Goldfarb, Steven

2017-01-01

The goal of this project is to transform ATLAS data into sound and explore how ATLAS audio can be a source of inspiration and education for musicians and for the general public. Real-time ATLAS data is sonified and streamed as music on a dedicated website. Listeners may be motivated to learn more about the ATLAS experiment and composers have the opportunity to explore the physics in the collision data through a new medium. The ATLAS collaboration has shared its expertise and access to the live data stream from which the live event displays are generated. This talk tells the story of a long journey from the hallways of CERN where the project collaboration began to the halls of the Montreux Jazz Festival where harmonies were performed. The mapping of the data to sound will be outlined and interactions with musicians and contributions to conferences dedicated to human-computer interaction will also be discussed.

Music or Musics? An Important Matter at Hand

Science.gov (United States)

Goble, J. Scott

2015-01-01

Philosophers of music education presently find themselves suspended between modernism's universalist convictions and post-modernism's cultural relativist insights. In "Music Matters: A New Philosophy of Music Education" (1995), David Elliott challenged longstanding conceptions of "music education as aesthetic education" to…

Influence of musical expertise and musical training on pitch processing in music and language.

Science.gov (United States)

Besson, Mireille; Schön, Daniele; Moreno, Sylvain; Santos, Andréia; Magne, Cyrille

2007-01-01

We review a series of experiments aimed at studying pitch processing in music and speech. These studies were conducted with musician and non musician adults and children. We found that musical expertise improved pitch processing not only in music but also in speech. Demonstrating transfer of training between music and language has interesting applications for second language learning. We also addressed the issue of whether the positive effects of musical expertise are linked with specific predispositions for music or with extensive musical practice. Results of longitudinal studies argue for the later. Finally, we also examined pitch processing in dyslexic children and found that they had difficulties discriminating strong pitch changes that are easily discriminate by normal readers. These results argue for a strong link between basic auditory perception abilities and reading abilities. We used conjointly the behavioral method (Reaction Times and error rates) and the electrophysiological method (recording of the changes in brain electrical activity time-locked to stimulus presentation, Event-Related brain Potentials or ERPs). A set of common processes may be responsible for pitch processing in music and in speech and these processes are shaped by musical practice. These data add evidence in favor of brain plasticity and open interesting perspectives for the remediation of dyslexia using musical training.

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.

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.

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....

Number 13 / Part I. Music. 10. Communicational Entropy in The Present’s Crisis – Mediation and Community Action through Music Management

Directory of Open Access Journals (Sweden)

Balan Oana

2017-03-01

Full Text Available Present day art phenomena that surround us from all media channels compel us, who have been educated as professional musicians, to find justifications for the sonic abuse that contemporary society is subjected to and to resuscitate, within this vitiated context, the art music meant to re-educate our people, restoring them to the conscience and value of their identity. Educating the public and bringing them closer to contemporary art is a task meant to be fulfilled by music institutions as well, since they should seek to investigate efficient methods of generating connecting bridges to the large masses by transforming music into a shared cultural commodity.

Music Therapy

DEFF Research Database (Denmark)

Trondalen, Gro; Bonde, Lars Ole

2012-01-01

music therapy orientations/models (Guided Imagery and Music, Nordoff-Robbins, Psychoanalytic, Cognitive-behavioral etc), their theoretical foundations and their practical approaches to health and wellbeing or ‘health musicking’. The relational context – the interplay of (expressive as well as receptive......Music therapy (MT) is most commonly defined as an intervention where “the therapist helps the client to promote health, using music experiences and the relationships developing through them” (Bruscia 1998). Also other definitions of MT agree that a therapeutic relationship is important for a music...... intervention to be considered MT. Other interventions that “use music for health-related goals, but in ways that do not qualify as music therapy” (Gold 2009), may be described as music medicine, or simply as music listening. In this text we elaborate on an overview chapter covering some of the different major...

Popular music as cultural heritage: scoping out the field of practice

NARCIS (Netherlands)

Brandellero, A.; Janssen, S.

2014-01-01

This paper sets out to deepen our understanding of the relationship between popular music and cultural heritage and to delineate the practices of popular music as cultural heritage. The paper illustrates how the term has been mobilised by a variety of actors, from the public to the private sector,

Popular music as cultural heritage: scoping out the field of practice

NARCIS (Netherlands)

A.M.C. Brandellero (Amanda); M.S.S.E. Janssen (Susanne)

2014-01-01

textabstractThis paper sets out to deepen our understanding of the relationship between popular music and cultural heritage and to delineate the practices of popular music as cultural heritage. The paper illustrates how the term has been mobilised by a variety of actors, from the public to the

Musicality Development Among Primary School Pupils in Music Studies

OpenAIRE

Vilde, Ilze

2013-01-01

Abstract Research goal. To explore the structure of musicality, to examine components that characterize musicality among primary school pupils and the pedagogic logic of its development during music lessons in primary school. As a result of the theoretical study, characterizing components and criteria of musicality among primary school pupils were researched and described and the description of musicality was broadened. The created model for music studies for facilitating the developme...

What Does Music Sound Like for a Cochlear Implant User?

Science.gov (United States)

Jiam, Nicole T; Caldwell, Meredith T; Limb, Charles J

2017-09-01

Cochlear implant research and product development over the past 40 years have been heavily focused on speech comprehension with little emphasis on music listening and enjoyment. The relatively little understanding of how music sounds in a cochlear implant user stands in stark contrast to the overall degree of importance the public places on music and quality of life. The purpose of this article is to describe what music sounds like to cochlear implant users, using a combination of existing research studies and listener descriptions. We examined the published literature on music perception in cochlear implant users, particularly postlingual cochlear implant users, with an emphasis on the primary elements of music and recorded music. Additionally, we administered an informal survey to cochlear implant users to gather first-hand descriptions of music listening experience and satisfaction from the cochlear implant population. Limitations in cochlear implant technology lead to a music listening experience that is significantly distorted compared with that of normal hearing listeners. On the basis of many studies and sources, we describe how music is frequently perceived as out-of-tune, dissonant, indistinct, emotionless, and weak in bass frequencies, especially for postlingual cochlear implant users-which may in part explain why music enjoyment and participation levels are lower after implantation. Additionally, cochlear implant users report difficulty in specific musical contexts based on factors including but not limited to genre, presence of lyrics, timbres (woodwinds, brass, instrument families), and complexity of the perceived music. Future research and cochlear implant development should target these areas as parameters for improvement in cochlear implant-mediated music perception.

Musical style of reception – a musical interpretant – musical form in literature

Directory of Open Access Journals (Sweden)

Aleksandra Reimann

2012-01-01

Full Text Available The paper is concerned with reception strategies where interdisciplinary competencies are connected to musical expectations towards a text, which – i.a. because of metatextual suggestions – needs a musical explanation – “musical supplement”. The objective of the article is the musical and literary dialog, which belongs to intermediality (definition by W. Wolf, and intertextuality in the large sense as well. Although the penetration of musical and literary correspondence does not threaten “scientist hysteria”, it also does not promise fruitful strategies and satisfactory conclusions. The paper includes terminological proposals which are an attempt at universal, semiotic transposition into musical and literary borderland, which in the practice of interpretation has too eclectic, and mostly one-time solutions.

The musical identities of Danish music therapy students

DEFF Research Database (Denmark)

Bonde, Lars Ole

2013-01-01

In the music therapy masters program at Aalborg University (Denmark) Music and Identity is a short, intensive course, based on a musical autobiography written by each participating student. Since 1999 almost 100 students have written a narrative of their musical life story. This article will focus...... on contributions from students participating from 2010-12 (n=21). Musical autobiographies have been analyzed (a) using the theoretical model of Even Ruud (1997, 1998), (b) as thematic analysis (Braun & Clark 2006), (c) using RepGrid, a qualitative research methodology based on George Kelly’s Personal Construct...... Theory (Abrams & Meadows 2005). Patterns of identity construction are presented, and the roles and functions of music in different stages of life discussed, including the self-reported influence of music on the students' health....

Apple Music. La fin de l’histoire?

Directory of Open Access Journals (Sweden)

Stéphane Gasparini

2016-05-01

Full Text Available Will streaming have a “feedback effect” on musical creation, comparable to the one enforced by the precedent distribution modes of musical contents? In other words, could it be compared to the one generated by the invention of 45rpm vinyl record (pop-rock music in the sixties or 33rpm LP linked to the “concept albums” from the seventies, or even CD and DVD? I will use the description of “Apple Music”, the new Apple streaming site, to demonstrate that the innovations brought along with this site (such as “connect”, a function that gives an opportunity to link the artists to their public clearly evince that this new mode of distribution has achieved its own end and will exert, if my predictions are true, an important effect on musical creation in the upcoming years. Since those optimistic conclusions far from being shared by all musicians, I will have to discuss their points of view in this article as well.

Music Consumption and Publishing in Todays Music Industry : Music publishing for an independent record label

OpenAIRE

Pienimäki, Kristian

2015-01-01

For the last two decades the changes in music technology and music consumption have affected music publishing as well as its viability. Much due to music digitalization and the overall decline in physical sales, the music industry has been forced to re-evaluate the means of publishing. The topic of the thesis is of current interest since the music industry is still in the state of change and new research is important. The thesis was assigned by an independent record label called Meiän Mu...

Pain, music creativity and music therapy in palliative care.

Science.gov (United States)

O'Callaghan, C C

1996-01-01

An analysis of the music therapy literature yields numerous reports to support the role of music in the alleviation of pain in palliative care. Four theoretical perspectives that support why many patients report reduced pain sensation after music therapy include: the psychological relationship between music and pain; the psychophysiological theory; spinal mechanisms involved in pain modulation; and the role of endorphins. Considerations significant to the use of music in pain relief include how music, used inappropriately, can aggravate pain sensation. Case studies, which include the use of creative music therapy techniques, point to the efficacy of music therapy in alleviating the pain experiences of both palliative care patients and their significant others.

Absence of Widespread Psychosocial and Cognitive Effects of School-Based Music Instruction in 10-13-Year-Old Students

Science.gov (United States)

Rickard, Nikki S.; Bambrick, Caroline J.; Gill, Anneliese

2012-01-01

Previous studies demonstrate that private music training has benefits which may transfer to other domains, including verbal memory, intelligence and self-esteem. The current paper reports on the impact of an increase in school-based music training on a range of cognitive and psychosocial measures for 10-13-year-olds in two independent studies. In…

The therapeutic use of music as experienced by cardiac surgery ...

African Journals Online (AJOL)

The aim of the study on which this article is based was to describe cardiac surgery patients' experiences of music as a therapeutic intervention in the ICU of a public hospital. The objectives of this article were to introduce and then expose the cardiac patients to music as part of their routine postoperative care and to explore ...

Music and language: musical alexia and agraphia.

Science.gov (United States)

Brust, J C

1980-06-01

Two aphasic right-handed professional musicians with left hemispheric lesions had disturbed musical function, especially musical alexia and agraphia. In Case 1 aphasia was of transcortical sensory type, with severe agraphia and decreased comprehension of written words, although she could match them with pictures. Except for reading and writing, musical ability was normal; she could sing in five languages. Musical alexia and agraphia affected pitch symbols more than rhythm. Case 2 had conduction aphasia and severe expressive amusia, especially for rhythm. Although his language alexia and agraphia were milder than Case 1's, his musical alexia and agraphia were more severe, affecting rhythm as much as pitch. In neither patient were those aspects of musical notation either closest to verbal language or most dependent upon temporal (sequential) processing maximally impaired. These cases are consistent with the literature in suggesting that the presence or absence of aphasia or of right or left hemispheric damage fails to predict the presence, type, or severity of amusia, including musical alexia and agraphia. The popular notion that receptive amusia follows lesions of the language-dominant temporal lobe, whereas expressive amusia follows non-dominant frontal lobe damage, is an over-simplification, as is the view that increasing musical sophistication causes a shift of musical processing from the right hemisphere to the left.

"A sound track of your life": music in contemporary UK funerals.

Science.gov (United States)

Adamson, Sue; Holloway, Margaret

2012-01-01

This article considers the role that music plays in contemporary UK funerals and the meaning that the funeral music has for bereaved families. It is based on findings from a recently completed study of 46 funerals funded by the UK Arts and Humanities Research Council. Music contributes to the public ceremony and the personal existential quest of the bereaved. It is important to both the content and process of the contemporary funeral, an event of deep cultural significance in our response as individuals and communities to death and the loss of a significant relationship. There is evidence that for many people, the music chosen and used also evokes and conveys their spirituality. Spirituality may not be intrinsic to the music but spiritual experience may result from the meaning that the music has for that particular person.

Measure for measure: curriculum requirements and children's achievement in music education.

Science.gov (United States)

Bond, Trevor; Bond, Marie

2010-01-01

Children in all public primary schools in Queensland, Australia have weekly music lessons designed to develop key musical concepts such as reading, writing, singing and playing simple music notation. Their understanding of basic musical concepts is developed through a blend of kinaesthetic, visual and auditory experiences. In keeping with the pedagogical principles outlined by the Hungarian composer, Zoltan Kodaly, early musical experiences are based in singing well-known children's chants - usually restricted to notes of the pentatonic scale. In order to determine the extent to which primary school children's musical understandings developed in response to these carefully structured developmental learning experiences, the Queensland Primary Music Curriculum was examined to yield a set of over 70 indicators of musical understanding in the areas of rhythm, melody and part-work,the essential skills for choral singing. Data were collected from more than 400 children's attempts at elicited musical performances. Quantitative data analysis procedures derived from the Rasch model for measurement were used to establish the sequence of children's mastery of key musical concepts. Results suggested that while the music curriculum did reflect the general development of musical concepts, the grade allocation for a few concepts needed to be revised. Subsequently, children's performances over several years were also analysed to track the musical achievements of students over time. The empirical evidence confirmed that children's musical development was enhanced by school learning and that indicators can be used to identify both outstanding and atypical development of musical understanding. It was concluded that modest adjustments to the music curriculum might enhance children's learning opportunities in music.

Library Resources in Special Areas of Music: Film Music.

Science.gov (United States)

Wright, H. Stephen

Intended as an orientation for music librarians unfamiliar with the film music field, this presentation addresses the most common film music questions received from library patrons, including queries about composers, soundtrack albums, the subject of the music, and scores, and describes the basic film music reference sources to consult for…

Topic theory and Brazilian musicality: Considerations on rhetoricity in music

Directory of Open Access Journals (Sweden)

Acácio T. C. Piedade

2013-02-01

Full Text Available This article presents an application of the topic theory to the analyses of Brazilian music. It starts with a reflection on the concepts of musicality, friction of musicalities in Brazilian jazz, and the fusion of musicalities that emerges from the invention of tradition. The discussion follows with the question of the adaptability of topic theory to national musics. Then, some musical examples are used in order to present some of the universes of topics of Brazilian music. In this article I argue that the concept of rhetoricity brings good results to the study of musical signification, and that the theory of topics is useful for other contexts than classical music, being an interesting route to the investigation of sociocultural connections in musicalities.

Music preference in degus (Octodon degus: Analysis with Chilean folk music.

Directory of Open Access Journals (Sweden)

Shigeru Watanabe

2018-05-01

Full Text Available Most nonhuman animals do not show selective preference for types of music, but researchers have typically employed only Western classical music in such studies. Thus, there has been bias in music choice. Degus (Octodon degus, originally from the mountain areas of Chile, have highly developed vocal communication. Here, we examined music preference of degus using not only Western classical music (music composed by Bach and Stravinsky, but also South American folk music (Chilean and Peruvian. The degus preferred the South American music to the Western classical music but did not show selective preference between the two Western classical music choices. Furthermore, the degus preferred the Chilean to the Peruvian music to some extent. In the second experiment, we examined preference for music vs. silence. Degus overall showed a preference for Chilean music over silence, but preferred silence over Western music. The present results indicate that the previous negative data for musical preference in nonhuman animals may be due to biased music selection (Krause, 2012. Our results suggest the possibility that the soundscape of an environment influences folk music created by native peoples living there and the auditory preference of other resident animals there.

Musical agents

DEFF Research Database (Denmark)

Dahlstedt, Palle; McBurney, Peter

2006-01-01

The authors, a composer and a computer scientist, discuss their collaborative research on the use of multiagent systems and their applicability to music and musical composition. They describe the development of software and techniques for the composition of generative music.......The authors, a composer and a computer scientist, discuss their collaborative research on the use of multiagent systems and their applicability to music and musical composition. They describe the development of software and techniques for the composition of generative music....

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…

Engaging Musical Practices: A Sourcebook for Middle School General Music

Science.gov (United States)

Burton, Suzanne L., Ed.

2012-01-01

Middle school general music may be a student's last encounter with school music. A practical book with accessible pedagogical resources on middle school general music is needed for methods courses and music practitioners' use. The book "Engaging Musical Practices: A Sourcebook for Middle School General Music" presents numerous ways to engage…

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,…

Music technology in music therapy - A study of the possibilities, potential and problems around the use of music technologies in music therapy with youths and adolescents

OpenAIRE

Misje, René

2013-01-01

Music technology in music therapy - A study of the possibilities, potential and problems around the use of music technologies in music therapy with youths and adolescents. This qualitative study explores the usefulness of music technology in music therapeutic practice with youth and adolescents. Four music therapist`s reflections on their use of music technologies and on the possibilities, potential and problems of this use are explored through semi-structured intervi...

What Constitutes a Phrase in Sound-Based Music? A Mixed-Methods Investigation of Perception and Acoustics.

Science.gov (United States)

Olsen, Kirk N; Dean, Roger T; Leung, Yvonne

2016-01-01

Phrasing facilitates the organization of auditory information and is central to speech and music. Not surprisingly, aspects of changing intensity, rhythm, and pitch are key determinants of musical phrases and their boundaries in instrumental note-based music. Different kinds of speech (such as tone- vs. stress-languages) share these features in different proportions and form an instructive comparison. However, little is known about whether or how musical phrasing is perceived in sound-based music, where the basic musical unit from which a piece is created is commonly non-instrumental continuous sounds, rather than instrumental discontinuous notes. This issue forms the target of the present paper. Twenty participants (17 untrained in music) were presented with six stimuli derived from sound-based music, note-based music, and environmental sound. Their task was to indicate each occurrence of a perceived phrase and qualitatively describe key characteristics of the stimulus associated with each phrase response. It was hypothesized that sound-based music does elicit phrase perception, and that this is primarily associated with temporal changes in intensity and timbre, rather than rhythm and pitch. Results supported this hypothesis. Qualitative analysis of participant descriptions showed that for sound-based music, the majority of perceived phrases were associated with intensity or timbral change. For the note-based piano piece, rhythm was the main theme associated with perceived musical phrasing. We modeled the occurrence in time of perceived musical phrases with recurrent event 'hazard' analyses using time-series data representing acoustic predictors associated with intensity, spectral flatness, and rhythmic density. Acoustic intensity and timbre (represented here by spectral flatness) were strong predictors of perceived musical phrasing in sound-based music, and rhythm was only predictive for the piano piece. A further analysis including five additional spectral

Deploying music characteristics for an affective music player

NARCIS (Netherlands)

van der Zwaag, Marjolein D.; Westerink, Joyce H.D.M.; van den Broek, Egon; Cohn, Jeffrey; Nijholt, Antinus; Pantic, Maja

2009-01-01

This paper describes work toward an affective music player (AMP), which is able to direct affect to a goal state by selecting music. Repeatedly, music has been shown to modulate affect; however, precise guidelines for the use of music characteristics in an AMP have not been defined. To explore

Music as word: Film music - superlibretto?

Directory of Open Access Journals (Sweden)

Ćirić Marija

2013-01-01

Full Text Available The aim of his paper is to prove that film music can be understood as authentic narrative force: film music as word / discourse and its superlibretto status. Superlibretto is the status of music in a film which is constructing its own (aural reality and is narrating, speaking its own text which creates a wholesome film meaning. The existence of superlibretto is substantiated by fundamental theoretic concepts of film music and practically proven by analyses of examples taken from the opus of Serbian film composer Zoran Simjanović.

Music libraries and collections in Slovenia and abroad: characteristics and development trends

Directory of Open Access Journals (Sweden)

Tanja Curhalek

2003-01-01

Full Text Available Music libraries and collections with their materials, equipment and activities differ from general libraries, which mostly contain book materials. Library users are searching daily for more non-book music materials, specific for music libraries and collections, therefore detailed research on the situation and organization of such libraries and collections should be made. A detailed research was carried out on comprehensive Slovenian music libraries and collections. Consequently, a view was obtained of the situation of music librarianship in Slovenia, using a questionnaire and by communicating with librarians of the Music Collection of the National and University Library in Ljubljana, the Library of Department of Musicology at the Faculty of Arts in Ljubljana and the Library of the Academy of Music in Ljubljana, during the years 2000 and 2002. The research showed that music librarianship is not developed enough and that the Slovene public knows little about it, while in foreign countries libraries are contemporarily developed, well organized and extended, forming professional associations.

Becoming Music-Making Music Teachers: Connecting Music Making, Identity, Wellbeing, and Teaching for Four Student Teachers

Science.gov (United States)

Pellegrino, Kristen

2015-01-01

The purpose of this descriptive case study was to examine the developing music teacher identity of four student music teachers by exploring the meanings of music making and the intersections of music making and teaching. Participants all had dual student teaching placements: elementary general music and secondary band. Data were generated through…

Music-Themed Mathematics Education as a Strategy for Improving Elementary Preservice Teachers' Mathematics Pedagogy and Teaching Self-Efficacy

Science.gov (United States)

An, Song A.; Tillman, Daniel A.; Paez, Carlos R.

2015-01-01

This study investigated the effects upon elementary preservice teachers' mathematics teaching self-efficacy and interdisciplinary lesson design strategies, which resulted from an educational intervention that emphasized integrated music-mathematics instruction. The participating elementary preservice teachers (n = 152) were recruited for this…

Deploying music characteristics for an affective music player

OpenAIRE

van der Zwaag, Marjolein D.; Westerink, Joyce H.D.M.; van den Broek, Egon; Cohn, Jeffrey; Nijholt, Antinus; Pantic, Maja

2009-01-01

This paper describes work toward an affective music player (AMP), which is able to direct affect to a goal state by selecting music. Repeatedly, music has been shown to modulate affect; however, precise guidelines for the use of music characteristics in an AMP have not been defined. To explore these, we investigated the influence of music characteristics on 32 participants who listened to 16 songs, testing effects of tempo (slow/high), mode (minor/major), and percussiveness (low/high). Subjec...

Music publishing

OpenAIRE

Simões, Alberto; Almeida, J. J.

2003-01-01

Current music publishing in the Internet is mainly concerned with sound publishing. We claim that music publishing is not only to make sound available but also to define relations between a set of music objects like music scores, guitar chords, lyrics and their meta-data. We want an easy way to publish music in the Internet, to make high quality paper booklets and even to create Audio CD's. In this document we present a workbench for music publishing based on open formats, using open-source t...

Query-by-Example Music Information Retrieval by Score-Informed Source Separation and Remixing Technologies

Directory of Open Access Journals (Sweden)

Goto Masataka

2010-01-01

Full Text Available We describe a novel query-by-example (QBE approach in music information retrieval that allows a user to customize query examples by directly modifying the volume of different instrument parts. The underlying hypothesis of this approach is that the musical mood of retrieved results changes in relation to the volume balance of different instruments. On the basis of this hypothesis, we aim to clarify the relationship between the change in the volume balance of a query and the genre of the retrieved pieces, called genre classification shift. Such an understanding would allow us to instruct users in how to generate alternative queries without finding other appropriate pieces. Our QBE system first separates all instrument parts from the audio signal of a piece with the help of its musical score, and then it allows users remix these parts to change the acoustic features that represent the musical mood of the piece. Experimental results showed that the genre classification shift was actually caused by the volume change in the vocal, guitar, and drum parts.

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

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.

(A)musicality in Williams syndrome: examining relationships among auditory perception, musical skill, and emotional responsiveness to music.

Science.gov (United States)

Lense, Miriam D; Shivers, Carolyn M; Dykens, Elisabeth M

2013-01-01

Williams syndrome (WS), a genetic, neurodevelopmental disorder, is of keen interest to music cognition researchers because of its characteristic auditory sensitivities and emotional responsiveness to music. However, actual musical perception and production abilities are more variable. We examined musicality in WS through the lens of amusia and explored how their musical perception abilities related to their auditory sensitivities, musical production skills, and emotional responsiveness to music. In our sample of 73 adolescents and adults with WS, 11% met criteria for amusia, which is higher than the 4% prevalence rate reported in the typically developing (TD) population. Amusia was not related to auditory sensitivities but was related to musical training. Performance on the amusia measure strongly predicted musical skill but not emotional responsiveness to music, which was better predicted by general auditory sensitivities. This study represents the first time amusia has been examined in a population with a known neurodevelopmental genetic disorder with a range of cognitive abilities. Results have implications for the relationships across different levels of auditory processing, musical skill development, and emotional responsiveness to music, as well as the understanding of gene-brain-behavior relationships in individuals with WS and TD individuals with and without amusia.

The Music Industry Council Guide for Music Educators

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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)

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

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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…

Examining Preservice Music Teacher Concerns in Peer- and Field-Teaching Settings

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Powell, Sean R.

2014-01-01

The purpose of this study was to examine the concerns of preservice music teachers using the Fuller and Bown teacher concerns model. Participants were 12 senior-level instrumental music education majors enrolled at a medium-size American public university. A video-assisted, stimulated recall method was used to interview participants after two…

EEG alpha desynchronization in musicians and nonmusicians in response to changes in melody, tempo, and key in classical music.

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Overman, Amy A; Hoge, Jessica; Dale, J Alexander; Cross, Jeffrey D; Chien, Alec

2003-10-01

Two experiments were performed to examine musicians' and nonmusicians' electroencephalographic (EEG) responses to changes in major dimensions (tempo, melody, and key) of classical music. In Exp. 1, 12 nonmusicians' and 12 musicians' EEGs during melody and tempo changes in classical music showed more alpha desynchronization in the left hemisphere (F3) for changes in tempo than in the right. For melody, the nonmusicians were more right-sided (F4) than left in activation, and musicians showed no left-right differences. In Exp. 2, 18 musicians' and 18 nonmusicians' EEG after a key change in classical music showed that distant key changes elicited more right frontal (F4) alpha desynchronization than left. Musicians showed more reaction to key changes than nonmusicians and instructions to attend to key changes had no significant effect. Classical music, given its well-defined structure, offers a unique set of stimuli to study the brain. Results support the concept of hierarchical modularity in music processing that may be automatic.

[Music in health promotion and therapeutic practice. Cultural, theoretical and clinical perspectives.

Science.gov (United States)

Mastnak, Wolfgang

2016-12-01

Music can serve as a shelter and music therapy can provide spaces for symbolic experience and the modification of behavioural and cognitive patterns. Explaining the power of music, ancient theories speak of an analogy between music and man. Similar views are also found in modern music therapy such as Sound Work, a voice-body-based model. Complementary to the aspect of analogy, the principle of transformation is of vital importance, such as the transitions between the five elements, the solid organs and the pentatonic scale in Chinese music therapy, for instance. Distinct modes of matter-mind-transitions define the theoretical framework of neuro-psychologically based music therapy. A triadic model encompassing neuro-endocrine, psychological and aesthetic facets explains the preventive and therapeutic effect of music in stress-associated disorders and burnout. Finally, a new voice-based model (Arion Psychovocal Therapy) is presented. Integrating anthropological theories, anatomical perspectives of movement, and artistic features it focuses on psychiatry, psycho-prevention, and public health and highlights the interdisciplinary nature of music in medicine. © Georg Thieme Verlag KG Stuttgart · New York.

Parental Perceptions, Experiences, and Desires of Music Therapy.

Science.gov (United States)

Kong, Ha-Kyung; Karahalios, Karrie

2016-01-01

Music therapy (MT) is a therapeutic practice where a therapist uses music to enhance the life quality for their patients. Children have an innate enjoyment of music, making music an effective medium for exploring their potential. In this study, we explore the parental perception of MT through an online survey. Contrary to the public perception that MT only addresses emotional needs, 47 out of 59 parents reported seeing improvements in other areas including behavioral, cognitive, linguistic, and social changes. All but one parent indicated that they would recommend MT to others. The survey results further revealed that even parents of children participating in MT had misconceptions regarding MT, which we describe in the paper. Parents reported inaccessibility and cost as other major limitations surrounding MT adoption. We conclude by discussing how technology solutions could mitigate issues with definition, distance, and cost, while maintaining the benefits of MT.

Decision Making Strategy and the Simultaneous Processing of Syntactic Dependencies in Language and Music.

Science.gov (United States)

Roncaglia-Denissen, M P; Bouwer, Fleur L; Honing, Henkjan

2018-01-01

Despite differences in their function and domain-specific elements, syntactic processing in music and language is believed to share cognitive resources. This study aims to investigate whether the simultaneous processing of language and music share the use of a common syntactic processor or more general attentional resources. To investigate this matter we tested musicians and non-musicians using visually presented sentences and aurally presented melodies containing syntactic local and long-distance dependencies. Accuracy rates and reaction times of participants' responses were collected. In both sentences and melodies, unexpected syntactic anomalies were introduced. This is the first study to address the processing of local and long-distance dependencies in language and music combined while reducing the effect of sensory memory. Participants were instructed to focus on language (language session), music (music session), or both (dual session). In the language session, musicians and non-musicians performed comparably in terms of accuracy rates and reaction times. As expected, groups' differences appeared in the music session, with musicians being more accurate in their responses than non-musicians and only the latter showing an interaction between the accuracy rates for music and language syntax. In the dual session musicians were overall more accurate than non-musicians. However, both groups showed comparable behavior, by displaying an interaction between the accuracy rates for language and music syntax responses. In our study, accuracy rates seem to better capture the interaction between language and music syntax; and this interaction seems to indicate the use of distinct, however, interacting mechanisms as part of decision making strategy. This interaction seems to be subject of an increase of attentional load and domain proficiency. Our study contributes to the long-lasting debate about the commonalities between language and music by providing evidence for their

Decision Making Strategy and the Simultaneous Processing of Syntactic Dependencies in Language and Music

Directory of Open Access Journals (Sweden)

M. P. Roncaglia-Denissen

2018-01-01

Full Text Available Despite differences in their function and domain-specific elements, syntactic processing in music and language is believed to share cognitive resources. This study aims to investigate whether the simultaneous processing of language and music share the use of a common syntactic processor or more general attentional resources. To investigate this matter we tested musicians and non-musicians using visually presented sentences and aurally presented melodies containing syntactic local and long-distance dependencies. Accuracy rates and reaction times of participants’ responses were collected. In both sentences and melodies, unexpected syntactic anomalies were introduced. This is the first study to address the processing of local and long-distance dependencies in language and music combined while reducing the effect of sensory memory. Participants were instructed to focus on language (language session, music (music session, or both (dual session. In the language session, musicians and non-musicians performed comparably in terms of accuracy rates and reaction times. As expected, groups’ differences appeared in the music session, with musicians being more accurate in their responses than non-musicians and only the latter showing an interaction between the accuracy rates for music and language syntax. In the dual session musicians were overall more accurate than non-musicians. However, both groups showed comparable behavior, by displaying an interaction between the accuracy rates for language and music syntax responses. In our study, accuracy rates seem to better capture the interaction between language and music syntax; and this interaction seems to indicate the use of distinct, however, interacting mechanisms as part of decision making strategy. This interaction seems to be subject of an increase of attentional load and domain proficiency. Our study contributes to the long-lasting debate about the commonalities between language and music by

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

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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"…

I-space: the effects of emotional valence and source of music on interpersonal distance.

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Ana Tajadura-Jiménez

Full Text Available BACKGROUND: The ubiquitous use of personal music players in over-crowded public transport alludes to the hypothesis that apart from making the journey more pleasant, listening to music through headphones may also affect representations of our personal space, that is, the emotionally-tinged zone around the human body that people feel is "their space". We evaluated the effects of emotional valence (positive versus negative and source (external, i.e. loudspeakers, versus embedded, i.e. headphones of music on the participant's interpersonal distance when interacting with others. METHODOLOGY/PRINCIPAL FINDINGS: Personal space was evaluated as the comfort interpersonal distance between participant and experimenter during both active and passive approach tasks. Our results show that, during passive approach tasks, listening to positive versus negative emotion-inducing music reduces the representation of personal space, allowing others to come closer to us. With respect to a no-music condition, an embedded source of positive emotion-inducing music reduced personal space, while an external source of negative emotion-inducing music expanded personal space. CONCLUSIONS/SIGNIFICANCE: The results provide the first empirical evidence of the relation between induced emotional state, as a result of listening to positive music through headphones, and personal space when interacting with others. This research might help to understand the benefit that people find in using personal music players in crowded situations, such as when using the public transport in urban settings.

Security analysis of Aspiro Music Platform, a digital music streaming service

OpenAIRE

Kachanovskiy, Roman

2010-01-01

The report is mainly based on recommendations given by the National Institute of Standards and Technology in special publication 800-30 ``Risk Management Guide for Information Technology Systems''. The risk analysis presented in this report emphasizes a qualitative approach. Firstly, the security requirements for Aspiro Music Platform were identified and classified by the level of importance. Secondly, potential threats to the system were discussed. In the next step the potential system ...

An Analysis of Music Fan towards Music Streaming Purchase Intention of Thailand's Music Industry

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Sanitnarathorn, Pannawit

2018-01-01

Digital music streaming are climbing but overall music revenue is declining with digital music piracy being blamed as the culprit. In a 10 year period from 2003 to 2013, global music sales dropped from $US23.3 to $US15 billion dollars with Thailand's music industry following the trend dropping from $US 304 million in 2010 to $US 279 million in…

The New Sound of Music.

Science.gov (United States)

Medved, Michael

1992-01-01

The contrast between private contentment with family life and public pessimism about the state of the U.S. family mirrors the frightening view of human relations presented by popular culture, particularly popular music. Many African-American leaders deplore any association between African-American culture and current, often obscene, pop music…

Opportunistic Music

OpenAIRE

Hachet , Martin; Kian , Arash; Berthaut , Florent; Franco , Jean-Sébastien; Desainte-Catherine , Myriam

2009-01-01

International audience; While mixed reality has inspired the development of many new musical instruments, few approaches explore the potential of mobile setups. We present a new musical interaction concept, called "opportunistic music". It allows musicians to recreate a hardware musical controller using any objects of their immediate environment. This approach benefits from the physical properties of real objects for controlling music. Our prototype is based on a stereo-vision tracking system...

Basil Bernstein's Theory of the Pedagogic Device and Formal Music Schooling: Putting the Theory into Practice

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Wright, Ruth; Froehlich, Hildegard

2012-01-01

This article describes Basil Bernstein's theory of the pedagogic device as applied to school music instruction. Showing that educational practices are not personal choices alone, but the result of socio-political mandates, the article traces how education functions as a vehicle for social reproduction. Bernstein called this process the…

A global vernacular? Musings on European art music in Hong Kong

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Giorgio Biancorosso

2013-12-01

Full Text Available The presence of Classical European Music in higher education curricula in Tokyo or Beijing, Hong Kong or Singapore is a fact that barely registers to the eye (and ear of a visiting teacher, especially a Western one. Daily engagement with university instruction over an extended period of time, however, soon reveals the complexity and significance of the adoption of European notation-based repertories, and the practices associated with them. As an “outsider-insider”, in this paper I sketch a picture of the opportunities and challenges of teaching the repertories of the so-called European “Common Practice” in contemporary East Asia. Drawing on a few case studies based on my experience in Hong Kong, Beijing, South Korea and Japan, I then consider the implications of the adoption of a recently imported musical language as the norm in music theory education as well as the pinnacle of artistic accomplishment in the fields of both composition and performance. Observing patterns of absorption of foreign cultural artifacts and sensibilities need not lead to sobering conclusions about cultural imperialism or thoughtless Westernisation.

Learning Auditory Discrimination with Computer-Assisted Instruction: A Comparison of Two Different Performance Objectives.

Science.gov (United States)

Steinhaus, Kurt A.

A 12-week study of two groups of 14 college freshmen music majors was conducted to determine which group demonstrated greater achievement in learning auditory discrimination using computer-assisted instruction (CAI). The method employed was a pre-/post-test experimental design using subjects randomly assigned to a control group or an experimental…

Therapeutic Songwriting in Music Therapy Part I

DEFF Research Database (Denmark)

Baker, Felicity; Wigram, Tony; Stott, Dave

2008-01-01

Songwriting as therapeutic intervention has received increasing attention in the field of music therapy over the past decade however much of the publications focus on clinical outcomes rather than methods of practice. This paper, part of a two-part research report into trends in the clinical...... practice of songwriting, aims to describe the most frequently employed goal areas across a range of clinical populations and compare these findings with the published literature. Responses to a 21-question on-line survey were obtained from 477 professional music therapists practicing in 29 countries which...... of songwriting clinical practice and the frequency with which songwriting is employed in practice. The data highlights that songwriting is frequently employed in developmental disability and ASD practice, with reports on songwriting with these diagnostic groups being underrepresented in the music therapy...

Intuitive Music

DEFF Research Database (Denmark)

Bergstrøm-Nielsen, Carl

2009-01-01

Handbook for people who wish to play or teach freely improvised music and improvisation pieces. With sections on how to start with different types of groups, training of musical awareness, parameters of the musical sound, the history of improvised music and some improvisational pieces....

(A)musicality in Williams syndrome: examining relationships among auditory perception, musical skill, and emotional responsiveness to music

Science.gov (United States)

Lense, Miriam D.; Shivers, Carolyn M.; Dykens, Elisabeth M.

2013-01-01

Williams syndrome (WS), a genetic, neurodevelopmental disorder, is of keen interest to music cognition researchers because of its characteristic auditory sensitivities and emotional responsiveness to music. However, actual musical perception and production abilities are more variable. We examined musicality in WS through the lens of amusia and explored how their musical perception abilities related to their auditory sensitivities, musical production skills, and emotional responsiveness to music. In our sample of 73 adolescents and adults with WS, 11% met criteria for amusia, which is higher than the 4% prevalence rate reported in the typically developing (TD) population. Amusia was not related to auditory sensitivities but was related to musical training. Performance on the amusia measure strongly predicted musical skill but not emotional responsiveness to music, which was better predicted by general auditory sensitivities. This study represents the first time amusia has been examined in a population with a known neurodevelopmental genetic disorder with a range of cognitive abilities. Results have implications for the relationships across different levels of auditory processing, musical skill development, and emotional responsiveness to music, as well as the understanding of gene-brain-behavior relationships in individuals with WS and TD individuals with and without amusia. PMID:23966965

Global music approach to persons with dementia: evidence and practice

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Raglio A

2014-10-01

Full Text Available Alfredo Raglio,1,2 Stefania Filippi,2 Daniele Bellandi,3 Marco Stramba-Badiale4 1Department of Public Health, Experimental and Forensic Medicine, University of Pavia, Pavia, Italy; 2APSP “Margherita Grazioli”, Povo, Trento, Italy; 3Geriatric Department, Sospiro Foundation, Sospiro, Cremona, Italy; 4Department of Geriatrics and Cardiovascular Medicine, IRCCS Istituto Auxologico Italiano, Milan, Italy Abstract: Music is an important resource for achieving psychological, cognitive, and social goals in the field of dementia. This paper describes the different types of evidence-based music interventions that can be found in literature and proposes a structured intervention model (global music approach to persons with dementia, GMA-D. The literature concerning music and dementia was considered and analyzed. The reported studies included more recent studies and/or studies with relevant scientific characteristics. From this background, a global music approach was proposed using music and sound–music elements according to the needs, clinical characteristics, and therapeutic–rehabilitation goals that emerge in the care of persons with dementia. From the literature analysis the following evidence-based interventions emerged: active music therapy (psychological and rehabilitative approaches, active music therapy with family caregivers and persons with dementia, music-based interventions, caregivers singing, individualized listening to music, and background music. Characteristics of each type of intervention are described and discussed. Standardizing the operational methods and evaluation of the single activities and a joint practice can contribute to achieve the validation of the application model. The proposed model can be considered a low-cost nonpharmacological intervention and a therapeutic–rehabilitation method for the reduction of behavioral disturbances, for stimulation of cognitive functions, and for increasing the overall quality of life

Music matters: preattentive musicality of the human brain.

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Koelsch, Stefan; Schroger, Erich; Gunter, Thomas C

2002-01-01

During listening to a musical piece, unexpected harmonies may evoke brain responses that are reflected electrically as an early right anterior negativity (ERAN) and a late frontal negativity (N5). In the present study we demonstrate that these components of the event-related potential can be evoked preattentively, that is, even when a musical stimulus is ignored. Both ERAN and N5 differed in amplitude as a function of music-theoretical principles. Participants had no special musical expertise; results thus provide evidence for an automatic processing of musical information in onmusicians."

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…

Computer Music

Science.gov (United States)

Cook, Perry R.

This chapter covers algorithms, technologies, computer languages, and systems for computer music. Computer music involves the application of computers and other digital/electronic technologies to music composition, performance, theory, history, and the study of perception. The field combines digital signal processing, computational algorithms, computer languages, hardware and software systems, acoustics, psychoacoustics (low-level perception of sounds from the raw acoustic signal), and music cognition (higher-level perception of musical style, form, emotion, etc.).

Axé music: mitos, verdades e world music Axé music: myths, truths and world music

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Armando Alexandre Castro

2010-12-01

Full Text Available O artigo discute a Axé music, oferecendo elementos na tentativa de desconstrução de três mitos nela evidenciados: monocultura, baixa qualidade técnica e sua decadência. A metodologia utilizada privilegia a análise de conteúdo, tendo como meios de verificação e coleta de dados entrevistas semi-estruturadas com músicos, técnicos, produtores e empresários musicais de Salvador, além de pesquisa documental relacionada ao campo musical baiano atual.The article discusses Axé music providing elements in an attempt to deconstruc three myths related to it: monoculture, low technical quality and its decadence. The method used focuses on content analysis, departing from verification of data collected through semi- structured interviews with musicians, technical staff, producers and music business executives from Salvador (Brazil, along with documental research related to the musical scene of Bahia today.

Niš music festival and avant-garde music: Case studies concert of the Radio Belgrade Electronic Studio and 'John Cage's Evening'

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Cvetković Sonja S.

2017-01-01

Full Text Available In the period of domination of socialist realism and moderate modernism, which meant for the Serbian post-war musical creativity isolation from the European and world trends of musical avant-garde, during the sixties and seventies of the twentieth century music of the Serbian and Yugoslav composers of the younger generation becomes more open to a new sound concepts of serialism, aleatory, electronic media and minimalism. A radical break with tradition and changes in almost all aspects of the new music - aesthetics, notation, sound realization - made difficult to establish a clear criteria for its evaluation and therefore, the general reception of the most actual tendencies. Beside two institutional musical places where the contemporary world and national music was performed and promoted - International Music Biennale Zagreb, founded in 1961 and annual Review of Yugoslav Music in Opatija, founded in 1964 (since 1979 under the name Review of Musical Creativity of Yugoslavia, concert and festival stages in the leading musical centers in former Yugoslavia have shown considerable restraint to the contemporary music. In the case of the reception of electro-acoustic compositions created in the Radio Belgrade Electronic Studio and John Cage's sonatas for prepared piano that were performed at the Niš (October Music Festival during the eighties of the 20th century, the paper discusses about the representation of avant-garde music at this manifestation and openness of the local public towards the contemporary compositional streams. At the concert held in 1981 in the hall of the Niš Symphony Orchestra were presented the latest achievements of the composers Miloš Petrović (Anton with or without Webern, 1981, Paul Pignon (Cartoon, 1980, Janez Matičič (Fusions, 1979, Vladan Radovanović (Audiospacial, 1975-78 and Dragoslav Ortakov (Eleorp, 1976 realized in the Radio Belgrade Electronic Studio founded in 1971. Serbian pianist Nada Kolundžija performed in

'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...

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...

Autism Research: Music Aptitude's Effect on Developmental/Academic Gains for Students with Significant Cognitive/Language Delays

Science.gov (United States)

Sobol, Elise S.

2014-01-01

This research study was built upon findings in neuroscience of the brain's natural ability to physically change itself through cognitive modifiability by creating new pathways and neural connections. The purpose of the research was to investigate instructional music applications for improvement in basic math skills with students who are on the…

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....

Classroom Guitar and Students with Visual Impairments: A Positive Approach to Music Learning and Artistry

Science.gov (United States)

Coleman, Jeremy M.

2016-01-01

In 2011, a collaborative effort began between the Texas School for the Blind and Visually Impaired (TSBVI) and Austin Classical Guitar (ACG), a local 501(c) nonprofit music organization. The idea behind this collaboration was to start a small guitar program that would provide TSBVI students with quality classroom guitar instruction. At that time,…

Music preference in degus (Octodon degus): Analysis with Chilean folk music.

OpenAIRE

Shigeru Watanabe; Katharina Braun; Maria Mensch; Henning Scheich

2018-01-01

Most nonhuman animals do not show selective preference for types of music, but researchers have typically employed only Western classical music in such studies. Thus, there has been bias in music choice. Degus (Octodon degus), originally from the mountain areas of Chile, have highly developed vocal communication. Here, we examined music preference of degus using not only Western classical music (music composed by Bach and Stravinsky), but also South American folk music (Chilean and Peruvian)....

Without it no music: cognition, biology and evolution of musicality

Science.gov (United States)

Honing, Henkjan; ten Cate, Carel; Peretz, Isabelle; Trehub, Sandra E.

2015-01-01

Musicality can be defined as a natural, spontaneously developing trait based on and constrained by biology and cognition. Music, by contrast, can be defined as a social and cultural construct based on that very musicality. One critical challenge is to delineate the constituent elements of musicality. What biological and cognitive mechanisms are essential for perceiving, appreciating and making music? Progress in understanding the evolution of music cognition depends upon adequate characterization of the constituent mechanisms of musicality and the extent to which they are present in non-human species. We argue for the importance of identifying these mechanisms and delineating their functions and developmental course, as well as suggesting effective means of studying them in human and non-human animals. It is virtually impossible to underpin the evolutionary role of musicality as a whole, but a multicomponent perspective on musicality that emphasizes its constituent capacities, development and neural cognitive specificity is an excellent starting point for a research programme aimed at illuminating the origins and evolution of musical behaviour as an autonomous trait. PMID:25646511

Truncated RAP-MUSIC (TRAP-MUSIC) for MEG and EEG source localization.

Science.gov (United States)

Mäkelä, Niko; Stenroos, Matti; Sarvas, Jukka; Ilmoniemi, Risto J

2018-02-15

Electrically active brain regions can be located applying MUltiple SIgnal Classification (MUSIC) on magneto- or electroencephalographic (MEG; EEG) data. We introduce a new MUSIC method, called truncated recursively-applied-and-projected MUSIC (TRAP-MUSIC). It corrects a hidden deficiency of the conventional RAP-MUSIC algorithm, which prevents estimation of the true number of brain-signal sources accurately. The correction is done by applying a sequential dimension reduction to the signal-subspace projection. We show that TRAP-MUSIC significantly improves the performance of MUSIC-type localization; in particular, it successfully and robustly locates active brain regions and estimates their number. We compare TRAP-MUSIC and RAP-MUSIC in simulations with varying key parameters, e.g., signal-to-noise ratio, correlation between source time-courses, and initial estimate for the dimension of the signal space. In addition, we validate TRAP-MUSIC with measured MEG data. We suggest that with the proposed TRAP-MUSIC method, MUSIC-type localization could become more reliable and suitable for various online and offline MEG and EEG applications. Copyright © 2017 Elsevier Inc. All rights reserved.

Music Aggregators and Intermediation of the Digital Music Market

OpenAIRE

Gałuszka, Patryk

2015-01-01

This article demonstrates that, contrary to popular belief, the advent of the Internet has not made intermediaries in the music market obsolete. Individual artists and independent record labels who want to sell their music in digital music stores must deliver their records via third-party companies called music aggregators. Drawing on the concepts of new institutional economics, the article demonstrates that the emergence of music aggregators is a market response to the high level of transact...