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

Science.gov (United States)

Costes-Onishi, Pamela; Lum, Chee Hoo

2015-01-01

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

Music Analysis Down the (You) Tube? Exploring the Potential of Cross-Media Listening for the Music Classroom

Science.gov (United States)

Webb, Michael

2007-01-01

School students' immersion in a rich entertainment media environment has implications for classroom listening. Increasing interaction among media, design, games, communications and arts fields has led to a growing trend in the creative alignment of music and moving image. Video sharing sites such as YouTube are assisting in the proliferation and…

Orchestrating Tangible Music Interfaces for In-Classroom Music Learning through a Fairy Tale: The Case of ImproviSchool

Science.gov (United States)

Palaigeorgiou, George; Pouloulis, Christos

2018-01-01

Ubiquitous music is a relatively new research area which seeks ways to involve novices in music learning, playing and improvisation. Despite the ambitious goals, ubiquitous music is still unknown territory in schools. In this study, we have tried to identify whether ubiquitous music environments can enable novice music students to participate in…

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

Science.gov (United States)

Killian, Janice L.; Wayman, John B.

2015-01-01

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

Correlation between Teaching Styles of Candidate Music Teachers and Mentor Music Teachers

Science.gov (United States)

Ahmethan, Nurtug Bariseri

2016-01-01

Music teacher candidates spend part of their Bachelor education in practice schools with mentor teachers before starting work. Observing music teachers in the classroom empower candidates to understand how music teaching and learning occur in classrooms, and also enlightens them on how mentor teachers teach, which then expands their awareness…

Toward a More Culturally Responsive General Music Classroom

Science.gov (United States)

Abril, Carlos R.

2013-01-01

This article seeks to characterize culturally responsive teaching; consider how it differs from other pedagogical approaches in music education informed by culture, such as multicultural music education; and offer ideas for making the general music classroom more culturally responsive.

Constructing Informal Experiences in the Elementary General Music Classroom

Science.gov (United States)

Hewitt, Donna

2018-01-01

Children often spontaneously yet purposefully sing songs or create rhythms outside the formal classroom setting to reflect the ways in which they naturally engage with music. Researchers have studied these informal music learning practices to incorporate these experiences into the classroom to offer lessons that are engaging and better reflective…

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…

A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting

Directory of Open Access Journals (Sweden)

Jenna Mendelson

2016-01-01

Full Text Available Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD. This study was a pilot investigation of a classroom-based music-based intervention, Voices Together®, for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: “long-term” (15 weeks beginning in January 2015 (Time 1, n=14 or “short-term” (7 weeks beginning 7 weeks later in February (Time 2, n=17. Using observational ratings, investigators reliably scored participants live in terms of their level of verbal responsiveness to prompts during three songs featured each week of the program. Both groups demonstrated increases in verbal responses over time; however, only the long-term group demonstrated significant within-group increases. Preliminary findings suggest that music therapy delivered in a classroom in 45-minute weekly sessions for 15 weeks can promote improvements in verbal responsiveness among individuals with autism and other developmental disabilities. Findings warrant further investigation into the efficacy of classroom-based music therapy programs.

A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting.

Science.gov (United States)

Mendelson, Jenna; White, Yasmine; Hans, Laura; Adebari, Richard; Schmid, Lorrie; Riggsbee, Jan; Goldsmith, Ali; Ozler, Burcu; Buehne, Kristen; Jones, Sarah; Shapleton, Jennifer; Dawson, Geraldine

2016-01-01

Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD). This study was a pilot investigation of a classroom-based music-based intervention, Voices Together® , for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: "long-term" (15 weeks beginning in January 2015 (Time 1), n = 14) or "short-term" (7 weeks beginning 7 weeks later in February (Time 2), n = 17). Using observational ratings, investigators reliably scored participants live in terms of their level of verbal responsiveness to prompts during three songs featured each week of the program. Both groups demonstrated increases in verbal responses over time; however, only the long-term group demonstrated significant within-group increases. Preliminary findings suggest that music therapy delivered in a classroom in 45-minute weekly sessions for 15 weeks can promote improvements in verbal responsiveness among individuals with autism and other developmental disabilities. Findings warrant further investigation into the efficacy of classroom-based music therapy programs.

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…

The Effect of Music Therapy Services on Classroom Behaviours of Newly Arrived Refugee Students in Australia--A Pilot Study

Science.gov (United States)

Baker, Felicity; Jones, Carolyn

2006-01-01

This pilot study examined the effects of a short-term music therapy program on the classroom behaviours of newly arrived refugee students who were attending an intensive "English as a Second Language" secondary school. A cross-over design with two five-week intervention periods was employed with group music therapy sessions conducted one…

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...

Learned Helplessness in Inclusive Music Classrooms: Voices of Hong Kong Primary Schools Music Teachers

Science.gov (United States)

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

2015-01-01

In Hong Kong, inclusive education is concerned with educating all students, including those who are categorised as having special educational needs (SEN). This qualitative study reports three challenges faced by primary schools music teachers required to implement inclusive education. The first two challenges echo those reported…

Comparison of voice-use profiles between elementary classroom and music teachers.

Science.gov (United States)

Morrow, Sharon L; Connor, Nadine P

2011-05-01

Among teachers, music teachers are roughly four times more likely than classroom teachers to develop voice-related problems. Although it has been established that music teachers use their voices at high intensities and durations in the course of their workday, voice-use profiles concerning the amount and intensity of vocal use and vocal load have neither been quantified nor has vocal load for music teachers been compared with classroom teachers using these same voice-use parameters. In this study, total phonation time, fundamental frequency (F₀), and vocal intensity (dB SPL [sound pressure level]) were measured or estimated directly using a KayPENTAX Ambulatory Phonation Monitor (KayPENTAX, Lincoln Park, NJ). Vocal load was calculated as cycle and distance dose, as defined by Švec et al (2003), which integrates total phonation time, F₀, and vocal intensity. Twelve participants (n = 7 elementary music teachers and n = 5 elementary classroom teachers) were monitored during five full teaching days of one workweek to determine average vocal load for these two groups of teachers. Statistically significant differences in all measures were found between the two groups (P vocal loads for music teachers are substantially higher than those experienced by classroom teachers (P vocal load may have immediate clinical and educational benefits in vocal health in music teachers. Copyright © 2011 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

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,…

The Music History Classroom, a cura di James A. Davis

Directory of Open Access Journals (Sweden)

Maria Rosa De Luca

2016-12-01

Full Text Available The Music History Classroom collects eleven articles by different authors, who discuss the teaching and learning processes in music history in undergraduate and graduate courses of US universities.

Reconsidering the Role of Stephen Foster in the Music Classroom

Science.gov (United States)

Forness, Jennifer

2016-01-01

The place of Stephen Foster and the music of American minstrelsy should be reconsidered for the music classroom. Some of this repertoire can be offensive because of its historical context and racially insensitive language. Critical theory can provide a framework for choosing repertoire that creates dialogue about racial structures in music. The…

The Five-String Banjo in the Music Classroom

Science.gov (United States)

Smith, Kenneth H.

2011-01-01

The banjo is an instrument of unique image and sound. It has a long history in North America from its arrival on slave ships from North Africa to its contemporary use in jazz and popular music. Adding the instrument to the general music classroom can open new realms of timbre and new avenues of exploration into the instruments of cultures around…

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

Science.gov (United States)

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…

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

NARCIS (Netherlands)

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

2015-01-01

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

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

Science.gov (United States)

Maury, Susan; Rickard, Nikki

2016-01-01

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

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

Directory of Open Access Journals (Sweden)

Baikune De Alba

2018-05-01

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

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

Science.gov (United States)

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

2016-01-01

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

ACHIEVEMENT IDENTIFICATION AND EVALUATION OF MUSICALLY GIFTED CHILDREN IN LOWER MUSIC SCHOOL

Directory of Open Access Journals (Sweden)

Anica Arsic

2016-06-01

Full Text Available Music schools are specific educational institutions which teach children to understand musical language, the rules of musical writing and how to play an instrument. It is assumed that children who enroll in music school have a certain level of “musicality”, i.e. possess musical ability. Starting from this premise, in this paper we wanted to identify the number of musically gifted children, from the total number of children enrolled in the first year of lower music school. The research was conducted on 125 learners who enrolled the first year of Music school Josif Marinkovic in 2014/2015. The paper was organized as a linear study which followed the achievement of learners during the aforementioned school year. The study was conducted by solfeggio and musical instrument teachers. The identification of musical giftedness was followed through the following criteria: recognition and reproduction of tones and intervals, reproduction of rhythmic models and reproduction of short music units. Solfeggio teachers monitored the first two criteria (recognition and reproduction of tones and intervals and reproduction of rhythmic models while musical instrument teachers monitored the other two (reproduction of melody phrases and reproduction of short music units. Achievements were assessed four times during the school year and a comparison of results gathered by solfeggio and musical instrument teacher was conducted. At the end of the school year a result analysis was conducted; the results of which showed that 13 learners who were monitored by solfeggio teachers and 9 learners who were monitored by music instrument teachers successfully completed the criteria. Methods for evaluating the proposed criteria and analysis of the gathered results will be presented in this paper.

The Canon or the Kids: Teachers and the Recontextualisation of Classical and Popular Music in the Secondary School Curriculum

Science.gov (United States)

McPhail, Graham

2013-01-01

This article reports on some of the findings from case studies conducted with six secondary school music teachers in New Zealand. The purpose of the study was to investigate and explain the ways in which teachers manage the relationship between classical and popular music in their elective classroom programs, utilizing a theoretical framework…

Music Enhances Learning.

Science.gov (United States)

Campabello, Nicolette; De Carlo, Mary Jane; O'Neil, Jean; Vacek, Mary Jill

An action research project implemented musical strategies to affect and enhance student recall and memory. The target population was three suburban elementary schools near a major midwestern city: (1) a kindergarten classroom contained 32-38 students; (2) a second grade classroom contained 23 students and five Individualized Education Program…

Constructing Music History in the Classroom

Directory of Open Access Journals (Sweden)

Maria Rosa De Luca

2016-12-01

Full Text Available The paper focuses on some aspects of the teaching-learning of Music History in the school education system. It concentrates upon contents, strategies and methods of teaching transposition of historical and musical knowledge as a training model for music education oriented on the comprehension of music as culture. Based on this branch of teaching’s model, epistemological assumptions are discussed and relied to various degrees of education, considering also the challenges that the teacher faces in the didactic transposition process of topics.

A Survey of the Music Integration Practices of North Dakota Elementary Classroom Teachers

Science.gov (United States)

O'Keefe, KariJo; Dearden, Katherine Norman; West, Robert

2016-01-01

The purpose of this study was to identify and describe the nature of North Dakota elementary classroom teachers' (NDECT) music integration in the general classroom. The majority of NDECTs integrated music with: the subjects of Language Arts (62.01%), Mathematics (55.00%), and Physical Education (50.89%); the settings of Group Work Time (64.29%),…

Achievement Identification and Evaluation of Musically Gifted Children in Lower Music School

Science.gov (United States)

Arsic, Anica

2016-01-01

Music schools are specific educational institutions which teach children to understand musical language, the rules of musical writing and how to play an instrument. It is assumed that children who enroll in music school have a certain level of "musicality," i.e. possess musical ability. Starting from this premise, in this paper we wanted…

Funding Music: Guidelines for Grant Writing in the Music Classroom

Science.gov (United States)

Rajan, Rekha S.

2016-01-01

With music education's continued unstable role within the school system, music educators are actively seeking external funding to support and augment their programs. However, there are many challenges involved with grant writing including understanding where to find potential funders, writing the proposal, developing a budget, and including an…

Educational laws of music in primary schools in Spain in 19th century

Directory of Open Access Journals (Sweden)

María del Valle MOYA MARTÍNEZ

2018-01-01

Full Text Available The revolutions in the Spain of the 19th century affected, as it could not be otherwise, to the educational world. 19th legislative and normative regulations show us that, although the musical education was a thoughtful and matter with legal references about its inclusion in primary or elementary school, failed to materialize, in practice, until a century later. Educational past offered to music an important role in its organization of subjects to impart but as we advance in history, it retracts the presence of musical education, until the nonexistence. This way, all the educational analyses were ignored, from Greek philosophy, they had been granted to music an important power in the formative process of the person. The analysis of the whole documentation and legal educational normative of the XIX century, referring to the elementary school, it does not support any discussion in this respect: Seldom, music was included in the official study plans and, even less, it became a reality, so its practice in the classroom was left to the discretion of the musical knowledge of the teachers and their willing to bring it closer to the scholars. Being faithful to the duality of the romantic spirit, this situation took place during the century that granted more value to the music.

Case studies of non-formal music education

NARCIS (Netherlands)

Kors, Ninja

2005-01-01

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

Science is Cool with NASA's "Space School Musical"

Science.gov (United States)

Asplund, S.

2011-12-01

the solar system, students can even write their own lyrics. The play is not about perfection! It's designed to be inclusive and fun, to give every child a chance to shine. "Space School Musical" commands attention! It is a great tool for scientists who are visiting classrooms or afterschool programs, addressing school assemblies, or offering professional development workshops. Showing one or more videos brings engagement, smiles, and information to all. Specific songs can be shown to reinforce space science topics. The "Planetary Posse" introduces the planets and dwarf planets. "The Asteroids Gang" can initiate a discussion about accretion and why small bodies are so important to understanding the origin and evolution of our solar system. "MoonDance" provides compelling information about our moon and can introduce lunar missions. "We're the Scientists" is intended to build self confidence. "Space School Musical" is an innovative, universal, and timeless approach to teaching about the solar system, making it a valuable addition to programs and presentations for students and the public. The videos, lyrics, and guides are all available free on the Internet.

Another Perspective: Teaching Music to Millennial Students

Science.gov (United States)

Abrahams, Frank

2015-01-01

In an increasingly connected world, our students are listening to and making music outside the school context. As music educators, we need to better understand the media they use and incorporate this technology in our daily teaching to enhance music literacy in our classrooms.

Mentoring Music Educators in Gospel Music Pedagogy in the Classroom

Science.gov (United States)

Turner, Patrice Elizabeth

2009-01-01

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

A Personal Relationship to the Art of Music: A Research Project in Progress from the New York Philharmonic's School Partnership Program

Science.gov (United States)

Carrick, Richard; Easton, Hilary; Hong-Park, Jihea; Langlais, Rachel; Mannoia, Richard

2012-01-01

Begun in 1994, the New York Philharmonic School Partnership Program (SPP) gives elementary schools the unique opportunity of integrating symphonic music into the school community through collaborations between Philharmonic teaching artists and classroom teachers in full-year residencies. During the three-year curriculum, students gain skills in…

Marketing School Music: It's Elementary.

Science.gov (United States)

Anderson, Jill Kuespert

1992-01-01

Explores methods of promoting elementary school music programs. Suggests inviting visitors to the class as a means of increasing awareness of school music. Recommends sending press releases to school newsletters and local newspapers. Reminds teachers to make use of educational access channels on area cable television systems. (SG)

Representin' and Disrespectin': African-American Wind Band Students' Meanings of a Composition-Based Secondary Music Curriculum and Classroom Power Structures

Science.gov (United States)

Hoffman, Adria Rachel; Carter, Bruce Allen

2013-01-01

Although cultural diversity is important to the social context of classrooms, few researchers have explored school music experiences from the perspective of students of colour. Possibly of greater concern is the absence of research examining African-American students' educational experiences in early secondary education, during which time the…

Noela Hogg, Music Educator: Reminiscences of a Past Student

Science.gov (United States)

Burke, Harry

2014-01-01

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

Justified and Ancient: Pop Music in EFL Classrooms.

Science.gov (United States)

Domoney, Liz; Harris, Simon

1993-01-01

A teacher training workshop uses linked tasks through which teachers explore the integration of pop music into Mexican secondary school English classes. Rather than being discrete, marginal items, pop music activities are worth linking, elaborating, and treating as more central in a secondary school program. (Contains 10 references.) (Author)

Boys' Music? School Context and Middle-School Boys' Musical Choices

Science.gov (United States)

Bennetts, Kathleen Scott

2013-01-01

This article focusses primarily on the findings relating to the musical participation of boys in one Melbourne school. As part of a project that investigated boys' attitudes and participation at fifty-one schools, several contextual features were identified that set "Balton Boys" High School' apart from other participating schools,…

Training the non-specialist music teacher: insights from a ...

African Journals Online (AJOL)

Training the non-specialist music teacher: insights from a Zimbabwean case study. ... music education in primary schools is taught by general classroom teachers, who ... JOURNAL OF THE MUSICAL ARTS IN AFRICA VOLUME 7 2010, 1–15 ...

Music Learning Based on Computer Software

OpenAIRE

Baihui Yan; Qiao Zhou

2017-01-01

In order to better develop and improve students’ music learning, the authors proposed the method of music learning based on computer software. It is still a new field to use computer music software to assist teaching. Hereby, we conducted an in-depth analysis on the computer-enabled music learning and the music learning status in secondary schools, obtaining the specific analytical data. Survey data shows that students have many cognitive problems in the current music classroom, and yet teach...

Musical Home Environment, Family Background, and Parenting Style on Success in School Music and in School

Science.gov (United States)

Zdzinski, Stephen; Dell, Charlene; Gumm, Alan; Rinnert, Nathan; Orzolek, Douglas; Yap, Ching Ching; Cooper, Shelly; Keith, Timothy; Russell, Brian

2015-01-01

The purpose of this study was to examine influences of parental involvement-home music environment, family background, and parenting style factors on success in school music and in school. Participants (N = 1114) were music students in grades 4-12 from six regions of the United States. Data were gathered about parental involvement-home environment…

Tell Me What You Hear: Vocabulary Acquisition and Application in the General Music Middle School Classroom

Science.gov (United States)

Walby, Nathan

2011-01-01

Teaching musical vocabulary in a middle school general music class can often be challenging to the performance-based teacher. This article provides several teaching strategies for approaching words from both a theoretical and a practical standpoint. Based on a dialectical "this-with-that" approach by Estelle Jorgensen, this article argues that…

"It's a hurricane! it's a hurricane!": can music facilitate social constructive and sociodramatic play in a preschool classroom?

Science.gov (United States)

Love, Angela; Burns, M Susan

2006-12-01

Sustaining attention and successfully engaging with others in collaborative play are important accomplishments focused on in preschool classrooms and childcare centers. In addition, music is frequently used in early childhood classrooms, and even recommended as an environmental feature to motivate and regulate children's behavior. Although pretend play provides appealing opportunities for developing these social abilities, no studies to date have explored the use of music as a tool to motivate and sustain constructive and social pretend play. Results from the current study indicate that within 1 preschool classroom, more sustained play (with fewer interruptions) occurred when music played as compared to when no music played in the background. In addition, significantly more dyadic play occurred when slower music played in the background, than when no music played.

Mindcrime and Doublethink: Using Music to Teach Dystopian Literature

Science.gov (United States)

Rubin, Daniel Ian

2011-01-01

It is essential that language arts teachers attempt to incorporate nonprint materials in their classrooms, such as music, film, and art, to involve, engage, and motivate a new generation of students. Using music in the classroom has shown to be effective from the elementary school level all the way to the university level. Using various forms of…

Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

Science.gov (United States)

Caldarella, Paul; Williams, Leslie; Jolstead, Krystine A.; Wills, Howard P.

2017-01-01

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support (PBS) is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and…

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

Science.gov (United States)

Leiva, Raquel Ojeda

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

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…

Melinda: De Facto Primary School Music Teacher

Science.gov (United States)

de Vries, Peter

2013-01-01

A series of reviews dating back to the 1960s and a body of research literature points to the inadequate delivery of music education by generalist primary school teachers in Australian schools. Despite recommendations for specialist music teachers to teach music in all Australian primary schools to counter this ongoing trend, such an approach has…

Jovens estudantes de música na cibercultura musical: facebook e educação musical 2.0

OpenAIRE

Bechara, Silvia Regina de Camera Corrêa [UNESP

2015-01-01

My experiences with young people in the classroom, observing their dynamics in transit in different contexts - online, offline, school, music - awakened in me the curiosity to better understand how to get along these relationshi ps, and in what this implied a Musical Education contemporaneity. Thus, this research deals with the interactions between young music students and music cyberculture in Facebook social media and its implications for the field of music education. It also proposes to un...

Music education in the Grade R classroom: How three teachers learned in a participatory action inquiry

Directory of Open Access Journals (Sweden)

Aletta Delport

2015-09-01

Full Text Available The contribution of music education to the holistic development of the young learner is uncontested. However, in South Africa, the vast majority of Reception Year (Grade R teachers do not have the required competences to teach music in ways that optimally enhance the holistic growth of their learners, as this aspect has been largely neglected during their pre-service and in-service training. In this paper, we report on a year-long intervention aimed at enabling three Grade R non-music specialist teachers at one urban township school in the Eastern Cape to create music-based learning opportunities for their learners. We employed a participatory action learning and action research (PALAR approach to the inquiry, which combines research with development. Our findings indicate that after a series of collaborative interactions, the participants started to explore and tap into their own musical competences. They revisited notions of the self as (ill-equipped, (unconfident, (incompetent and (independent music teachers, and began to assume autonomy and agency with regard to effective music education in the Grade R classroom. We consequently argue that under-qualified in-service teachers can be enabled to improve their practice through research interventions that stimulate maximum participant involvement, such as PALAR.

Chemistry to music: Discovering how Music-based Teaching affects academic achievement and student motivation in an 8th grade science class

Science.gov (United States)

McCammon, William Gavin Lodge, Jr.

Teachers should have access to new and innovative tools in order to engage and motivate their students in the classroom. This is especially important as many students view school as an antiquated and dull environment - which they must seemingly suffer through to advance. School need not be a dreaded environment. The use of music as a tool for learning can be employed by any teacher to create an engaging and exciting atmosphere where students actively participate and learn to value their classroom experience. Through this study, a product and process was developed that is now available for any 8th grade science teacher interested in using music to enhance their content. In this study 8th grade students (n=41) in a public school classroom actively interacted with modern songs created to enhance the teaching of chemistry. Data were collected and analyzed in order to determine the effects that the music treatment had on student achievement and motivation, compared to a control group (n=35). Current literature provides a foundation for the benefits for music listening and training, but academic research in the area of using music as a tool for teaching content was noticeably absent. This study identifies a new area of research called "Music-based Teaching" which results in increases in motivation for 8th grade students learning chemistry. The unintended results of the study are additionally significant as the teacher conducting the treatment experienced newfound enthusiasm, passion, and excitement for her profession.

Pupils' Perceptions of Informal Learning in School Music Lessons

Science.gov (United States)

Hallam, Susan; Creech, Andrea; McQueen, Hilary

2018-01-01

Music education has faced considerable challenges in trying to bridge the gap between music in young people's lives and that taking place in the classroom. The 'Musical Futures' initiative aimed to devise new and imaginative ways of engaging young people, aged 11-19, in music activities through a process of informal learning based initially on…

The Perfect Storm: Stress, Anxiety, and Burnout in the Secondary School Music Classroom

Science.gov (United States)

Vitale, John L.

2012-01-01

This study investigates teacher stress, anxiety, and burnout through my experience teaching music in a suburban Toronto secondary school between 2002 and 2008. Primary data sources include a rich collection of journal entries I have written over a six-year period, which were retrospectively analyzed in this study. Hence, this study is principally…

Featherless Dinosaurs and the Hip-Hop Simulacrum: Reconsidering Hip-Hop's Appropriateness for the Music Classroom

Science.gov (United States)

Kruse, Adam J.

2016-01-01

This article offers considerations for music teachers interested in including hip-hop music in their classrooms but who might feel concerned with or overwhelmed by issues of appropriateness. Two concerns related to hip-hop music are examined: language and negative social themes. Commercial interests in hip-hop music have created a simulacrum (or…

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

Directory of Open Access Journals (Sweden)

Anne Niessen

2008-01-01

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

The Perfect Storm: Stress, Anxiety, and Burnout in the Secondary School Music Classroom

Directory of Open Access Journals (Sweden)

John Vitale

2012-11-01

Full Text Available This study investigates teacher stress, anxiety, and burnout through my experience teaching music in a suburban Toronto secondary school between 2002 and 2008. Primary data sources include a rich collection of journal entries I have written over a six-year period, which were retrospectively analyzed in this study. Hence, this study is principally rooted in reflective practice. In addition, this study is informed through autobiographical and phenomenological lenses. These other two lenses have allowed me to incorporate secondary source data (anecdotal notes, emails, text messages, and video footage that were repurposed for this study. Findings have exposed two principal thematic representations from the data, namely; (a those that directly or indirectly addressed extracurricular performances, and (b fear of failure. Reexperiencing my experience has been exceedingly therapeutic and cathartic for me, providing insight and transparency into the demanding nature of music pedagogy at the secondary school level. In addition, findings have helped me to refine and develop my current and future pedagogy as a teacher educator.

Jumping through "Loops": A Reflective Study on Preparing Generalist Pre-Service Teachers to Teach Music

Science.gov (United States)

Heyworth, John

2011-01-01

Generalist classroom teachers are being given more responsibility for music education in their schools. How confident and competent are they to do this? I find myself in a position where I am expected to train pre-service generalist teachers to be able to facilitate music in their future classrooms within one unit of music study over a four year…

Free Improvisation: What It Is, and Why We Should Apply It in Our General Music Classrooms

Science.gov (United States)

Niknafs, Nasim

2013-01-01

Improvisation, the third content standard for the National Standards for Music Education (Music Educators National Conference, 1994), has received less attention from music teachers. This article advocates for more improvisation specifically free improvisation in general music classrooms. The nature of free improvisation, and its evolution in the…

Motivational Constructs Influencing Undergraduate Students' Choices to become Classroom Music Teachers or Music Performers

Science.gov (United States)

Parkes, Kelly A.; Jones, Brett D.

2012-01-01

The primary purpose of this study was to examine whether any of the six motivational constructs in the expectancy-value model of motivation (i.e., expectancy, ability perceptions, intrinsic interest value, attainment value, social utility value, and cost) would predict whether students intended to have a career teaching classroom music or…

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…

Developing Musical Creativity: Student and Teacher Perceptions of a High School Music Technology Curriculum

Science.gov (United States)

Nielsen, Lance D.

2013-01-01

Music technology classes designed to use the latest in music software to develop music compositional skills within high school students are becoming more prominent in K-12 education. The purpose of this case study was to describe the development of creativity in high school students through their participation in a music technology course at one…

Music and Life Experience: A Perspective from the Classroom.

Science.gov (United States)

Stuber, Stefan R.

2000-01-01

Explores what it means to be a human being and the role music has in people's lives as a justification for teaching music in the schools. Believes that music plays an important role in the lives of human beings and allows them to express feeling about what it means to be human. (CMK)

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

Science.gov (United States)

Carter, Bruce Allen

2011-01-01

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

"You Are My Sunshine My Only Sunshine": Current Music Activities in Kindergarten Classrooms in Queensland, Australia

Science.gov (United States)

Garvis, Susanne

2012-01-01

Music in early years classrooms is an important learning area for young children. Young children need access to hear different genres of music, learn a variety of repertoire, engage in composing and play musical instruments. With the changing reform agenda in early childhood education however, little is known about the way music is positioned in…

Peer-Assisted Learning and Interactions in Inclusive Music Classrooms: Benefits, Research, and Applications

Science.gov (United States)

Jellison, Judith; Brown, Laura; Draper, Ellary

2015-01-01

Contemporary music classrooms include a beautiful mosaic of individual children from diverse backgrounds, children who vary considerably in their capabilities, interests, and levels of motivation. Some of the variations we observe are related to social skills and knowledge. The effects of appropriate classroom behavior and positive social…

The Model of the "Space of Music Dialogue": Three Instances of Practice in Australian Homes and Classrooms

Science.gov (United States)

Tomlinson, Michelle M.

2018-01-01

Multimodal analysis of classroom music interactions, using the model of the "Space of Music Dialogue" in video analysis of students' music improvisation, was useful to inform teachers of students' collaborative achievements in music invention. Research has affirmed that students' cognitive thinking skills were promoted by improvisation.…

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

Science.gov (United States)

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

2015-01-01

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

Promote Data Collection about Your Music Program

Science.gov (United States)

Teaching Music, 2007

2007-01-01

This article discusses what one should know about collecting data on the status of arts programs at the school, district, or state level and what role a music educator in the classroom can play in gathering the types of factual information about programs that administrators and other decision makers need. Factual information about music programs…

Aural Skills: At the Juncture of Research in Early Reading and Music Literacy

Science.gov (United States)

Hansen, Dee; Milligan, Sarah A.

2012-01-01

Pressure on music educators to accommodate reading initiatives in their schools continues to challenge genuine music-learning experiences. Children are taken out of music classrooms for additional reading time, although mounting research informs us of the value of music as a formidable avenue for developing crucial auditory skills needed for…

ORGANIZING THE MUSIC CLASSES IN STARTING SCHOOLS

Directory of Open Access Journals (Sweden)

N. G. Tagiltseva

2013-01-01

Full Text Available The paper considers the issue of children preparation for school in so called starting schools. In author’s opinion, the arts disciplines such as music, drawing and choreography can develop the aesthetic sense, moral qualities, more optimistic world outlook and respectful  attitude; the child develops creative skills and beauty perception both in fine arts and wild life.The author looks at the problems of planning and organizing the music training of preschool children, the different requirements for and concepts of the preschool and primary school normative documents being analyzed. The paper substantiates the effectiveness of poly-artistic and activity approaches to the split-level teaching, in particular – the method of projecting the familiar actions onto some sort of artistic activities. Based on the succession of preschool and primary school training, the author specifies the goals of music classes in starting schools, and outlines the most relevant game activities of role plays, didactic plays and contests.The paper is addressed to preschool and primary school teachers, music teachers, as well as methodologists and researchers dealing with preschool teaching. 

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...

Repositioning "The Elements": How Students Talk about Music

Science.gov (United States)

Stewart Rose, Leslie; Countryman, June

2013-01-01

Several years ago, the author's relocated their work as educators from middle and high school music classrooms to positions in teacher education at two Canadian universities. Recognizing that working in initial teacher education demanded a new level of theorizing their practices of music education, they questioned their professional knowledge,…

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.

Pop-Culture Pedagogy in the Music Classroom: Teaching Tools from "American Idol" to YouTube

Science.gov (United States)

Biamonte, Nicole, Ed.

2010-01-01

Teachers the world over are discovering the importance and benefits of incorporating popular culture into the music classroom. The cultural prevalence and the students' familiarity with recorded music, videos, games, and other increasingly accessible multimedia materials help enliven course content and foster interactive learning and…

Inclusive Education Policy in the Hong Kong Primary Music Classroom

Science.gov (United States)

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

2016-01-01

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

Social Class and School Music

Science.gov (United States)

Bates, Vincent C.

2012-01-01

This article takes a practical look at social class in school music by exploring the manifestations and impact of three of its dimensions: financial resources, cultural practices, and social networks. Three suggestions are discussed: provide a free and equal music education for all students, understand and respect each student's cultural…

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.

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

Science.gov (United States)

Ho, Wai-Chung

2017-01-01

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

"They Wasn't Makin' My Kinda Music": A Hip-Hop Musician's Perspective on School, Schooling, and School Music

Science.gov (United States)

Kruse, Adam J.

2016-01-01

This article focuses on a hip-hop perspective of school, schooling, and school music. The study involves applications of ethnographic (including autoethnographic) techniques within the framework of a holistic multiple case study. One case is an adult amateur hip-hop musician named Terrence (pseudonym), and the other is myself (a traditionally…

Music in the educational programs of primary school teachers

OpenAIRE

Virginia Coelho de Souza, Cássia

2012-01-01

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

Donald Albert Kehrberg, "An Investigation of the Relationships between Musical Aptitude, General Music Achievement, Attitude toward Music, School Music Participation, School Music Achievement, and Students' outside-of-School Environment in a Rural Ethnic Community." A Review.

Science.gov (United States)

Krueger, Reynold J.

1989-01-01

Critiques a doctoral dissertation that examined the relationships between out-of-school factors and five musical characteristics. Praises the care taken in research design, data collection and analysis, and writing the paper. Suggests that further research is needed on the design and validation of an instrument for measuring music attitude. (LS)

Meaningful Collaboration in the Inclusive Music Classroom: Students with Severe Intellectual Disabilities

Science.gov (United States)

Darrow, Alice-Ann

2017-01-01

Most music educators have little experience or preparation in teaching students with severe intellectual disabilities. Increasing diversity in our schools will require music educators to teach students whose needs exceed those typically found in the music class or ensemble. Facilitating their inclusion in a music program can be immensely rewarding…

Music Learning Based on Computer Software

Directory of Open Access Journals (Sweden)

Baihui Yan

2017-12-01

Full Text Available In order to better develop and improve students’ music learning, the authors proposed the method of music learning based on computer software. It is still a new field to use computer music software to assist teaching. Hereby, we conducted an in-depth analysis on the computer-enabled music learning and the music learning status in secondary schools, obtaining the specific analytical data. Survey data shows that students have many cognitive problems in the current music classroom, and yet teachers have not found a reasonable countermeasure to them. Against this background, the introduction of computer music software to music learning is a new trial that can not only cultivate the students’ initiatives of music learning, but also enhance their abilities to learn music. Therefore, it is concluded that the computer software based music learning is of great significance to improving the current music learning modes and means.

Teacher Research as Professional Development for P-12 Music Teachers

Science.gov (United States)

Conway, Colleen; Edgar, Scott; Hansen, Erin; Palmer, C. Michael

2014-01-01

The purpose of this study was to examine the experiences of seven music educators who conducted teacher research in their classrooms and to document whether the teachers and the local school district considered the project as professional development. Research questions included: (1) How do these music educators describe the experience of planning…

Educating the Music User

Science.gov (United States)

Adams, Mark C.

2016-01-01

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

'From the classroom to stage': developing an African popular music ...

African Journals Online (AJOL)

EJOTMAS: Ekpoma Journal of Theatre and Media Arts ... Materials are drawn primarily from field experiences of this writer as a music teacher and performing artist. ... for popular music pedagogy in African schools but should be based on students' learning experiences, felt needs, motivation and meeting societal need.

Music therapy with children and adolescents in mainstream schools

DEFF Research Database (Denmark)

Carr, Catherine; Wigram, Tony

2008-01-01

This article identifies existing research and clinical activity utilising music therapy with mainstream children, and a potential need for music therapy with this client group.  A systematic review was undertaken of music therapy literature relating to work with children in mainstream schools...... to be addressed by the UK government. However further research, service-planning and reorganisation is required.  There is evidence that music therapy is being used with children in mainstream schools both at home and abroad, and both research and clinical reports suggest that music therapy is an effective...... intervention. The review demonstrates that further research is required if music therapy is to be considered an effective intervention to address the needs of mainstream schoolchildren....

Popular Music and School Music Education: Chinese Students' Preferences and Dilemmas in Shanghai, China

Science.gov (United States)

Law, Wing-Wah; Ho, Wai-Chung

2015-01-01

This empirical study investigates Chinese students' popular music preferences in daily life and to what extent and in what ways they prefer learning popular music in school in Shanghai, China. Data were drawn from questionnaires completed by 1,730 secondary students (aged 12-17) and interviews with 60 students from 10 secondary schools, between…

The elementary school musical as an authentic, integrated performing arts experience

OpenAIRE

Bespflug, Kevin Sean

2009-01-01

While musicals are often common arts activities in high schools in North America, little has been written about their place in elementary schools. This is surprising when many elementary schools, particularly independent schools, are starting to include them in their fine arts programming. This thesis looks carefully at the elementary school musical by first undertaking a review of literature connected to the staging of musicals. The research and writings of various theorists and educators ar...

Teachers' Perspectives in Using Disney Songs in the Music Classroom

Science.gov (United States)

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…

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

Science.gov (United States)

Kelly, Steven N.; VanWeelden, Kimberly

2014-01-01

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

Habitus and Flow in Primary School Musical Practice: Relations between Family Musical Cultural Capital, Optimal Experience and Music Participation

Science.gov (United States)

Valenzuela, Rafael; Codina, Nuria

2014-01-01

Based on Bourdieu's idea that cultural capital is strongly related to family context, we describe the relations between family musical cultural capital and optimal experience during compulsory primary school musical practice. We analyse whether children from families with higher levels of musical cultural capital, and specifically with regard to…

Preschool Teachers' Use of Music in the Classroom: A Survey of Park District Preschool Programs

Science.gov (United States)

Rajan, Rekha S.

2017-01-01

The purpose of this study was to explore how preschool teachers use music and identify the types of music activities available to children in their classrooms. Preschool teachers (N = 178) at park district programs throughout a large state in the American Midwest responded to an online questionnaire. Although teachers acknowledged using music…

The World Well Lost, Found: Reality and Authenticity in Green's "New Classroom Pedagogy"

Science.gov (United States)

Vakeva, Lauri

2009-01-01

In her recent work, Green (2001; 2008) builds on the idea that there is a gulf between "real-world music" and classroom music (Ibid., p. 2). One of her main goals seems to be to pave the way for the former in the latter: to make the music in schools more in touch with reality. The learning practices of popular music are taken to bring the needed…

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

Science.gov (United States)

Smith, Jacqueline C.

2018-01-01

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

Self-regulated processes as predictors of students' achievement in music theory in Slovenian elementary music schools

OpenAIRE

Barbara Smolej Fritz; Cirila Peklaj

2010-01-01

The aim of the present research was to examine the relation between processes of selfregulated learning and achievement in Music Theory (MT), a basic and obligatory subject in Slovenian music schools. A total of 457 fifth- and sixth- grade students (153 boys and 303 girls) from 10 different elementary music schools in Slovenia participated in the study. Students completed a questionnaire about affective-motivational processes and a questionnaire about (meta)cognitive processes of selfregulate...

Connecting Meaningful Music and Experiences in a Multicultural, Multimusical Classroom

Science.gov (United States)

Kelly, Steven N.; Van Weelden, Kimberly

2004-01-01

It is important to realize that students encompass a vast array of American musical cultures and the values they represent. The impact of this diversity can be seen in the influence music has on the self-image that many students have developed. Clothing, hair styles, makeup, tattoos, and body piercings, as well as in-and out-of-school social…

In the Beginning of the Middle: Curriculum Considerations for Middle School General Music

Science.gov (United States)

Giebelhausen, Robin

2015-01-01

Middle school general music is an experience that numerous music educators feel underprepared to teach. Because many undergraduate programs spend little time on this teaching scenario and because the challenges of middle school general music are different from those of elementary general music or middle school ensembles, teachers often lack the…

Discovering the Lost Ark of Possibilities: Bringing Visibility to the Invisible Art Form of Film Music in Your Music Classroom

Science.gov (United States)

Keown, Daniel J.

2015-01-01

Conventional music learning in schools could benefit from the study of the music from films, television, and video games. This article offers practical applications for including film music as an outlet for analysis, an interdisciplinary compositional art form, a viable teaching tool, and an authentic performance/production experience. Music…

"Are You Only an Applauder?" American Music Correspondence Schools in the Early Twentieth Century

Science.gov (United States)

Vogel, Dorothy

2015-01-01

The purpose of this study was to examine correspondence schools of music in the early twentieth century. Advertisements in widely circulated household and music periodicals and archival copies of courses from Siegel-Myers Correspondence School of Music, United States School of Music, American College of Music, and others were examined. Research…

Approaches of a Secondary Music Teacher in Response to the Social and Emotional Lives of Students

Science.gov (United States)

Edgar, Scott

2015-01-01

Music teachers interact regularly with students experiencing social and emotional challenges and are often under-prepared to do so. The purpose of this study was to examine approaches of a secondary general music teacher in responding to the social and emotional challenges of eight students in a music classroom at an alternative high school. A…

Classroom disciplinary climate of schools and gender

DEFF Research Database (Denmark)

Sortkær, Bent; Reimer, David

2018-01-01

Classroom disciplinary climate has emerged as a crucial factor with regard to student achievement. However, most previous studies have not explored potential gender differences in both students’ perceptions of the classroom disciplinary climate and the association between classroom disciplinary...... and students’ mathematics performance across countries. On the basis of an analysis of a pooled sample consisting of all 5 Nordic countries, we found that the correlation between classroom disciplinary climate of schools and maths achievement is significantly stronger for boys than for girls. Further analyses...... showed that this finding may partly be attributable to gender differences in the perception of the disciplinary climate of schools, whereby boys seemed to perceive the classroom disciplinary climate of schools more positively than girls....

Understanding the Transition from School to University in Music and Music Technology

Science.gov (United States)

Winterson, Julia; Russ, Michael

2009-01-01

This article considers the transition from school to university in Music and Music Technology, continuing the discussion of transitional issues which began in Volume 2 of "Arts and Humanities in Higher Education". The focus of the article is a survey of undergraduates, examining areas that were key to their first experience of studying…

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

Science.gov (United States)

Rajan, Rekha S.

2017-01-01

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

Learning Music Literacies across Transnational School Settings

Science.gov (United States)

Skerrett, Allison

2018-01-01

This article examines an adolescent's music literacy education across Caribbean and U.S. schools using qualitative research methods and theories of multimodality, transnationalism, and global cultural flows. Findings include that the youth's music literacy practices continuously shifted in response to the cultural practices and values of the…

The status of music in contemporary Nigerian school programme ...

African Journals Online (AJOL)

The study investigated the status of music in Nigeria's Secondary school system. Necessary data were collected, analyzed and discussed to bring out the true picture of how music stands when compared with other secondary school subjects. The findings showed that out of the forty different subjects offered in Nigerian ...

Teaching Primary School Music: Coping with Changing Work Conditions

Science.gov (United States)

de Vries, Peter Andrew

2018-01-01

The changing roles of two primary (elementary) school music teachers are explored in this article, and how these changed roles have impacted on music programmes in their respective schools. Change readiness provides the theoretical framework for investigating the way both teachers responded to their changing roles. The first teacher's role changed…

Into the Deep: Mindful Music Learning

Science.gov (United States)

Lind, Vicki R.

2014-01-01

This article outlines strategies for using thinking routines in the general music classroom to foster deeper learning. Based on the Artful Thinking program, a model developed by Harvard's Project Zero in collaboration with Traverse City [Michigan] Area Public Schools, thinking routines were developed to draw students into a more meaningful…

The Impact of Fostering Relationships through Music within a Special School Classroom for Students with Autism Spectrum Disorder: An Action Research Study

Science.gov (United States)

McFerran, Katrina Skewes; Thompson, Grace; Bolger, Lucy

2016-01-01

Music therapists have been working in special education contexts for many decades, utilising research and case studies to inform practice. Growing interest in the link between the creative arts and well-being has led music therapists to consider what aspects of their knowledge others could feasibly appropriate in the school system. An action…

A Graduate Course on Inclusion: Four Elementary/General Music Educators' Perceived Attitudes and Applications in the Classroom

Science.gov (United States)

Davila, Giovanna Adelia

2013-01-01

The purpose of this study was to examine four elementary/general music educators (EGME) enrolled in a music and special education graduate course, on their attitudes toward teaching children with disabilities and how they applied knowledge gained from the course in their classrooms. Data collection began on the first class session, February 9th,…

In the compass of the progress school music in first republican decades

Directory of Open Access Journals (Sweden)

Ailton Pereira Morila

2012-02-01

Full Text Available This work has for objective to discuss the use of the music in the school and the functions that the same carried out in the daily school in the first republican decades. The music brightens up and balances the school environment – hygienic music. It served as sensorial education, acquired the position of moral and aesthetic education, and, as spectacle, serving to advertise the republican school for all the society. Starting from the school musical production, presented in the newspapers of the time, infer on the thematic, and how this thematic aided in the project of modernization of the society. The school song had themes like progress and order, country, national heroes, ideology of work and science

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…

Is the Grass Greener? Current and Former Music Teachers' Perceptions a Year after Moving to a Different School or Leaving the Classroom

Science.gov (United States)

Hancock, Carl B.

2016-01-01

This study is the fourth in a series investigating the retention and turnover of music teachers using nationally representative data from the National Center for Educational Statistics. I identified records for music teachers in the Teacher Follow-Up Survey and determined how they viewed their careers one year after moving to a different school or…

Measuring the Sources of Self-Efficacy among Secondary School Music Students

Science.gov (United States)

Zelenak, Michael S.

2015-01-01

The purpose of this study was to investigate the four sources of self-efficacy in music performance and examine responses from the Music Performance Self-Efficacy Scale (MPSES). Participants (N = 290) were middle and high school music students from 10 schools in two regions of the United States. Questions included the following: (1) How much…

Classroom Environment as Related to Contest Ratings among High School Performing Ensembles.

Science.gov (United States)

Hamann, Donald L.; And Others

1990-01-01

Examines influence of classroom environments, measured by the Classroom Environment Scale, Form R (CESR), on vocal and instrumental ensembles' musical achievement at festival contests. Using random sample, reveals subjects with higher scores on CESR scales of involvement, affiliation, teacher support, and organization received better contest…

Teachers' and Students' Music Preferences for Secondary School Music Lessons: Reasons and Implications

Science.gov (United States)

McQueen, Hilary; Hallam, Susan; Creech, Andrea

2018-01-01

This paper is based on the data collected from a longitudinal study of seven maintained, secondary schools in England that have adopted Musical Futures as an approach to teaching music. The research had a particular focus on key stage 3 (11-14). For the purposes of this paper, data gained from 18 music staff and 325 student interview…

The Relationship between High School Music Activities and the College Student's Musical Independence. (How Musically Important Are All-State Band, Concert Festival, Private Lessons, Marching Contests, Etc.?).

Science.gov (United States)

Bobbett, Gordon C.; And Others

This paper presents a study attempting to identify and evaluate high school activities that impact instrumental student outcome. High school music activities and their impact on student instrumental outcome from a variety of perspectives were examined. There is a subtle difference between musical independence and musical achievement. Musical…

Problems of a Sociological Approach to Pop Music in Schools.

Science.gov (United States)

Swanwick, Keith

1984-01-01

Discusses (1) the assumption that pop music can be legitimized in school by establishing that different criteria are necessary; (2) the attempt to provide appropriate analysis tools for music evaluation by arguing that music has a kind of social referent; and (3) the uses to which music is put. (Author/RM)

Portraits of Pre-Service Classroom Teachers: Exploring Intentions to Integrate Music through the Lens of the Theory of Planned Behavior

Science.gov (United States)

Harney, Kristin

2014-01-01

The primary purpose of this short-term study was to examine pre-service classroom teachers' intentions to integrate music in their future classrooms. Using the theory of planned behavior (Fishbein & Ajzen, 2010) as a framework, and embedded, multiple-case study design, I developed case studies of six pre-service classroom teachers enrolled in…

Organizational Identity in the History of the Longy School of Music

Science.gov (United States)

Powell, Alex

2014-01-01

The Longy School of Music existed as an independent organization from 1915 until 2012, when it was acquired by Bard College. Founded to provide vocational training in music, the Longy School soon expanded by adding preparatory studies for children and continuing studies for avocational learners. The school struggled throughout much of its history…

Music Teachers' Attitudes toward Transgender Students and Supportive School Practices

Science.gov (United States)

Silveira, Jason M.; Goff, Sarah C.

2016-01-01

The purpose of this study was to measure music teachers' attitudes toward transgender individuals and toward school practices that support transgender students. Participants (N = 612) included men and women who teach a variety of music subjects in elementary, middle, and high schools, in urban, suburban, and rural areas. An online questionnaire…

Music teaching as a profession. On professionalism and securing the quality of music teaching in Norwegian municipal schools of music and performing arts

OpenAIRE

Jordhus-Lier, Anne

2015-01-01

ABSTRACT The aim of this article is to reflect on whether and how music teaching can be understood as a profession, by looking into general traits of professions and seeing how they relate to music teaching. The discussion is centred on music teachers in the Norwegian municipal school of music and performing arts (MSMPA). For that reason, this article includes a section on the conditions of music teaching in Norway, as well as a discussion of music teachers’ professional identity. That is ...

Effortful control and school adjustment: The moderating role of classroom chaos.

Science.gov (United States)

Berger, Rebecca H; Valiente, Carlos; Eisenberg, Nancy; Hernandez, Maciel M; Thompson, Marilyn; Spinrad, Tracy; VanSchyndel, Sarah; Silva, Kassondra; Southworth, Jody

2017-11-01

Guided by the person by environment framework, the primary goal of this study was to determine whether classroom chaos moderated the relation between effortful control and kindergarteners' school adjustment. Classroom observers reported on children's ( N = 301) effortful control in the fall. In the spring, teachers reported on classroom chaos and school adjustment outcomes (teacher-student relationship closeness and conflict, and school liking and avoidance). Cross-level interactions between effortful control and classroom chaos predicting school adjustment outcomes were assessed. A consistent pattern of interactions between effortful control and classroom chaos indicated that the relations between effortful control and the school adjustment outcomes were strongest in high chaos classrooms. Post-hoc analyses indicated that classroom chaos was associated with poor school adjustment when effortful control was low, suggesting that the combination of high chaos and low effortful control was associated with the poorest school outcomes.

An Examination of Physical Education Teachers' Perceptions of Utilizing Contemporary Music in the Classroom Environment: A Qualitative Approach

Science.gov (United States)

Barney, David C.; Pleban, Francis T.

2018-01-01

Objectives: To provide further information regarding physical education (PE) teachers' perceptions of incorporating music in PE lessons and to evaluate the influence of music on the classroom environment using a qualitative approach. Method: Electronic survey interviews were conducted with 26 veteran PE instructors (10 male, 16 female), from 7…

Teaching Popular Music: Investigating Music Educators' Perceptions and Preparation

Science.gov (United States)

Springer, D. Gregory

2016-01-01

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

Does Listening to Slow Tempo Classical Music During Independent Writing Affect Children's On-Task Performance?

Science.gov (United States)

McKnight, Rosemary

This project explored the effects of slow tempo classical music on children's on-task performance during independent writing. The project sample consisted of 24 students from a first grade classroom in the New York City Public School System. The students' on-task behavior was observed with and without use of slow tempo classical music playing, and…

Connections with the Schooling Enterprise: Implications for Music Education Policy

Science.gov (United States)

Frierson-Campbell, Carol

2007-01-01

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

High School Music Programmes as Potential Sites for Communities of Practice--A Canadian Study

Science.gov (United States)

Countryman, June

2009-01-01

My exploration of the nature of the high school music experience was undertaken with 33 young adults who had graduated from high school one to six years previous to the data collection. All of these participants had been involved in their school music programmes and 30 had not continued formal music study following graduation. One might predict…

Number 13 / Part I. Music. 7. Grounds of Absolute Pitch Development in Yamaha Music School

Directory of Open Access Journals (Sweden)

Iușcă Dorina

2017-03-01

Full Text Available Absolute pitch is defined as the ability to identify the pitch class of a certain given sound without the aid of an external reference pitch (Takeuchi & Hulse, 1993; Deutsch, 2002. The incidence of absolute pitch is extremely rare among the general population, respectively 1 in 10.000 people and it depends on testing conditions such as the number of identified sounds, pitch Chroma, pitch height, timbre, register or requested reaction time, and also on subjects musical training commencing and Eastern-Asian origins. The way absolute pitch develops is described by three models: the tone language theory, the early training theory and the genetic theory. The early training theory states that absolute pitch appears due to the beginning of musical lessons during a critical development period situated before the age of 6. The educational implications of this theory are revealed in the principles and activities of Yamaha Music School which employs didactic strategies that naturally develop absolute pitch. Yamaha Music School is the largest private music education system from Japan, established by Torakusu Yamaha in 1954. Up to this day it has extended in 40 countries from Europe, Asia and the American continents, as it has about 710 million students and 30.000 teachers. The present study aims to illustrate a detailed analysis of the way the learning experiences offered by Yamaha School lead to the development of absolute pitch.

Teaching Ambition: A Case Study of High School Music Students

Science.gov (United States)

Draves, Tami

2012-01-01

Music teacher socialisation (MTS) has received increased attention in music education research, but few researchers have explored MTS with students during their primary socialisation, or pre-college, years. The purpose of this qualitative multiple case study was to examine the perspectives of high school music students who plan to pursue a music…

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 ...

School and classroom effects on bullying and peer victimization.

OpenAIRE

Galand, Benoît; Baudoin, Noémie; Hospel, Virginie; 28th International Congress of Applied Psychology

2014-01-01

Rationale. Most studies about bullying focused on individual characteristics of bullies and victims. Only very few studies have investigated the effect of school and classroom factors on bullying. These studies indicated that between-classroom variance is higher than between-school variance. From theoretical and practical points of view, one key issue is to know if those school and classroom effects are related to educational practices rather than to the composition of the student body. At th...

Narrative Texture: The Layering of Voices in a Secondary Classroom for Learners with Special Needs

Science.gov (United States)

Blair, Deborah V.

2013-01-01

In this paper I explore the layers of voices represented in a classroom of high school students with special needs. As their guest music teacher, I learned about their strengths and challenges, their teachers, and their engagement with music. Issues of inclusion, access, privacy, and personal bias confronted me as I worked to construct narratives…

Working Towards Educational Transformation through Action Research with Botswana's Music Teachers

Science.gov (United States)

Chadwick, Sheelagh

2015-01-01

Contrary to government policy, schooling in Botswana remains largely teacher-centred, with music teaching being no exception. However, other possibilities for classroom dynamics arise under the pressure of practical examinations and when some students have better instrumental facility than their teachers. This article describes initial…

Effective Classroom Management Techniques for Secondary Schools

African Journals Online (AJOL)

Effective Classroom Management Techniques for Secondary Schools. ... engagement of students in activities, use of innovative instructional strategies by teachers, ... and teachers in their perception regarding the effects of teachers classroom ...

Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.

Science.gov (United States)

Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P

2015-04-01

Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Classroom Listening Conditions in Indian Primary Schools: A Survey of Four Schools

Directory of Open Access Journals (Sweden)

Gayathri Sundaravadhanan

2017-01-01

Full Text Available Introduction: Background noise affects the listening environment inside classrooms, especially for younger children. High background noise level adversely affects not only student speech perception but also teacher vocal hygiene. The current study aimed to give an overview of the classroom listening conditions in selected government primary schools in India. Materials and Methods: Noise measurements were taken in 23 classrooms of four government primary schools in southern India, using a type 2 sound level meter. In each classroom measurements were taken in occupied and unoccupied conditions. Teacher voice level was measured in the same classrooms. In addition, the classroom acoustical conditions were observed and the reverberation time for each classroom was calculated. Results: The mean occupied noise level was 62.1 dBA and 65.6 dBC, and the mean unoccupied level was 62.2 dBA and 65 dBC. The mean unamplified teacher speech-to-noise ratio was 10.6 dBA. Both the occupied and unoccupied noise levels exceeded national and international recommended levels and the teacher speech-to-noise ratio was also found to be inadequate in most classrooms. The estimated reverberation time in all classrooms was greater than 2.6 seconds, which is almost double the duration of accepted standards. In addition, observation of classrooms revealed insufficient acoustical treatment to effectively reduce internal and external noise and minimize reverberation. Conclusion: The results of this study point out the need to improve the listening environment for children in government primary schools in India.

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

Science.gov (United States)

Laes, Tuulikki; Schmidt, Patrick

2016-01-01

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

Big Bang! An Evaluation of NASA's Space School Musical Program for Elementary and Middle School Learners

Science.gov (United States)

Haden, C.; Styers, M.; Asplund, S.

2015-12-01

Music and the performing arts can be a powerful way to engage students in learning about science. Research suggests that content-rich songs enhance student understanding of science concepts by helping students develop content-based vocabulary, by providing examples and explanations of concepts, and connecting to personal and situational interest in a topic. Building on the role of music in engaging students in learning, and on best practices in out-of-school time learning, the NASA Discovery and New Frontiers program in association with Jet Propulsion Laboratory, Marshall Space Flight Center, and KidTribe developed Space School Musical. Space School Musical consists of a set of nine songs and 36 educational activities to teach elementary and middle school learners about the solar system and space science through an engaging storyline and the opportunity for active learning. In 2014, NASA's Jet Propulsion Laboratory contracted with Magnolia Consulting, LLC to conduct an evaluation of Space School Musical. Evaluators used a mixed methods approach to address evaluation questions related to educator professional development experiences, program implementation and perceptions, and impacts on participating students. Measures included a professional development feedback survey, facilitator follow-up survey, facilitator interviews, and a student survey. Evaluation results showed that educators were able to use the program in a variety of contexts and in different ways to best meet their instructional needs. They noted that the program worked well for diverse learners and helped to build excitement for science through engaging all learners in the musical. Students and educators reported positive personal and academic benefits to participating students. We present findings from the evaluation and lessons learned about integration of the arts into STEM education.

Self-regulated processes as predictors of students' achievement in music theory in Slovenian elementary music schools

Directory of Open Access Journals (Sweden)

Barbara Smolej Fritz

2010-01-01

Full Text Available The aim of the present research was to examine the relation between processes of selfregulated learning and achievement in Music Theory (MT, a basic and obligatory subject in Slovenian music schools. A total of 457 fifth- and sixth- grade students (153 boys and 303 girls from 10 different elementary music schools in Slovenia participated in the study. Students completed a questionnaire about affective-motivational processes and a questionnaire about (metacognitive processes of selfregulated learning in MT, as well as achievement test. The final grades were collected at the end of the school year. The results showed that significant correlation exists between almost all affective-motivational and (metacognitive processes of self-regulated learning and achievement. Affective-motivational factors emerged as better predictors of students' achievement than (metacognitive factors. The most important individual predictors were anxiety and competence. It was also found that self-regulated processes explain a greater amount of variance for final grades than for the achievement test.

Music Research in Inclusive School Settings: 1975 to 2013

Science.gov (United States)

Jellison, Judith A.; Draper, Ellary A.

2015-01-01

A search for music research in inclusive music school settings (1975-2013) resulted in 22 descriptive and experimental studies that can be classified and coded according to settings, participants, research variables, measures of generalization, and effectiveness of the interventions. Half of the studies reported data from both students with…

Controlling for Prior Attainment Reduces the Positive Influence that Single-Gender Classroom Initiatives Exert on High School Students' Scholastic Achievements.

Science.gov (United States)

Pennington, Charlotte R; Kaye, Linda K; Qureshi, Adam W; Heim, Derek

2018-01-01

Research points to the positive impact that gender-segregated schooling and classroom initiatives exert on academic attainment. An evaluation of these studies which reveal positive effects highlights, however, that students are typically selectively assigned to single- or mixed-gender instructional settings, presenting a methodological confound. The current study controls for students' prior attainment to appraise the efficacy of a single-gender classroom initiative implemented in a co-educational high school in the United Kingdom. Secondary data analysis (using archived data) was performed on 266 middle-ability, 11-12 year-old students' standardized test scores in Languages (English, foreign language), STEM-related (Mathematics, Science, Information and Communication Technology), and Non-STEM subjects (art, music, drama). Ninety-eight students (54, 55% female) were taught in single-gender and 168 (69, 41% female) in mixed-gender classrooms. Students undertook identical tests irrespective of classroom type, which were graded in accordance with U.K national curriculum guidelines. Controlling for students' prior attainment, findings indicate that students do not appear to benefit from being taught in single-gender relative to mixed-gender classrooms in Language and STEM-related subjects. Young women benefitted from being taught in mixed-gender relative to single-gender classes for Non-STEM subjects. However, when prior ability is not controlled for, the intervention appears to be effective for all school subjects, highlighting the confounding influence of selective admissions. These findings suggest that gender-segregated classroom initiatives may not bolster students' grades. It is argued that studies that do not control for selection effects may tell us little about the effectiveness of such interventions on scholastic achievement.

A Classroom Observational Study of Qatar's Independent Schools: Instruction and School Reform

Science.gov (United States)

Palmer, Douglas J.; Sadiq, Hissa M.; Lynch, Patricia; Parker, Dawn; Viruru, Radhika; Knight, Stephanie; Waxman, Hersh; Alford, Beverly; Brown, Danielle Bairrington; Rollins, Kayla; Stillisano, Jacqueline; Abu-Tineh, Abdullah M. Hamdan; Nasser, Ramzi; Allen, Nancy; Al-Binali, Hessa; Ellili, Maha; Al-Kateeb, Haithem; Al-Kubaisi, Huda

2016-01-01

Qatar initiated a K-12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29…

Real-time continuous glucose monitoring systems in the classroom/school environment.

Science.gov (United States)

Benassi, Kari; Drobny, Jessica; Aye, Tandy

2013-05-01

Children with type 1 diabetes (T1D) spend 4-7 h/day in school with very little supervision of their diabetes management. Therefore, families have become more dependent on technology, such as use of real-time continuous glucose monitoring (RT-CGM), to provide increased supervision of their diabetes management. We sought to assess the impact of RT-CGM use in the classroom/school environment. Children with T1D using RT-CGM, their parents, and teachers completed a questionnaire about RT-CGM in the classroom/school environment. The RT-CGM was tolerated well in the classroom/school environment. Seventy percent of parents, 75% of students, and 51% of teachers found RT-CGM useful in the classroom/school environment. The students found the device to be more disruptive than did their parents and teachers. However, all three groups agreed that RT-CGM increased their comfort with diabetes management at school. Our study suggests that RT-CGM is useful and not disruptive in the classroom/school environment. The development of education materials for teachers could further increase its acceptance in the classroom/school environment.

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…

Musical, language and reading abilities in early Portuguese readers

Directory of Open Access Journals (Sweden)

Jennifer eZuk

2013-06-01

Full Text Available Early language and reading abilities have been shown to correlate with a variety of musical skills and elements of music perception in children. It has also been shown that reading impaired children can show difficulties with music perception. However, it is still unclear to what extent different aspects of music perception are associated with language and reading abilities. Here we investigated the relationship between cognitive-linguistic abilities and a music discrimination task that preserves an ecologically valid musical experience. Forty-three Portuguese-speaking students from an elementary school in Brazil participated in this study. Children completed a comprehensive cognitive-linguistic battery of assessments. The music task was presented live in the music classroom, and children were asked to code sequences of four sounds on the guitar. Results show a strong relationship between performance on the music task and a number of linguistic variables. A Principle Component Analysis of the cognitive-linguistic battery revealed that the strongest component (Prin1 accounted for 33% of the variance and Prin1 was significantly related to the music task. Highest loadings on Prin1 were found for reading measures such as Reading Speed and Reading Accuracy. Interestingly, twenty-two children recorded responses for more than four sounds within a trial on the music task, which was classified as Superfluous Responses (SR. SR was negatively correlated with a variety of linguistic variables and showed a negative correlation with Prin1. When analyzing children with and without SR separately, only children with SR showed a significant correlation between Prin1 and the music task. Our results provide implications for the use of an ecologically valid music-based screening tool for the early identification of reading disabilities in a classroom setting.

Pairing Linguistic and Music Intelligences

Science.gov (United States)

DiEdwardo, MaryAnn Pasda

2005-01-01

This article describes how music in the language classroom setting can be a catalyst for developing reading, writing, and understanding skills. Studies suggest that pairing music and linguistic intelligences in the college classroom improves students' grades and abilities to compose theses statements for research papers in courses that emphasize…

“Music for raising awareness, music for joy”, dealing with disability at the Secondary School

Directory of Open Access Journals (Sweden)

Pablo Ramos Ramos

2016-03-01

Full Text Available We describe and analyze the results of the project “Music for raising awareness, music for joy”, developed by the music department of the Joan Coromines Secondary School. The main objective was to bring disability’s reality to teenagers through the direct contact with disable people and through emotional implication. The participants in the project were both a group of low-academic- performance teenagers and a group of adult disabled people. The cooperative work between both groups culminated with the recording of “The rap of disability”.

The Effect of Classical Music on Painting Quality and Classroom Behaviour for Students with Severe Intellectual Disabilities in Special Schools

Science.gov (United States)

Waugh, Russell F.; Riddoch, Jane V.

2007-01-01

There are few studies measuring the effects on painting quality of playing background classical music at special schools. Primary students with severe intellectual disabilities (N=24) were taught abstract painting in a two-part method. The first part involved a Pictorial Only method and the second, immediately following it, involved a Pictorial…

Mission Impossible or Possible Mission? Changing Confidence and Attitudes of Primary Preservice Music Education Students Using Kolb's Experiential Learning Theory

Science.gov (United States)

Russell-Bowie, Deirdre

2013-01-01

Many Australian state primary schools have a policy to use generalist teachers to teach music as well as many other subjects, however research indicates that primary generalist teachers lack confidence and competence to teach music in their classrooms. Added to this, preservice teachers enter their initial teacher education course with little or…

The PERMA Well-Being Model and Music Facilitation Practice: Preliminary Documentation for Well-Being through Music Provision in Australian Schools

Science.gov (United States)

Lee, Juyoung; Krause, Amanda E.; Davidson, Jane W.

2017-01-01

The aim of this study was to consider how we can invest in music-making to promote well-being in school contexts. Web-based data collection was conducted where researchers identified 17 case studies that describe successful music programs in schools in Australia. The researchers aligned content from these case studies into the five categories of…

Flute Teachers’ One-to-One Instructional Strategies at Individual Teaching Stages in Music School

Directory of Open Access Journals (Sweden)

Ana Kavčič Pucihar

2017-12-01

Full Text Available This article focuses on one-to-one studio based instrumental instruction in music schools. Some novelties in the music school woodwind curricula are presented within various contexts. Teacher – student relationship, their interactions, and knowledge transfer are essential in individual instrumental instruction. The learning process is systematically structured within six teaching stages, ranging from new content presentation to learning reviews. We examined music school flute teachers’ beliefs (N=78 about teaching stages in individual studio based instruction. We researched their new content teaching strategies, guided practice and reinforcement, feedback, homework monitoring strategies, formative review and assessment within music studio academic year.

Investigating the Association between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

Science.gov (United States)

Tyler, Kenneth M.; Burris, Jennifer L.; Coleman, Sean T.

2018-01-01

Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students' reports of…

Recognizing Creativity in the Music Classroom

Science.gov (United States)

Kokotsaki, Dimitra; Newton, Douglas P.

2015-01-01

This study examined trainee music teachers' judgements of the musical creativity of secondary age students. Nine pieces of music composed by Year 8 students (13 years of age) were evaluated by 17 postgraduate, trainee teachers. These musical pieces were sorted into a diamond-shaped formation according to how creative they were perceived to be with…

School Effectiveness at Primary Level of Education in Relation to Classroom Teaching

Directory of Open Access Journals (Sweden)

Manas Ranjan Panigrahi

2014-07-01

Full Text Available The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head Master and Teachers’ performance and Students’ performance; to find out the relationship between the school effectiveness and classroom teaching. The descriptive survey method was used to carry out this study. A Total number of 27 more-effective and 35 less-effective primary schools were included in the sample of the present study. And also all principals of selected schools and from each school 2 teachers were selected to know their classroom teaching in the classroom situation. The selection of teachers was based on their teaching the classes (III, IV and V, to investigate their participation in school activities. The findings of the present study on school effectiveness and classroom teaching find adequate support from similar or related studies. Thus, the above discussion reflects that there is no simple combination of factors, which can produce effective school. The study has, however, revealed that school effectiveness has emerged as related to classroom teaching.

Effects of music on assertive behavior during exercise by middle-school-age students.

Science.gov (United States)

Mills, B D

1996-10-01

The purpose of this study was to assess the association of a particular style of music and assertive behavior in middle-school-aged students during exercise. Participants were students enrolled in a public middle school (Grades 6, 7, and 8, N = 502). A statistically significant relationship was found between the number of assertive behaviors occurring while listening to fast tempo music and grades and between difference scores and grades. Difference scores were obtained by subtracting the number of assertive behaviors occurring while listening to fast tempo music from those while listening to slow tempo music. Discriminant function analysis showed the number of assertive behaviors when listening to fast tempo music and difference scores were predictive of membership by grade. The higher the more assertive behaviors were emitted when listening to fast tempo music.

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

Science.gov (United States)

Cleaver, David; Riddle, Stewart

2014-01-01

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

Processes of self-regulated learning in music theory in elementary music schools in Slovenia

OpenAIRE

Peklaj, Cirila; Smolej-Fritz, Barbara

2015-01-01

The aim of our study was determine how students regulate their learning in music theory (MT). The research is based on the socio-cognitive theory of learning. The aim of our study was twofold: first, to design the instruments for measuring (meta)cognitive and affective-motivational processes in learning MT, and, second, to examine the relationship between these processes. A total of 457 fifth- and sixth- grade students from 10 different elementary music schools in Slovenia participated in the...

Classroom Carbon Dioxide Concentration, School Attendance, and Educational Attainment

Science.gov (United States)

Gaihre, Santosh; Semple, Sean; Miller, Janice; Fielding, Shona; Turner, Steve

2014-01-01

Background: We tested the hypothesis that classroom carbon dioxide (CO[subscript 2]) concentration is inversely related to child school attendance and educational attainment. Methods: Concentrations of CO[subscript 2] were measured over a 3-5?day period in 60 naturally ventilated classrooms of primary school children in Scotland. Concentrations of…

Relating Building and Classroom Conditions to Student Achievement in Virginia's Elementary Schools

OpenAIRE

Lanham III, James Warren

1999-01-01

The relationships between student achievement and a number of variables relating to building and classroom conditions in Virginia elementary schools were examined. A systematic random sample of 300 schools was selected from all elementary schools in Virginia with grades three and five. Data on building condition, classroom condition, and demographics were collected with "An Assessment of Building and Classroom Conditions in Elementary Schools in Virginia." Building prin...

Music therapy assessment in school settings: a preliminary investigation.

Science.gov (United States)

Wilson, B L; Smith, D S

2000-01-01

The present investigation was undertaken in response to music therapists working in school settings for information relating to the availability of music therapy assessments and the feasibility of standardizing an assessment instrument for music therapists to use in school settings. Five research questions were identified, and the music therapy literature was surveyed to compile responses to those questions. Three different online data bases (ERIC, PsycINFO, and Article 1st) were used, covering articles published between 1980 and 1997. Individual hand searches were done of the Arts in Psychotherapy, Journal of Music Therapy, Journal of Research in Music Education, Journal of the International Association of Music for the Handicapped, Music Therapy and Music Therapy Perspectives. The questions and responses were as follows: 1. Which music-based assessment tools are being used with children with disabilities? Little commonality in assessment tools being used by music therapists and researchers was discovered. Of the total 41 studies, 20 (49%) reported using a "named" or "titled" assessment tool, and in the remaining 51% of studies, the authors reported using an untitled, and usually experimenter-designed, original assessment tool. 2. Have certain assessments been used in more than one study? Very limited replication of existing assessments was found. Of the 16 "named" assessments, only 3 were found to be used in more than one research study. 3. Are the actual assessments published along with the articles describing their use? Only 3 of the 20 studies using named assessments were published along with the journal article. Of the remaining 21 studies using original, experimenter-designed assessment tools, only 6 (28%) had the assessment instrument published with the article. 4. What is the primary purpose for using the assessment? Six primary purposes emerged from the review of the literature: to compare with data obtained from other assessment measures or from other

Peer-Led Professional Development in Musical Creativity through Improvisation for Music Teachers

Science.gov (United States)

Parsons, Joshua Ryan

2017-01-01

General creativity and, more specifically, creative thinking in music are valuable qualities that should be fostered in music education for personal, professional, and societal reasons. In order for band directors to successfully integrate musical creativity into their classroom curriculum and serve as resources for other content area teachers…

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.…

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…

BUILDING SKILLS IN GEOGRAPHY AND HISTORY USING SONGS IN CLASSROOM

Directory of Open Access Journals (Sweden)

Bruno Nunes Batista

2014-04-01

Full Text Available Music is an important and efficient pedagogical tool that allow an approach between school and a range of everyday possibilities through contemporary teaching and learning processes. Thus, this article aims to assay the odds of using music in classroom based on its potential to develop skills and competences in Human Sciences. We suggest a set of activities to be applied in Geography and History classes through the lyrics contextualization with the purpose of creating assorted situations of learning and knowledge construction.

The Power of Discourse: Reclaiming Social Justice from and for Music Education

Science.gov (United States)

Spruce, Gary

2017-01-01

Through the prism of the two main paradigms of social justice--"distributive" and "relational"--and drawing on the concept of "discourse," this article examines how more socially just approaches might be embedded in the classroom music education of young people in the upper primary and lower secondary schools (9-13…

Enabling Tailored Music Programs in Elementary Schools: An Australian Exemplar

Science.gov (United States)

McFerran, Katrina Skewes; Crooke, Alexander Hew Dale

2014-01-01

Participation in meaningful school music programs is the right of all children. Although music education is widely supported by policy, significant gaps exist in practice in most developed Western countries. These gaps mean the extrinsic and intrinsic benefits associated with participation in tailored programs are not equally available to all…

Good character at school: positive classroom behavior mediates the link between character strengths and school achievement.

Science.gov (United States)

Wagner, Lisa; Ruch, Willibald

2015-01-01

Character strengths have been found to be substantially related to children's and adolescents' well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012). The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years) and secondary school students (N = 199; mean age = 14.4 years). The students completed the VIA-Youth (Values in Action Inventory of Strengths for Youth), a self-report measure of the 24 character strengths in the VIA classification. Their teachers rated the students' positive behavior in the classroom. Additionally, school achievement was assessed: For the primary school students (Study 1), teachers rated the students' overall school achievement and for the secondary school students (Study 2), we used their grades as a measure of school achievement. We found that several character strengths were associated with both positive classroom behavior and school achievement. Across both samples, school achievement was correlated with love of learning, perseverance, zest, gratitude, hope, and perspective. The strongest correlations with positive classroom behavior were found for perseverance, self-regulation, prudence, social intelligence, and hope. For both samples, there were indirect effects of some of the character strengths on school achievement through teacher-rated positive classroom behavior. The converging findings from the two samples support the notion that character strengths contribute to positive classroom behavior, which in turn enhances school achievement. Results are discussed in terms of their implications for future research and for school interventions based on character strengths.

Good character at school: Positive classroom behavior mediates the link between character strengths and school achievement

Directory of Open Access Journals (Sweden)

Lisa eWagner

2015-05-01

Full Text Available Character strengths have been found to be substantially related to children’s and adolescents’ well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012. The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years and secondary school students (N = 199; mean age = 14.4 years. The students completed the VIA-Youth, a self-report measure of the 24 character strengths in the VIA classification. Their teachers rated the students’ positive behavior in the classroom. Additionally, school achievement was assessed: For the primary school students (Study 1, teachers rated the students’ overall school achievement and for the secondary school students (Study 2, we used their grades as a measure of school achievement. We found that several character strengths were associated with both positive classroom behavior and school achievement. Across both samples school achievement was correlated with love of learning, perseverance, zest, gratitude, hope, and perspective. The strongest correlations with positive classroom behavior were found for perseverance, self-regulation, prudence, social intelligence, and hope. For both samples, there were indirect effects of most of the character strengths on school achievement through teacher-rated positive classroom behavior. The converging findings from the two samples support the notion that character strengths contribute to positive classroom behavior, which in turn enhances school achievement. Results are discussed in terms of their implications for future research and for school interventions based on character strengths.

Music Education in the Curriculum of Ohio Charter Schools

Science.gov (United States)

Hedgecoth, David M.

2017-01-01

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

Stylistic Change in Classroom Native Music.

Science.gov (United States)

Johnston, Thomas F.

1981-01-01

Discusses the teaching of native music in classes for Native Americans. Highlights the ways in which changes in musical style evolve and the disparities between the teaching process and the music itself. Suggests methods for successfully uniting process and product. (MK)

Comprehending Elementary School Teachers' Classroom Management Approaches

Science.gov (United States)

Sahin, Ali E.

2015-01-01

This study intends to determine elementary school teachers' degree of classroom control, which constitutes the consistency in their classroom management and discipline-related behaviour. The major research question was as follows: Is the control approach adopted by teachers related to certain variables (gender, age, subject area, experience)? The…

MUSICAL LANGUAGE AND LEARNER`S PLANNING: WHEN THE TONES DON´T COINCIDE

Directory of Open Access Journals (Sweden)

Maria da Conceição Costa

2016-07-01

Full Text Available It´s about the music and its utilization in the initial years in the place it occupies deployment in class. By means of classroom observations with teachers of 2nd and 3th grade classes from a state public school in Pau dos Ferros city, RN and its respective plans, notes that in the lesson plans, the occupied place by music is focused on acquisition of contents approached in the subject taught on initial years. Both the lesson plans and the teaching practice have gaps in the clearly defined objectives, on coherence between what is placed in the plan into its items and the didactic transposition. Such finding contributes to an emptying of a work with the musical art while individual and collective professional that enable creative learner´s conduct relegating the educational role at school.

Examining the Associations Among Home-School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students.

Science.gov (United States)

Brown-Wright, Lynda; Tyler, Kenneth M; Graves, Scott L; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

2013-01-01

The current study examined the association among home-school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home-school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home-school dissonance and classroom disruptive behavior. Findings and limitations are discussed.

Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

Science.gov (United States)

Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

2015-01-01

The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home–school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home–school dissonance and classroom disruptive behavior. Findings and limitations are discussed. PMID:27081213

Popular "Problems": Deviantization and Teachers' Curation of Popular Music

Science.gov (United States)

Kallio, Alexis Anja

2017-01-01

Despite many music classrooms welcoming popular musics in striving towards an inclusive and democratic education, there has been relatively little research into teachers' decisions regarding which popular musics are included and which are excluded from classroom activities. This is of particular interest taking into account arguments that the…

Powerful Learning Environments: The Critical Link between School and Classroom Cultures.

Science.gov (United States)

Finnan, Christine; Schnepel, Katherine C.; Anderson, Lorin W.

2003-01-01

Evaluated classrooms within four Accelerated Schools Project (ASP) schools, operationalizing the ASP principles, values, and concepts of a "powerful learning environment" (PLE), examining how similarly PLE was implemented in different classrooms and schools, and analyzing the relation between degree of implementation and differences in…

Pedagogical Ideas on Sonic, Mediated, and Virtual Musical Landscapes: Teaching Hip Hop in a University Classroom

Science.gov (United States)

Dhokai, Niyati

2012-01-01

Based on the experience of teaching the history of American hip hop music to a classroom of Canadian university students, the author considers the disjuncture between the cultural orientations of herself and her students. The author considers teaching methods to solve the place-based disjuncture that often occurs when teaching genres such as hip…

The Blended Classroom Revolution: Virtual Technology Goes to School

Science.gov (United States)

Weil, Marty

2009-01-01

While virtual schools, which currently serve only a tiny fraction of the nation's 48 million K-12 students, get all the buzz, a much bigger, largely untold story of online learning is unfolding in America's brick-and-mortar classrooms: a simple yet profound merger of virtual-school technology and the traditional classroom is taking place. This…

"Beatlemania" in the General Music Classroom

Science.gov (United States)

Cardany, Audrey Berger

2012-01-01

In Geoff Edgers's biography of the Beatles, "Who Were the Beatles?", young readers learn of John Lennon, Paul McCartney, Ringo Starr, and George Harrison's youth and growth as musicians, the band's formation, and their contributions to music in popular culture. "General Music Today" columnist, Cardany provides music teachers with related music…

Music in the Life Skills Classroom

Science.gov (United States)

van Vuuren, Eurika Jansen; van Niekerka, Caroline

2015-01-01

Generalist educators in South Africa shy away from music in the subjects Life Skills (Dance, Drama, Music, Visual Art, Physical Education and Personal and Social Well-being) and Creative Arts (Dance, Drama, Music, Visual Art) and universities are not delivering generalist students for the subject demands. In-service educators, as well as subject…

The Rhythm's Gonna Get Ya'--Background Music in Primary Classrooms and Its Effect on Behaviour and Attainment

Science.gov (United States)

Bloor, Andrew J.

2009-01-01

Three classes in different primary schools in a west London borough were given four tests, two with music and two with silence, to see if the music had a measurable effect on the behaviour and attainment of the children during tests. The results were then cross-referenced with the children's self-evaluation of their own musicality to ascertain if…

What's to Be Done with the Fox? Inuit Teachers Inventing Musical Games for Inuit Classrooms

Science.gov (United States)

Russell, Joan

2006-01-01

This paper explores the issue of culturally responsive music curriculum content in the context of a music course that I taught on three occasions for Nunavut Arctic College's Teacher Education Program (NTEP). The 19 Inuit students who attended the course were working toward achieving certification for teaching in Nunavut schools. One of the…

The Relationship between High School Mathematics Classroom Environment and Student Self-Handicapping.

Science.gov (United States)

Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.

Classroom environment research investigating the relationship between classroom environment and self-handicapping was conducted in Australian, Canadian, and British high schools. A sample of 3,602 students from 29 schools responded to a questionnaire that assessed student perceptions of classroom environment, self-handicapping, and academic…

Drawing a Line in Water: Constructing the School Censorship Frame in Popular Music Education

Science.gov (United States)

Kallio, Alexis Anja

2015-01-01

The apparent ideological tensions between popular musics and formal school contexts raise significant issues regarding teachers' popular repertoire selection processes. Such decision-making may be seen to take place within a school censorship frame, through which certain musics and their accompanying values are promoted, whilst others are…

Queering Informal Pedagogy: Sexuality and Popular Music in School

Science.gov (United States)

Abramo, Joseph Michael

2011-01-01

This qualitative case study explores how students' perceptions of sexual identity affect how they participate in popular music processes used in school. Seventeen high school students were invited to form five single-gendered and mixed-gendered rock bands. The data collected included fieldnotes and audio recordings of observed rehearsals and…

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

Science.gov (United States)

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…

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS

Directory of Open Access Journals (Sweden)

Alamsyah Harahap

2015-12-01

Full Text Available English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern and no lesson achieved.

Undesirable Behaviors Elementary School Classroom Teachers Encounter in the Classroom and Their Reasons

Directory of Open Access Journals (Sweden)

E.G. Balcik

2011-12-01

Full Text Available The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measurement tool was applied to a total of 54 teachers at 5 schools in Gölcük district of the Kocaeli province. The data collection tool is composed of three sections. The first section is for establishing teachers’ personal information. In this study, as a data collection tool, a questionnaire was used. When preparing questions for the questionnaire, following the examination of resources available, the questionnaire prepared by Aksoy (1999 and used in the thesis study entitled “Classroom Management and Student Discipline in Elementary Schools of Ankara” and also used in the thesis study by Boyraz (2007 entitled “Discipline Problems that Candidate Teachers Servicing at Elementary Schools Encounter in the Classroom” was employed. Although the validity and reliability of the questionnaire was tested by Aksoy (1999 and Boyraz (2007, the reliability study for the questionnaire was retested and found to be 0,9. The questionnaire include 42 items. 19 of them are related to the reasons of undesirable behaviors observed in the classroom and 23 of them are related to undesirable behaviors observed in the classroom.

Examining classroom influences on student perceptions of school climate: the role of classroom management and exclusionary discipline strategies.

Science.gov (United States)

Mitchell, Mary M; Bradshaw, Catherine P

2013-10-01

There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student-teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student-teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Teachers' Guide to Music Appreciation III A and III B in the Senior High School.

Science.gov (United States)

Scott, J. Mark; Dawkins, Barbara R.

This guide to music appreciation courses was developed for use in senior high schools in Duval County, Jacksonville, Florida. Music Appreciation III A examines the development of music, from the Gothic period through the Classical period. Music Appreciation III B examines the development of music from the Romantic period through the 1970s.…

Self-reported health and comfort of school children in 54 classrooms of 21 Dutch school buildings

NARCIS (Netherlands)

Bluyssen, Philomena; Zhang, Dadi; Kurvers, Stanley; Overtoom, Marjolein; Ortiz Sanchez, Marco

2018-01-01

Background While the indoor environmental quality of classrooms is a potential issue because it may affect the wellbeing of school children, the relations are still poorly studied. This study aimed to investigate the relations between classroom characteristics and health and comfort of school

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

Science.gov (United States)

Chaseling, Marilyn; Boyd, William E.

2014-01-01

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

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

Directory of Open Access Journals (Sweden)

Iryna Lypa

2017-03-01

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

Making Your Music Word Wall Work

Science.gov (United States)

Leonhardt, Angela

2011-01-01

This article looks at what a word wall is and its use in the music classroom. The author outlines steps for creation of a word wall within the music classroom as well as the importance of such a resource. The author encourages the creation and consistent use of the word wall as leading to the development of stronger musicians and also independent,…

Changing Paradigms in General Music Education

Science.gov (United States)

Özgül, Ilhan

2015-01-01

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

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…

Communicative Approach: classroom interaction at High School (a ...

African Journals Online (AJOL)

Even though Communicative Approach is vast in its depth and breadth, classroom interaction is an indispensable component of it. Therefore, this research work endeavored to look in to the three elements of classroom interaction (individual participation, pair, and group formation) at grade ten classes of high school.

Self-reported health and comfort of school children in 54 classrooms of 21 Dutch school buildings

NARCIS (Netherlands)

Bluijssen, P.M.; Zhang, D.; Kurvers, S.R.; Overtoom, M.E.; Ortiz Sanchez, M.A.

2018-01-01

Background
While the indoor environmental quality of classrooms is a potential issue because it may affect the wellbeing of school children, the relations are still poorly studied. This study aimed to investigate the relations between classroom characteristics and health and comfort of school

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)

Association between classroom ventilation mode and learning outcome in Danish schools

DEFF Research Database (Denmark)

Toftum, Jørn; Kjeldsen, Birthe Uldahl; Wargocki, Pawel

2015-01-01

Associations between learning, ventilation mode, and other classroom characteristics were investigated with data from a Danish test scheme and two widespread cross-sectional studies examining air quality in Danish schools. An academic achievement indicator as a measure of the learning outcome...... concentrations and temperatures in 820 classrooms in 389 schools were available. In 56% and 66% of the classrooms included in the two studies, the measured CO2 concentration was higher than 1000ppm. The findings of this study add to the growing evidence that insufficient classroom ventilation have impacts...... on learning outcomes....

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

Science.gov (United States)

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

2016-01-01

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

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…

Improvisation: Thinking "and" Playing Music

Science.gov (United States)

Beckstead, David

2013-01-01

This article explores and contextualizes improvisation in music from an educational perspective. First, recent brain research that sees improvisation as a distinct cognitive activity is examined and used to illustrate the importance and uniqueness of this often ignored area of music learning. Next, the implications for the music classroom are…

Sound Stories for General Music

Science.gov (United States)

Cardany, Audrey Berger

2013-01-01

Language and music literacy share a similar process of understanding that progresses from sensory experience to symbolic representation. The author identifies Bruner’s modes of understanding as they relate to using narrative in the music classroom to enhance music reading at iconic and symbolic levels. Two sound stories are included for…

Playing-related musculoskeletal disorders among icelandic music students: differences between students playing classical vs rhythmic music.

Science.gov (United States)

Arnason, Kári; Arnason, Arni; Briem, Kristín

2014-06-01

Most research studies investigating the prevalence of musculoskeletal disorders affecting musicians and music students have focused on classical music, while less is known about their prevalence in other music genres. The purpose of this study was to document cumulative and point prevalence of playing-related musculoskeletal disorders (PRMD) among music students in Iceland and, specifically, to identify differences between those studying classical vs rhythmic music. We hypothesized that students of classical music would report more frequent and more severe musculoskeletal disorders than students involved in rhythmic music, as classical instruments and composition typically require more demanding, sustained postures during practice and performance. A total of 74 students from two classical music schools (schools A and B) and 1 rhythmic school (school C) participated in the study by answering a questionnaire assessing PRMDs. The results showed that 62% of participants had, at some point in their musical career, suffered a PRMD. The cumulative prevalence was highest in music school A (71.4%) and lowest in music school C (38.9%). A statistically significant difference was identified between the cumulative prevalence of PRMD from schools A and B combined compared to music school C (p=0.019). Over 40% of participants reported a "current PRMD," and a significant difference was identified between the three schools (p=0.011), with the highest point prevalence being registered in music school A (66.6%) and the lowest in music school C (22.2%). The prevalence of PRMDs among Icelandic music students was high. The difference found between students who play classical vs rhythmic music may be explained by different demands of the instruments and composition on playing posture.

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...

A High-Tech Makeover for School Music

Science.gov (United States)

Marowitz, David R.

2011-01-01

Because people today are accustomed to listening to electronic instruments, school music ensembles need to rise to the challenge of reflecting present-day culture by doing a "contemporary makeover". This is all-important if ensembles are to command student respect and attract new members. With a creative mindset and openness to innovation, one can…

Using Informal Education through Music Video Creation

Science.gov (United States)

Cayari, Christopher

2014-01-01

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

Music in Beginning Teacher Classrooms: A Mismatch between Policy, Philosophy, and Practice

Science.gov (United States)

Webb, Linda

2016-01-01

This paper identifies a range of positions and perspectives that impacted on New Zealand beginning primary (elementary) generalist teacher's preparedness to teach music in relation to: government policy, curriculum and Graduating Teacher Standards requirements; and teacher educators' and school principals' expectations of them. The complex web of…

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)

Classroom and School Predictors of Civic Engagement Among Black and Latino Middle School Youth.

Science.gov (United States)

Jagers, Robert J; Lozada, Fantasy T; Rivas-Drake, Deborah; Guillaume, Casta

2017-07-01

This study used short-term longitudinal data to examine the contributions of democratic teaching practices (e.g., the Developmental Designs approach) and equitable school climate to civic engagement attitudes, beliefs, and behaviors among 515 Black and Latino middle school students (47.9% male). Concurrent experiences of democratic homeroom and classroom practices, and equitable school climate were associated with higher scores on each civic engagement component. The relation between classroom practices and civic attitudes was more robust when school climate was seen as more equitable. Longitudinally, homeroom practices and equitable school climate predicted higher civic attitudes 1 year later. Discussion focuses on civic attitudes and future research on school experiences that support civic engagement among youth of color. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Leadership for Differentiating Schools & Classrooms.

Science.gov (United States)

Tomlinson, Carol Ann; Allan, Susan Demirsky

Differentiation is simply a teacher attending to the learning needs of a particular student or small group of students, rather than teaching a class as though all individuals in it were basically alike. This book explores in 10 chapters how school leaders can develop responsive, personalized, and differentiated classrooms: (1) "Understanding…

Improving classroom practices: the impact of leadership, school organizational conditions, and teacher factors

NARCIS (Netherlands)

Thoonen, E.E.J.

2012-01-01

Schools are challenged to improve classroom practices as they are expected to enhance students’ motivation. While leadership, school organizational conditions and teacher factors are considered essential for improving classroom practices, more should be known about the interplay between school

"This Has to Be Family": Humanizing Classroom Management in Urban Schools

Science.gov (United States)

Ullucci, Kerri

2009-01-01

Classroom management in urban schools is frequently steeped in mythology. Students are seen as difficult and disrespectful, needing highly structured discipline policies in order to function. However, a different reality exists. This study looks at the way well-respected teachers in urban schools utilize their classroom space, manage their…

Culture Clash in the Multicultural Classroom: A Case Study from A Newcomer School

Science.gov (United States)

Hansen-Thomas, Holly; Chennapragada, SriPadmini

2018-01-01

This ethnographic case study of a multicultural/multilingual classroom in a newcomer school describes an incident that occurred among new immigrant English Language Learners from widely diverse backgrounds in a secondary classroom in Texas. Increased numbers of immigrant students in U.S. schools have resulted in classrooms with tremendous…

Singapore International Schools: Best Practice in Culturally Diverse Music Education

Science.gov (United States)

Cain, Melissa Anne

2010-01-01

This paper explores the preliminary outcomes of research into the place and role of cultural diversity in primary music classes at five International Schools in Singapore. It highlights the ways in which school philosophy, policy, curriculum and in-service training influence teacher practice. The research provides insights into the challenges…

The house of "Seu Zé" - music and sexuality in school

Directory of Open Access Journals (Sweden)

José Carlos Teixeira Junior

2016-04-01

Full Text Available This article discusses some issues that traverse the relationship between music and sexuality in everyday life in a public school. To do so, I intend to accomplish this thread following a path suggested by Benjamin: narrative as a college (apparently inalienable, but often the withdrawal to exchange experiences. Assume this position is justified by the fact that the narrative consists of a significant part of the complex relationship between ethics and aesthetics. Narrating not mean to convey the pure thing in itself, as an information or report, but soak the thing in the life of the reporter in order to extract it from her again. In other words, music and sexuality discussed in the following pages are in no way absolutized (not relativized, but dipped in everyday encounters that weave the position of teacher in music. Thus, the ambivalence of a practice of playing (and hear music at school (more specifically the songs sampled on the Beatbox called funk-whoring emerges both the normativity of a stereotype of pornography as well as the tensions of his most different processes of subjectification . These processes complicate this same stereotype to spell out opportunities to speak with sexuality beyond its binaries.

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

Science.gov (United States)

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…

Relationships between the School-Level and Classroom-Level Environment in Secondary Schools in South Africa

Science.gov (United States)

Aldridge, Jill M.; Fraser, Barry J.; Laugksch, Rüdiger C.

2011-01-01

We report research into associations between the school-level and classroom-level environment in science classrooms in South Africa. An instrument, developed to assess students' perceptions of their classroom learning environment as a means of monitoring and guiding changes towards outcomes-based education, was administered to 2,638 Grade 8…

Toward a New Vision of Equality: Perspectives of Male Teachers in the Elementary Music Classroom

Science.gov (United States)

Lesser, Andrew

2017-01-01

Research concerning men working in predominantly female environments has suggested that stereotyping can occur when gender norms are violated, such as men teaching at the elementary school level. The present study investigated the presence and perspectives of male elementary school music teachers in specific geographical regions of the…

Adolescent Culture and Music.

Science.gov (United States)

Andersen, Neil

1996-01-01

Discusses adolescent anxieties, rebelliousness, and media preferences in the 1990s, especially Hip Hop, and relates today's trends to past trends, from Sinatra to Break Dancing. Suggests classroom activities using music and music videos: analyzing fans; providing biographies, discographies, lyrics; writing reviews of albums and videos; studying…

Learning Tunes: Pop Music in the Classroom

Science.gov (United States)

Moore, David Cooper

2011-01-01

Popular music can be a rich and engaging teaching tool. Children often intuitively gain complex layers of experiential meaning more readily from music than other forms of plot-driven media where their narrow focus on literal interpretation and plot recitation can bring thoughtful conversation to a halt. However, integrating popular music in the…

Victor Assis Brasil: a importância do período na Berklee School of Music (1969-1974 em seu estilo composicional Victor Assis Brasil: the importance of the Berklee School of Music period (1969-1974 on his compositional style

Directory of Open Access Journals (Sweden)

Marco Túlio de Paula Pinto

2011-06-01

Full Text Available Discussão sobre o papel do ambiente musical de Boston, especialmente da Berklee School of Music entre 1969 e 1974, no desenvolvimento do estilo composicional e das habilidades como arranjador de Victor Assis Brasil (1945-1981 e seus reflexos na parcela de sua produção musical que apresenta a mistura de elementos de música clássica, jazz e música brasileira.Discussion about the influence of the musical environment of Boston, especially that of the Berklee School of Music, between 1969 and 1974, on the development of the compositional style and arranging skills of Brazilian saxophone player and composer Victor Assis Brasil. (1945-1981, and its reflexes in his musical production which mixes elements from classical music, jazz and Brazilian popular music.

Demonstrating DREAM: A Digital Resource Exchange about Music

Science.gov (United States)

Upitis, Rena; Boese, Karen; Abrami, Philip C.

2015-01-01

The Digital Resource Exchange About Music (DREAM) is an online tool for exchanging information about digital learning tools for music education. DREAM was designed by our team to encourage music teachers to learn about digital resources related to learning to play a musical instrument, both in classroom and independent music studio settings. In…

Primary Physical Education (PE): School Leader Perceptions about Classroom Teacher Quality Implementation

Science.gov (United States)

Lynch, Timothy; Soukup, Gregory J., Sr.

2017-01-01

Quality physical education (QPE) in primary school optimises children's well-being. However, international research indicates that the preparation of classroom teachers is impeded by systemic barriers, resulting in low-classroom teacher confidence, competence and subsequent interest. This empirical research investigates school principal…

Analysis for educational purposes of the movie Drumline: the musical rhythm as a tool of cohesion

Directory of Open Access Journals (Sweden)

Santiago Pérez-Aldeguer

2013-12-01

Full Text Available This study aims to encourage reflection on the benefits of the music classroom of high school, through the analysis of the movie «Drumline». To carry out this purpose, a theoretical framework about how to analyze films is built, showing different studies on the use of this tool in education and ending with research where that instrument is deployed in the music classroom. The analysis of the movie «Drumline» have been made from a plot standpoint, and the categories established have been linked to different aspects of educational content to the curriculum of high school. These categories are presented with corresponding timelines, under the intention to be used by educators in the teaching-learning process. Thus, through categories different aspects of the curriculum are worked, from an interdisciplinary and cross curricular aspect. Received: 19/07/2012 / Accepted: 07/11/2012How to reference this articlePérez-Aldeguer, S. (2013. Un análisis con fines educativos de la película Drumline: el ritmo musical como herramienta de cohesión. Foro de Educación, 11(15, pp. 199-214. doi: http://dx.doi.org/10.14516/fde.2013.011.015.009

North Indian Classical Vocal Music for the Classroom

Science.gov (United States)

Arya, Divya D.

2015-01-01

This article offers information that will allow music educators to incorporate North Indian classical vocal music into a multicultural music education curriculum. Obstacles to teaching North Indian classical vocal music are acknowledged, including lack of familiarity with the cultural/structural elements and challenges in teaching ear training and…

Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

OpenAIRE

Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

2011-01-01

The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Control...

Aprendizaje musical significativo

Directory of Open Access Journals (Sweden)

Gabriel Rusinek

2004-01-01

Full Text Available Understanding the meaningfulness of music learning requires two complementary perspectives. On the one hand, I maintain that the declarative knowledge about music is meaningful when it is related in a non trivial manner to the musical event it denotes, and propose a way of evaluating that meaningfulness through tests that demand the use of different processes of the auditive cognition. On the other hand, given that it is the apprentice who decides to build that relation between musical concept and musical experience, I argue that we need to understand his or her motivations, and propose the use of qualitative research techniques to interpret the meanings attributed to the learning procedures lived in the classroom.

A Case Study of an Instrumental Music Program and Its Influence on the Culture of a School

Science.gov (United States)

Womack, Anthony Terence

2017-01-01

The purpose of this case study was to examine how participation in a school-based instrumental music program contributed to the culture of a suburban high school. The questions guiding the research were: (1) How and why are multiple music programs supported by staff, students, parents and the community at this school? (2) What are the benefits of…

Reflections on Progress in Musical Education

Science.gov (United States)

Salaman, William

2008-01-01

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

REFLECTION AS A FACTOR OF DEVELOPMENT OF ARTISTIC CREATIVITY OF MUSICAL SCHOOL'S STUDENTS

Directory of Open Access Journals (Sweden)

L. I. Baisara

2009-03-01

Full Text Available The attempt to investigate the problem of the reflection as a factor of development of creative capabilities of students of musical school is done. Influence of the level of the reflection on the creativity and the development of musical and rhythmic intellect is analyzed.

India's Music: Popular Film Songs in the Classroom

Science.gov (United States)

Sarrazin, Natalie

2006-01-01

Indian film industry is the largest film industry in the world, with an output roughly three times that of Hollywood. This popular world music could easily be an exciting part of a multicultural music education curriculum. This music not only exposes students to an entirely new musical genre and cultural industry, but can also change their…

SUGGESTOPEDIA AS THE METHOD OF THE MUSIC EXPERIENCE FORMATION OF PRE-SCHOOL CHILDREN

OpenAIRE

Natalya T. Таgiltseva; Filip D. Shavov

2015-01-01

The article aims to consider the possibility of suggestopedia methods use that are successfully practiced in foreign language teaching, pedagogy of music education of preschool children, in starting schools; to find out the degree of methods efficiency of suggestopedia in shaping the musical experience of preschool children in various activities at music lessons. Methods. The theoretical foundations of the article are views and concepts of the Bulgarian researcher, teacher and psychologist, G...

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.

Teachers' Perceptions of Effective Classroom Management within an Inner-City Middle School.

Science.gov (United States)

Turner, Catana L.

This study was undertaken to obtain descriptive information about teachers' perceptions of effective classroom management within an inner-city middle school. Thirteen teachers in one such school in Tennessee were interviewed about their classroom management behaviors. Teachers appeared to have an elaborate system of beliefs related to the themes…

Do school classrooms meet the visual requirements of children and recommended vision standards?

Directory of Open Access Journals (Sweden)

Kalpa Negiloni

Full Text Available Visual demands of school children tend to vary with diverse classroom environments. The study aimed to evaluate the distance and near Visual Acuity (VA demand in Indian school classrooms and their comparison with the recommended vision standards.The distance and near VA demands were assessed in 33 classrooms (grades 4 to 12 of eight schools. The VA threshold demand relied on the smallest size of distance and near visual task material and viewing distance. The logMAR equivalents of minimum VA demand at specific seating positions (desk and among different grades were evaluated. The near threshold was converted into actual near VA demand by including the acuity reserve. The existing dimensions of chalkboard and classroom, gross area in a classroom per student and class size in all the measured classrooms were compared to the government recommended standards.In 33 classrooms assessed (35±10 students per room, the average distance and near logMAR VA threshold demand was 0.31±0.17 and 0.44±0.14 respectively. The mean distance VA demand (minimum in front desk position was 0.56±0.18 logMAR. Increased distance threshold demand (logMAR range -0.06, 0.19 was noted in 7 classrooms (21%. The mean VA demand in grades 4 to 8 and grades 9 to 12 was 0.35±0.16 and 0.24±0.16 logMAR respectively and the difference was not statistically significant (p = 0.055. The distance from board to front desk was greater than the recommended standard of 2.2m in 27 classrooms (82%. The other measured parameters were noted to be different from the proposed standards in majority of the classrooms.The study suggests the inclusion of task demand assessment in school vision screening protocol to provide relevant guidance to school authorities. These findings can serve as evidence to accommodate children with mild to moderate visual impairment in the regular classrooms.

Musical Tale as a Reading Comprehension Resource in the Classroom

Directory of Open Access Journals (Sweden)

Lucía Martínez Vázquez

2017-11-01

Full Text Available Reading comprehension is a complex process, whose teaching involves multiple factors, as highlighted by Psychology, Didactics of languages, and others disciplines. Nevertheless, theoretical frameworks need to be applied by means of innovative practices and resources. The aim of this work is to present an innovation implemented in 2016-2017 in the third year of primary school, in the frame of an action-research, with the objective of reinforcing the learning of reading. In order to cope whit the comprehension difficulties involved in attention and concentration abilities, a didactic intervention was designed with the musical tale as a resource. Different approaches to this sort of text, integrated in diverse activities, facilitated the learning of active listening of tales, expressing reading, and guided the attention of readers to metacognitive strategies. The experience allows better identify some difficulties in the reading process, and prove the usefulness of the musical tale, as a meaningful resource to support the teaching and learning of reading.

Problems Encountered by Primary School Teachers in the Teaching of Music

Directory of Open Access Journals (Sweden)

Ilgım KILIÇ

2009-04-01

Full Text Available The aim of this research is to identify the problems encountered by primary school teachers and to makesuggestions to solve the problems. This is a descriptive study and also a case study. A questionnaire form wasused for data collection. The surveys were administered on the elementary education teachers working underAnkara Province Directorate of the Ministry of Education in 2006 – 2007 academic year. The data collectedwere analyzed using SPSS program and statistical analyses were carried out. It was concluded that theprimary school teachers’ music education was not sufficient and that they had encountered problems inimproving themselves with regard to music education. A number of suggestions were made in line with theresults obtained.

Effect of youth culture music on high school students' academic performance.

Science.gov (United States)

Lavoie, J C; Collins, B R

1975-03-01

This study investigated the assumption that youth culture orientation adversely affects school performance, using rock music as the youth culture component. Adolescents in grades 9-12 were assigned to a subject matter topic in the area of literature, mathematics, physical science, or social science and requested to study this topic intensely for 30 min in a music condition consisting of rock, classical, or no music. The subjects then were tested on their retention of the factual content of the article either immediately after the study period, 1 day later, or 3 days later. Retention was significantly lower in the rock music condition. Students recalled more content in the literature topic and in the immediate test. The results are discussed with reference to a social learning theory interpretation of youth culture.

Early-Adolescents' Reading Comprehension and the Stability of the Middle School Classroom-Language Environment

Science.gov (United States)

Gámez, Perla B.; Lesaux, Nonie K.

2015-01-01

This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis…

A pilot study: the effects of music therapy interventions on middle school students' ESL skills.

Science.gov (United States)

Kennedy, Roy; Scott, Amanda

2005-01-01

The purpose of this study was to investigate the effects of music therapy techniques on the story retelling and speaking skills of English as a Second Language (ESL) middle school students. Thirty-four middle school students of Hispanic heritage, ages 10-12, in high and low-functioning groups participated in the study for 12 weeks. Pretest to posttest data yielded significant differences on the story retelling skills between the experimental and control groups. Chi Square comparisons on English speaking skills also yielded significant results over 3 months of music therapy intervention. A variety of music therapy techniques were used including music and movement, active music listening, group chanting and singing, musical games, rhythmic training, music and sign language, and lyric analysis and rewrite activities as supplemental activities to the ESL goals and objectives. Comparisons of individual subjects' scores indicated that all of the students in the experimental groups scored higher than the control groups on story retelling skills (with the exception of 1 pair of identical scores), regardless of high and low functioning placement. Monthly comparisons of the high and low functioning experimental groups indicated significant improvements in English speaking skills as well.

The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

Science.gov (United States)

Allen, Joseph P.; Mikami, Amori Yee; Gregory, Anne; Hamre, Bridget; Pianta, Robert C.

2012-01-01

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed. PMID:22198156

The pivotal role of adolescent autonomy in secondary school classrooms.

Science.gov (United States)

Hafen, Christopher A; Allen, Joseph P; Mikami, Amori Yee; Gregory, Anne; Hamre, Bridget; Pianta, Robert C

2012-03-01

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students' perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students' perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed.

Electronic Music: A New Aesthetic

Science.gov (United States)

Gilbert, John V.

1977-01-01

Electronic music challenges our ears as well as our culture and our methods of teaching. The author, a composer and New York University professor, explains electronic music as a medium of expression, tells how it is produced, and illustrates its use in the classroom. (Editor/RK)

Music Therapy as an Integrative Tool for Pupils with Attention-Deficit Hyperactivity Disorder (ADHD) in the Music Classrooms at Elementary Schools

OpenAIRE

Alberto Acebes-de Pablo; David Carabias-Galindo

2016-01-01

Music Therapy, whose aim is to obtain benefits in people health in different aspects of life and in relation to various kinds of pathologies and diseases, is proposed in this research as a means of providing educational attention to children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) through Music Education. Educational as well as therapeutic objectives were also considered, as the study focused on the integration of such children into mainstream classes. The methodology e...

Tuvan music in schools in the United States

Directory of Open Access Journals (Sweden)

Sean P. Quirk

2017-06-01

Full Text Available The essay sums up the author’s reflections in the field of musical anthropology, with the focus on how ethnic music is understood by listeners with a different cultural background. The author was born and grew up in the USA. He graduated from Macalester College in Saint Paul, MN with a bachelor’s degree in music and classical languages. On a Fulbright grant, in 2003 he first came to Tuva to study Tuvan throat singing, culture and language. He took classes from many famous xöömeiji of Tuva. During his subsequent visits, the author improved his command of the xöömei (as well as the Tuvan language, which he speaks fluently and worked in the National Orchestra of Tuva. In 2008 he was awarded the title of People’s Artist of Tuva. Since 2015, he has worked at the Center for the Tuvan Traditional Arts and Crafts, while continuing to perform with the National Orchestra of Tuva. Since 2006, he has also worked with Alash, a Tuvan folklore music band. As their manager, producer, sound engineer and translator, the author organized a number of tours around the world, visiting many countries. He also produced their three studio albums. A number of concerts took place at US educational institutions (schools and colleges. In this article, the author focuses on the reactions from people who for the first time in their lives had heard Tuvan music with the astounding effect it usually has on its audience. His observations in anthropology are of significant interest for such fields as musical studies, cultural anthropology, psychology, cultural studies, etc.

Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

Science.gov (United States)

Savasci, Funda; Berlin, Donna F.

2012-02-01

Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice.

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

Science.gov (United States)

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

2014-01-01

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

Communication Strategies Used by High School English Language Learners in Multilingual Classrooms

Science.gov (United States)

Spromberg, Sarah

2011-01-01

In this study, twenty-five high school English language learners were observed in their classrooms in a New York City public school while they worked in small groups. All observations were video recorded or done by the researcher while in the classrooms. The videos were then transcribed. Communication strategies that the participants used were…

SUGGESTOPEDIA AS THE METHOD OF THE MUSIC EXPERIENCE FORMATION OF PRE-SCHOOL CHILDREN

Directory of Open Access Journals (Sweden)

Natalya T. Таgiltseva

2015-01-01

Full Text Available The article aims to consider the possibility of suggestopedia methods use that are successfully practiced in foreign language teaching, pedagogy of music education of preschool children, in starting schools; to find out the degree of methods efficiency of suggestopedia in shaping the musical experience of preschool children in various activities at music lessons. Methods. The theoretical foundations of the article are views and concepts of the Bulgarian researcher, teacher and psychologist, G. Lozanov; he had studied out the suggestopedia method for foreign language teaching, and the theory of meta-subject education on the basis of artistic-creative activity and appeal to masterpieces of art. Monitoring and surveillance over non-verbal behavior of children, surveys and discussions were used as practical methods. Results. Musical experience of the child is considered as the process of the development of musical memory. Many suggestopedia techniques developed by Bulgarian and Russian researchers were selected and tested; those that involve the use of involuntary memorization of music when performing creative tasks: free movement or plastic intonation, paint color schemes, music and organizational tasks related to the preparation and conduct music lessons. Three series of diagnostic tasks associated with memory, remembering and recognition of classical pieces of music unknown for preschoolers were worked out to test the effectiveness of these methods and its integration into the process of preschoolers’ music education. The conducted experiment has shown that methods of suggestopedia provide memory activation – children keep in memory classical music. Scientific novelty. The research demonstrates the application reasonability of suggestopedia methods used at foreign language teaching, music education of preschool children and juniors. It has been proved that involuntary memorizing of classical music by children listening to background

Music Links--A Music Ensemble Outreach Programme for Schools

Science.gov (United States)

Chong, Sylvia

2011-01-01

Professional music communities have realized that if they do not promote their art forms among the youth of today, the future of their music may be in question. Many local ethnic music groups have recognized the need to make the first move and go out to the audiences of the future and bring their brand of music to these audiences. Their task is to…

Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

Science.gov (United States)

Savasci, Funda; Berlin, Donna F.

2012-01-01

Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and…

Effects of a school-based instrumental music program on verbal and visual memory in primary school children: a longitudinal study

Directory of Open Access Journals (Sweden)

Ingo eRoden

2012-12-01

Full Text Available This study examined the effects of a school-based instrumental training program on the development of verbal and visual memory skills in primary school children. Participants either took part in a music program with weekly 45 minutes sessions of instrumental lessons in small groups at school, or they received extended natural science training. A third group of children did not receive additional training. Each child completed verbal and visual memory tests for three times over a period of 18 months. Significant Group by Time interactions were found in the measures of verbal memory. Children in the music group showed greater improvements than children in the control groups after controlling for children's socio-economic background, age and IQ. No differences between groups were found in the visual memory tests. These findings are consistent with and extend previous research by suggesting that children receiving music training may benefit from improvements in their verbal memory skills.

Effects of a school-based instrumental music program on verbal and visual memory in primary school children: a longitudinal study.

Science.gov (United States)

Roden, Ingo; Kreutz, Gunter; Bongard, Stephan

2012-01-01

This study examined the effects of a school-based instrumental training program on the development of verbal and visual memory skills in primary school children. Participants either took part in a music program with weekly 45 min sessions of instrumental lessons in small groups at school, or they received extended natural science training. A third group of children did not receive additional training. Each child completed verbal and visual memory tests three times over a period of 18 months. Significant Group by Time interactions were found in the measures of verbal memory. Children in the music group showed greater improvements than children in the control groups after controlling for children's socio-economic background, age, and IQ. No differences between groups were found in the visual memory tests. These findings are consistent with and extend previous research by suggesting that children receiving music training may benefit from improvements in their verbal memory skills.

Effects of a School-Based Instrumental Music Program on Verbal and Visual Memory in Primary School Children: A Longitudinal Study

Science.gov (United States)

Roden, Ingo; Kreutz, Gunter; Bongard, Stephan

2012-01-01

This study examined the effects of a school-based instrumental training program on the development of verbal and visual memory skills in primary school children. Participants either took part in a music program with weekly 45 min sessions of instrumental lessons in small groups at school, or they received extended natural science training. A third group of children did not receive additional training. Each child completed verbal and visual memory tests three times over a period of 18 months. Significant Group by Time interactions were found in the measures of verbal memory. Children in the music group showed greater improvements than children in the control groups after controlling for children’s socio-economic background, age, and IQ. No differences between groups were found in the visual memory tests. These findings are consistent with and extend previous research by suggesting that children receiving music training may benefit from improvements in their verbal memory skills. PMID:23267341

Interactive Whiteboards and All that Jazz: The Contribution of Musical Metaphors to the Analysis of Classroom Activity with Interactive Technologies

Science.gov (United States)

Beauchamp, Gary; Kennewell, Steve; Tanner, Howard; Jones, Sonia

2010-01-01

The teacher's role has often been described as one of "orchestration", and this musical analogy is a powerful one in characterising the manipulation of features in the classroom setting in order to generate activity or "performance" which leads to learning. However, a classical view of orchestration would fail to recognise the extent to which…

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

Science.gov (United States)

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

2011-01-01

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

Understanding the Mind of a Student with Autism in Music Class

Science.gov (United States)

Hourigan, Ryan M.; Hammel, Alice M.

2017-01-01

This article offers a unique look into the cognitive processes of students with autism spectrum disorder in music classrooms. Concepts include theory of mind, weak central coherence, executive function, joint attention, and social attention. Behavior implications are also examined. Specific examples of support tools for the music classroom are…

How Junior High School English Teachers in Bengkulu City Utilise Published Textbooks in the Classroom: A Classroom Observation Study

Directory of Open Access Journals (Sweden)

Safnil Safnil

2003-01-01

Full Text Available The purpose of the study was to find out: (1 how the junior high school English teachers in Bengkulu city exploited the commercially published textbooks for classroom use; (2 if there was a difference in the way the experienced and the inexperienced English language teachers exploited the commercially published textbooks in the classroom; and (3 whether the teachers adapted textbooks or produced their own materials for classroom use. Twelve English teachers (6 experienced and 6 inexperienced teachers from four different junior high schools or SMPs (2 favourite and 2 non-favourite in Bengkulu city were the participants in this study. Data were obtained through a questionnaire, classroom observations, and sample lesson plans. The results of the study revealed that: first, the junior high school English language teachers (ET and IT; (1 used the commercially prescribed textbooks to a large extent; (2 there was not much difference between the way experienced teachers and inexperienced teachers exploited the textbooks; (3 both groups of teachers adapted the textbooks or produced their own teaching materials.

Educational Benefits of Music in an Inclusive Classroom

Science.gov (United States)

Sze, Susan; Yu, Sanna

2004-01-01

The purpose of this study is to highlight literature concerning the effects of music therapy on children with disabilities. The paper is organized in the following sections: (1) background of music and children with disabilities, (2) the aims of music therapy, (3) main contributions to cognitive, biopsychosocial development of children with…

The Effect of Classroom Walkthroughs on Middle School Teacher Motivation

Science.gov (United States)

Dickenson, Karen Nadean

2016-01-01

The purpose of this pretest-posttest control group experimental study was to see the effect of classroom walkthroughs on middle school teacher motivation. The independent variable was; classroom walkthroughs and the four dependent variables were teachers' self-concept of the ability to affect student achievement, teachers' attitude toward the…

Composing colaboratively at schools: Between theories and practices in the field of creative music learning.

Directory of Open Access Journals (Sweden)

Viviane Beineke

2018-01-01

Full Text Available This research focuses on collaborative compositional practices, dealing with how theories and practices in the field of teaching and creative learning can be articulated in the planning and accompaniment of creative-musical projects. Its objective is to understand how participation in this type of projects can contribute to the construction of collaborative processes in creative learning, in a setting of a school music class. This research, qualitative in nature, consists of a case study, carried out by this Brazilian researcher in a German school. Methodological design includes planning and pedagogical actions in a group of fifth graders, including observation and registration of classes. Four projects were implemented, with varied approaches and composition themes, entitled: popcorn sounds; watching music, listening to images; musical journey; and musicking poems. The results show that children have been critically and enthusiastically involved in projects, negotiating ideas and taking group decisions. These collaborative processes have contributed to the construction of a shared system of musical ideas within the group that supports creative learning. The continuity of studies of this nature can favour the construction of a new approach, theoretical foundations and methodological perspectives for music education in a global context.

Access to Equal Opportunities: Building of a Virtual Classroom within Two 'Conventional' Schools.

Science.gov (United States)

Husu, Jukka

2000-01-01

This Finnish study linked two secondary school classrooms to one virtual classroom to enhance the quality of education in small schools. Discusses advantages, including the rapid development of pragmatism and intellectual and social partnership; and disadvantages, including a lack of intimacy and students' difficulties with self discipline and…

Noa, a 10-Year-old Composer: A Case Study

Directory of Open Access Journals (Sweden)

Michel Hogenes

2014-12-01

Full Text Available The present case study aims to contribute to the knowledge of music composition as a meaningful activity in music education. An extensive amount of literature on music composition is available; however, music composition as a regular classroom activity is rarely seen in elementary schools. The effects of closely guided music composition, in which extra attention is paid to the revision of music compositions, on engagement in music education and music achievement in a single subject situation were studied using a three-step-model for music composition based on the cultural-historical activity theory. The authors conclude from this case study that executing music composition activities is possible and potentially accessible for elementary school children. The used music composition model offers classroom teachers and music specialists’ possibilities to teach music composition in elementary schools and make music composition accessible for elementary school children. The current study shows that an intense collaboration between a student, as novice, and her teacher, as more knowledgeable adult, leads to more complex compositions than was seen in classroom situations. The intense collaboration offers the teacher the opportunity to adapt to ideas, needs and interests of the student. Therefore, to offer all children in a classroom situation the assistance they need, working in small groups is suggested.

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…

Establishing the Unitary Classroom: Organizational Change and School Culture.

Science.gov (United States)

Eddy, Elizabeth M.; True, Joan H.

1980-01-01

This paper examines the organizational changes introduced in two elementary schools to create unitary (desegregated) classrooms. The different models adopted by the two schools--departmentalization and team teaching--are considered as expressions of their patterns of interaction, behavior, and values. (Part of a theme issue on educational…

Exploring the Academic and Psychosocial Impact of El Sistema-Inspired Music Programs within Two Low Socio-Economic Schools

Science.gov (United States)

Osborne, Margaret S.; McPherson, Gary E.; Faulkner, Robert; Davidson, Jane W.; Barrett, Margaret S.

2016-01-01

We sought to understand the potential for positive non-musical outcomes for economically and socially disadvantaged primary school students who are involved in instrumental music learning programs. Two schools with students experiencing generational poverty, current or first-generation immigrant or refugee status who were running El-Sistema…

Mindfulness: An Underused Tool for Deepening Music Understanding

Science.gov (United States)

Falter, H. Ellie

2016-01-01

Music teachers aim to deepen their students' music understanding. An underused tool for doing so is incorporating mindful practice into music teaching. Through discussing research, examples from the classroom, and steps for incorporating mindful practices in lesson planning, the author hopes to illustrate its potential benefits and set music…

Rock Goes to School on Screen: A Model for Teaching Non-"Learned" Musics Derived from the Films "School of Rock" (2003) and "Rock School" (2005)

Science.gov (United States)

Webb, Michael

2007-01-01

What can be learned from two films with "rock" and "school" in their titles, about rock in school and about music and schooling more broadly? "School of Rock" (2003), a "family comedy," and "Rock School" (2005), a documentary, provoke a range of questions, ideological and otherwise, surrounding the inclusion of rock in formal instructional…

Music class lower students' stress level

OpenAIRE

服部, 安里; 豊島, 久美子; 福井, 一

2015-01-01

This study has researched on psychological and steroid hormonal effect upon junior-high school students through school music lesson: 1. Music listening, 2. Choir singing. The result showed a significant decrease in cortisol. The study also had conducted a survey about participants' musical preference and their stress level (STAIC – II), which resulted that higher the stress level, more musical activity was willingly conducted. These outcomes suggest that school music lessons can lessen stude...

Preference for Popular and World Music: A Review of Literature

Science.gov (United States)

Williams, Matthew

2017-01-01

Reviews of literature on music preference may provide music educators with a variety of research on information, techniques, and methods to implement in the music classroom. Calls to widen the types of music used in curricula seem to underscore the importance of research exploring preference using music other than, and in addition to, Western art…

Music All the Livelong Day.

Science.gov (United States)

Moravcik, Eva

2000-01-01

Discusses how creating a musical climate in early childhood classrooms can give children a way to express feelings and ideas, and can smoothly blend the activities and routines of the classroom day. Provides suggestions for making new songs from old and creating new songs. Includes sample songs. (KB)

"Bauchman v. West High School" Revisited: Religious Text and Context in Music Education

Science.gov (United States)

Perrine, William Michael

2017-01-01

In 1997 the Tenth Circuit U.S. Court of Appeals ruled that school officials at West High School did not violate Rachel Bauchman's constitutional rights by including Christian religious music as part of its curriculum, or by staging school performances at religious sites. Three philosophical questions are investigated in this paper: whether the…

Superconductors in the High School Classroom

Science.gov (United States)

Lincoln, James

2017-01-01

In this article, we discuss the behavior of high-temperature superconductors and how to demonstrate them safely and effectively in the high school or introductory physics classroom. Included here is a discussion of the most relevant physics topics that can be demonstrated, some safety tips, and a bit of the history of superconductors. In an effort…

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

Science.gov (United States)

Snell, Karen

2005-01-01

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

The Music, Tool for Strengthening Value in the Basic Education

Directory of Open Access Journals (Sweden)

Carol del Carmen Terán González

2018-02-01

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

Middle School Drum Ensemble: An Unlikely Experience in Classroom Democracy

Science.gov (United States)

Barbre, James

2013-01-01

Though music has a long and successful history within education, it is often one of the first sacrificial lambs when school budgets tighten. Over the course of an academic year, a documentary film sought to tell the story of an American middle school drum ensemble. The context of this group provided an ideal way to examine the nature of student…

Instructional strategies in science classrooms of specialized secondary schools for the gifted

Science.gov (United States)

Poland, Donna Lorraine

This study examined the extent to which science teachers in Academic Year Governor's Schools were adhering to the national standards for suggested science instruction and providing an appropriate learning environment for gifted learners. The study asked 13 directors, 54 instructors of advanced science courses, and 1190 students of advanced science courses in 13 Academic Year Governor's Schools in Virginia to respond to researcher-developed surveys and to participate in classroom observations. The surveys and classroom observations collected demographic data as well as instructors' and students' perceptions of the use of various instructional strategies related to national science reform and gifted education recommendations. Chi-square analyses were used to ascertain significant differences between instructors' and students' perceptions. Findings indicated that instructors of advanced science classes in secondary schools for the gifted are implementing nationally recognized gifted education and science education instructional strategies with less frequency than desired. Both students and instructors concur that these strategies are being implemented in the classroom setting, and both concur as to the frequency with which the implementation occurs. There was no significant difference between instructors' and students' perceptions of the frequency of implementation of instructional strategies. Unfortunately, there was not a single strategy that students and teachers felt was being implemented on a weekly or daily basis across 90% of the sampled classrooms. Staff development in gifted education was found to be minimal as an ongoing practice. While this study offers some insights into the frequency of strategy usage, the study needs more classroom observations to support findings; an area of needed future research. While this study was conducted at the secondary level, research into instructional practices at the middle school and elementary school gifted science

Sound Levels and Risk Perceptions of Music Students During Classes.

Science.gov (United States)

Rodrigues, Matilde A; Amorim, Marta; Silva, Manuela V; Neves, Paula; Sousa, Aida; Inácio, Octávio

2015-01-01

It is well recognized that professional musicians are at risk of hearing damage due to the exposure to high sound pressure levels during music playing. However, it is important to recognize that the musicians' exposure may start early in the course of their training as students in the classroom and at home. Studies regarding sound exposure of music students and their hearing disorders are scarce and do not take into account important influencing variables. Therefore, this study aimed to describe sound level exposures of music students at different music styles, classes, and according to the instrument played. Further, this investigation attempted to analyze the perceptions of students in relation to exposure to loud music and consequent health risks, as well as to characterize preventive behaviors. The results showed that music students are exposed to high sound levels in the course of their academic activity. This exposure is potentiated by practice outside the school and other external activities. Differences were found between music style, instruments, and classes. Tinnitus, hyperacusis, diplacusis, and sound distortion were reported by the students. However, students were not entirely aware of the health risks related to exposure to high sound pressure levels. These findings reflect the importance of starting intervention in relation to noise risk reduction at an early stage, when musicians are commencing their activity as students.

'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...

Improvisational Practices in Elementary General Music Classrooms

Science.gov (United States)

Gruenhagen, Lisa M.; Whitcomb, Rachel

2014-01-01

Despite historic and ongoing support for the inclusion of improvisation in the elementary general music curriculum, music educators consistently report challenges with implementation of improvisational activities in their classes. This study was designed to examine (a) the extent to which improvisational activities were occurring in the…

RHYTHMIC MUSIC PEDAGOGY: A SCANDINAVIAN APPROACH TO MUSIC EDUCATION

Directory of Open Access Journals (Sweden)

Hauge Torunn Bakken

2012-06-01

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

Modelos didácticos en la enseñanza musical: el caso de la escuela española Didactic Models in Music Teaching: the Case of the Spanish School

Directory of Open Access Journals (Sweden)

María Cecilia Jorquera Jaramillo

2010-12-01

Full Text Available A partir del contexto educativo escolar español y sobre la base de fuentes bibliográficas y etnográficas se revisan descriptiva y analíticamente los modelos didácticos que subyacen en la práctica y discurso del magisterio escolar de enseñanza musical, obtenidos a través de entrevistas a ocho maestros. Tal ejercicio se basa en los modelos de investigación escolar propuestos por García Pérez (2000, ampliados y adaptados por la autora atendiendo a otras dimensiones operativas de la labor pedagógica. Así, se caracterizan los modelos académico, práctico, comunicativo lúdicoj complejo, proporcionando al docente una herramienta que le pueda permitir analizar y comprender los sucesos del aula, para poder introducir cambios que contribuyan a mejorar el aprendizaje de sus alumnos. Los modelos didácticos expuestos en el presente escrito constituyen una primera aproximación a una visión sistemática y crítica de la enseñanza musical, con carácter provisional.Didactic models in music teaching are described within the framework of the Spanish high school education context These models are also discussed in analytical terms on the basis of the information supplied by the practice and discourse of eight music teachers along with bibliographic and ethnographic sources. The study is based on scholarly research models proposed by Garcia Pérez (2000 which have been expanded and adapted by the author as pertain to other operational dimensions of the pedagogical work. Models are typified as academic, practical, communicative-playful and complex. They provide teachers with a tool suitable for the analysis and understanding of the events occurring in the classroom as the basis for introducing changes that will improve student learning. Didactic models presented here are a first attempt to create on a provisional basis a systematic and critical view of music teaching.

The role of musical aptitude and language skills in preattentive duration processing in school-aged children.

Science.gov (United States)

Milovanov, Riia; Huotilainen, Minna; Esquef, Paulo A A; Alku, Paavo; Välimäki, Vesa; Tervaniemi, Mari

2009-08-28

We examined 10-12-year old elementary school children's ability to preattentively process sound durations in music and speech stimuli. In total, 40 children had either advanced foreign language production skills and higher musical aptitude or less advanced results in both musicality and linguistic tests. Event-related potential (ERP) recordings of the mismatch negativity (MMN) show that the duration changes in musical sounds are more prominently and accurately processed than changes in speech sounds. Moreover, children with advanced pronunciation and musicality skills displayed enhanced MMNs to duration changes in both speech and musical sounds. Thus, our study provides further evidence for the claim that musical aptitude and linguistic skills are interconnected and the musical features of the stimuli could have a preponderant role in preattentive duration processing.

Classroom Technology in Business Schools: A Survey of Installations and Attitudes toward Teaching and Learning

Science.gov (United States)

Parker, Betty; Burnie, David

2009-01-01

A survey of administrators and faculty of AACSB-accredited business schools provided insights into current classroom technology infrastructure, attitudes towards technology and learning, and the use of web course tools in business school classrooms. The results of the survey provided four major findings: business schools are utilizing high levels…

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

Science.gov (United States)

Ruiz, Guillermo; García Álvarez, Antonio

2016-01-01

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

Language Genre Transitions in a Secondary School Physics Classroom

Science.gov (United States)

Bower, M. W.; Ellerton, N. F.

2007-01-01

The research reported in this paper addressed the nature of transitions between language genres in school physics. In this qualitative study, quasi-ethnographic methods were employed to understand the culture of one secondary school physics classroom in the USA. One teacher and his physics students were the participants. The teacher was…

Indoor environmental quality (IEQ) of school classrooms: Case study in Malaysia

Science.gov (United States)

Samad, Muna Hanim Abdul; Aziz, Zalena Abdul; Isa, Mohd Hafizal Mohd

2017-10-01

Thermal Comfort is one of the key criteria for occupants' comfort and productivity in a building. In schools, it is vital for a conduciveness for teaching and learning environment. Thermal comfort is dependent on air temperature, humidity, radiation, internal lighting, air movement, activities, clothing and climatic change and is part of the Indoor Environmental Quality (IEQ) components which have has significant effects on occupants. The main concern over energy and running cost has meant that most public schools in Malaysia are designed for natural ventilation and not air-conditioning. The building envelope plays a significant role in reducing the radiant heat and keeps the interior cooler than the outdoor temperature for acceptable thermal comfort level. The requirement of Industrial Building System (IBS) as the envelope system for school building in Malaysia could affect the role of envelope as a climate moderator. This paper is based on a research conducted on two schools in Malaysia of varied construction materials as the building envelopes to ascertain the thermal comfort level of the classrooms. Elements of IEQ such as air temperature, air movement, daylighting and noise level were taken of various classrooms to fulfill the required objectives of determining the level of quality. The data collected and analysed from the study shows that in terms of air temperature which range from 28°C to 34.5°C, the schools do not achieve the recommended comfort level for tropical climate. As for daylighting element, results also show that some classrooms suffered with too much glare whilst others had insufficient daylighting. The findings also show the unsatisfactory level of air movement in the classrooms as well as an unacceptable noise level exceeding the allowable threshold. This research also concluded that the use of materials and orientation in the school design are the major determinant factors towards good IEQ levels in school buildings.

Classroom acoustics in public schools: A case study

Science.gov (United States)

Loro, Carmen P.; Zannin, Paulo T.

2004-05-01

The acoustic quality of a standard classroom (Standard 23) of the public school system in the city of Curitiba has been evaluated. This standard has a central circulation aisle with two classrooms in each side. Each room has windows to the outside and to the internal aisle. Additionally, the aisle has a 6-m-high zenithal skylight, together composing the building's main lighting and ventilation system. But, Standard 23 lacks acoustic quality of the classrooms. In order to assay this, measurements have been performed under several conditions, using the Building Acoustics System of Bruel & Kjaer. The measured reverberation time (RT) of the four classrooms for a frequency of 500 Hz was: 1.65 s (empty classroom), 1.15 s (20 students in the room), and 0.76 s (40 students). According to WHO recommendations, the ideal RT in classrooms should be around 0.6 s. DIN 18041 establishes an RT between 0.8 and 1.0 s, to allow for adequate intelligibility. Background noise in an empty room was 63.3 dB (A), above the limit established by the Brazilian standard of acoustic comfort: 40 dB (A). The reaction of students and teachers has indicated that the main source of acoustic discomfort is the noise generated by the neighboring classrooms.

Digital Technologies and the Mediation of Undergraduate Students' Collaborative Music Compositional Practices

Science.gov (United States)

Dobson, Elizabeth; Littleton, Karen

2016-01-01

Music education is supported by an increasing range of digital technologies that afford a remarkable divergence of opportunities for learning within the classroom. Musical creativities are not, however, limited to classroom situations; all musicians are engaged in work that traverses multiple social and physical settings. Guided by sociocultural…

6. The Interdisciplinary Dimension of the Vocalchoral Culture of the Pupil in the Music School

Directory of Open Access Journals (Sweden)

Glebov Ana

2018-03-01

Full Text Available Process in the context of the vocal-choral culture of the students of the music school. The concept of interdisciplinary is considered as a symbiosis of two or more academic disciplines in the formation of the vocal-choral culture of pupils in the musical-artistic field. In this case, interdisciplinary occurs in integrating the knowledge, capabilities and aptitudes formed, taking into account significant specific factors. Thus, the interdisciplinary approach is carried out through such disciplines as solfeggio, history of music, instrument, ensemble, but also the integration into the vocal-choral of the method of interiorizing the music through the philosophical, musical and psycho-pedagogical aspects.

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

Science.gov (United States)

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…

Opportunities for Socioemotional Learning in Music Classrooms

Science.gov (United States)

Jacobi, Bonnie S.

2012-01-01

The elementary music class is an ideal setting for building socioemotional skills in children. These skills can assist children in their early music learning through brain development, and they become increasingly important as students reach higher levels of musicianship. Socioemotional learning programs are currently being used to reduce at-risk…

Acoustic comfort in high-school classrooms for students and teachers

NARCIS (Netherlands)

G.E. Puglisi; L.C. Cantor Cutiva (Lady Catherine); L. Pavese; A. Castellana; M. Bona; S. Fasolis; V. Lorenzatti; A. Carullo; A. Burdor; F. Bronuzzi; A. Astolfi

2015-01-01

textabstractThis work focuses on the evaluation of acoustical quality in high-school classrooms through in-field measurements and self-reports. Two school buildings that differ in location and typology, were considered. In-field measurements included sound insulation, room acoustics and

Positive Musical Experiences in Education: Music as a Social Praxis

Science.gov (United States)

Cabedo-Mas, Alberto; Díaz-Gómez, Maravillas

2013-01-01

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

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

Science.gov (United States)

Krupp-Schleußner, Valerie; Lehmann-Wermser, Andreas

2018-01-01

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

Conversations from the Classroom: Reflections on Feminist Music Therapy Pedagogy in Teaching Music Therapy

Science.gov (United States)

Hahna, Nicole D.

2011-01-01

Four music therapy educators participated in semi-structured, in-depth interviews as part of a qualitative study. The purpose of this study was to explore the phenomena of feminist pedagogy as experienced by music therapy educators using phenomenological inquiry. The study examined the following research questions: (a) do music therapy educators…

Music Across Times and Fences

DEFF Research Database (Denmark)

Sørensen, Bent Erik

that extended the framework of ideas for writing music, some in a small way, some with breathtaking novelty. You can listen to the music discussed while reading, through links to or playlists provided at streaming services (that are free if you accept occasional advertising). The book is eminently suitable......This is a story of musical innovation: Milestones in advancing music from the earliest Stone Age indications of possible musical activity to contemporary art-music, jazz, rock and varieties of pop music. Not necessarily by the most famous composers, nor the ones most played, but the innovative ones...... for use in music teaching at high schools or as a reference tool in dedicated music schools....

Photographs and Classroom Response Systems in Middle School Astronomy Classes

Science.gov (United States)

Lee, Hyunju; Feldman, Allan

2015-01-01

In spite of being readily available, photographs have played a minor and passive role in science classes. In our study, we present an active way of using photographs in classroom discussions with the use of a classroom response system (CRS) in middle school astronomy classes to teach the concepts of day-night and seasonal change. In this new…

The Role of Music in Your Classroom

Science.gov (United States)

Jones, Jennifer

2010-01-01

According to van der Linde (1999), play and music are interrelated activities. They are both essential components to a child's development, but this is not always understood. There are many areas in early childhood where music and play are inseparable and others that are strengthened by the pairing. This article discusses the importance of both…

Applying Computer-Assisted Musical Instruction to Music Appreciation Course: An Example with Chinese Musical Instruments

Science.gov (United States)

Lou, Shi-Jer; Guo, Yuan-Chang; Zhu, Yi-Zhen; Shih, Ru-Chu; Dzan, Wei-Yuan

2011-01-01

This study aims to explore the effectiveness of computer-assisted musical instruction (CAMI) in the Learning Chinese Musical Instruments (LCMI) course. The CAMI software for Chinese musical instruments was developed and administered to 228 students in a vocational high school. A pretest-posttest non-equivalent control group design with three…

The Effects of Background Music on Learning Disabled Elementary School Students' Performance in Writing

Science.gov (United States)

Legutko, Robert S.; Trissler, Theodore T.

2012-01-01

This study investigated effects of background music on writing performance of nine 6th grade students with learning disabilities at one suburban public elementary school in the mid-Atlantic region of the United States. A single-subject A-B-A design was utilized, and results from graded writing prompts with and without background music over 21…

Classrooms.

Science.gov (United States)

Butin, Dan

This paper addresses classroom design trends and the key issues schools should consider for better classroom space flexibility and adaptability. Classroom space design issues when schools embrace technology are discussed, as are design considerations when rooms must accommodate different grade levels, the importance of lighting, furniture…

Observing Emotional Interactions between Teachers and Students in Elementary School Classrooms

Science.gov (United States)

Yan, Elizabeth M.; Evans, Ian M.; Harvey, Shane T.

2011-01-01

Fostering emotional skills in the elementary (primary) school classroom can lead to improved learning outcomes, more prosocial behavior, and positive emotional development. Incorporating emotional skill development into the naturalistic and implicit teaching environment is a key feature of what is meant by the emotional climate of the classroom.…

Improving Self-Esteem in General Music

Science.gov (United States)

Culp, Mara E.

2016-01-01

Positive self-esteem helps students succeed in and outside of music classrooms. High self-esteem is associated with a positive self-image and fine musicianship. Conversely, low self-esteem is associated with a negative self-image and poorer musicianship. Because students' self-esteem may affect their participation in music classes, the music…

Positive School and Classroom Environment: Precursors of Successful Implementation of Positive Youth Development Programs

Directory of Open Access Journals (Sweden)

Rachel C. F. Sun

2008-01-01

Full Text Available This case study was based on a school where the Tier 1 Program of the Project P.A.T.H.S. was integrated into the formal curriculum. In this case study, an interview with the school principal, vice-principal, and social worker was conducted in order to understand their perceptions of administrative arrangements and issues in the school, implementation characteristics, program effectiveness, program success, and overall impression. Results showed that several positive school and classroom attributes were conducive to program success, including positive school culture and belief in students' potentials, an inviting school environment, an encouraging classroom environment, high involvement of school administrative personnel, and systematic program arrangement.

Improving Music Teaching through Interpersonal Relationships

Science.gov (United States)

Royston, Natalie Steele

2017-01-01

Interpersonal relationships are fundamental to learning and human development. To develop a positive and safe classroom environment with student motivation and learning, music educators need to learn to relate and connect effectively with others. This article looks at the importance of the interpersonal relationships in the classroom environment…

Teaching Young Children How to Sing: One School's Experience

Science.gov (United States)

Kenney, Susan

2011-01-01

In many schools, classroom teachers are responsible for the music experiences of young children. Children may learn songs, but may not learn "how" to sing. This article outlines simple teaching strategies to help young children develop listening and vocal habits leading to beautiful singing. The article discusses how the kindergarten classes at…

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

Science.gov (United States)

Ho, Wai-Chung

2014-01-01

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

The Effects of Musical Training on the Decoding Skills of German-Speaking Primary School Children

Science.gov (United States)

Rautenberg, Iris

2015-01-01

This paper outlines the results of a long-term study of 159 German-speaking primary school children. The correlations between musical skills (perception and differentiation of rhythmical and tonal/melodic patterns) and decoding skills, and the effects of musical training on word-level reading abilities were investigated. Cognitive skills and…

Classroom climate in Serbia: The perspective of primary school teachers

Directory of Open Access Journals (Sweden)

Ševkušić Slavica

2014-01-01

Full Text Available The goal of this research is to gain insight into the classroom climate in schools in Serbia from the perspective of teachers. To realize this goal, we set up two research questions: (1 How do teachers assess the importance of certain aspects of the classroom climate and their own engagement in creating favourable climate, and (2 which factors determine the quality of classroom climate. We considered four dimensions of classroom climate: equality in communication, social relationships between students, respect for students’ feelings and the organizing group work. The sample consisted of primary school teachers in Serbia (N=1441, who completed a questionnaire made for our research needs. The results of factor analysis confirmed the initial assumption that the selected dimensions are related in terms of their belonging to the same construct and sufficiently different to be considered as selfcontained. The obtained results show that teachers in Serbia highly value the importance of all researched aspects of the classroom climate and believe that they are engaged to a large extent in creating a positive classroom climate. Also, it was shown that teachers’ gender and the teaching level are the most important determinants of classroom climate quality. Bearing in mind the limitations of the applied instrument it is concluded that the results should be considered with caution and that future research should include students’ perspective, direct class observation and qualitative methods to gain a more objective and more comprehensive understanding of the classroom climate. [Projekat Ministarstva nauke Republike Srbije, br. 179034: From encouraging initiative, cooperation and creativity in education to new roles and identities in society i br. 47008: Improving the quality and accessibility of education in modernization processes in Serbia

High Possibility Classrooms as a Pedagogical Framework for Technology Integration in Classrooms: An Inquiry in Two Australian Secondary Schools

Science.gov (United States)

Hunter, Jane

2017-01-01

Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a pedagogical framework drawn from research on exemplary teachers' knowledge of technology integration in Australian school classrooms. The framework is being used to support teachers who…

Calories in the classroom: celebration foods offered and consumed during classroom parties at an elementary school in a low-income, urban community.

Science.gov (United States)

Isoldi, Kathy K; Dalton, Sharron

2012-08-01

The school food environment is an important area of exploration in investigating the potential for schoolchildren to consume foods and beverages containing excess calories on school grounds. Several venues offer schoolchildren access to lownutrient, calorie-dense foods and beverages. Classroom celebrations offer such a venue; however, little is known about current practices during these events. Trained observers recorded foods and beverages offered, activities engaged in, and goody bag distribution during six separate classroom celebrations. Additionally, foods and beverages consumed by 24 individual students were recorded in detail for calorie estimation. The majority of food items offered during classroom celebrations were low-nutrient, calorie-dense items. The mean caloric contribution for all 24 students was 444 ± 221 calories, with a range of 130–905 calories, and a median intake of 386 calories. Mean total estimated calorie intake per grade level was 225 ± 90, 286 ± 105, and 550 ± 212 calories for students in prekindergarten, kindergarten, and 1st grade, respectively. Only one-third of all the parties observed included activities other than eating. Our observations reveal that food items offered during classroom celebrations offer children opportunities to consume low-nutrient, calorie-dense foods and beverages on the school campus. More research is needed to support these findings, and to identify the best practice to implement for effective school wellness policies aimed at regulating classroom celebrations.

Factors Influencing Fluid Milk Waste in a Breakfast in the Classroom School Breakfast Program.

Science.gov (United States)

Blondin, Stacy A; Goldberg, Jeanne P; Cash, Sean B; Griffin, Timothy S; Economos, Christina D

2018-04-01

To determine predictors of fluid milk waste in a Breakfast in the Classroom School Breakfast Program. Cross-sectional with 3 repeated measures/classroom. Elementary schools in a medium-sized, low-income, urban school district. Twenty third- through fourth-grade classrooms across 6 schools. Dependent variables include percentage of total and served milk wasted. Independent variables included observed daily menu offerings, program factors, and teacher and student behavior. Descriptive statistics were used to characterize variables across classrooms and schools. Multilevel mixed-effects models were used to test associations between predictors and outcomes of interest. P ≤ .05 was considered statistically significant. Total milk waste increased 12% when juice was offered and 3% for each additional carton of unserved milk. Teacher encouragement to take and/or consume breakfast was associated with a 5% and 9% increase in total and served milk waste, respectively. When students were engaged in other activities in addition to eating breakfast, total milk waste decreased 10%. Beverage offerings were predictive of greater total milk waste. Teacher and student behavior also appeared to influence milk consumption. Findings suggest that specific changes to School Breakfast Program implementation policies and practices could have an important role in waste mitigation. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers

Science.gov (United States)

Patel, Nilesh Kumar

2018-01-01

This study aimed at finding out the effect of Integrated feedback on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the experiment. Integrated feedback was treatment and independent variable, Classroom climate was…

Investigating EFL Classroom Interaction Process in Iraqi Intermediate Schools

Directory of Open Access Journals (Sweden)

Muna Mohammed Abbas Alkhateeb

2017-09-01

Full Text Available In recent times, the traditional interaction structures of English both language classrooms and roles of teachers and students are gradually changing. This marks the shift from the teacher-centered classrooms to student-centered classrooms; moving towards ‘student-centered learning’ and‘collaborative working modes’. The contemporary educational world views teachers and students as communicators. In such situations students get more opportunity to ‘participate’, ‘observe’, ‘reflect on’ and ‘practice social ways’. These opportunities expose the students to a more ‘meaning-making’ and ‘knowledge construction processes’. The shift from traditional teaching and learning process to the contemporary one has posed great challenges for teachers, who are always working under pressure to complete the syllabus designed for the academic year. In such a situation it is very important to ascertain if this idea of student-centered classroom is present in the recent classroom. Educationally oriented research into classroom interaction makes it essential for further studies into the classroom interaction in the modern classroom. Hence, this study aims to observe the interaction process that takes place in English classrooms of four government schools in Hilla (Centre of Babylon Governorate. This paper also suggests measures to improve classroom interaction and language learning in the English classes. The main findings from the study are as follows: (a the classroom interaction is teacher-centered, (b teachers partially facilitate learning, the classrooms are controlled by teachers (c the ratio of the teacher-talk is more than student-talk."

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…

Music-Based iPad App Preferences of Young Children

Science.gov (United States)

Burton, Suzanne L.; Pearsall, Aimee

2016-01-01

Music-based technology is frequently included in early childhood classrooms as an attempt to incorporate music education in the curriculum. However, there is a lack of research that addresses the educational benefits of music-based tablet applications (apps) for young children. Researchers in this study explored the preferences of 4-year-old…

By the Book: An Annotated Bibliography of Music-Based Picture Books.

Science.gov (United States)

Sotherden, Emily

2002-01-01

Provides an annotated bibliography of music related picture books that can be used in the music classroom. Discusses the benefits of using picture books for all ages. Includes books in ten categories, such as instruments, ensembles, and styles of music. (CMK)

Music Festivals for Early-Childhood Music Students.

Science.gov (United States)

Leonard, Mary

1994-01-01

Maintains that many music education associations sponsor chorus or band festivals at the middle and high school levels, but meeting the needs of prekindergarten and primary students is a more challenging task. Describes a one-day music festival for early elementary children. (CFR)

Music Activities for Lemonade in Winter

Science.gov (United States)

Cardany, Audrey Berger

2014-01-01

"Lemonade in Winter: A Book About Two Kids Counting Money" is a children's book about math; however, when sharing it in the music classroom, street cries and clapping games emerge. Jenkins' and Karas' book provides a springboard to lessons addressing several music elements, including form, tempo, and rhythm, as well as…

Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools.

Science.gov (United States)

Cappella, Elise; Hamre, Bridget K; Kim, Ha Yeon; Henry, David B; Frazier, Stacy L; Atkins, Marc S; Schoenwald, Sonja K

2012-08-01

To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. © 2012 American Psychological Association

Classroom Race/ethnic Composition, Family-School Connections, and the Transition to School

Science.gov (United States)

Benner, Aprile D.; Yan, Ni

2015-01-01

Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 13,970), we examined whether two aspects of school-family connections, parental involvement and communication quality, accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to…

Making the Most of Minimalism in Music.

Science.gov (United States)

Geiersbach, Frederick J.

1998-01-01

Describes the minimalist movement in music. Discusses generations of minimalist musicians and, in general, the minimalist approach. Considers various ways that minimalist strategies can be integrated into the music classroom focusing on (1) minimalism and (2) student-centered composition and principles of minimalism for use with elementary band…

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…

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.

Music Activities as a Meaningful Context for Teaching Elementary Students Mathematics: A Quasi-Experiment Time Series Design with Random Assigned Control Group

Science.gov (United States)

An, Song A.; Tillman, Daniel A.

2015-01-01

The purpose of the current research was to examine the effects of a sequence of classroom activities that integrated mathematics content with music elements aimed at providing teachers an alternative approach for teaching mathematics. Two classes of third grade students (n = 56) from an elementary school in the west coast of the United States…

Classroom Interaction in Teaching English as Foreign Language at Lower Secondary Schools in Indonesia

Directory of Open Access Journals (Sweden)

Hanna Sundari

2017-12-01

Full Text Available The aim of this study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight lower secondary schools (SMP were conducted in Jakarta, completed by focus group discussions and class observation/recordings. The gathered data was analyzed according to systematic design of grounded theory analysis method through 3-phase coding. A model of classroom interaction was formulated defining several dimensions in interaction. Classroom interaction can be more comprehended under the background of interrelated factors: interaction practices, teacher and student factors, learning objectives, materials, classroom contexts, and outer contexts surrounding the interaction practices. The developed model of interaction for language classroom is notably to give deep descriptions on how interaction substantially occurs and what factors affect it in foreign language classrooms at lower secondary schools from teachers’ perspectives.

Word Sorts for General Music Classes

Science.gov (United States)

Cardany, Audrey Berger

2015-01-01

Word sorts are standard practice for aiding children in acquiring skills in English language arts. When included in the general music classroom, word sorts may aid students in acquiring a working knowledge of music vocabulary. The author shares a word sort activity drawn from vocabulary in John Lithgow's children's book "Never Play…

Assessing Music Students' Motivation Using the Music Model of Academic Motivation Inventory

Science.gov (United States)

Parkes, Kelly A.; Jones, Brett D.; Wilkins, Jesse L. M.

2017-01-01

The purpose of this study was to investigate the reliability and validity of using a motivation inventory with music students in upper-elementary, middle, and high school. We used the middle/high school version of the MUSIC Model of Academic Motivation Inventory to survey 93 students in the 5th to 12th grades in one school. Our analysis revealed…

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.

Psychological intervention reduces self-reported performance anxiety in high school music students

Directory of Open Access Journals (Sweden)

Alice M Braden

2015-03-01

Full Text Available Music performance anxiety (MPA can be distressing for many young people studying music, and may negatively impact upon their ability to cope with the demands and stressors of music education. It can also lead young people to give up music or to develop unhealthy coping habits in their adult music careers. Minimal research has examined the effectiveness of psychological programs to address MPA in young musicians. Sixty-two adolescents were pseudo-randomised to a cognitive behavioural (CB group-delivered intervention or a waitlist condition. The intervention consisted of psychoeducation, cognitive restructuring and relaxation techniques, identification of strengths, goal-setting, imagery and visualisation techniques to support three solo performances in front of judges. Significant reductions in self-rated MPA were found in both groups following the intervention and compared to their baseline MPA. This reduction was maintained at two-months follow-up. There appeared to be inconsistent effects of the intervention upon judge-rated MPA, however the presence of floor effects precluded meaningful reductions in MPA. There appeared to be no effect of the intervention upon judge-rated performance quality. This study highlights the potential for group-based CB programs to be delivered within school music curricula to help young musicians develop skills to overcome the often debilitating effects of MPA.

Teacher Consultation and Coaching within Mental Health Practice: Classroom and Child Effects in Urban Elementary Schools

Science.gov (United States)

Cappella, Elise; Hamre, Bridget K.; Kim, Ha Yeon; Henry, David B.; Frazier, Stacy L.; Atkins, Marc S.; Schoenwald, Sonja K.

2012-01-01

Objective To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Method Thirty-six classrooms within five urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Results Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Conclusions Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. PMID:22428941

Keeping the Dialectic Open for Music Education

Science.gov (United States)

Bates, Vincent C., Ed.

2017-01-01

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

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

Science.gov (United States)

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

2015-01-01

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

Ballet-Related Content in Music Education in the First Cycle of Primary Education

Directory of Open Access Journals (Sweden)

Stergulec Tjaša

2013-09-01

Full Text Available This paper deals with the integration of ballet-related content into music lessons in the first cycle of primary education. It seeks to outline some current findings concerning the positive impact of dance and classical ballet on integrated child development and the results of an empirical research study the objective of which was to compare the ability of primary school pupils aged six to nine years to perform a simple ballet choreography against that of ballet school pupils and to examine pupils’ attitude towards classical ballet. For this end, we prepared additional ballet-related content in 2011 and incorporated it into classroom practice with students attending Fran Korun Koželjski Music School in Velenje and pupils attending the first and the third grades of Franc Rozman Stane Primary School in Maribor. To compare the performance of one and the other we used specific evaluation criteria, while we obtained pupils’ feedback on ballet lessons by means of a short questionnaire. It was established that children did possess the ability as well as the desire to practice classical ballet. The executions of the ballet choreography by both groups were comparable, and the only difference noticed regarded the physical ability, body coordination, and spatial coordination criteria, which were not fully achieved by the primary school pupils. Due to the positive influence of the activity on the integrated development of children and the children’s positive reaction, it is necessary to incorporate as many ballet-related subject matter as possible into music education.

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…

In Their Voice: Lower Secondary School Students' Beliefs about Playing Musical Instruments, and the Impact of the Instrument Lesson upon Those Beliefs

Science.gov (United States)

Lowe, Geoffrey

2010-01-01

Many young West Australians learn musical instruments through school based elective programs. However, many students drop out from these programs, particularly in lower secondary school. This paper reports on a study I conducted into the motives of 48 lower secondary school students for playing a musical instrument, and the role of the instrument…

Factors behind Classroom Participation of Secondary School Students (A Gender Based Analysis)

Science.gov (United States)

Aziz, Fakhra; Quraishi, Uzma; Kazi, Asma Shahid

2018-01-01

It is evidence based conclusion that students' classroom participation makes them more motivated, supports their learning, improves their communication and promotes higher order thinking skills. The current study was an intention to investigate the current level of secondary school students' classroom participation and to identify the underlying…

Musical aptitude and second language pronunciation skills in school-aged children: neural and behavioral evidence.

Science.gov (United States)

Milovanov, Riia; Huotilainen, Minna; Välimäki, Vesa; Esquef, Paulo A A; Tervaniemi, Mari

2008-02-15

The main focus of this study was to examine the relationship between musical aptitude and second language pronunciation skills. We investigated whether children with superior performance in foreign language production represent musical sound features more readily in the preattentive level of neural processing compared with children with less-advanced production skills. Sound processing accuracy was examined in elementary school children by means of event-related potential (ERP) recordings and behavioral measures. Children with good linguistic skills had better musical skills as measured by the Seashore musicality test than children with less accurate linguistic skills. The ERP data accompany the results of the behavioral tests: children with good linguistic skills showed more pronounced sound-change evoked activation with the music stimuli than children with less accurate linguistic skills. Taken together, the results imply that musical and linguistic skills could partly be based on shared neural mechanisms.

Classroom peer relationships and behavioral engagement in elementary school: the role of social network equity.

Science.gov (United States)

Cappella, Elise; Kim, Ha Yeon; Neal, Jennifer W; Jackson, Daisy R

2013-12-01

Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties-social network equity-had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools.

"Music with Her Silver Sound": An Introduction to "Romeo and Juliet."

Science.gov (United States)

Sheaffer, Lloyd E.

1992-01-01

Asserts that the key to incorporating music effectively into the English classroom is to provide a context for the music. Describes a teacher's introduction to Shakespeare's "Romeo and Juliet" that demonstrates one way to use music and which helps accomplish the goals of the literary unit. (PRA)

High School Instrumental Music Students' Attitudes and Beliefs regarding Practice: An Application of Attribution Theory

Science.gov (United States)

Schatt, Matthew D.

2011-01-01

The purpose of this study was to explore high school band students' perspectives of instrumental music practice from within the attribution theory paradigm and to attempt to elucidate the secondary student's attitudes toward practice. High school band students from three Midwestern school districts (N = 218) completed a survey that was used to…

Teacher Training: Music Methods for an Internationalized Approach to Instruction

Science.gov (United States)

VanAlstine, Sharri

2016-01-01

How can music teachers and students connect with music and cultures in an honest and meaningful manner? Can music instruction increase intercultural skills and international-mindedness? If these initiatives are important, pre-service teachers need to know how to address these issues in their classroom content and pedagogy. In an effort to assist…

Airborne particulate matter in school classrooms of northern Italy.

Science.gov (United States)

Rovelli, Sabrina; Cattaneo, Andrea; Nuzzi, Camilla P; Spinazzè, Andrea; Piazza, Silvia; Carrer, Paolo; Cavallo, Domenico M

2014-01-27

Indoor size-fractioned particulate matter (PM) was measured in seven schools in Milan, to characterize their concentration levels in classrooms, compare the measured concentrations with the recommended guideline values, and provide a preliminary assessment of the efficacy of the intervention measures, based on the guidelines developed by the Italian Ministry of Healthand applied to mitigate exposure to undesirable air pollutants. Indoor sampling was performed from Monday morning to Friday afternoon in three classrooms of each school and was repeated in winter 2011-2012 and 2012-2013. Simultaneously, PM2.5 samples were also collected outdoors. Two different photometers were used to collect the PM continuous data, which were corrected a posteriori using simultaneous gravimetric PM2.5 measurements. Furthermore, the concentrations of carbon dioxide (CO2) were monitored and used to determine the Air Exchange Rates in the classrooms. The results revealed poor IAQ in the school environment. In several cases, the PM2.5 and PM10 24 h concentrations exceeded the 24 h guideline values established by the World Health Organization (WHO). In addition, the indoor CO2 levels often surpassed the CO2 ASHRAE Standard. Our findings confirmed that important indoor sources (human movements, personal clouds, cleaning activities) emitted coarse particles, markedly increasing the measured PM during school hours. In general, the mean PM2.5 indoor concentrations were lower than the average outdoor PM2.5 levels, with I/O ratios generally levels did not seem to significantly influence the indoor fine PM concentrations. Conversely, the frequent opening of doors and windows appeared to significantly contribute to the reduction of the average indoor CO2 levels.

Bringing Global Climate Change Education to Alabama Middle School and High School Classrooms

Science.gov (United States)

Lee, M.; Mitra, C.; Percival, E.; Thomas, A.; Lucy, T.; Hickman, E.; Cox, J.; Chaudhury, S. R.; Rodger, C.

2013-12-01

A NASA-funded Innovations in Climate Education (NICE) Program has been launched in Alabama to improve high school and middle school education in climate change science. The overarching goal is to generate a better informed public that understands the consequences of climate change and can contribute to sound decision making on related issues. Inquiry based NICE modules have been incorporated into the existing course of study for 9-12 grade biology, chemistry, and physics classes. In addition, new modules in three major content areas (earth and space science, physical science, and biological science) have been introduced to selected 6-8 grade science teachers in the summer of 2013. The NICE modules employ five E's of the learning cycle: Engage, Explore, Explain, Extend and Evaluate. Modules learning activities include field data collection, laboratory measurements, and data visualization and interpretation. Teachers are trained in the use of these modules for their classroom through unique partnership with Alabama Science in Motion (ASIM) and the Alabama Math Science Technology Initiative (AMSTI). Certified AMSTI teachers attend summer professional development workshops taught by ASIM and AMSTI specialists to learn to use NICE modules. During the school year, the specialists in turn deliver the needed equipment to conduct NICE classroom exercises and serve as an in-classroom resource for teachers and their students. Scientists are partnered with learning and teaching specialists and lead teachers to implement and test efficacy of instructional materials, models, and NASA data used in classroom. The assessment by professional evaluators after the development of the modules and the training of teachers indicates that the modules are complete, clear, and user-friendly. The overall teacher satisfaction from the teacher training was 4.88/5.00. After completing the module teacher training, the teachers reported a strong agreement that the content developed in the NICE

Exploring Cultural Differences within a Pattern of Teaching "Musics": An International Comparative Study of Two Music Lessons on Video

Science.gov (United States)

Stich, Simon

2015-01-01

This paper outlines a praxiological perspective on classroom practice with the subject matter music, in order to understand two music lessons that were recorded on video, one in Sweden and one in Germany. It introduces a procedure and its methodological implications, in order to reconstruct and compare the characteristics of and the cultural…

Providing better thermal and air quality conditions in school classrooms would be cost-effective

DEFF Research Database (Denmark)

Wargocki, Pawel; Wyon, David Peter

2013-01-01

codes stipulate that they should be. This is sometimes because financial resources for the maintenance and upgrade of school buildings are inadequate, but it is also because schools are increasingly allowing classroom temperatures to drift above the recommended range of 20–22 °C in warm weather......This paper is an overall summary of research by the authors on how classroom conditions affect the performance of schoolwork by children, motivated by the fact that the thermal and air quality conditions in school classrooms are now almost universally worse than the relevant standards and building...... and allowing outdoor air supply rates to remain so low that carbon dioxide (CO2) levels during school hours exceed 1000 ppm for long periods, in order to conserve energy. The research that is summarized in this paper shows that the indoor environmental consequences of either of these investment-free but ill...

The Impact of Every Classroom, Every Day on High School Student Achievement: Results from a School-Randomized Trial

Science.gov (United States)

Early, Diane M.; Berg, Juliette K.; Alicea, Stacey; Si, Yajuan; Aber, J. Lawrence; Ryan, Richard M.; Deci, Edward L.

2016-01-01

Every Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and…

Wellbeing in the Secondary Music Classroom: Ideas from Hero's Journeys and Online Gaming

Science.gov (United States)

Countryman, June; Stewart Rose, Leslie

2017-01-01

This paper explores the idea that wellbeing and healthy development should be the central goal of school music programs. After establishing a framework of student wellbeing, the metaphor of rites of passage experiences is employed--through Joseph Campbell's hero's journey and Jane McGonigal's analysis of the benefits of online gaming--as one way…

Locus of control and styles of coping with stress in students educated at Polish music and visual art schools – a cross-sectional study

Directory of Open Access Journals (Sweden)

Nogaj Anna Antonina

2017-06-01

Full Text Available The article focuses on identifying differences in the locus of control and styles of coping with stress among young students who are artistically gifted within the fields of music and visual arts. The research group includes Polish students (n = 354 of both music and visual art schools who develop their artistic talents in schools placing particular emphasis on professional training of their artistic abilities and competences within the field of music or visual arts respectively. We make an assumption that different types of difficult situations experienced by youth educated at music and visual art schools may generate differences in dominating personal traits as well as in their sphere of emotions. The results of crosssectional research in 2013 confirm the assumption regarding differences among music and visual art school students both with regard to the source of the locus of control, understood as the personality variable, and dominating styles of coping with stress. Moreover, a positive correlation between the tendency towards internal locus of control and a task-oriented style of coping with stress in difficult situations has been observed in music school students.

Music Listening Is Creative

Science.gov (United States)

Kratus, John

2017-01-01

Active music listening is a creative activity in that the listener constructs a uniquely personal musical experience. Most approaches to teaching music listening emphasize a conceptual approach in which students learn to identify various characteristics of musical sound. Unfortunately, this type of listening is rarely done outside of schools. This…

Girls in Primary School Science Classrooms: Theorising beyond Dominant Discourses of Gender

Science.gov (United States)

Cervoni, Cleti; Ivinson, Gabrielle

2011-01-01

The paper explores the ways girls appropriate gender through actions, gesture and talk to achieve things in primary school science classrooms. It draws on socio-cultural approaches to show that when everyday classroom practices are viewed from multiple planes of analysis, historical, institutional and in the micro dynamics of classroom…

Teacher and Student Perceptions on High School Science Flipped Classrooms: Educational Breakthrough or Media Hype?

Science.gov (United States)

Hunley, Rebecca C.

For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.

Predictors of Music Sight-Reading Ability in High School Wind Players

Science.gov (United States)

Gromko, Joyce Eastlund

2004-01-01

The purpose of this study, grounded in near-transfer theory, was to investigate relationships among music sight-reading and tonal and rhythmic audiation, visual field articulation, spatial orientation and visualization, and achievement in math concepts and reading comprehension. A regression analysis with data from four high schools (N = 98) in…

Film Music. Factfile No. 8.

Science.gov (United States)

Elsas, Diana, Ed.; And Others

Organizations listed here with descriptive information include film music clubs and music guilds and associations. These are followed by a representative list of schools offering film music and/or film sound courses. Sources are listed for soundtrack recordings, sound effects/production music, films on film music, and oral history programs. The…

Efficacy of application technology of managing physical exercise by the musical accompaniment to reduce school anxiety first form pupils

Directory of Open Access Journals (Sweden)

Y.V. Smirnova

2014-01-01

Full Text Available Purpose : to study the need to improve the mental state of first-graders and the possibility of achieving this goal, the lesson of physical culture at the expense of proper use of musical accompaniment exercise. Material : participated in the experiment experimental, control and background group (only 55 students of first class. Results : argues that music has a regulating effect on mental and physiological state of a person. It is noted that the combined effects of exercise and music on the body and psyche of a child reduces total anxiety in school. Also reduces the fear in a meaningful situation knowledge test. Found that the effect of exercise without music and with various embodiments use musical accompaniment in the lesson to address interpersonal relations student and the teacher has no significant difference. Conclusions : as a result of the pedagogical experiment to identify significantly positive, confirming the effectiveness of the technology of managing physical exercise by the musical accompaniment for the performance of most indicators of school anxiety.

Malaysian Children's Attitudes towards Learning Music

Science.gov (United States)

Ghazali, Ghaziah Mohd.; McPherson, Gary E.

2009-01-01

A sample of 1060 Malaysian children were surveyed in order to examine differences in their motivation to study music in school and to learn a musical instrument outside of school. Adopting the expectancy-value motivation theory, the children were asked questions concerning their perception of music as being important, useful, interesting,…

Rainstorm Activities for Early Childhood Music Lessons Inspired by Teachable Moments

Science.gov (United States)

Poole, Harrison Grant

2016-01-01

Activities that focus on already familiar concepts are good starting points when designing early childhood music lessons. The author uses teachable moments, a spider in the classroom and a rainstorm, to design interdisciplinary preschool group activities that teach music, math, and science concepts. Dynamics and tempo are the music concepts that…

Analysis of General Personality Characteristics of High School Students Who Take and Do not Take Vocational Music Training according to Personality Inventory

Directory of Open Access Journals (Sweden)

Nihan Yağışan

2011-11-01

Full Text Available The authorities claim that music training helps children and young people gain insight and actualize themselves and it contributes to their self-expression, self-confidence and socialization process. As known, music education that children and adolescences get varies for several reasons, and particularly the aims, the ways, and the intensity of courses differ according to the school types. From this context, the students of the high schools of fine arts getting vocational musical training and the students of general high schools not getting the vocational training were investigated by means of a general personality inventory, and a research was conducted to examine whether or not music education supports the personality development of the high school students. In the study, 140 students attending the last grade of high schools of fine arts, 140 students attending last grade of general high schools with total amount of 280 were randomly selected. The students were administered a 168 item personality inventory to determine their characteristics of ‘social, personal and general adaptation’ levels. Following findings were obtained as a result of the survey: When the total scales “general adaptation”, “social adaptation” and “personal adaptation” levels, including the sub-scales of ‘family affairs, social affairs, social norms, anti-social tendencies’, ‘self-actualization, emotional decisiveness, neurotic tendencies and psychotic symptoms’, were examined, the scores of students who get vocational music training were found significantly higher than the students who do not get it. The results of the study show that music training supports the personality development of adolescences positively.

School Music Advocates Go Straight to Video: Online Services like SchoolTube Offer Far-Reaching Possibilities

Science.gov (United States)

Block, Debbie Galante

2009-01-01

A few years ago, Bill Pendziwiatr of Crestwood School District in Pennsylvania helped create a video documenting six local music programs, including snippets of rehearsals and performances by choirs, traditional bands, jazz and rock ensembles, orchestras, even a clapping class. His goal was to distribute the video all over the state so that…

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

Science.gov (United States)

Wexler, Mathias

2012-01-01

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

Teaching controversial issues in the secondary school science classroom

Science.gov (United States)

van Rooy, Wilhelmina

1993-12-01

A sample of fourteen secondary school biology teachers chosen from twelve schools were interviewed. The purpose was to determine their views on how controversial issues in science might be handled in the secondary school science classroom and whether the issues of surrogacy and human embryo experimentation were suitable controversial issues for discussion in schools. In general, teachers indicated that controversial issues deserve a more prominent place in the science curriculum because they have the potential to foster thinking, learning, and interest in science. The issues of surrogacy and human embryo experimentation were seen as appropriate contexts for learning, provided that teachers were well informed and sensitive to both the students and to the school environment.

Artists in Schools: "Kick Starting" or "Kicking Out" Dance from New Zealand Classrooms

Science.gov (United States)

Snook, Barbara; Buck, Ralph

2014-01-01

New Zealand primary school teachers have access to a comprehensive arts curriculum that includes dance, drama, music, and visual arts. This research focused on several teachers' reality of implementing the dance curriculum in New Zealand primary schools, drawing on Snook's (2012) study in this field. Our research valued the voices of teachers,…

The Effects of a School-Based Functional Analysis on Subsequent Classroom Behavior

Science.gov (United States)

Davis, Tonya N.; Durand, Shannon; Fuentes, Lisa; Dacus, Sharon; Blenden, Kara

2014-01-01

In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a…

Music Education as a Mirror to Humane Education

Science.gov (United States)

Hansen, David T.

2017-01-01

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

Multicultural science education in Lesotho high school biology classrooms

Science.gov (United States)

Nthathakane, Malefu Christina

2001-12-01

This study investigated how Basotho high school biology students responded to a multicultural science education (MCSE) approach. Students' home language---Sesotho---and cultural experiences were integrated into the teaching of a unit on alcohol, tobacco and other drugs (ATOD) abuse. The focus was on students whose cultural background is African and who are English second language users. The study was conducted in three high school biology classrooms in Lesotho where the ATOD unit was taught using MCSE. A fourth biology classroom was observed for comparison purposes. In this classroom the regular biology teacher taught ATOD using typical instructional strategies. The study was framed by the general question: How does a multicultural science education approach affect Basotho high school biology students? More specifically: How does the use of Sesotho (or code-switching between Sesotho and English) and integration of Basotho students' cultural knowledge and experiences with respect to ATOD affect students' learning? In particular how does the approach affect students' participation and academic performance? A qualitative research method was used in this study. Data were drawn from a number of different sources and analyzed inductively. The data sources included field-notes, transcripts of ATOD lessons, research assistant lesson observation notes and interviews, regular biology teachers' interviews and notes from observing a few of their lessons, students' interviews and pre and posttest scripts, and other school documents that recorded students' performance throughout the year. Using the students' home language---Sesotho---was beneficial in that it enabled them to share ideas, communicate better and understand each other, the teacher and the material that was taught. Integrating students' cultural and everyday experiences was beneficial because it enabled students to anchor the new ATOD ideas in what was familiar and helped them find the relevance of the unit by

The Relationship between the Values of Primary School and Music Teacher Candidates and Their Cheating Attitudes

Science.gov (United States)

Saracaloglu, Asuman Seda; Gerçeker, Ceren Saygi; Aladag, Soner

2018-01-01

The aim of this research is to examine the relationship between the values of primary and music teacher candidates and their cheating attitudes in terms of different variables. The study group of the research is composed of 249 students who are studying at the Departments of Primary School Teaching and Music Education at Adnan Menderes University…

The Influence of Classroom Disciplinary Climate of Schools on Reading Achievement: A Cross-Country Comparative Study

Science.gov (United States)

Ning, Bo; Van Damme, Jan; Van Den Noortgate, Wim; Yang, Xiangdong; Gielen, Sarah

2015-01-01

Despite considerable interest in research and practice in the effect of classroom disciplinary climate of schools on academic achievement, little is known about the generalizability of this effect over countries. Using hierarchical linear analyses, the present study reveals that a better classroom disciplinary climate in a school is significantly…

Kissing Brides and Loving Hot Vampires: Children's Construction and Perpetuation of Heteronormativity in Elementary School Classrooms

Science.gov (United States)

Ryan, Caitlin L.

2016-01-01

This paper explores notions of (hetero)sexuality circulating in elementary school classrooms through an analysis of students' own talk and interactions. Data collected during a multi-site ethnography in a diverse set of elementary schools demonstrate that while curricular silences and teachers contribute to heteronormative classroom environments,…

School Effectiveness at Primary Level of Education in Relation to Classroom Teaching

Science.gov (United States)

Panigrahi, Manas Ranjan

2014-01-01

The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head…

More Willingly to School : Tools for teachers to cope with linguistically diverse classrooms

NARCIS (Netherlands)

Broeder, Peter; Kistemaker, Mariska

2015-01-01

Students’ lack of school success often lies in the differences between the language used at home and the ‘school language’ they are required to use at school. A better insight into the domains in which the school language register is used can yield important information for classroom practice. A

Music and movement

OpenAIRE

Nasev, Lence

2012-01-01

Rhythm is one of the fundamental elements without which music would not exist. In plays with singing, a child learns to synchronize its movements with the rhythm of music from a very early age. The skill of movement plays a major role in the learning of music and thus deserves an important place in the school curriculum. In this paper, an overview is made of the most important music pedagogues who introduced movement, and at the same time perceived its importance in learning musical conte...

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

Science.gov (United States)

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

2018-01-01

Background: Research on the effects of music education on cognitive abilities has generated increasing interest across the scientific community. Nonetheless, longitudinal studies investigating the effects of structured music education on cognitive sub-functions are still rare. Prime candidates for investigating a relationship between academic achievement and music education appear to be executive functions such as planning, working memory, and inhibition. Methods: One hundred and forty-seven primary school children, Mage = 6.4 years, SD = 0.65 were followed for 2.5 years. Participants were randomized into four groups: two music intervention groups, one active visual arts group, and a no arts control group. Neuropsychological tests assessed verbal intelligence and executive functions. Additionally, a national pupil monitor provided data on academic performance. Results: Children in the visual arts group perform better on visuospatial memory tasks as compared to the three other conditions. However, the test scores on inhibition, planning and verbal intelligence increased significantly in the two music groups over time as compared to the visual art and no arts controls. Mediation analysis with executive functions and verbal IQ as mediator for academic performance have shown a possible far transfer effect from executive sub-function to academic performance scores. Discussion: The present results indicate a positive influence of long-term music education on cognitive abilities such as inhibition and planning. Of note, following a two-and-a-half year long visual arts program significantly improves scores on a visuospatial memory task. All results combined, this study supports a far transfer effect from music education to academic achievement mediated by executive sub-functions. PMID:29541017

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

Science.gov (United States)

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

2018-01-01

Background: Research on the effects of music education on cognitive abilities has generated increasing interest across the scientific community. Nonetheless, longitudinal studies investigating the effects of structured music education on cognitive sub-functions are still rare. Prime candidates for investigating a relationship between academic achievement and music education appear to be executive functions such as planning, working memory, and inhibition. Methods: One hundred and forty-seven primary school children, M age = 6.4 years, SD = 0.65 were followed for 2.5 years. Participants were randomized into four groups: two music intervention groups, one active visual arts group, and a no arts control group. Neuropsychological tests assessed verbal intelligence and executive functions. Additionally, a national pupil monitor provided data on academic performance. Results: Children in the visual arts group perform better on visuospatial memory tasks as compared to the three other conditions. However, the test scores on inhibition, planning and verbal intelligence increased significantly in the two music groups over time as compared to the visual art and no arts controls. Mediation analysis with executive functions and verbal IQ as mediator for academic performance have shown a possible far transfer effect from executive sub-function to academic performance scores. Discussion: The present results indicate a positive influence of long-term music education on cognitive abilities such as inhibition and planning. Of note, following a two-and-a-half year long visual arts program significantly improves scores on a visuospatial memory task. All results combined, this study supports a far transfer effect from music education to academic achievement mediated by executive sub-functions.

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

Directory of Open Access Journals (Sweden)

David Elliott

2014-11-01

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

Integrating Piano Keyboarding into the Elementary Classroom: Effects on Memory Skills and Sentiment Toward School.

Science.gov (United States)

Marcinkiewicz, Henryk R.; And Others

1995-01-01

Discovered that the introduction of piano keyboarding into elementary school music instruction produced a positive effect regarding children's sentiment towards school. No discernible effect was revealed concerning memory skills. Includes statistical data and description of survey questionnaires. (MJP)

Changing classroom practices: the role of school-wide capacity for sustainable improvement

NARCIS (Netherlands)

Sleegers, P.J.C.; Thoonen, E.E.J.; Oort, F.J.; Peetsma, T.T.D.

2014-01-01

Purpose: Elementary schools have been confronted with large-scale educational reforms as strategies to improve the educational quality. While building school-wide capacity for improvement is considered critical for changing teachers’ classroom practices, there is still little empirical evidence for

Changing classroom practices: the role of school-wide capacity for sustainable improvement

NARCIS (Netherlands)

Sleegers, P.J.C.; Thoonen, Eric E.J.; Oort, Frans J.; Peetsma, Thea T.D.

2015-01-01

Purpose – Elementary schools have been confronted with large-scale educational reforms as strategies to improve the educational quality. While building school-wide capacity for improvement is considered critical for changing teachers’ classroom practices, there is still little empirical evidence for

Music and Visual Research

DEFF Research Database (Denmark)

Jensen, Julie Borup

2017-01-01

, ethnographic video observation was chosen as a way of handling complex data and analysing complex interaction. Preliminary analyses of the findings indicates the ability of music to both contain and express experiential, sensory, emotional and cognitive complexity in ways that allow for differences......The paper explores the potential of video ethnography concerning educational research on music as contributing to an inclusive learning environment in elementary school (research objective). In music education research, the use of visual data provided by video seems to be a relevant choice...... of method, because music as a school subject encompasses multiple ways for the pupils to participate and interact in the learning environment, and music itself provides a whole set of complex linguistic rules that will escape traditional observation and interview methods in ethnographic research. Therefore...

Flipped Instruction in a High School Science Classroom

Science.gov (United States)

Leo, Jonathan; Puzio, Kelly

2016-01-01

This paper reports on a quasi-experimental study examining the effectiveness of flipped instruction in a 9th grade biology classroom. This study included four sections of freshmen-level biology taught by the first author at a private secondary school in the Pacific Northwest. Using a block randomized design, two sections were flipped and two…

Harmonizing the Writing Process with Music Training Techniques

Science.gov (United States)

Riecken, Nancy

2009-01-01

Can music help students become better thinkers and writers? Over the past three years, the author has incorporated some basic music training techniques in her classrooms to help her teach the writing process to students who would otherwise click her off. The students have developed clearer thinking and organizational skills, and have increased…

Anansi's Still at School: John Furlong's Contribution to School and Classroom Ethnography

Science.gov (United States)

Delamont, Sara

2014-01-01

The work of John Furlong on school and classroom ethnography is located in its context and its achievements celebrated. The paper focuses on class, ethnicity and gender issues as it explores the changes and continuities in the ethnography of education over the 66-year period covered. The qualities of a good ethnographer are playfully compared to…

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…

Observations of Children with Disabilities in Four Elementary Music Classrooms

Science.gov (United States)

Draper, Ellary A.

2017-01-01

Much of what we know about music classes comes from observing students without disabilities; there is little empirical research that informs music education practices for students with disabilities in inclusive music settings. The purpose of this study was to systematically observe and describe opportunities for nine students with disabilities to…

Interactive Music Video Games and Children's Musical Development

Science.gov (United States)

Gower, Lily; McDowall, Janet

2012-01-01

Interactive music video games are a readily available, mainstream technology but they are not generally seen as educative tools. Nor are they established within school teaching and learning environments. This study investigated children's use of these games from a music education perspective. Nine children, aged 9-11 years, and two specialist…

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

Science.gov (United States)

Elpus, Kenneth

2013-01-01

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

The Impact and Feasibility of Introducing Height-Adjustable Desks on Adolescents’ Sitting in a Secondary School Classroom

Directory of Open Access Journals (Sweden)

Rick Baldock

2016-05-01

Full Text Available Children spend over 60% of their school day sitting; much of this occurs in the classroom. Emerging research has examined the impact of environmental interventions on classroom sitting. While this research is promising, it has predominantly focused on the primary school setting. This study examined the impact and feasibility of height-adjustable desks on time spent sitting/standing during classroom lessons in a secondary school. Traditional desks in a Melbourne secondary school classroom were replaced with 27 height-adjustable desks (intervention classroom. Forty-three adolescents (51% male; mean age 13.7 ± 1.4 years from Grades 7, 9 and 10 wore an inclinometer and accelerometer for schooldays and completed a survey after using the desks during lessons for seven weeks. Ten teachers (50% male completed a survey. Time spent sitting, standing, and the length of sitting bouts were compared between periods when adolescents were in the intervention classroom versus traditional classrooms (matched on teacher and subject. Compared to the traditional classroom, adolescents spent 25% less time sitting and 24% more time standing in the intervention classroom (effect size > 0.8, and had a greater frequency of short sitting bouts and fewer longer bouts. The majority of teachers (71% and students (70% reported wanting to continue to use the height-adjustable desks. When standing during lessons, adolescents reported working well (69%; however, a third reported difficulties paying attention (28% and becoming distracted (36%. Few teachers reported negative influences on adolescents’ ability to work (14% and concentrate (14%. Half the adolescents reported leg, or back pain with standing. Introducing height-adjustable desks resulted in lower levels of sitting compared with traditional classrooms, was acceptable and had some adverse effects on concentration and discomfort. The study provides preliminary evidence that height-adjustable desks may help reduce

One-to-one iPad technology in the middle school mathematics and science classrooms

Science.gov (United States)

Bixler, Sharon G.

Science, technology, engineering, and mathematics (STEM) education has become an emphasized component of PreK-12 education in the United States. The US is struggling to produce enough science, mathematics, and technology experts to meet its national and global needs, and the mean scores of science and mathematics students are not meeting the expected levels desired by our leaders (Hossain & Robinson, 2011). In an effort to improve achievement scores in mathematics and science, school districts must consider many components that can contribute to the development of a classroom where students are engaged and growing academically. Computer technology (CT) for student use is a popular avenue for school districts to pursue in their goal to attain higher achievement. The purpose of this study is to examine the use of iPads in a one-to-one setting, where every student has his own device 24/7, to determine the effects, if any, on academic achievement in the areas of mathematics and science. This comparison study used hierarchical linear modeling (HLM) to examine three middle schools in a private school district. Two of the schools have implemented a one-to-one iPad program with their sixth through eighth grades and the third school uses computers on limited occasions in the classroom and in a computer lab setting. The questions addressed were what effect, if any, do the implementation of a one-to-one iPad program and a teacher's perception of his use of constructivist teaching strategies have on student academic achievement in the mathematics and science middle school classrooms. The research showed that although the program helped promote the use of constructivist activities through the use of technology, the one-to-one iPad initiative had no effect on academic achievement in the middle school mathematics and science classrooms.

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

Science.gov (United States)

Georgii-Hemming, Eva; Westvall, Maria

2010-01-01

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

Music: Highly Engaged Students Connect Music to Math

Science.gov (United States)

Jones, Shelly M.; Pearson, Dunn, Jr.

2013-01-01

A musician and a mathematics educator create and implement a set of elementary school lessons integrating music and math. Students learn the basics of music theory including identifying notes and learning their fractional values. They learn about time signatures and how to determine correct note values per measure. Students are motivated by…

The Rewards of Teaching Music in Urban Settings

Science.gov (United States)

Bernard, Rhoda

2010-01-01

A great deal has been written about the challenges facing music educators who work in urban settings. The scarcity of instruments, textbooks, and other resources; a lack of parental and administrative support; and difficulties with classroom management are just a few of the issues that confront music teachers who work in urban communities.…

Educational Affordances and Learning Design in Music Software Development

Science.gov (United States)

Cheng, Lee; Leong, Samuel

2017-01-01

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

Report of the Summer School of Pitch, Music & Associated Pathologies (Lyon, July 9-11, 2014)

NARCIS (Netherlands)

Pfeifer, J.; Asano, R.; Attina, V.; d’Errico, M.; El Boghdady, N.; Estivalet, G.; Grön, L.; Guillemard, D.; Kang, H.J.; Luckmann, A.; Mina, F.; Tabibi, S.; Viswanathan, J.

2014-01-01

The summer school on Pitch, Music and Associated Pathologies was held for 2½ days, July 9-11, 2014, at the Valpré conference center in Lyon. Fifty-five researchers and students from universities and research institutions from 11 countries participated in it. The summer school was organized in 2

Scientific reasoning skills of high school students’ relationship gender and their academic success

OpenAIRE

Zeynep Demirtaş

2011-01-01

This study is aimed to examine the relationships between scientific reasoning skills of high school students and academic success that science (Physics, Chemistry and Biology), language (Turkish Language and Literature with Foreign Language), social (History and Geograpy) and ability groups (Painting, Music and Physical Education). For this purpose a test was executed to 408 first grade students from different seven high schools in Sakarya. Data were collected by a Classroom Test of Scientifi...

Stressors and Stressor Response Levels of Hong Kong Primary School Music Teachers

Science.gov (United States)

Wong, Marina Wai-yee; Chik, Maria Pik-yuk; Chan, Edmund Sze Shing

2018-01-01

Responses from 309 randomly sampled Hong Kong primary school music teachers to the shortened version of the Chinese Teacher Stress Questionnaire were subjected to a descriptive percentage analysis, one-way ANOVA and independent t test. Obtained results identify five key stressors: "changing education policy of the government";…

Teachers' Experience in Implementing Cooperative Learning in the Classrooms (Phenomenological Research at Junior High School Classrooms in Ponorogo, East Java, Indonesia)

Science.gov (United States)

Harjali

2017-01-01

This study aimed to investigate the teachers' perception toward the implementation of cooperative learning in the classroom. The research applied a qualitative phenomenological design that used a purposeful sample of six teachers at Junior High School Classrooms in Ponorogo, East Java, Indonesia. Data collected via in-depth interviews, participant…

My Country, My Music: Imagined Nostalgia and the Crisis of Identity in a Time of Globalization

Science.gov (United States)

Lum, Chee-Hoo

2017-01-01

This qualitative research study seeks to examine definitions of Singapore music, music by Singapore composers and musics of/in Singapore through the eyes of tertiary music educators in a local institute of teacher education, and to determine pedagogical implications of such definitions in the space of the music classroom. Extensive informal…

Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

Science.gov (United States)

Tsai, Liang-Ting; Yang, Chih-Chien

2015-05-01

This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS 2011 study, in which they were required to complete questionnaires. A 3-level multilevel analysis was used to assess the influence of factors at 3 levels on the science performance of 8th-grade Taiwanese students. The results showed that the provision of education resources at home, teachers' level of education, and school climate were the strongest predictor of science performance at the student, classroom, and school level, respectively. It was concluded that the science performance of 8th-grade Taiwanese students is driven largely by individual factors. Classroom-level factors accounted for a smaller proportion of the total variance in science performance than did school-level factors.

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

Directory of Open Access Journals (Sweden)

Artur C. Jaschke

2018-02-01

Full Text Available Background: Research on the effects of music education on cognitive abilities has generated increasing interest across the scientific community. Nonetheless, longitudinal studies investigating the effects of structured music education on cognitive sub-functions are still rare. Prime candidates for investigating a relationship between academic achievement and music education appear to be executive functions such as planning, working memory, and inhibition.Methods: One hundred and forty-seven primary school children, Mage = 6.4 years, SD = 0.65 were followed for 2.5 years. Participants were randomized into four groups: two music intervention groups, one active visual arts group, and a no arts control group. Neuropsychological tests assessed verbal intelligence and executive functions. Additionally, a national pupil monitor provided data on academic performance.Results: Children in the visual arts group perform better on visuospatial memory tasks as compared to the three other conditions. However, the test scores on inhibition, planning and verbal intelligence increased significantly in the two music groups over time as compared to the visual art and no arts controls. Mediation analysis with executive functions and verbal IQ as mediator for academic performance have shown a possible far transfer effect from executive sub-function to academic performance scores.Discussion: The present results indicate a positive influence of long-term music education on cognitive abilities such as inhibition and planning. Of note, following a two-and-a-half year long visual arts program significantly improves scores on a visuospatial memory task. All results combined, this study supports a far transfer effect from music education to academic achievement mediated by executive sub-functions.

Classroom Goal Structures and HIV and Pregnancy Prevention Education in Rural High School Health Classrooms

Science.gov (United States)

Anderman, Eric M.; Cupp, Pamela K.; Lane, Derek R.; Zimmerman, Rick; Gray, DeLeon L.; O'Connell, Ann

2011-01-01

Over 5,000 adolescents enrolled in required rural high school health courses reported their perceptions of mastery and extrinsic goal structures in their health classrooms. Data were collected from all students at three time points (prior to HIV and pregnancy instruction, 3 months after instruction, and 1 year after instruction). Results indicated…