Sample records for school music settings
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Music Research in Inclusive School Settings: 1975 to 2013
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…
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Re-Setting Music Education's "Default Settings"
Regelski, Thomas A.
2013-01-01
This paper explores the effects and problems of one highly influential default setting of the "normal style template" of music education and proposes some alternatives. These do not require abandoning all traditional templates for school music. But re-setting the default settings does depend on reconsidering the promised function of…
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Music therapy assessment in school settings: a preliminary investigation.
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
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Learning Music Literacies across Transnational School Settings
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…
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Boys' Music? School Context and Middle-School Boys' Musical Choices
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,…
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Models of Music Therapy Intervention in School Settings
Wilson, Brian L., Ed.
2002-01-01
This completely revised 2nd edition edited by Brian L. Wilson, addresses both theoretical issues and practical applications of music therapy in educational settings. 17 chapters written by a variety of authors, each dealing with a different setting or issue. A valuable resource for demonstrating the efficacy of music therapy to school…
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Engaging Musical Practices: A Sourcebook for Middle School General Music
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…
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Musicality Development Among Primary School Pupils in Music Studies
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...
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Music without a Music Specialist: A Primary School Story
de Vries, Peter A.
2015-01-01
This case study focuses on generalist primary (elementary) school teachers teaching music in an Australian school. With the onus for teaching music moving away from the specialist music teacher to the generalist classroom teacher, this case study adds to a growing body of literature focusing on generalist primary school teachers and music…
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Connections with the Schooling Enterprise: Implications for Music Education Policy
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…
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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.
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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.
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Achievement Identification and Evaluation of Musically Gifted Children in Lower Music School
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…
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Marketing School Music: It's Elementary.
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)
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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…
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Playing Music, Playing with Music: A Proposal for Music Coding in Primary School
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…
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Melinda: De Facto Primary School Music Teacher
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…
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Music Teachers and Music Therapists: Helping Children Together.
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)
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Music analysis and point-set compression
DEFF Research Database (Denmark)
Meredith, David
2015-01-01
COSIATEC, SIATECCompress and Forth’s algorithm are point-set compression algorithms developed for discovering repeated patterns in music, such as themes and motives that would be of interest to a music analyst. To investigate their effectiveness and versatility, these algorithms were evaluated...... on three analytical tasks that depend on the discovery of repeated patterns: classifying folk song melodies into tune families, discovering themes and sections in polyphonic music, and discovering subject and countersubject entries in fugues. Each algorithm computes a compressed encoding of a point......-set representation of a musical object in the form of a list of compact patterns, each pattern being given with a set of vectors indicating its occurrences. However, the algorithms adopt different strategies in their attempts to discover encodings that maximize compression.The best-performing algorithm on the folk...
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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…
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Music Education in Puerto Rican Elementary Schools: A Study from the Perspective of Music Teachers
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…
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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.
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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.
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High school music classes enhance the neural processing of speech
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...
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Science is Cool with NASA's "Space School Musical"
Asplund, S.
2011-12-01
To help young learners understand basic solar system science concepts and retain what they learn, NASA's Discovery Program collaborated with KidTribe to create "Space School Musical," an innovative approach to teaching about the solar system that combines science content with music, fun lyrics, and choreography. It's an educational "hip-hopera" that moves and grooves its way into the minds and memories of students and educators alike. Kids can watch the videos, learn the songs, do the cross-curricular activities, and perform the show themselves. "Space School Musical" captures students attention as it brings the solar system to life, introducing the planets, moons, asteroids and more. The musical uses many different learning styles, helping to assure retention. Offering students an engaging, creative, and interdisciplinary learning opportunity helps them remember the content and may lead them to wonder about the universe around them and even inspire children to want to learn more, to dare to consider they can be the scientists, technologists, engineers or mathematicians of tomorrow. The unique Activity Guide created that accompanies "Space School Musical" includes 36 academic, fitness, art, and life skills lessons, all based on the content in the songs. The activities are designed to be highly engaging while helping students interact with the information. Whether students absorb information best with their eyes, ears, or body, each lesson allows for their learning preferences and encourages them to interact with both the content and each other. A guide on How to Perform the Play helps instructors lead students in performing their own version of the musical. The guide has suggestions to help with casting, auditions, rehearsing, creating the set and costumes, and performing. The musical is totally flexible - the entire play can be performed or just a few selected numbers; students can sing to the karaoke versions or lip-sync to the original cast. After learning about
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High school music classes enhance the neural processing of speech.
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.
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Music Therapy in Schools: Working with Children of All Ages in Mainstream and Special Education
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…
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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…
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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.
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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…
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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…
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Music in the educational programs of primary school teachers
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 ...
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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)
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Non-Music Specialist Trainee Primary School Teachers' Confidence in Teaching Music in the Classroom
Seddon, Frederick; Biasutti, Michele
2008-01-01
Prior research has revealed that non-music specialist trainee primary school teachers lack confidence in teaching music in spite of changes to teacher training and the introduction of music in the National Curriculum in England. The current study investigated the effects on non-music specialist trainee primary teachers' confidence to teach music…
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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....
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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…
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The elementary school musical as an authentic, integrated performing arts experience
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...
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Gender Associations with World Music Instruments by Secondary School Music Students from the USA
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…
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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…
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Hidden in Plain Sight: A Music Therapist and Music Educator in A Public School District
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…
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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...
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In the Beginning of the Middle: Curriculum Considerations for Middle School General Music
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…
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"Are You Only an Applauder?" American Music Correspondence Schools in the Early Twentieth Century
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…
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Analysing Music with Point-Set Compression Algorithms
DEFF Research Database (Denmark)
Meredith, David
2016-01-01
Several point-set pattern-discovery and compression algorithms designed for analysing music are reviewed and evaluated. Each algorithm takes as input a point-set representation of a score in which each note is represented as a point in pitch-time space. Each algorithm computes the maximal...... and sections in pieces of classical music. On the first task, the best-performing algorithms achieved success rates of around 84%. In the second task, the best algorithms achieved mean F1 scores of around 0.49, with scores for individual pieces rising as high as 0.71....
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Understanding the Transition from School to University in Music and Music Technology
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…
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Music analysis and point-set compression
DEFF Research Database (Denmark)
Meredith, David
A musical analysis represents a particular way of understanding certain aspects of the structure of a piece of music. The quality of an analysis can be evaluated to some extent by the degree to which knowledge of it improves performance on tasks such as mistake spotting, memorising a piece...... as the minimum description length principle and relates closely to certain ideas in the theory of Kolmogorov complexity. Inspired by this general principle, the hypothesis explored in this paper is that the best ways of understanding (or explanations for) a piece of music are those that are represented...... by the shortest possible descriptions of the piece. With this in mind, two compression algorithms are presented, COSIATEC and SIATECCompress. Each of these algorithms takes as input an in extenso description of a piece of music as a set of points in pitch-time space representing notes. Each algorithm...
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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…
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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 ...
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Teaching Primary School Music: Coping with Changing Work Conditions
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…
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Music: Highly Engaged Students Connect Music to Math
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…
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The Effect of Preparatory Set on Musical Response in College Students.
Bartel, Lee R.
1992-01-01
Presents study results on the cognitive-affective response to music as affected by three dimensions of preparatory set. Explores self-perception of musicality, attitude toward style concepts and valuing of music experiences, and beliefs and expectations of music listening. Concludes that perception of musicality, general attitude, style…
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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
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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.
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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…
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An investigation of pimary music education in Victorian schools: a single case study
Cosaitis, Wei
2017-01-01
This phenomenological research has employed a qualitative case study approach and investigates what practices are required in successful music curriculum development and quality music teaching within and without the music classroom in state-supported (government) primary schools in Victoria, Australia. To contextualize the study, issues involving the history of music education in Victorian government primary schools, current national and state music curricula, particular music teaching approa...
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Measuring the Sources of Self-Efficacy among Secondary School Music Students
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…
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Menard, Elizabeth
2013-01-01
Creativity can be experienced in many roles of musicianship: performing, improvising, and composing. Yet, activities that encourage creative thought in our music classrooms can be a challenge to implement. A strong music education curriculum for middle school general music is important; as this may be the last time we reach students who do not…
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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…
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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…
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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…
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Problems of a Sociological Approach to Pop Music in Schools.
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)
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Geist, Kamile; Hitchcock, John H
2014-01-01
The profession would benefit from greater and routine generation of causal evidence pertaining to the impact of music therapy interventions on client outcomes. One way to meet this goal is to revisit the use of Single Case Designs (SCDs) in clinical practice and research endeavors in music therapy. Given the appropriate setting and goals, this design can be accomplished with small sample sizes and it is often appropriate for studying music therapy interventions. In this article, we promote and discuss implementation of SCD studies in music therapy settings, review the meaning of internal study validity and by extension the notion of causality, and describe two of the most commonly used SCDs to demonstrate how they can help generate causal evidence to inform the field. In closing, we describe the need for replication and future meta-analysis of SCD studies completed in music therapy settings. SCD studies are both feasible and appropriate for use in music therapy clinical practice settings, particularly for testing effectiveness of interventions for individuals or small groups. © the American Music Therapy Association 2014. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
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Organizational Identity in the History of the Longy School of Music
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…
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Music Teachers' Attitudes toward Transgender Students and Supportive School Practices
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…
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Popular Music Genres, Music Producers, and Song Creation in the General Music Classroom
Colquhoun, Shane
2018-01-01
In secondary general music classes, music educators have the opportunity to bridge the gap between the music students' experiences in school and the music they engage with outside of school. According to Williams, nontraditional music students have musical lives outside of school but choose not to participate in traditional ensembles. In this…
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The Rewards of Teaching Music in Urban Settings
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.…
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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.
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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 ...
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Thoms, Paul E.
1992-01-01
Discusses the need to promote school music programs. Includes a checklist for testing a music program's promotional effectiveness. Suggests using public relations (PR) to reduce the risk of music program cuts before they occur. Recommends setting and determining the means of achieving PR goals. Identifies the benefits of effective PR. (SG)
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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...
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High School Music Programmes as Potential Sites for Communities of Practice--A Canadian Study
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…
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Number 13 / Part I. Music. 7. Grounds of Absolute Pitch Development in Yamaha Music School
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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.
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"Let them Jam!": Incorporating Unschooling Pedagogy in the Secondary School Music Classroom
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Dr. John L. VITALE
2008-07-01
Full Text Available This paper examines how the principles of unschooling were accidentally uncovered during my tenure as a music teacher in a secondary school in suburban Toronto , Ontario . As traditional music pedagogy during my first year at this school was unsuccessful, I delayed the start of each class in an attempt to shorten my instructional time and lessen the acrimonious relationship I had developed with my students. This delayed segment of class time evolved into an extraordinary and valuable learning experience for all of my students which became known as "jam time." This form of learning embraced the pedagogical philosophy of unschooling, which eventually motivated my students to increase their musical knowledge and skills as well as embrace traditional music pedagogy. In addition, this paper also examines the contextual philosophy of unschooling versus traditional pedagogy in the secondary school music class.
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Teaching Ambition: A Case Study of High School Music Students
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…
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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 ...
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Psychological intervention reduces self-reported performance anxiety in high school music students
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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.
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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…
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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.
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Clinical Guide to Music Therapy in Physical Rehabilitation Settings
Wong, Elizabeth
2004-01-01
Elizabeth Wong, MT-BC presents tools and information designed to arm the entry-level music therapist (or an experienced MT-BC new to rehabilitation settings) with basic knowledge and materials to develop or work in a music therapy program treating people with stroke, brain injury, and those who are ventilator dependent. Ms. Wong offers goals and…
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Procedural-support music therapy in the healthcare setting: a cost-effectiveness analysis.
DeLoach Walworth, Darcy
2005-08-01
This comparative analysis examined the cost-effectiveness of music therapy as a procedural support in the pediatric healthcare setting. Many healthcare organizations are actively attempting to reduce the amount of sedation for pediatric patients undergoing various procedures. Patients receiving music therapy-assisted computerized tomography scans ( n = 57), echocardiograms ( n = 92), and other procedures ( n = 17) were included in the analysis. Results of music therapy-assisted procedures indicate successful elimination of patient sedation, reduction in procedural times, and decrease in the number of staff members present for procedures. Implications for nurses and music therapists in the healthcare setting are discussed.
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Survey of Music Programs at State Residential Schools for Blind Students
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…
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“Music for raising awareness, music for joy”, dealing with disability at the Secondary School
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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”.
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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…
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Flute Teachers’ One-to-One Instructional Strategies at Individual Teaching Stages in Music School
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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.
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Can Music in Schools Live up to Its Promise?
Whyte, Ingrid; Mould, Norman
2011-01-01
Music helps to bring out the best in young people. It nourishes self-esteem and keeps them engaged. The starting point for any good school program is the teacher, whether that program teaches English, math, science, history, arts--or music. So why is it that, at the elementary level, we have so many generalist classroom teachers--with no…
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Effects of music on assertive behavior during exercise by middle-school-age students.
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.
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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…
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Music therapy in neurological rehabilitation settings.
Galińska, Elżbieta
2015-01-01
The neurologic music therapy is a new scope of music therapy. Its techniques deal with dysfunctions resulting from diseases of the human nervous system. Music can be used as an alternative modality to access functions unavailable through non-musical stimulus. Processes in the brain activated by the influence of music can be generalized and transferred to non-musical functions. Therefore, in clinical practice, the translation of non-musical therapeutic exercises into analogous, isomorphic musical exercises is performed. They make use of the executive peculiarity of musical instruments and musical structures to prime, cue and coordinate movements. Among musical components, a repetitive rhythm plays a significant role. It regulates physiologic and behavioural functions through the mechanism of entrainment (synchronization of biological rhythms with musical rhythm based on acoustic resonance). It is especially relevant for patients with a deficient internal timing system in the brain. Additionally, regular rhythmic patterns facilitate memory encoding and decoding of non-musical information hence music is an efficient mnemonic tool. The music as a hierarchical, compound language of time, with its unique ability to access affective/motivational systems in the brain, provides time structures enhancing perception processes, mainly in the range of cognition, language and motor learning. It allows for emotional expression and improvement of the motivation for rehabilitation activities. The new technologies of rhythmic sensory stimulation (i.e. Binaural Beat Stimulation) or rhythmic music in combination with rhythmic light therapy appear. This multimodal forms of stimulation are used in the treatment of stroke, brain injury, dementia and other cognitive deficits. Clinical outcome studies provide evidence of the significant superiority of rehabilitation with music over the one without music.
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Processes of self-regulated learning in music theory in elementary music schools in Slovenia
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...
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Music therapy in neurological rehabilitation settings
Elżbieta Galińska
2015-01-01
The neurologic music therapy is a new scope of music therapy. Its techniques deal with dysfunctions resulting from diseases of the human nervous system. Music can be used as an alternative modality to access functions unavailable through non-musical stimulus. Processes in the brain activated by the influence of music can be generalized and transferred to non-musical functions. Therefore, in clinical practice, the translation of non-musical therapeutic exercises into analogous, isomorphic ...
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Music Teachers' Everyday Conceptions of Musicality.
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…
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Enabling Tailored Music Programs in Elementary Schools: An Australian Exemplar
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…
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Music Education in the Curriculum of Ohio Charter Schools
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…
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Slater, Jessica; Tierney, Adam; Kraus, Nina
2013-01-01
Temporal processing underlies both music and language skills. There is increasing evidence that rhythm abilities track with reading performance and that language disorders such as dyslexia are associated with poor rhythm abilities. However, little is known about how basic time-keeping skills can be shaped by musical training, particularly during critical literacy development years. This study was carried out in collaboration with Harmony Project, a non-profit organization providing free music education to children in the gang reduction zones of Los Angeles. Our findings reveal that elementary school children with just one year of classroom music instruction perform more accurately in a basic finger-tapping task than their untrained peers, providing important evidence that fundamental time-keeping skills may be strengthened by short-term music training. This sets the stage for further examination of how music programs may be used to support the development of basic skills underlying learning and literacy, particularly in at-risk populations which may benefit the most.
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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…
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Drawing a Line in Water: Constructing the School Censorship Frame in Popular Music Education
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…
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Queering Informal Pedagogy: Sexuality and Popular Music in School
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…
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Hinkle, Jonathan R.
2011-01-01
During the past 60 years, jazz music has slowly become recognized as a genre worthy of study in high school music programs throughout the United States. Only a few researchers have analyzed large samples of jazz-related instruction in instrumental music programs, and of these studies no data were collected to investigate the inclusion of jazz in…
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Teaching Children Musical Perception with MUSIC-AR
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Valéria Farinazzo Martins
2015-03-01
Full Text Available Unfortunately in Brazil there is a non compulsory musical education in schools that leads to loss of sound/musical perception of Brazilian children. This fact, associated with the lack of software for the teaching of musical perception, inspired the creation of Music-AR, a set of software that uses Augmented Reality technology for the teaching of sound properties, such as timbre, pitch and sound intensity. There were four small applications for that: the first one allows the child to manipulate virtual objects linked to sounds, this way, the child can loosen and stretch virtual objects relating them to the (bass and treble sound pitch; the second focus on the concept of sound intensity, associating it to virtual animals been far or near to the children; the third is related to duration of the sound (short or long, and the last is about timbre – the personality of the sound. Tests were applied and the results are presented in this work.
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Teachers' Guide to Music Appreciation III A and III B in the Senior High School.
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.…
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The Decline and Revival of Music Education in New South Wales Schools, 1920-1956
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…
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After-school music educational activities as a part of professional training of future teacher
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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.
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Changing Paradigms in General Music Education
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…
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Wong, Marina Wai-yee; Chik, Maria Pik-yuk
2016-01-01
It has been a decade since the implementation of Hong Kong's policy of inclusion, that mainstream schools should admit students with special educational needs (SEN). This study reports on music teachers' experiences of teaching SEN students in inclusive music classrooms. Data were derived from a qualitative multiple case study comprising 10…
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Effects of Music on Physical Activity Rates of Junior High School Physical Education Students
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.…
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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.
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Instruction in Musical Education during the Transitory Stage from Kindergarten to Elementary School
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...
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A High-Tech Makeover for School Music
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…
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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…
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Educational laws of music in primary schools in Spain in 19th century
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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.
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Bertacchini, Francesca; Bilotta, Eleonora; Pantano, Pietro; Tavernise, Assunta
2012-01-01
In this paper, we present an Edutainment (education plus entertainment) secondary school setting based on the construction of artifacts and manipulation of virtual contents (images, sound, and music) connected to Chaos. This interactive learning environment also foresees the use of a virtual theatre, by which students can manipulate 3D contents…
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Singapore International Schools: Best Practice in Culturally Diverse Music Education
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…
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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.
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Who Gets to Play? Investigating Equity in Musical Instrument Instruction in Scottish Primary Schools
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…
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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.
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Social inclusion as a therapeutic and educational factor in a music therapy setting
Loss, Felix
2016-01-01
Inclusive approaches for children with special needs are applied in both the fields of music therapy and (music) education. In practice, inclusive music therapy groups consist only of children with special needs, whereas an inclusive kindergarten group for example may consist of typical and non-typical children, yet not in an actual therapy setting. Both practices hold explicit benefits for typical and non-typical children, however mutually exclusive of one another. The aim of the study is to...
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A Case Study of an Instrumental Music Program and Its Influence on the Culture of a School
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…
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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.
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Perceptions of Jazz Improvisation among Pennsylvania Music Educators
Rummel, Jason Robert
2010-01-01
Jazz education has been a part of school music programs in the United States in both extracurricular and curricular settings since the 1920's. An enormous growth in the popularity of stage bands and jazz ensembles was experienced between the 1940's and 1980's resulting in a vibrant, widespread acceptance of jazz in the music curriculum (Luty,…
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DEFF Research Database (Denmark)
Petersen, Bjørn; Sørensen, Stine Derdau; Pedersen, Ellen Raben
measures of rehabilitation are important throughout adolescence. Music training may provide a beneficial method of strengthening not only music perception, but also linguistic skills, particularly prosody. The purpose of this study was to examine perception of music and speech and music engagement...... of adolescent CI users and the potential effects of an intensive musical ear training program. METHODS Eleven adolescent CI users participated in a short intensive training program involving music making activities and computer based listening exercises. Ten NH agemates formed a reference group, who followed...... their standard school schedule and received no music training. Before and after the intervention period, both groups completed a set of tests for perception of music, speech and emotional prosody. In addition, the participants filled out a questionnaire which examined music listening habits and enjoyment...
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Directory of Open Access Journals (Sweden)
Sébastien ePaquette
2013-08-01
Full Text Available The Musical Emotional Bursts (MEB consist of 80 brief musical executions expressing basic emotional states (happiness, sadness and fear and neutrality. These musical bursts were designed to be the musical analogue of the Montreal Affective Voices (MAV – a set of brief non-verbal affective vocalizations portraying different basic emotions. The MEB consist of short (mean duration: 1.6 sec improvisations on a given emotion or of imitations of a given MAV stimulus, played on a violin (n:40 or a clarinet (n:40. The MEB arguably represent a primitive form of music emotional expression, just like the MAV represent a primitive form of vocal, nonlinguistic emotional expression. To create the MEB, stimuli were recorded from 10 violinists and 10 clarinetists, and then evaluated by 60 participants. Participants evaluated 240 stimuli (30 stimuli x 4 [3 emotions + neutral] x 2 instruments by performing either a forced-choice emotion categorization task, a valence rating task or an arousal rating task (20 subjects per task; 40 MAVs were also used in the same session with similar task instructions. Recognition accuracy of emotional categories expressed by the MEB (n:80 was lower than for the MAVs but still very high with an average percent correct recognition score of 80.4%. Highest recognition accuracies were obtained for happy clarinet (92.0% and fearful or sad violin (88.0% each MEB stimuli. The MEB can be used to compare the cerebral processing of emotional expressions in music and vocal communication, or used for testing affective perception in patients with communication problems.
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SUGGESTOPEDIA AS THE METHOD OF THE MUSIC EXPERIENCE FORMATION OF PRE-SCHOOL CHILDREN
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...
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DEFF Research Database (Denmark)
Petersen, Bjørn; Sørensen, Stine Derdau; Pedersen, Ellen Raben
their standard school schedule and received no music training. Before and after the intervention period, both groups completed a set of tests for perception of music, speech and emotional prosody. In addition, the participants filled out a questionnaire which examined music listening habits and enjoyment....... RESULTS CI users significantly improved their overall music perception and discrimination of melodic contour and rhythm in particular. No effect of the music training was found on discrimination of emotional prosody or speech. The CI users described levels of music engagement and enjoyment that were...... combined with their positive feedback suggests that music training could form part of future rehabilitation programs as a strong, motivational and beneficial method of improving auditory skills in adolescent CI users....
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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.
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Effect of youth culture music on high school students' academic performance.
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.
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A pilot study: the effects of music therapy interventions on middle school students' ESL skills.
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.
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Tuvan music in schools in the United States
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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.
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Measure for measure: curriculum requirements and children's achievement in music education.
Bond, Trevor; Bond, Marie
2010-01-01
Children in all public primary schools in Queensland, Australia have weekly music lessons designed to develop key musical concepts such as reading, writing, singing and playing simple music notation. Their understanding of basic musical concepts is developed through a blend of kinaesthetic, visual and auditory experiences. In keeping with the pedagogical principles outlined by the Hungarian composer, Zoltan Kodaly, early musical experiences are based in singing well-known children's chants - usually restricted to notes of the pentatonic scale. In order to determine the extent to which primary school children's musical understandings developed in response to these carefully structured developmental learning experiences, the Queensland Primary Music Curriculum was examined to yield a set of over 70 indicators of musical understanding in the areas of rhythm, melody and part-work,the essential skills for choral singing. Data were collected from more than 400 children's attempts at elicited musical performances. Quantitative data analysis procedures derived from the Rasch model for measurement were used to establish the sequence of children's mastery of key musical concepts. Results suggested that while the music curriculum did reflect the general development of musical concepts, the grade allocation for a few concepts needed to be revised. Subsequently, children's performances over several years were also analysed to track the musical achievements of students over time. The empirical evidence confirmed that children's musical development was enhanced by school learning and that indicators can be used to identify both outstanding and atypical development of musical understanding. It was concluded that modest adjustments to the music curriculum might enhance children's learning opportunities in music.
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Martin, Jeffrey
2012-01-01
Despite emerging efforts to teach from within authentic music making contexts, electronic music in schools generally remains detached from the practices of actual composers. Often electronic technology is regarded merely as a set of tools for learning and, as a result, many view active engagement in technology-based music making as a…
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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
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Hutchinson, Jasmin C; Karageorghis, Costas I; Black, Jessica D
2017-02-01
The purpose of this study was to examine the effects of music and music-video on perceptual (attentional focus, rated perceived exertion), affective (affective valence and enjoyment) and psychophysiological (blood glucose, heart rate) variables in outpatients attending a diabetes exercise clinic. Participants were 24 females (age = 66.0 ± 8.5 years) enrolled in a supervised exercise program for people with diabetes. They engaged in mixed-modality exercise sessions that included a standardized combination of flexibility, aerobic and resistance activities under conditions of music, music-video and control. Analyses revealed a main effect of condition on attentional focus and affect during aerobic exercise only. The music-video condition elicited the highest level of attentional dissociation, while affective valence was more positive in the 2 experimental conditions when compared to control. Rated perceived exertion and heart rate did not differ across conditions. Measures of exercise enjoyment indicated a main effect of condition wherein scores were higher with the music-video condition when compared to control. There was an acute glucose-lowering effect of exercise in all conditions. Results lend support to the notion that auditory and visual stimuli can enhance affective responses to exercise in a clinical setting. This may have meaningful implications for adherence, given the link between affective judgements and future behaviour in an exercise context. Copyright © 2016 Canadian Diabetes Association. Published by Elsevier Inc. All rights reserved.
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Music Links--A Music Ensemble Outreach Programme for Schools
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…
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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.
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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.
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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
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An Examination of Music Teacher Job Interview Questions
Juchniewicz, Jay
2016-01-01
The purpose of this study was to examine which interview questions principals consider most important when interviewing prospective music teachers. Additionally, data were examined to determine any differences between school grade level, school setting, or years of experience as a principal in preferences for specific interview questions.…
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Study Protocol RapMusicTherapy for emotion regulation in a school setting
Uhlig, S.; Jansen, E.; Scherder, E.J.A.
2015-01-01
The growing risk of the development of problem behaviors in adolescents (ages 10-15) requires effective methods for prevention, supporting self-regulative capacities. Music listening as an effective self-regulative tool for emotions and behavioral adaptation for adolescents and youth is widely
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Shoemark, Helen; Rimmer, Jo; Bower, Janeen; Tucquet, Belinda; Miller, Lauren; Fisher, Michelle; Ogburn, Nicholas; Dun, Beth
2018-03-09
This article reports on a project at the Royal Children's Hospital Melbourne in which the music therapy team synthesized their practice and related theories to propose a new conceptual framework for music therapy in their acute pediatric setting. The impetus for the project was the realization that in the process of producing key statements about the non-musical benefits of music therapy, the cost was often the suppression of information about the patient's unique musical potential as the major (mediating) pathway from referral reason, to music therapy, and to effective outcomes. The purpose of the project was to articulate how this team of clinicians conceive of the patient's musical self as the major theoretical pathway for music therapy in an evidence-based acute medical setting. The clinicians' shared reflexive process across six months involved robust directed discussion, annotation of shared reading, and documentation of all engagement in words and diagrams. The outcome was a consensus framework including three constructs: the place of music in the life of the infant, child, and young people, Culture and Context, and Musical Manifestations. The constructs were tested in a clinical audit, and found to be robustly inclusive. In addition to the conceptual framework, this project serves to demonstrate a process by which clinical teams may reflect on their individual practice and theory together to create a consensus stance for the overall service they provide in the one setting.
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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…
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Green, Lucy
2009-01-01
This article presents the author's response to the six authors in the special issue of "Action, Criticism and Theory for Music Education" concerning her book "Music, Informal Learning and the School: A New Classroom Pedagogy." In this response, the author focuses on some general observations that came to mind whilst reading the…
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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…
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Music class lower students' stress level
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...
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"Bauchman v. West High School" Revisited: Religious Text and Context in Music Education
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…
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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…
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Directory of Open Access Journals (Sweden)
Genevieve Anita Dingle
2016-06-01
Full Text Available This paper presents an effectiveness study of Tuned In, a novel emotion regulation intervention that uses participant selected music to evoke emotions in session and teaches participants emotional awareness and regulation skills. The group program content is informed by a two dimensional model of emotion (arousal, valence, along with music psychology theories about how music evokes emotional responses. The program has been evaluated in two samples of adolescents: 41 at risk adolescents (76% males; Mage = 14.8 years attending an educational re-engagement program and 216 students (100% females; Mage = 13.6 years attending a mainstream secondary school. Results showed significant pre- to post-program improvements in measures of emotion awareness, identification, and regulation (p < .01 to p = .06 in the smaller at risk sample and all p < .001 in the mainstream school sample. Participant ratings of engagement and likelihood of using the strategies learned in the program were high. Tuned In shows promise as a brief emotion regulation intervention for adolescents, and these findings extend an earlier study with young adults. Tuned In is a-theoretical in regard to psychotherapeutic approach and could be integrated with other program components as required.
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Dingle, Genevieve A; Hodges, Joseph; Kunde, Ashleigh
2016-01-01
This paper presents an effectiveness study of Tuned In, a novel emotion regulation intervention that uses participant selected music to evoke emotions in session and teaches participants emotional awareness and regulation skills. The group program content is informed by a two dimensional model of emotion (arousal, valence), along with music psychology theories about how music evokes emotional responses. The program has been evaluated in two samples of adolescents: 41 "at risk" adolescents (76% males; M age = 14.8 years) attending an educational re-engagement program and 216 students (100% females; M age = 13.6 years) attending a mainstream secondary school. Results showed significant pre- to post-program improvements in measures of emotion awareness, identification, and regulation (p < 0.01 to p = 0.06 in the smaller "at risk" sample and all p < 0.001 in the mainstream school sample). Participant ratings of engagement and likelihood of using the strategies learned in the program were high. Tuned In shows promise as a brief emotion regulation intervention for adolescents, and these findings extend an earlier study with young adults. Tuned In is a-theoretical in regard to psychotherapeutic approach and could be integrated with other program components as required.
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'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...
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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.
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Music Education at Hospital Schools in Spain and Sweden: Paths between Governing and Knowledge
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…
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Generalizations of the subject-independent feature set for music-induced emotion recognition.
Lin, Yuan-Pin; Chen, Jyh-Horng; Duann, Jeng-Ren; Lin, Chin-Teng; Jung, Tzyy-Ping
2011-01-01
Electroencephalogram (EEG)-based emotion recognition has been an intensely growing field. Yet, how to achieve acceptable accuracy on a practical system with as fewer electrodes as possible is less concerned. This study evaluates a set of subject-independent features, based on differential power asymmetry of symmetric electrode pairs [1], with emphasis on its applicability to subject variability in music-induced emotion classification problem. Results of this study have evidently validated the feasibility of using subject-independent EEG features to classify four emotional states with acceptable accuracy in second-scale temporal resolution. These features could be generalized across subjects to detect emotion induced by music excerpts not limited to the music database that was used to derive the emotion-specific features.
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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.
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Positive Musical Experiences in Education: Music as a Social Praxis
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…
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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…
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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....
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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…
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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…
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The Musical Self-Concept of Chinese Music Students
Directory of Open Access Journals (Sweden)
Suse ePetersen
2016-05-01
Full Text Available The relationship between self-concept and societal settings has been widely investigated in several Western and Asian countries, with respect to the academic self-concept in an educational environment. Although the musical self-concept is highly relevant to musical development and performance, there is a lack of research exploring how the musical self-concept evolves in different cultural settings and societies. In particular, there have been no enquiries yet in the Chinese music education environment. This study’s goal was the characterization of musical self-concept types among music students at a University in Beijing, China. The Musical Self-Concept Inquiry (MUSCI—including ability, emotional, physical, cognitive, and social facets—was used to assess the students’ musical self-concepts (N=97. The data analysis led to three significantly distinct clusters and corresponding musical self-concept types. The types were especially distinct, in the students’ perception of their musical ambitions and abilities; their movement, rhythm and dancing affinity; and the spiritual and social aspects of music. The professional aims and perspectives, and the aspects of the students’ sociodemographic background also differed between the clusters. This study is one of the first research endeavors addressing musical self-concepts in China. The empirical identification of the self-concept types offers a basis for future research on the connections between education, the development of musical achievement, and the musical self-concept in societal settings with differing understandings of the self.
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The Musical Self-Concept of Chinese Music Students.
Petersen, Suse; Camp, Marc-Antoine
2016-01-01
The relationship between self-concept and societal settings has been widely investigated in several Western and Asian countries, with respect to the academic self-concept in an educational environment. Although the musical self-concept is highly relevant to musical development and performance, there is a lack of research exploring how the musical self-concept evolves in different cultural settings and societies. In particular, there have been no enquiries yet in the Chinese music education environment. This study's goal was the characterization of musical self-concept types among music students at a University in Beijing, China. The Musical Self-Concept Inquiry-including ability, emotional, physical, cognitive, and social facets-was used to assess the students' musical self-concepts (N = 97). The data analysis led to three significantly distinct clusters and corresponding musical self-concept types. The types were especially distinct, in the students' perception of their musical ambitions and abilities; their movement, rhythm and dancing affinity; and the spiritual and social aspects of music. The professional aims and perspectives, and the aspects of the students' sociodemographic background also differed between the clusters. This study is one of the first research endeavors addressing musical self-concepts in China. The empirical identification of the self-concept types offers a basis for future research on the connections between education, the development of musical achievement, and the musical self-concept in societal settings with differing understandings of the self.
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The Musical Self-Concept of Chinese Music Students
Petersen, Suse; Camp, Marc-Antoine
2016-01-01
The relationship between self-concept and societal settings has been widely investigated in several Western and Asian countries, with respect to the academic self-concept in an educational environment. Although the musical self-concept is highly relevant to musical development and performance, there is a lack of research exploring how the musical self-concept evolves in different cultural settings and societies. In particular, there have been no enquiries yet in the Chinese music education environment. This study’s goal was the characterization of musical self-concept types among music students at a University in Beijing, China. The Musical Self-Concept Inquiry—including ability, emotional, physical, cognitive, and social facets—was used to assess the students’ musical self-concepts (N = 97). The data analysis led to three significantly distinct clusters and corresponding musical self-concept types. The types were especially distinct, in the students’ perception of their musical ambitions and abilities; their movement, rhythm and dancing affinity; and the spiritual and social aspects of music. The professional aims and perspectives, and the aspects of the students’ sociodemographic background also differed between the clusters. This study is one of the first research endeavors addressing musical self-concepts in China. The empirical identification of the self-concept types offers a basis for future research on the connections between education, the development of musical achievement, and the musical self-concept in societal settings with differing understandings of the self. PMID:27303337
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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…
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The Effects of Musical Training on the Decoding Skills of German-Speaking Primary School Children
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…
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Music Festivals for Early-Childhood Music Students.
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)
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Music playschool enhances children's linguistic skills.
Linnavalli, Tanja; Putkinen, Vesa; Lipsanen, Jari; Huotilainen, Minna; Tervaniemi, Mari
2018-06-08
Several studies have suggested that intensive musical training enhances children's linguistic skills. Such training, however, is not available to all children. We studied in a community setting whether a low-cost, weekly music playschool provided to 5-6-year-old children in kindergartens could already affect their linguistic abilities. Children (N = 66) were tested four times over two school-years with Phoneme processing and Vocabulary subtests, along with tests for Perceptual reasoning skills and Inhibitory control. We compared the development of music playschool children to their peers either attending to similarly organized dance lessons or not attending to either activity. Music playschool significantly improved the development of children's phoneme processing and vocabulary skills. No such improvements on children's scores for non-verbal reasoning and inhibition were obtained. Our data suggest that even playful group music activities - if attended to for several years - have a positive effect on pre-schoolers' linguistic skills. Therefore we promote the concept of implementing regular music playschool lessons given by professional teachers in early childhood education.
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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
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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.
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Assessing Music Students' Motivation Using the Music Model of Academic Motivation Inventory
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…
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Staying in Tune with Music Education: Policy Awareness among Music Education Majors
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…
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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…
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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.
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Daykin, Norma; de Viggiani, Nick; Pilkington, Paul; Moriarty, Yvonne
2013-06-01
Youth justice is an important public health issue. There is growing recognition of the need to adopt effective, evidence-based strategies for working with young offenders. Music interventions may be particularly well suited to addressing risk factors in young people and reducing juvenile crime. This systematic review of international research seeks to contribute to the evidence base on the impact of music making on the health, well-being and behaviour of young offenders and those considered at risk of offending. It examines outcomes of music making identified in quantitative research and discusses theories from qualitative research that might help to understand the impact of music making in youth justice settings.
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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…
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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…
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Vitale, John L.
2015-01-01
This study investigated the lives of three active music teacher performers and how their performing experience impacted pedagogy and perceived student learning in the classroom. At the time of data collection, one participant was a full-time elementary school music teacher, and the other two participants were full-time secondary school music…
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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.
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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…
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The church organist’s rappers: Redefining roles and strategies in music education
Directory of Open Access Journals (Sweden)
Rosa van As
2014-11-01
Full Text Available Arts and culture teachers often are ill-equipped to meet the requirements of school music programmes. They labour especially to accommodate the diverse musical preferences of learners. This discussion accordingly describes the implementation of a once-off rap programme at an inner-city secondary school in Pretoria. It shows the programme evolving fitfully into a remarkably effective synergy between a teacher (trained as a church organist, the formal schooling system, school learners as well as community musicians. However, this synergy was dependent on the teacher relinquishing her cultural and musical preferences in favour of a popular music programme linked to the social experiences of learners. The successful unfolding of this programme demanded that the teacher surrender the conventional status of omniscient, authoritative educator in accordance with the principles of learner-centered approaches. The role of the teacher consequently became that of project coordinator and facilitator, while the needs, goals and actions of learners were central to, and motivated experiential and reflective group learning. Learners applied theoretical knowledge in musical creation and performance, continuously assessed their progress, and redefined their objectives as required. The consequent development by them of a combination of communicative, cognitive, emotional and social skills reveals the value in music education of oral processes of learning, as well as the role of community musicians. It also underscores the value of the school as formal setting of social interaction and education, as well as the indispensable – if redefined – role of the educator.
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The Impact of Making Music on Aural Perception and Language Skills: A Research Synthesis
Hallam, Susan
2017-01-01
This paper provides a synthesis of research on the relationship between music and language, drawing on evidence from neuroscience, psychology, sociology and education. It sets out why it has become necessary to justify the role of music in the school curriculum and summarizes the different methodologies adopted by researchers in the field. It…
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Kooistra, Lauren
2016-01-01
The purpose of this study was to gain insight into the nature of a young child's engagement in an individual music lesson setting based on principles of informal learning. The informal educational space allowed the child to observe, explore, and interact with a musical environment as a process of enculturation and development (Gordon, 2013;…
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Predictors of Music Sight-Reading Ability in High School Wind Players
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…
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Classroom Management for Early Childhood Music Settings
Koops, Lisa Huisman
2018-01-01
Classroom management is a common concern for preservice teachers and can be a key to success for in-service teachers. In this article, I discuss six strategies for classroom management: design and lead engaging music activities, employ music-rich transitions, balance familiarity and novelty, plan for success, communicate clear expectations, and…
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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…
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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.
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Malaysian Children's Attitudes towards Learning Music
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,…
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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.
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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…
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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…
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Midbrain adaptation may set the stage for the perception of musical beat.
Rajendran, Vani G; Harper, Nicol S; Garcia-Lazaro, Jose A; Lesica, Nicholas A; Schnupp, Jan W H
2017-11-15
The ability to spontaneously feel a beat in music is a phenomenon widely believed to be unique to humans. Though beat perception involves the coordinated engagement of sensory, motor and cognitive processes in humans, the contribution of low-level auditory processing to the activation of these networks in a beat-specific manner is poorly understood. Here, we present evidence from a rodent model that midbrain preprocessing of sounds may already be shaping where the beat is ultimately felt. For the tested set of musical rhythms, on-beat sounds on average evoked higher firing rates than off-beat sounds, and this difference was a defining feature of the set of beat interpretations most commonly perceived by human listeners over others. Basic firing rate adaptation provided a sufficient explanation for these results. Our findings suggest that midbrain adaptation, by encoding the temporal context of sounds, creates points of neural emphasis that may influence the perceptual emergence of a beat. © 2017 The Authors.
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Midbrain adaptation may set the stage for the perception of musical beat
2017-01-01
The ability to spontaneously feel a beat in music is a phenomenon widely believed to be unique to humans. Though beat perception involves the coordinated engagement of sensory, motor and cognitive processes in humans, the contribution of low-level auditory processing to the activation of these networks in a beat-specific manner is poorly understood. Here, we present evidence from a rodent model that midbrain preprocessing of sounds may already be shaping where the beat is ultimately felt. For the tested set of musical rhythms, on-beat sounds on average evoked higher firing rates than off-beat sounds, and this difference was a defining feature of the set of beat interpretations most commonly perceived by human listeners over others. Basic firing rate adaptation provided a sufficient explanation for these results. Our findings suggest that midbrain adaptation, by encoding the temporal context of sounds, creates points of neural emphasis that may influence the perceptual emergence of a beat. PMID:29118141
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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…
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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...
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Longitudinal Analysis of Music Education on Executive Functions in Primary School Children
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
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Longitudinal Analysis of Music Education on Executive Functions in Primary School Children.
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.
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Application of a Musical Whistling Certificate Examination System as a Group Examination
Mori, Mikio; Ogihara, Mitsuhiro; Sugahara, Shin-Ichi; Taniguchi, Shuji; Kato, Shozo; Araki, Chikahiro
Recently, some professional whistlers have set up music schools to teach musical whistling. However, so far, there is no licensed examination for musical whistling. In this paper, we propose an examination system for evaluating musical whistling. The system conducts an examination in musical whistling on a personal computer (PC). It can be used to award four grades, from the second to the fifth. These grades are designed according to the standards adopted by the school for musical whistling established by the Japanese professional whistler Moku-San. It is expected that the group examination of this examination is held in the examination center where other general certification examinations are held. Thus, the influence of the whistle sound on the PC microphone normally used should be considered. For this purpose, we examined the feasibility of using a bone-conductive microphone for a musical whistling certificate examination system. This paper shows that the proposed system in which bone-transmitted sounds are considered gives good performance under a noisy environment, as demonstrated in a group examination of musical whistling using bone-transmitted sounds. The timing of a candidates whistling tends to not match because the applause sound output from the PC was inaudible for a person older than 60 years.
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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…
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The Ghost of "Emo:" Searching for Mental Health Themes in a Popular Music Format
Baker, Timothy D.; Smith-Adcock, Sondra; Glynn, Virginia R.
2013-01-01
The concept of "Emo" has gained attention among counselors who work with teens in school settings. Emo has been associated with music and popular media has linked it to mental health concerns, but scholarly sources have not converged regarding what sort of music it is, or what it means for adolescents' wellness. The authors devise…
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Interactive Music Video Games and Children's Musical Development
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…
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Music in U.S. Federal Education Policy: Estimating the Effect of "Core Status" for Music
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…
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Correlation between Teaching Styles of Candidate Music Teachers and Mentor Music Teachers
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…
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Music Education--A Personal Matter? Examining the Current Discourses of Music Education in Sweden
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…
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Directory of Open Access Journals (Sweden)
Kierla Ireland
2018-04-01
Full Text Available Measuring musical abilities in childhood can be challenging. When music training and maturation occur simultaneously, it is difficult to separate the effects of specific experience from age-based changes in cognitive and motor abilities. The goal of this study was to develop age-equivalent scores for two measures of musical ability that could be reliably used with school-aged children (7–13 with and without musical training. The children's Rhythm Synchronization Task (c-RST and the children's Melody Discrimination Task (c-MDT were adapted from adult tasks developed and used in our laboratories. The c-RST is a motor task in which children listen and then try to synchronize their taps with the notes of a woodblock rhythm while it plays twice in a row. The c-MDT is a perceptual task in which the child listens to two melodies and decides if the second was the same or different. We administered these tasks to 213 children in music camps (musicians, n = 130 and science camps (non-musicians, n = 83. We also measured children's paced tapping, non-paced tapping, and phonemic discrimination as baseline motor and auditory abilities We estimated internal-consistency reliability for both tasks, and compared children's performance to results from studies with adults. As expected, musically trained children outperformed those without music lessons, scores decreased as difficulty increased, and older children performed the best. Using non-musicians as a reference group, we generated a set of age-based z-scores, and used them to predict task performance with additional years of training. Years of lessons significantly predicted performance on both tasks, over and above the effect of age. We also assessed the relation between musician's scores on music tasks, baseline tasks, auditory working memory, and non-verbal reasoning. Unexpectedly, musician children outperformed non-musicians in two of three baseline tasks. The c-RST and c-MDT fill an important need for
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Ireland, Kierla; Parker, Averil; Foster, Nicholas; Penhune, Virginia
2018-01-01
Measuring musical abilities in childhood can be challenging. When music training and maturation occur simultaneously, it is difficult to separate the effects of specific experience from age-based changes in cognitive and motor abilities. The goal of this study was to develop age-equivalent scores for two measures of musical ability that could be reliably used with school-aged children (7-13) with and without musical training. The children's Rhythm Synchronization Task (c-RST) and the children's Melody Discrimination Task (c-MDT) were adapted from adult tasks developed and used in our laboratories. The c-RST is a motor task in which children listen and then try to synchronize their taps with the notes of a woodblock rhythm while it plays twice in a row. The c-MDT is a perceptual task in which the child listens to two melodies and decides if the second was the same or different. We administered these tasks to 213 children in music camps (musicians, n = 130) and science camps (non-musicians, n = 83). We also measured children's paced tapping, non-paced tapping, and phonemic discrimination as baseline motor and auditory abilities We estimated internal-consistency reliability for both tasks, and compared children's performance to results from studies with adults. As expected, musically trained children outperformed those without music lessons, scores decreased as difficulty increased, and older children performed the best. Using non-musicians as a reference group, we generated a set of age-based z-scores, and used them to predict task performance with additional years of training. Years of lessons significantly predicted performance on both tasks, over and above the effect of age. We also assessed the relation between musician's scores on music tasks, baseline tasks, auditory working memory, and non-verbal reasoning. Unexpectedly, musician children outperformed non-musicians in two of three baseline tasks. The c-RST and c-MDT fill an important need for researchers
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Schmid, Wolfgang; Ostermann, Thomas
2010-10-14
Almost every Western healthcare system is changing to make their services more centered around out-patient care. In particular, long-term or geriatric patients who have been discharged from the hospital often require home-based care and therapy. Therefore, several programs have been developed to continue the therapeutic process and manage the special needs of patients after discharge from hospital. Music therapy has also moved into this field of healthcare service by providing home-based music therapy (HBMT) programs. This article reviews and summarizes the settings and conditions of HBMT for the first time. The following databases were used to find articles on home-based music therapy: AMED, CAIRSS, EMBASE, MEDLINE, PsychINFO, and PSYNDEX. The search terms were "home-based music therapy" and "mobile music therapy". Included articles were analyzed with respect to participants as well as conditions and settings of HBMT. Furthermore, the date of publication, main outcomes, and the design and quality of the studies were investigated. A total of 20 international publications, 11 clinical studies and nine reports from practice, mainly from the United States (n = 8), were finally included in the qualitative synthesis. Six studies had a randomized controlled design and included a total of 507 patients. The vast majority of clients of HBMT are elderly patients living at home and people who need hospice and palliative care. Although settings were heterogeneous, music listening programs played a predominant role with the aim to reduce symptoms like depression and pain, or to improve quality of life and the relationship between patients and caregivers as primary endpoints. We were able to show that HBMT is an innovative service for future healthcare delivery. It fits with the changing healthcare system and its conditions but also meets the therapeutic needs of the increasing number of elderly and severely impaired people. Apart from music therapists, patients and their
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Directory of Open Access Journals (Sweden)
Ostermann Thomas
2010-10-01
Full Text Available Abstract Background Almost every Western healthcare system is changing to make their services more centered around out-patient care. In particular, long-term or geriatric patients who have been discharged from the hospital often require home-based care and therapy. Therefore, several programs have been developed to continue the therapeutic process and manage the special needs of patients after discharge from hospital. Music therapy has also moved into this field of healthcare service by providing home-based music therapy (HBMT programs. This article reviews and summarizes the settings and conditions of HBMT for the first time. Methods The following databases were used to find articles on home-based music therapy: AMED, CAIRSS, EMBASE, MEDLINE, PsychINFO, and PSYNDEX. The search terms were "home-based music therapy" and "mobile music therapy". Included articles were analyzed with respect to participants as well as conditions and settings of HBMT. Furthermore, the date of publication, main outcomes, and the design and quality of the studies were investigated. Results A total of 20 international publications, 11 clinical studies and nine reports from practice, mainly from the United States (n = 8, were finally included in the qualitative synthesis. Six studies had a randomized controlled design and included a total of 507 patients. The vast majority of clients of HBMT are elderly patients living at home and people who need hospice and palliative care. Although settings were heterogeneous, music listening programs played a predominant role with the aim to reduce symptoms like depression and pain, or to improve quality of life and the relationship between patients and caregivers as primary endpoints. Conclusions We were able to show that HBMT is an innovative service for future healthcare delivery. It fits with the changing healthcare system and its conditions but also meets the therapeutic needs of the increasing number of elderly and severely
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2010-01-01
Background Almost every Western healthcare system is changing to make their services more centered around out-patient care. In particular, long-term or geriatric patients who have been discharged from the hospital often require home-based care and therapy. Therefore, several programs have been developed to continue the therapeutic process and manage the special needs of patients after discharge from hospital. Music therapy has also moved into this field of healthcare service by providing home-based music therapy (HBMT) programs. This article reviews and summarizes the settings and conditions of HBMT for the first time. Methods The following databases were used to find articles on home-based music therapy: AMED, CAIRSS, EMBASE, MEDLINE, PsychINFO, and PSYNDEX. The search terms were "home-based music therapy" and "mobile music therapy". Included articles were analyzed with respect to participants as well as conditions and settings of HBMT. Furthermore, the date of publication, main outcomes, and the design and quality of the studies were investigated. Results A total of 20 international publications, 11 clinical studies and nine reports from practice, mainly from the United States (n = 8), were finally included in the qualitative synthesis. Six studies had a randomized controlled design and included a total of 507 patients. The vast majority of clients of HBMT are elderly patients living at home and people who need hospice and palliative care. Although settings were heterogeneous, music listening programs played a predominant role with the aim to reduce symptoms like depression and pain, or to improve quality of life and the relationship between patients and caregivers as primary endpoints. Conclusions We were able to show that HBMT is an innovative service for future healthcare delivery. It fits with the changing healthcare system and its conditions but also meets the therapeutic needs of the increasing number of elderly and severely impaired people. Apart from
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Report of the Summer School of Pitch, Music & Associated Pathologies (Lyon, July 9-11, 2014)
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
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Stressors and Stressor Response Levels of Hong Kong Primary School Music Teachers
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";…
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Gooding, Lori F
2011-01-01
Three separate studies were conducted in school, residential and after-school care settings to test the effectiveness of a music therapy-based social skills intervention program on improving social competence in children and adolescents. A total of 45 children (n = 12; n = 13; n = 20) aged 6-17 years with social skills deficits participated in a group-based five session intervention program. The same curriculum, adapted to be age appropriate, was used at all 3 sites. Specific deficits within the social skills areas of peer relations and self-management skills were targeted. Active interventions like music performance, movement to music and improvisation were used. Cognitive-behavioral techniques like modeling, feedback, transfer training and problem solving were also incorporated. Data on social functioning were collected before, during, and after the music therapy intervention from participants, appropriate adult personnel and via behavioral observations. Results indicated that significant improvements in social functioning were found in (a) school participant pre and post self-ratings, (b) researcher pre and post ratings of school participants, (c) case manager's pre and post treatment ratings for the residential participants, (d) after-school care participants' pre and post self-ratings, and (e) behavioral observations at all three settings. Additional changes, although not significant, were noted in teacher ratings, residential participant self- and peer ratings, and after-school case manager ratings. Results from these studies suggest that the music therapy intervention was effective in improving social competence in children and adolescents with social deficits. More research is warranted to provide additional guidance about the use of music therapy interventions to improve social functioning.
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Longitudinal Analysis of Music Education on Executive Functions in Primary School Children
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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.
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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 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 ...
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The soundtrack of substance use: music preference and adolescent smoking and drinking.
Mulder, Juul; Ter Bogt, Tom F M; Raaijmakers, Quinten A W; Gabhainn, Saoirse Nic; Monshouwer, Karin; Vollebergh, Wilma A M
2009-01-01
A connection between preferences for heavy metal, rap, reggae, electronic dance music, and substance use has previously been established. However, evidence as to the gender-specific links between substance use and a wider range of music genres in a nationally representative sample of adolescents has to date been missing. In 2003, the Dutch government funded the Dutch National School Survey on Substance Use (DNSSSU), a self-report questionnaire among a representative school-based sample of 7,324 adolescents aged 12 to 16 years, assessed music preference, tobacco, and alcohol use and a set of relevant covariates related to both substance use and music preference. Overall, when all other factors were controlled, punk/hardcore, techno/hardhouse, and reggae were associated with more substance use, while pop and classical music marked less substance use. While prior research showed that liking heavy metal and rap predicts substance use, in this study a preference for rap/hip-hop only indicated elevated smoking among girls, whereas heavy metal was associated with less smoking among boys and less drinking among girls. The types of music that mark increased substance use may vary historically and cross-culturally, but, in general, preferences for nonmainstream music are associated positively with substance use, and preferences for mainstream pop and types of music preferred by adults (classical music) mark less substance use among adolescents. As this is a correlational study no valid conclusions in the direction of causation of the music-substance use link can be drawn.
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Rickard, Nikki S.; Vasquez, Jorge T.; Murphy, Fintan; Gill, Anneliese; Toukhsati, Samia R.
2010-01-01
Previous research has demonstrated a benefit of music training on a number of cognitive functions including verbal memory performance. The impact of school-based music programs on memory processes is however relatively unknown. The current study explored the effect of increasing frequency and intensity of classroom-based instrumental training…
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Mathematics and Computation in Music
DEFF Research Database (Denmark)
The 5th Biennial International Conference for Mathematics and Computation in Music (MCM 2015) took place June 22–25, 2015, at Queen Mary University of London, UK, co-hosted by the School of Electronic Engineering and Computer Science (Centre for Digital Music) and the School of Mathematical...... Sciences. As the flagship conference of the Society for Mathematics and Computation in Music (SMCM), MCM 2015 provided a dedicated platform for the communication and exchange of ideas among researchers in mathematics, informatics, music theory, composition, musicology, and related disciplines. It brought...... together researchers from around the world who combine mathematics or computation with music theory, music analysis, composition, and performance. This year’s program – full details at http://mcm2015.qmul.ac.uk – featured a number of distinguished keynote speakers, including Andrée Ehresmann (who spoke...
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Music Therapy in Special Schools: The Assessment of the Quality of Relationship
Directory of Open Access Journals (Sweden)
Aspasia Fragkouli
2013-12-01
Full Text Available This qualitative scientific study – by means of analysing recorded therapeutic sessions with children with autism or mental disability in a special school – examines the process of creating a relationship between the therapist and the child in the context of music-therapeutic moments. The analysis of therapeutic moments was carried out through the AQR-instrument (Assessment of the Quality of Relationship and led to a the evaluation of the quality of relationship between the therapist and the child with autism or mental disability during therapy, b the evaluation of the correspondence of the therapeutic intervention to each child’s developmental level (modus, and c the appreciation of the differentiation in the relationship between the therapist and the child with autism or mental disability, as well as the size of that differentiation. Regardless of the pathology, it was observed that music therapy with children is advisable when the child shows disorders in his/her emotional development and in the ability to create a relationship. Music-therapeutic interventions that use the child itself as a starting point and follow the concept of elemental music, succeed in mobilising children’s healthy part and promote their development, in many areas. Research data are based on the author’s dissertation thesis: “Music therapy for children with psychological disorders in special education” (Fragkouli 2012.
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Spieker, Matthew H.
2016-01-01
Some American high schools include Advanced Placement (AP) Music Theory within their course offerings. Students who pass the AP exam can receive college credit either as a music or humanities credit. An AP class, however, offers music students more than future college credit; it ultimately improves musicianship skills and promotes deeper…
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REFLECTIONS ON THE REPERTORY IN MUSIC EDUCATION: FILLING THE GAP WITH CONTEMPORARY MUSIC
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Érica Dias Gomes
2014-04-01
Full Text Available Formal musical education in Brasil has been focusing common practice period repertory on all education segments. This research aims to reflect about this gap on musical education’s repertory, especially regarding contemporary music. Therefore, theoretical review was carried out in order to present some facts on music education’s history that have contributed to this repertory consolidation. Finally some notes about both contemporary music and life are exposed as argument for the importance of discussing these relations at school. Lastly this paper defends contemporary music as a significant issue for the purpose of develops musicality and relates students’ everyday life to music education.
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The construction of creativity: using video to explore secondary school music teachers’ views
Directory of Open Access Journals (Sweden)
Oscar Odena
2006-04-01
Full Text Available Abstract: This paper is taken from research which seeks to illustrate how English secondary school music teachers view creativity. It explores methodological issues regarding the eliciting of the views of teachers regarding creativity, with particular reference to the use of videotaped extracts of lessons during in-depth semi-structured interviews. Various research designs and results from previous studies are examined and the implications pointed out. A pilot study using a theoretical four-fold framework (pupil-environment-process-product is reported. A qualitative research design was used to allow teachers to reflect on their own ideas. Music lessons on composition and improvisation from three schools were observed and videotaped. The teachers were interviewed and asked to complete a ‘Musical Career Path’. The process of analysis was assisted by a software package for qualitative research (i.e. NUDIST. The conclusions presented some subcategories that supported the initial framework and exemplified the complexities in defining the term ‘creativity’, pointing to a need for further enquiry. It is suggested that the use of videotaped extracts of lessons for the purpose of discussion with participants during the interviews, proved beneficial in exploring the teachers’ views of creativity. This method may have relevance for both researchers and practitioners interested in teachers’ attitudes.
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Building Evidence for Music Education Advocacy
Shorner-Johnson, Kevin
2013-01-01
The economic challenges facing public schools and music education are immense. In this context, music teachers and supporters will need to engage in persuasive advocacy to protect resource allocations to music programs. It is worthwhile to consider the model of music education advocacy that allowed music to be adopted into the Boston Public…
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Music training alters the course of adolescent auditory development
Tierney, Adam T.; Krizman, Jennifer; Kraus, Nina
2015-01-01
Fundamental changes in brain structure and function during adolescence are well-characterized, but the extent to which experience modulates adolescent neurodevelopment is not. Musical experience provides an ideal case for examining this question because the influence of music training begun early in life is well-known. We investigated the effects of in-school music training, previously shown to enhance auditory skills, versus another in-school training program that did not focus on development of auditory skills (active control). We tested adolescents on neural responses to sound and language skills before they entered high school (pretraining) and again 3 y later. Here, we show that in-school music training begun in high school prolongs the stability of subcortical sound processing and accelerates maturation of cortical auditory responses. Although phonological processing improved in both the music training and active control groups, the enhancement was greater in adolescents who underwent music training. Thus, music training initiated as late as adolescence can enhance neural processing of sound and confer benefits for language skills. These results establish the potential for experience-driven brain plasticity during adolescence and demonstrate that in-school programs can engender these changes. PMID:26195739
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Barbarito Luca; Ardizzone Antonella
2010-01-01
The Music Industry is a complex system in which many different actors interact. In this system there are suppliers of musical instruments, music schools, authors, singers, the phonographic industry, live events organizations and also the suppliers of those electronic devices necessary to listen to the music. This paper tries to analyze the size of those segments, their changes, and which are the key nodes in this system. Also the way we listen to music has changed a lot in this last 10 years,...
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Simões, Alberto; Almeida, J. J.
2003-01-01
Current music publishing in the Internet is mainly concerned with sound publishing. We claim that music publishing is not only to make sound available but also to define relations between a set of music objects like music scores, guitar chords, lyrics and their meta-data. We want an easy way to publish music in the Internet, to make high quality paper booklets and even to create Audio CD's. In this document we present a workbench for music publishing based on open formats, using open-source t...
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Brodhecker, Shirley G.
This practicum report addresses the need to supply Head Start teachers with: (1) specific preschool music objectives; (2) a sequential preschool developmental program in music to match the child's cognitive level; (3) how to choose instructional material to encourage specific basic school readiness skills; and (4) workshops to accomplish these…
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Randall, Mac
2009-01-01
Many music teachers across the country have learned how beneficial it can be to tap into the communities around them. The author discusses how music teachers can help broaden their students' horizons by tapping into the resources just outside their school walls. One way is by employing local talents. Another is to put an ad in nearby music stores,…
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MUSIC CLASSES INFLUENCE ON THE COGNITIVE DEVELOPMENT OF PRIMARY SCHOOL CHILDREN
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M. E. Permiakova
2016-01-01
Full Text Available The aim of the study is to determine the influence of music classes on the cognitive functions formation in children of primary school age with regulatory development and children with attention deficit hyperactivity disorder (ADHD.Methods. The complex pediatric neuropsychological method by T. V. Akhutina is used in the presented study. This method was developed at the Laboratory of Neuropsychology in Moscow State University under the direction of T. V. Akhutina.Results. The quantitative and qualitative analysis of the results obtained during the neuropsychological research reveals that music classes within one year significantly influence on the increase in the rate of cognitive development of children with regulatory development. This is manifested in a more rapid formation of their kinetic and kinesthetic functions, hemispheric interaction and the ability to perceive and reproduce rhythmic structures. Research of influence of learning to play musical instruments within two years on the cognitive development of children with attention deficit hyperactivity disorder showed significantly greater development of the programming functions and voluntary activity control, the kinetic functions, hemispheric interaction, the ability to perceive and reproduce rhythms per sample, verbal memory of children involved in music. This demonstrates more rapid flow of their compensatory processes and forming a number of cognitive functions.Scientific novelty. The statistically confirmed data on correctional-developing influence of music classes on cognitive development of children with attention deficit hyperactivity disorder are achieved.Practical significance. The research materials may be applied by practical psychologists in preparation of complex correctional care programs for children with attention deficit hyperactivity disorder.
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Cultural Consciousness in Teaching General Music.
Campbell, Patricia Shehan; And Others
1992-01-01
Addresses the need to present a multiculturalist approach in elementary and secondary school general music classes. Suggests connections between particular music teaching methods and ethnic musical traditions. Includes lesson plans concerning the teaching of Native American, African-American, Filipino, and Latin American music. (SG)
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Robertson, William; Lesser, Lawrence M.
2013-01-01
Edutainment has recently been a major growing area of education, showing great promise to motivate students with relevant activities. The authors are among innovators who have developed cutting-edge fusions of popular culture and STEM concepts to engage and to motivate middle school students, using vehicles such as music/song and skateboarding.…
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Rethinking Religion in Music Education
Hoffman, Adria R.
2011-01-01
A great deal of discussion of religious music in schools has been generated in our field. As we become increasingly sensitive to the diverse interests of the multiple stakeholders in public schools, issues of political correctness and pedagogical goals are raised. The author poses questions about religion and music education. To generate a…
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World Music Ensemble: Kulintang
Beegle, Amy C.
2012-01-01
As instrumental world music ensembles such as steel pan, mariachi, gamelan and West African drums are becoming more the norm than the exception in North American school music programs, there are other world music ensembles just starting to gain popularity in particular parts of the United States. The kulintang ensemble, a drum and gong ensemble…
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Violence in the School Setting: A School Nurse Perspective.
King, Kate K
2014-01-31
Violence in schools has become a significant public health risk and is not limited to violent acts committed in the school setting. Violence in homes, neighborhoods, and communities also affects the learning and behaviors of children while at school. School violence, such as shootings, weapons in schools, assaults, fights, bullying; other witnessed violence in non-school settings; and violence as a cultural norm of problem solving can all impact the ability of children to function in school. School nurses serve on the front-line of problem identification and intervene to diminish the effects of violence on both school children as individuals and on populations in schools and the community. This article describes ways in which school nurses deal with violence and concludes with discussion of potential responses to violence, including the school nurse response to violence and implications for other healthcare professionals.
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Funding Music: Guidelines for Grant Writing in the Music Classroom
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…
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What Is Music Education For? Understanding and Fostering Routes into Lifelong Musical Engagement
Pitts, Stephanie E.
2017-01-01
Music education has a long history of defending its place in the school curriculum, with practitioners and researchers alike arguing for the creative, social and cognitive benefits of music in young people's lives. Meanwhile, those who doubt the benefits of musical learning--or more likely give them very little thought--are themselves the product…
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Approaches of High School Instrumental Music Educators in Response to Student Challenges
Edgar, Scott N.
2016-01-01
The purpose of this multiple instrumental case study was to explore approaches of four high school instrumental music educators assuming the role of facilitative teacher in responding to challenges affecting the social and emotional well-being of their students. This study utilized the framework of social emotional learning as a lens to view the…
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Directory of Open Access Journals (Sweden)
Anna-Lena Musiol
2013-12-01
Full Text Available The German Philharmonic Chamber Orchestra Bremen, a world famous orchestra for classical music, and the Comprehensive School Bremen East, a school in a deprived area, in North American terms an inner-city school, are cooperating since 2007. A three-year follow-up evaluation study was conducted to find out, if projects facilitated by the presence of the orchestra have a positive impact on the self-reported well-being and the grades of students. Results showed that involvement in the projects distinctly benefited boys: They experience a better class climate and a higher satisfaction with school as well as improved German grades.
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Popular Music Education in and for Itself, and for "Other" Music: Current Research in the Classroom
Green, Lucy
2006-01-01
This article considers some ways in which the school classroom enters into, changes and complicates musical meanings, focusing particularly on the role of popular music and how it relates to classical music. I suggest that in bringing popular music into the curriculum, educators have largely ignored the informal learning practices of popular…
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Rickard, Nikki S.; Bambrick, Caroline J.; Gill, Anneliese
2012-01-01
Previous studies demonstrate that private music training has benefits which may transfer to other domains, including verbal memory, intelligence and self-esteem. The current paper reports on the impact of an increase in school-based music training on a range of cognitive and psychosocial measures for 10-13-year-olds in two independent studies. In…
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TheoArtistry, and a Contemporary Perspective on Composing Sacred Choral Music
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George Corbett
2017-12-01
Full Text Available This article presents the methodology and research underpinning the TheoArtistry Composers’ Scheme, a project based in ITIA (the Institute for Theology, Imagination and the Arts, School of Divinity, University of St Andrews (2016–2017. I analyse Sir James MacMillan’s theology of music, outline some practical and theoretical issues that arose in setting up theologian-composer partnerships, and reflect critically on the six new works of sacred choral music that emerged (these are printed as supplementary materials. The article assesses the implications of such collaboration for future work at the interface between theology and music, and between theology and the arts more generally.
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Music, Violence and Music Therapy with Young People in Schools: A Position Paper
Katrina Skewes McFerran; Andreas Wölfl
2015-01-01
Music therapists have rarely involved themselves in the discourse linking music and violence. Instead, representatives of the profession have advocated for the positive outcomes that can result from the use of music by trained therapists working with people who have experienced violence or been violent. In this position paper, we will elaborate a much-needed position that first acknowledges the ways that music can promote violence, and then focuses on different ways to work with young peopl...
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Morgan, Steven Gene
2012-01-01
This study set out to determine if English can be taught effectively to Japanese children through a content-based instruction program that uses vocal music as the content area. A total of 240 children participated in the study. The treatment group at a private elementary school in Tokyo received weekly vocal music lessons taught in English for one…
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Popular Music in Malaysia: Education from the outside
Shah, Shahanum Mohamad
2006-01-01
The musical preference of most Malaysian young people, their knowledge of music in general and popular music in particular are shaped through informal music education. Factors that contribute to this include the wide dissemination of popular music, the status of music in the school curriculum, and the perception of most Malaysians towards music.…
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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…
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The History of Korean School Music Education
Choi, Mi-Young
2007-01-01
Music education does not exist independently, but is influenced by changes in society. Music educators must be responsive to those influences. By relating music education to political, economic, social, cultural and educational developments in the Republic of Korea during the period from 1945 to 2005, this article aims to put that education in a…
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New Music: How Music Educators Can Save an Endangered Species
Costes, Therese
2005-01-01
Music educators today have a responsibility and a unique opportunity to introduce their students to the art music of the twentieth and twenty-first centuries. Elementary and secondary school students should know that composers are living and working in their communities. They should be aware of the diverse styles and genres of contemporary music…
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Mentoring Music Educators in Gospel Music Pedagogy in the Classroom
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. …
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11. Creative Interdisciplinary Math Lessons by Means of Music Activities
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Hudáková Jana
2016-03-01
Full Text Available The goal of the paper is to introduce the project Comenius “EMP-Maths”, entitled ‘Providing Mathematics with Music Activities’, in which seven European countries took part. The key chapter is devoted to music activities that Slovak team integrated in the school subject of Mathematics. Music activities were selected and designed in accordance with the content of school subject Mathematics. To each particular theme the project solvers designed methodologies and didactic musical games, contests, music and drama exercises. The authoresses illustrate in detail one example of this integration which was presented during the meeting of 7 European countries in Barcelona in January 2015. Their illustration refers to interconnection of cognitive, affective, and psychomotor goals of both school subjects to develop musical and mathematical abilities of 11 – 12 year old elementary school pupils.
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Music Learning Based on Computer Software
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...
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Music Therapy for Children with Down Syndrome: Perceptions of Caregivers in a Special School Setting
Pienaar, Dorothea
2012-01-01
Down syndrome (DS) is a genetic disorder resulting from chromosome 21 having three copies (trisomy 21). Cognitive functioning and anatomical features cause speech and language development delay (Kumin, 2003). Children with DS generally enjoy communication (Schoenbrodt, 2004), and respond well to interaction and social scripts. Music therapy has…
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Whalen, Shari
1996-01-01
Describes a musical created by third-grade students and their teachers in Colorado explaining Native American legends. Describes how teachers wrote songs for the program, students narrated and acted in the musical and painted scenery, costumes were brought from home and made at school. Discusses curricular areas addressed in the musical, including…
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Original science-based music and student learning
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.
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The Perfect Storm: Stress, Anxiety, and Burnout in the Secondary School Music Classroom
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…
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Physical Activity and Music to Support Pre-School Children's Mathematics Learning
Elofsson, Jessica; Englund Bohm, Anna; Jeppsson, Catarina; Samuelsson, Joakim
2018-01-01
In order to give all children equal opportunities in school, methods to prevent early differences are needed. The overall aim of this study was to investigate the effectiveness of two structured teaching methods: Math in Action, characterised by physical activity and music, and common numerical activities. Children (28 girls, 25 boys) were…
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Cain, Melissa
2015-01-01
This article explores outcomes of research into the role and place of cultural diversity in primary music classes at five government schools in Singapore. The study highlights the ways in which a variety of factors such as specialist music training, government policy, curriculum documents, and professional development influence teacher practice.…
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Effect of Pop Music on Students' Attitudes to Music Lessons
Özdemir, Gökhan; Çiftçibasi, M. Can
2017-01-01
This study aims to identify whether the use of popular music in teaching song creates a significant difference in attitudes of middle school students to music lessons. "Pretest-posttest design" from experimental models was used. The experimental and control groups consists of 8 classes of continuing education from four different middle…
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The role of music in deaf culture: deaf students' perception of emotion in music.
Darrow, Alice-Ann
2006-01-01
Although emotional interpretation of music is an individual and variable experience, researchers have found that typical listeners are quite consistent in associating basic or primary emotions such as happiness, sadness, fear, and anger to musical compositions. It has been suggested that an individual with a sensorineural hearing loss, or any lesion in auditory perceptors in the brain may have trouble perceiving music emotionally. The purpose of the present study was to investigate whether students with a hearing loss who associate with the deaf culture, assign the same emotions to music as students without a hearing loss. Sixty-two elementary and junior high students at a Midwestern state school for the deaf and students at neighboring elementary and junior high schools served as participants. Participants at the state school for the deaf had hearing losses ranging from moderate to severe. Twelve film score excerpts, composed to depict the primary emotions-happiness, sadness, and fear, were used as the musical stimuli. Participants were asked to assign an emotion to each excerpt. Results indicated a significant difference between the Deaf and typical hearing participants' responses, with hearing participants' responses more in agreement with the composers' intent. No significant differences were found for age or gender. Analyses of the Deaf participants' responses indicate that timbre, texture, and rhythm are perhaps the musical elements most influential in transmitting emotion to persons with a hearing loss. Adaptive strategies are suggested for assisting children who are deaf in accessing the elements of music intended to portray emotion.
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Human Computer Music Performance
Dannenberg, Roger B.
2012-01-01
Human Computer Music Performance (HCMP) is the study of music performance by live human performers and real-time computer-based performers. One goal of HCMP is to create a highly autonomous artificial performer that can fill the role of a human, especially in a popular music setting. This will require advances in automated music listening and understanding, new representations for music, techniques for music synchronization, real-time human-computer communication, music generation, sound synt...
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Enhancing Middle-Level General Music: Suggestions from the Literature
Gerrity, Kevin W.
2009-01-01
In his book "Teaching Music in the Secondary Schools," Charles Hoffer reported a lack of consensus among music educators when considering the essential components of a middle-level general music course. Today, this condition persists. The increasingly diverse nature of students and schools makes a singular, model curriculum for middle-level…
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Transcribing for Greater Musicality.
Hinz, Bob
1995-01-01
States that transcribing is notating the performance of a musical composition or improvisation as the music is grasped aurally. Maintains that transcribing is effective for high school and college students who want to understand jazz techniques. Includes eight suggestions for teaching transcribing. (CFR)
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The Effect of Mozart's Music on Social Learning Behavior of High School Students
Pelayo, Jose Maria G., III
2010-01-01
The researcher acknowledges the importance of creativity and innovation in terms of discovering more methods or strategies on improving intellectual growth of an individual. In this case, the researcher focuses on the Social Learning Behavior of high school students. About 15 years ago, a professor of psychology stirred up the music world with the…
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Johnson, Vicky V.
2010-01-01
Music theory faculty members in all four-year institutions of higher education in Texas that are accredited by the National Association of Schools of Music and offer degrees in music education were invited to take an online survey. The content of the survey consisted of competencies taken directly from standards outlined by the National…
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Poon, Matthew; Schutz, Michael
2015-01-01
Acoustic cues such as pitch height and timing are effective at communicating emotion in both music and speech. Numerous experiments altering musical passages have shown that higher and faster melodies generally sound "happier" than lower and slower melodies, findings consistent with corpus analyses of emotional speech. However, equivalent corpus analyses of complex time-varying cues in music are less common, due in part to the challenges of assembling an appropriate corpus. Here, we describe a novel, score-based exploration of the use of pitch height and timing in a set of "balanced" major and minor key compositions. Our analysis included all 24 Preludes and 24 Fugues from Bach's Well-Tempered Clavier (book 1), as well as all 24 of Chopin's Preludes for piano. These three sets are balanced with respect to both modality (major/minor) and key chroma ("A," "B," "C," etc.). Consistent with predictions derived from speech, we found major-key (nominally "happy") pieces to be two semitones higher in pitch height and 29% faster than minor-key (nominally "sad") pieces. This demonstrates that our balanced corpus of major and minor key pieces uses low-level acoustic cues for emotion in a manner consistent with speech. A series of post hoc analyses illustrate interesting trade-offs, with sets featuring greater emphasis on timing distinctions between modalities exhibiting the least pitch distinction, and vice-versa. We discuss these findings in the broader context of speech-music research, as well as recent scholarship exploring the historical evolution of cue use in Western music.
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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.
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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.
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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.
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2011-01-01
Particle Physics: ATLAS unveils mural at CERN Prize: Corti Trust invites essay entries Astrophysics: CERN holds cosmic-ray conference Researchers in Residence: Lord Winston returns to school Music: ATLAS scientists record physics music Conference: Champagne flows at Reims event Competition: Students triumph at physics olympiad Teaching: Physics proves popular in Japanese schools Forthcoming Events
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Directory of Open Access Journals (Sweden)
Lada Duraković
2018-04-01
Full Text Available After the Second World War, one of the priorities of cultural policy in the domain of music was the music education of young generations, which was essential to begin with at an early age. Its goal was to form a versatile person prepared for future work and social tasks, an active participant in the cultural and artistic life of his/her environment. Due to the insufficient researches conducted so far on musical education practices in the immediate post second World War period, in this paper we track the contents of the curricula in Croatia and Serbia. It’s our intention to emphasize the similarities and the differences in the music educational processes in the two biggest republics of the former Yugoslavia – from the initial lining on the soviet pedagogy trough reforms and changes to a unified conception of schooling on a federal level. The research shows that the curricula were constantly changed and supplemented in the first years after the war. Numerous changes resulted in the changed number of teaching hours and the teaching content, which year by year became more ambitious. The analysis of the curricula from the sixties onwards pointed to new guidelines which advocated the shift from active music playing and acquiring musical literacy to the concept of auditory perception and learning of musicological terminology. Each new syllabus was modified in accordance with the previous one, while taking into account the possibilities of their implementation in practice. Approaching contemporary pedagogical approaches was reflected in the requirements for the application of the model of active participation in the teaching process, the introduction of technological tools and openness to popular music practices.
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Medina, Maria del Consuelo
2002-11-01
Pre-school listening to music is the principal way that leads to the appreciation of music that later facilitates knowledge and pleasure in the history of music. At the prescholastic age it is a very important aspect of education, and reasons and suggestions will be given. The activities must be brief, the teachers of music can at the most develop the activity every five minutes, leaving time for rest or expansion. Another suitable way to bring the child to music is through stories, which please all children; let them go to an unreal and fantastic world and listen to a story or an exciting adventure. The story then, should be brief, simple, with action, with familiar characters, but with some mystery; some repetitive element; and an ending both surprising and happy. It is preferable to include small folkloric tales from the universal repertoire, with works of simple and clear structure.
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Proper and incorrect body posture in students from music schools
Hadlich, Roland
2017-01-01
Hadlich Roland. Proper and incorrect body posture in students from music schools. Journal of Education, Health and Sport. 2017;7(2):562-584. eISSN 2391-8306. DOI http://dx.doi.org/10.5281/zenodo.556100 http://ojs.ukw.edu.pl/index.php/johs/article/view/4405 The journal has had 7 points in Ministry of Science and Higher Education parametric evaluation. Part B item 1223 (26.01.2017). 1223 Journal of Education, Health and Sport eISSN 2391-8306 7 © The Author...
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Case studies of non-formal music education
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
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Music Taste Groups and Problem Behavior.
Mulder, Juul; Bogt, Tom Ter; Raaijmakers, Quinten; Vollebergh, Wilma
2007-04-01
Internalizing and externalizing problems differ by musical tastes. A high school-based sample of 4159 adolescents, representative of Dutch youth aged 12 to 16, reported on their personal and social characteristics, music preferences and social-psychological functioning, measured with the Youth Self-Report (YSR). Cluster analysis on their music preferences revealed six taste groups: Middle-of-the-road (MOR) listeners, Urban fans, Exclusive Rock fans, Rock-Pop fans, Elitists, and Omnivores. A seventh group of musically Low-Involved youth was added. Multivariate analyses revealed that when gender, age, parenting, school, and peer variables were controlled, Omnivores and fans within the Exclusive Rock groups showed relatively high scores on internalizing YSR measures, and social, thought and attention problems. Omnivores, Exclusive Rock, Rock-Pop and Urban fans reported more externalizing problem behavior. Belonging to the MOR group that highly appreciates the most popular, chart-based pop music appears to buffer problem behavior. Music taste group membership uniquely explains variance in both internalizing and externalizing problem behavior.
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The Necessity of Music Course in Pre-school Education%学前教育中音乐课程的必要性
Institute of Scientific and Technical Information of China (English)
冯雅晶
2011-01-01
Music is an inevitable part in our life,for it can cultivate our mind and improve our comprehensive quality,so music education should start from pre-school stage, giving full scope to the function of music teaching for children from preschool stage. This paper,from the angle of the importance of music education, discusses on the reasons of carrying out music education in preschool time and the methods of carrying out pre-school music education.%音乐是我们生活中必不可少的一部分,音乐可以陶冶我们的情操,能提高我们的综合素质,音乐教育要从学前开始,要让音乐教育对幼儿的作用从学前就开始体现出来。本文将着重从学前音乐教育的重要性角度来谈为什么要在学前进行音乐教育,怎样进行学前音乐教育。
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Musical Evaluation in a Mexican University Music School: Student Reviews
José Luis Navarro
2013-01-01
Evaluation is one of the components of the educational process that has begun to become increasingly relevant as a result of new educational approaches to learning opportunities. The field of arts education has its educational idiosyncrasies, most perilously “the subjectivity” involved in production and artistic creation attempting to achieve “beauty” or “musicality.” For this reason, the overall educational process, and evaluation of music in particular, should be studied in order to avoid p...
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Educating music teachers in the new millennium
Danielsen, Brit Ågot Brøske; Johansen, Geir
2012-01-01
We live in times when a row of factors influence music education. Among them, people’s most significant musical experiences are reported not to originate in music education at school ; and to an increasing degree, children and adolescents compose and share each other’s music on the internet. Furthermore, music teaching and learning is legitimated by drawing on a multitude of nonmusical values and musical experience becomes increasingly diversified in multicultural societies. This diversificat...
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Popular Music and the Instrumental Ensemble.
Boespflug, George
1999-01-01
Discusses popular music, the role of the musical performer as a creator, and the styles of jazz and popular music. Describes the pop ensemble at the college level, focusing on improvisation, rehearsals, recording, and performance. Argues that pop ensembles be used in junior and senior high school. (CMK)
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Knowledge and professionalism in music teacher education
DEFF Research Database (Denmark)
Holgersen, Sven-Erik; Holst, Finn
2013-01-01
Discussion of ways in which different kinds of pedagogical knowledge are present and develop in music education practices of preeschool, primary school and musicschool.......Discussion of ways in which different kinds of pedagogical knowledge are present and develop in music education practices of preeschool, primary school and musicschool....
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Noela Hogg, Music Educator: Reminiscences of a Past Student
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…
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Symbolic Interactionism in Music Education: Eight Strategies for Collaborative Improvisation
Monk, Augusto
2013-01-01
Learning improvisation in music is often treated as the process of gaining skills to spontaneously perform within the conventions of a style. Alternatively, learning improvisation can offer musicians a place to explore sound as it happens in free improvisation. Within the school setting, the former approach is commonly used in the jazz programs,…
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Steele, Anita Louise; Young, Sylvester
2008-01-01
The purpose of this study was to develop both personality and demographic profiles for students who are interested in majoring in music education or music therapy. Two primary questions were addressed in the study: (a) Are there similarities and differences in the personality types of music education and music therapy majors as measured by the Myers Briggs Type Indicator (MBTI )? (b) Are there similarities and differences in demographic characteristics of music education and music therapy majors in regard to (i) principal instrument studied in college, (ii) grade point average, (iii) scholarship awards, (iv) high school participation in private study and (v) ensembles, (vi) church/community participation, and (vii) volunteerism in high school?
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Jovens estudantes de música na cibercultura musical: facebook e educação musical 2.0
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...
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Lane, John M.
1982-01-01
The Gifted Self-Understanding Assessment Battery (GSAB) was given to 34 (27 females, 7 males) music students (aged 15-17) at Bonita Vista High School in Chula Vista (California). Biofeedback training and assessment were followed by individual counseling for Autogenic Feedback Training (AFT) to achieve improvement of the individual's own well…
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Social outcomes in children with autism spectrum disorder: a review of music therapy outcomes
Directory of Open Access Journals (Sweden)
LaGasse AB
2017-02-01
Full Text Available A Blythe LaGasse School of Music, Theatre & Dance, Colorado State University, Fort Collins, CO, USA Abstract: Autism spectrum disorder (ASD affects approximately one in 68 children, substantially affecting the child’s ability to acquire social skills. The application of effective interventions to facilitate and develop social skills is essential due to the lifelong impact that social skills may have on independence and functioning. Research indicates that music therapy can improve social outcomes in children with ASD. Outcome measures are primarily assessed using standardized nonmusical scales of social functioning from the parent or clinician perspective. Certified music therapists may also assess musical engagement and outcomes as a part of the individual’s profile. These measures provide an assessment of the individual’s social functioning within the music therapy session and generalizability to nonmusical settings. Keywords: autism spectrum disorder, music therapy, social skills
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Reflections on the "Teacher Identities in Music Education" [TIME] Project
Welch, Graham F.; Purves, Ross; Hargreaves, David J.; Marshall, Nigel
2010-01-01
At the turn of the century, there was a widespread perception on the part of pupils, teachers, and policy makers that a "problem with school music" existed, particularly at the secondary level. It was hypothesized that one contributory factor was the perceived authenticity of "school music" in relation to "music outside…
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Here's How to Keep Your Music Program Humming.
McCormick, Kathleen
1985-01-01
Some school systems are finding practical ways to enhance music programs. Experts suggest ways for schools to (1) build a marketing plan, (2) make it easier for children to participate in the music program, (3) provide reinforcement, and (4) publicize the program. (MLF)
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Directory of Open Access Journals (Sweden)
Karlimah
2018-01-01
Full Text Available Many studies suggest that classical music can inccrease the listeners’ intelligence, including mathematical intelligence [3, 12, 2, 11]. In this research, we used the classical music of Baroque era as the backsound during math learning. The research method used was quasi experiment with nonequivalent pretest-posttest control group design to grade V SD students in Tasikmalaya city. The results show that the use of classical music of Baroque era during the learning of mathematics gave a high contribution to the mathematical intelligence of fifth grade elementary school students. The student's mathematical intelligence can be seen in the cognitive abilities which were at the high level in the knowledge up to analysis, and at the low level in the synthesis and evaluation. Low mathematical intelligence was shown by students in calculating amount and difference of time, and projecting word problem into the form of mathematical problems. High mathematical intelligence arose in reading and writing integers in words and numbers. Thus, the mathematical intelligence of fifth grade Elementary School students will be better if classical music of Baroque era is used as the backsound in mathematics learning about solving math problems.
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The relation between musical abilities and the phonological awareness in pre-school children
Directory of Open Access Journals (Sweden)
Anja Božič
2007-06-01
Full Text Available The pre-school period plays a very important role in the language development. One of the significant indicators of this development is the phonological awareness. Some of the previous studies reported the presence of the relation between the phonological awareness and musical abilities. Our main goal was to examine this relation with the Test of the phonological awareness and the Test of musical abilities on 67 Slovene preschool children, aged from 5 to 6. We also wanted to investigate the differences between boys (N = 36 and girls (N = 31 and the differences between two age groups (aged from 5 to 5.5 years, N = 32, and from 5.5 to 6 years, N = 35. The results confirmed the connection between musical abilities and the phonological awareness. They also indicated that the recognition of the first and the last phoneme is related to melodic awareness and that phoneme merging is mainly related to rhythm awareness. No significant differences were found between male and female children or between the groups of the children of different ages.
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Music to my ears: Age-related decline in musical and facial emotion recognition.
Sutcliffe, Ryan; Rendell, Peter G; Henry, Julie D; Bailey, Phoebe E; Ruffman, Ted
2017-12-01
We investigated young-old differences in emotion recognition using music and face stimuli and tested explanatory hypotheses regarding older adults' typically worse emotion recognition. In Experiment 1, young and older adults labeled emotions in an established set of faces, and in classical piano stimuli that we pilot-tested on other young and older adults. Older adults were worse at detecting anger, sadness, fear, and happiness in music. Performance on the music and face emotion tasks was not correlated for either age group. Because musical expressions of fear were not equated for age groups in the pilot study of Experiment 1, we conducted a second experiment in which we created a novel set of music stimuli that included more accessible musical styles, and which we again pilot-tested on young and older adults. In this pilot study, all musical emotions were identified similarly by young and older adults. In Experiment 2, participants also made age estimations in another set of faces to examine whether potential relations between the face and music emotion tasks would be shared with the age estimation task. Older adults did worse in each of the tasks, and had specific difficulty recognizing happy, sad, peaceful, angry, and fearful music clips. Older adults' difficulties in each of the 3 tasks-music emotion, face emotion, and face age-were not correlated with each other. General cognitive decline did not appear to explain our results as increasing age predicted emotion performance even after fluid IQ was controlled for within the older adult group. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
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Frontal lobe neurodegeneration - Use of songs in the music therapy setting
DEFF Research Database (Denmark)
Ridder, Hanne Mette Ochsner
2005-01-01
.g. in vascular or frontotemporal dementia) it is difficult to avoid secondary symptoms of the brain damage that is caused by missing communicative abilities and difficulties in fulfilment of psychosocial needs. Songs are used to build up the music therapy setting with this client group. The songs function......When the frontal lobes are damaged by neurodegeneration certain qualities of psychosocial functioning are changed. The person might show lack of initiative, poor social judgment, and loss of personal and social awareness. When these symptoms co-occur with other cortical degeneration (e...
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L'histoire de la musique en classe de Troisieme (A History of Music in the Secondary Schools)
Chemin-Hervilly, Suzanne
1972-01-01
Explains a scheme for teaching a history of music to secondary school students in France. Nineteenth and twentieth century composers, such as Schumann, Berlioz, Stravinsky, and Liszt, and their works are treated. (DS)
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Another Perspective: Teaching Music to Millennial Students
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.
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Influence of musical expertise and musical training on pitch processing in music and language.
Besson, Mireille; Schön, Daniele; Moreno, Sylvain; Santos, Andréia; Magne, Cyrille
2007-01-01
We review a series of experiments aimed at studying pitch processing in music and speech. These studies were conducted with musician and non musician adults and children. We found that musical expertise improved pitch processing not only in music but also in speech. Demonstrating transfer of training between music and language has interesting applications for second language learning. We also addressed the issue of whether the positive effects of musical expertise are linked with specific predispositions for music or with extensive musical practice. Results of longitudinal studies argue for the later. Finally, we also examined pitch processing in dyslexic children and found that they had difficulties discriminating strong pitch changes that are easily discriminate by normal readers. These results argue for a strong link between basic auditory perception abilities and reading abilities. We used conjointly the behavioral method (Reaction Times and error rates) and the electrophysiological method (recording of the changes in brain electrical activity time-locked to stimulus presentation, Event-Related brain Potentials or ERPs). A set of common processes may be responsible for pitch processing in music and in speech and these processes are shaped by musical practice. These data add evidence in favor of brain plasticity and open interesting perspectives for the remediation of dyslexia using musical training.
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The double feature of musical folkbildning:three Swedish examples
Brändström, Sture; Söderman, Johan; Thorgersen, Ketil
2012-01-01
The purpose of this article is to analyse three examples of musical folkbildning in Sweden. The first case is from the establishment of the state funded Framnäs Folk High Music School in the middle of the last century. The second case, Hagström’s music education, is from the same time but describes a music school run by a private company. The third case study concerns a contemporary expression of folkbildning, namely hip-hop. The theoretical framework that inspired this article stems from Pie...
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Lost and Found: Music Activities Delivered by Primary Classroom Generalists
King, Fiona
2015-01-01
Primary classroom teachers can play a vital role in the music education of primary school students, providing a basis for lifelong learning in music and the arts. Research shows that not all Victorian primary school students have equitable access to music education and that the role of the classroom teacher becomes valuable in supplying or…
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Mansikka, Jan-Erik; Westvall, Maria; Heimonen, Marja
2018-01-01
This article addresses the role of general music education within the framework of cultural diversity. The empirical part of the article focuses on teachers in Swedish-speaking minority schools in Finland and their perceptions of the relationship between music and multicultural perspectives. The results showed that in some instances it took some…
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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…
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AVENUES FOR THE DEVELOPMENT OF MUSICAL ABILITIES IN ...
African Journals Online (AJOL)
Mitch
in Nigeria when he traced it to 1843 with the establishment of schools by Christian missions like ... Adegbite (2001) observes that in most private elementary and primary schools, music instructions ... ROMs, internet facilities and other electronic media. ... The Social Psychology of Music; USA: IOWA State University. Press.
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Humpal, Marcia Earl, Ed.; Colwell, Cynthia, Ed.
2006-01-01
Educators, families, and media in increasing numbers are recognizing the unique role music plays in young children's development. More and more daycare, preschool, and early intervention centers offer employment opportunities that reflect the needs and attitudes of our ever-changing society. Furthermore, Federal and state regulations, a changing…
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Directory of Open Access Journals (Sweden)
Olga Marín-Arias
2016-03-01
Full Text Available The work stems from a pedagogical research to contribute to learning developer of Musical Initiation from content integration with mathematics subject in the Vocational Schools of Art (EVA .In these institutions the problem of fragmentation of content is presented, limited understanding of the relative values of the notes or rhythmic figures, and therefore, learning Music developer. Since this problem situation, the need for an analysis of the historical background of the process of teaching and learning of mathematics and Musical Initiation ponders since its founding to the present.
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Critical Social Class Theory for Music Education
Bates, Vincent C.
2017-01-01
This work of critical social theory explores how formal music education in modern capitalist societies mirrors the hierarchical, means-ends, one-dimensional structures of capitalism. So, rather than consistently or reliably empowering and emancipating children musically, school music can tend to marginalize, exploit, repress, and alienate. The…
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Music Learning Based on Computer Software
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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.
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Music Retrieval based on Melodic Similarity
Typke, R.
2007-01-01
This thesis introduces a method for measuring melodic similarity for notated music such as MIDI files. This music search algorithm views music as sets of notes that are represented as weighted points in the two-dimensional space of time and pitch. Two point sets can be compared by calculating how
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Justified and Ancient: Pop Music in EFL Classrooms.
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)
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Exploring the effect of sound and music on health in hospital settings: A narrative review.
Iyendo, Timothy Onosahwo
2016-11-01
positive emotion, and decreasing the levels of stressful conditions. Whilst sound holds both negative and positive aspects of the hospital ecosystem and may be stressful, it also possesses a soothing quality that induces positive feelings in patients. Conceptualizing the nature of sound in the hospital context as a soundscape, rather than merely noise can permit a subtler and socially useful understanding of the role of sound and music in the hospital setting, thereby creating a means for improving the hospital experience for patients and nurses. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Musical, language and reading abilities in early Portuguese readers
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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.
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Cosmos in Concert: Combining astronomy and classical music
Kremer, Kyle
2018-01-01
Cosmos in Concert is an outreach initiative designed to combine astronomy education with classical music. Over the past several years, this program has presented large-scale multimedia shows for symphony orchestras, educational programs at K-12 schools, and research-oriented university collaborations designed to develop techniques for the sonification of data. Cosmos in Concert has collaborated with institutions including Fermi National Lab, the Adler Planetarium, the Bienen School of Music, and the Colburn School of Music. In this talk, I will give a brief overview of some of the main Cosmos in Concert initiatives and discuss ways these initiatives may be implemented at other institutions.
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A Reggio-Inspired Music Atelier: Opening the Door between Visual Arts and Music
Hanna, Wendell
2014-01-01
The Reggio Emilia approach is based on the idea that every child has at least, "one hundred languages" available for expressing perspectives of the world, and one of those languages is music. While all of the arts (visual, music, dance, drama) are considered equally important in Reggio schools, the visual arts have been particularly…
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Music Educator Vacancies in Faith-Based K-12 Schools in the United States: 2013-2014
Hash, Phillip M.
2015-01-01
The purpose of this study was to analyze and summarize characteristics of music educator vacancies in faith-based K-12 schools in the United States for the 2013-2014 academic year. Data extracted from placement notices and supplemental sources included demographic information, job responsibilities, and employment requirements for 153 listings in…
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Directory of Open Access Journals (Sweden)
N.B. Petrenko
2016-08-01
Full Text Available Introduction: It is known that regular listening to specially selected music develops children’s cognitive abilities. Musical influence optimizes many important functions of brain: increases mental workability; accelerates processing of information; improves short term memory. Besides, sensitivity of visual and hearing analyzers strengthens, as well as regulation of arbitrary movements; indicators of verbal and non verbal intellect improve. Purpose: to determine peculiarities of musical rhythm’s mastering by pre-school age children with speech disorders with the help of dance-correction program trainings. Material: the categories of the tested children: children of age - 4-5 and 5-6 years with speech disorders and healthy pre-school age children. Children of 4-5 years’ age composed: main group (n=12, control group (n=16; group of healthy children (n=24. For assessment of verbal thinking and rhythm-motor (or dance abilities we used complex of tests of constantly increasing difficulty. Results: we found that under influence of dance-correcting exercises activation of rhythm-motor abilities and development of cognitive functions happened in children. We also found main functional peculiarities of musical rhythm’s mastering by pre-school age children. It was determined that by the end of pedagogic experiment, main groups of children approached to groups of healthy peers by all tested characteristics. Conclusions: it is recommended to include correcting components (fit ball - dance gymnastic, tales-therapy, logo-rhythm trainings, and game fitness in trainings by choreographic program.
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DEFF Research Database (Denmark)
This book provides an in-depth introduction and overview of current research in computational music analysis. Its seventeen chapters, written by leading researchers, collectively represent the diversity as well as the technical and philosophical sophistication of the work being done today...... on well-established theories in music theory and analysis, such as Forte's pitch-class set theory, Schenkerian analysis, the methods of semiotic analysis developed by Ruwet and Nattiez, and Lerdahl and Jackendoff's Generative Theory of Tonal Music. The book is divided into six parts, covering...... music analysis, the book provides an invaluable resource for researchers, teachers and students in music theory and analysis, computer science, music information retrieval and related disciplines. It also provides a state-of-the-art reference for practitioners in the music technology industry....
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A Survey on Weifang Teachers' Attitudes toward Teaching Chinese Folk Music
Han, Ruochen; Leung, Bo Wah
2017-01-01
In mainland China, the implementation of the junior secondary school's music curriculum is highly dependent on music teachers' attitudes towards music and music education. This study investigated the possible relationship between teachers' attitudes towards teaching Chinese folk music and their music teaching practice in junior secondary schools…
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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…
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Directory of Open Access Journals (Sweden)
Kalinichenko E.N.
2011-03-01
Full Text Available Reading of physical culture is considered with the elements of aerobics, which was conducted under musical accompaniment. In an experiment 517 schoolboys took part from the different classes of different educational establishments. It is well-proven that music positively influences on the psycoemotional state of children of school age, promotes a capacity and creates a background for rest, and also can make happy and sadden, excite and calm a child.
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Eduquemos con Musica (Let's Educate with Music).
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…
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Upitis, Rena
This book focuses on music as a subject relating to all other disciplines. "On the Teaching of Music," the first of 12 chapters, sets the theoretical and philosophical basis for a child-centered, subject-integrated teaching approach through autobiographical narrative. Chapter 2, "A Music Playground," advocates the presentation of materials and…
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Music Teachers' Personal Concepts: Qualitative Classroom Research in Music Education
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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
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Directory of Open Access Journals (Sweden)
Vujošević Nevena J.
2016-01-01
Full Text Available Examining positive effects of music on cognitive development is often part of empirical researches within cognitive and general psychology of music. Starting from the studies conducted by the most modern technologies and methods of studying interconnectedness of mental processes and individual musical development, the conclusion is that active musical participation influences a large specter of enhancing the student's abilities even within other cognitive areas of his actions. Positive effects of music influence directly the development of student's verbal and visual-spatial abilities, abstract thinking, movement coordination, concentration and memory capacity, creativity in thinking and task solving, as well as the development of emotional, aesthetic and social intelligence of the individual. Some of them will be especially stressed in the paper. The paper informs about newer results of examining positive effects of music on non-musical cognitive abilities of students and indicates to positive implications that music and musical education can enhance overall cognitive development of personality.
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大野内, 愛
2015-01-01
This paper aims to clarify the requirements for music education as part of general education in Italy through an assessment of the 1963 program, the music textbooks published by Ricordi during the implementation of that program, and the Guide to Music Education textbooks. I found that the textbooks focused on music theory, although the 1963 program emphasized practical training of students with a love of music. Further, the Guide to Music Education series was published specifically for use in...
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Parker, Elizabeth Cassidy; Draves, Tami J.
2018-01-01
We have written this article seeking to connect societal perceptions of disability with P-12 schools and higher education institutions toward the goal of greater understanding and equitable employment opportunities for music teachers with disabilities, specifically teacher candidates with visual impairment. In our investigation, we examine the…
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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…
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Musical journey: a virtual world gamification experience for music learning
Gomes, José; Figueiredo, Mauro; Amante, Lúcia
2014-01-01
Games are an integral part of the learning process of humans, in particular for children, who exploit the imagery as an intrinsic part of their lives. Features from games have been successfully implemented as a means to captivate and motivate students to perform learning at various levels of education in traditional schools. This paper presents a virtual world – Musical Journey – representing the Aesthetic Periods of Music History. This virtual environment allows students to freely explore an...
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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…
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Kinney, Daryl W.
2009-01-01
The purpose of this study was to examine the effects of music experience and excerpt familiarity on the internal consistency of performance evaluations. Participants included nonmusic majors who had not participated in high school music ensembles, nonmusic majors who had participated in high school music ensembles, music majors, and experts…
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FROM THE EXPIERENCE OF SOLFEGGIO TEACHING AT THE GNESIN MOSCOW HIGH SPECIAL MUSIC SCHOOL (COLLEGE
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ZENKINA NADEJDA
2017-12-01
Full Text Available The purpose of the article is to show the importance of solfeggio for training a professional musician and the practical use of this discipline under the conditions of some challenges of the contemporary educational reforms. Under these new conditions, solfeggio must exclude useless dull scholasticism, actively influence the development of musicality: memory, sense of rhythm, ear for harmony, ability for melodic improvisation. The interdisciplinary connections of solfeggio and other subjects (rhythmic, special class, Orff’s orchestra, taking place at the Gnessin Special Music School are especially important at present. The general problem of solfeggio teaching is the unity and balance of two poles: theory and practice, knowledge and ability.
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Playing Digital: Music Instruction for the Next Generation.
Hardy, Lawrence
2001-01-01
Active involvement in music can yield significant intellectual and emotional benefits. A Washington-area high school features a digitally literate music teacher and a piano lab with 25 workstations allowing music-loving students to express their creativity. MIDI sequencers and synthesizers aid young composers' efforts. (MLH)
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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 ...
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Constructing Music History in the Classroom
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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.
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Featherstone, Cara R; Waterman, Mitch G; Morrison, Catriona M
2012-03-01
Research into similarities between music and language processing is currently experiencing a strong renewed interest. Recent methodological advances have led to neuroimaging studies presenting striking similarities between neural patterns associated with the processing of music and language--notably, in the study of participants' responses to elements that are incongruous with their musical or linguistic context. Responding to a call for greater systematicity by leading researchers in the field of music and language psychology, this article describes the creation, selection, and validation of a set of auditory stimuli in which both congruence and resolution were manipulated in equivalent ways across harmony, rhythm, semantics, and syntax. Three conditions were created by changing the contexts preceding and following musical and linguistic incongruities originally used for effect by authors and composers: Stimuli in the incongruous-resolved condition reproduced the original incongruity and resolution into the same context; stimuli in the incongruous-unresolved condition reproduced the incongruity but continued postincongruity with a new context dictated by the incongruity; and stimuli in the congruous condition presented the same element of interest, but the entire context was adapted to match it so that it was no longer incongruous. The manipulations described in this article rendered unrecognizable the original incongruities from which the stimuli were adapted, while maintaining ecological validity. The norming procedure and validation study resulted in a significant increase in perceived oddity from congruous to incongruous-resolved and from incongruous-resolved to incongruous-unresolved in all four components of music and language, making this set of stimuli a theoretically grounded and empirically validated resource for this growing area of research.
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Music performance anxiety in young musicians: comparison of playing classical or popular music.
Nusseck, Manfred; Zander, Mark; Spahn, Claudia
2015-03-01
Music performance anxiety (MPA) is an issue frequently experienced by musicians. It occurs not only in experienced musicians but also in children and adolescents. Furthermore, most research on MPA has been done with musicians who specialized in classical music. This study investigated the development of MPA across the ages in young musicians focusing on the classical and popular genres. In a cross-sectional survey, 239 students at German music schools, aged between 7 and 20 yrs, were asked about their perceived MPA and musical background. The data were analyzed according to musical genre and age. Multiple regression analyses were performed to investigate the influences of musical experiences on MPA. The analyses yielded high levels of MPA for classical musicians between 7 and 16 yrs, which was reduced in older students; for popular musicians, low MPA was seen in the younger (7-11 yrs) and high MPA in the older (16+ yrs) musicians. MPA was influenced by gender and the number of performances in the classical music group and only by gender and age in the popular music group. The results showed clear different trends for the development of MPA between musical genres that should be taken into account for educational aspects in musical training.
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[Music and health--what kind of music is helpful for whom? What music not?].
Trappe, H-J
2009-12-01
It is well known that music not only may improve quality of life (QoL) but also have different effects on heart rate (HR) and its variability (HRV). Music emphasis and rhythmic phrases are tracked consistently by physiological variables. Autonomic responses are synchronized with music, which might therefore convey emotions through autonomic arousal during crescendos or rhythmic phrases. A greater modulation of HR, HRV and modulations in cardiac autonomic nerve activity was revealed with a greater effect for music performance than music perception. Reactions to music are considered subjective, but studies suggested that cardiorespiratory variables are influenced under different circumstances. It has been shown that relaxing music decreases significantly the level of anxiety in a preoperative setting to a greater extent than orally administered midazolam (p effectiveness and absence of apparent adverse effects make preoperative relaxing music a useful alternative to midazolam for premedication. In addition, there is sufficient practical evidence of stress reduction to suggest that a proposed regimen of listening to music while resting in bed after open heart surgery. Music intervention should be offered as an integral part of the multimodal regime administered to the patients that have undergone cardiovascular surgery. It is a supportive source that increases relaxation. Music is also effective in under conditions and music can be utilized as an effective intervention for patients with depressive symptoms, geriatrics and in pain, intensive care or palliative medicine. However, careful selected music that incorporates a patient's own preferences may offer an effective method to reduce anxiety and to improve quality of life. The most benefit on health is visible in classic music, meditation music whereas heavy metal music or technosounds are even ineffective or dangerous and will lead to stress and/or life threatening arrhythmias. There are many composers most
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Kovalev, Dmitry A.; Khussainova, Gulzada A.; Balagazova, Svetlana T.; Tamarasar, Zhankul
2016-01-01
This article considers improvement of public morale, raising the emotional and aesthetic culture of young people, their patriotic feelings by providing the musical-pedagogical conditions of training future teachers for the implementation of innovative processes in modern school. The world science would benefit from using the Kazakh musical…
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Wright, Ruth; Froehlich, Hildegard
2012-01-01
This article describes Basil Bernstein's theory of the pedagogic device as applied to school music instruction. Showing that educational practices are not personal choices alone, but the result of socio-political mandates, the article traces how education functions as a vehicle for social reproduction. Bernstein called this process the…
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Still Making Music: How Students with Traumatic Brain Injury Can Continue with Musical Activities
Bennington, Patrick M.
2017-01-01
Traumatic brain injury (TBI) is common in the United States. All age groups are at risk for TBI, but there is a larger occurrence among school-age children and young adults. No matter the severity of a student's injury, he or she can benefit from music education, whether listening to music, singing, or performing on an instrument. Students can…
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Comparison of emotion recognition from facial expression and music.
Gaspar, Tina; Labor, Marina; Jurić, Iva; Dumancić, Dijana; Ilakovac, Vesna; Heffer, Marija
2011-01-01
The recognition of basic emotions in everyday communication involves interpretation of different visual and auditory clues. The ability to recognize emotions is not clearly determined as their presentation is usually very short (micro expressions), whereas the recognition itself does not have to be a conscious process. We assumed that the recognition from facial expressions is selected over the recognition of emotions communicated through music. In order to compare the success rate in recognizing emotions presented as facial expressions or in classical music works we conducted a survey which included 90 elementary school and 87 high school students from Osijek (Croatia). The participants had to match 8 photographs of different emotions expressed on the face and 8 pieces of classical music works with 8 offered emotions. The recognition of emotions expressed through classical music pieces was significantly less successful than the recognition of emotional facial expressions. The high school students were significantly better at recognizing facial emotions than the elementary school students, whereas girls were better than boys. The success rate in recognizing emotions from music pieces was associated with higher grades in mathematics. Basic emotions are far better recognized if presented on human faces than in music, possibly because the understanding of facial emotions is one of the oldest communication skills in human society. Female advantage in emotion recognition was selected due to the necessity of their communication with the newborns during early development. The proficiency in recognizing emotional content of music and mathematical skills probably share some general cognitive skills like attention, memory and motivation. Music pieces were differently processed in brain than facial expressions and consequently, probably differently evaluated as relevant emotional clues.
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M?llensiefen, Daniel; Harrison, Peter; Caprini, Francesco; Fancourt, Amy
2015-01-01
Musical abilities and active engagement with music have been shown to be positively associated with many cognitive abilities as well as social skills and academic performance in secondary school students. While there is evidence from intervention studies that musical training can be a cause of these positive relationships, recent findings in the literature have suggested that other factors, such as genetics, family background or personality traits, might also be contributing factors. In addit...
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Smolinski, Keith
2011-01-01
For thousands of years, people have used music to transfer information and narrate stories. The musical structure, consisting of words set to melodies in rhythmic patterns, made the content easier to remember. Researchers have investigated the long- and short-term effects of song on memory and found that music aided in the recall of information.…
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RHYTHMIC MUSIC PEDAGOGY: A SCANDINAVIAN APPROACH TO MUSIC EDUCATION
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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.
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Music-evoked emotions in schizophrenia.
Abe, Daijyu; Arai, Makoto; Itokawa, Masanari
2017-07-01
Previous studies have reported that people with schizophrenia have impaired musical abilities. Here we developed a simple music-based assay to assess patient's ability to associate a minor chord with sadness. We further characterize correlations between impaired musical responses and psychiatric symptoms. We exposed participants sequentially to two sets of sound stimuli, first a C-major progression and chord, and second a C-minor progression and chord. Participants were asked which stimulus they associated with sadness, the first set, the second set, or neither. The severity of psychiatric symptoms was assessed using the Positive and Negative Syndrome Scale (PANSS). Study participants were 29 patients diagnosed with schizophrenia and 29 healthy volunteers matched in age, gender and musical background. 37.9% (95% confidence interval [CI]:19.1-56.7) of patients with schizophrenia associated the minor chord set as sad, compared with 97.9% (95%CI: 89.5-103.6) of controls. Four patients were diagnosed with treatment-resistant schizophrenia, and all four failed to associate the minor chord with sadness. Patients who did not recognize minor chords as sad had significantly higher scores on all PANSS subscales. A simple test allows music-evoked emotions to be assessed in schizophrenia patient, and may show potential relationships between music-evoked emotions and psychiatric symptoms. Copyright © 2016. Published by Elsevier B.V.
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Croghan, Naomi B H; Arehart, Kathryn H; Kates, James M
2014-01-01
Current knowledge of how to design and fit hearing aids to optimize music listening is limited. Many hearing-aid users listen to recorded music, which often undergoes compression limiting (CL) in the music industry. Therefore, hearing-aid users may experience twofold effects of compression when listening to recorded music: music-industry CL and hearing-aid wide dynamic-range compression (WDRC). The goal of this study was to examine the roles of input-signal properties, hearing-aid processing, and individual variability in the perception of recorded music, with a focus on the effects of dynamic-range compression. A group of 18 experienced hearing-aid users made paired-comparison preference judgments for classical and rock music samples using simulated hearing aids. Music samples were either unprocessed before hearing-aid input or had different levels of music-industry CL. Hearing-aid conditions included linear gain and individually fitted WDRC. Combinations of four WDRC parameters were included: fast release time (50 msec), slow release time (1,000 msec), three channels, and 18 channels. Listeners also completed several psychophysical tasks. Acoustic analyses showed that CL and WDRC reduced temporal envelope contrasts, changed amplitude distributions across the acoustic spectrum, and smoothed the peaks of the modulation spectrum. Listener judgments revealed that fast WDRC was least preferred for both genres of music. For classical music, linear processing and slow WDRC were equally preferred, and the main effect of number of channels was not significant. For rock music, linear processing was preferred over slow WDRC, and three channels were preferred to 18 channels. Heavy CL was least preferred for classical music, but the amount of CL did not change the patterns of WDRC preferences for either genre. Auditory filter bandwidth as estimated from psychophysical tuning curves was associated with variability in listeners' preferences for classical music. Fast
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Teaching Music in an Era of High-Stakes Testing and Budget Reductions
West, Chad
2012-01-01
Prior research suggests that the No Child Left Behind Act (NCLB) is having an adverse effect on school music programs, particularly in schools that have not made "adequate yearly progress." In many instances, music programs are being reduced or eliminated, music teachers are being required to assist with the teaching of other subjects,…
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The Double Feature of Musical "Folkbildning": Three Swedish Examples
Brandstrom, Sture; Soderman, Johan; Thorgersen, Ketil
2012-01-01
The purpose of this article is to analyse three case study examples of musical "folkbildning" in Sweden. The first case study is from the establishment of the state-funded Framnas Folk High Music School in the middle of the last century. The second case study, Hagstrom's music education, is from the same time but describes a music school…
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Complex network structure of musical compositions: Algorithmic generation of appealing music
Liu, Xiao Fan; Tse, Chi K.; Small, Michael
2010-01-01
In this paper we construct networks for music and attempt to compose music artificially. Networks are constructed with nodes and edges corresponding to musical notes and their co-occurring connections. We analyze classical music from Bach, Mozart, Chopin, as well as other types of music such as Chinese pop music. We observe remarkably similar properties in all networks constructed from the selected compositions. We conjecture that preserving the universal network properties is a necessary step in artificial composition of music. Power-law exponents of node degree, node strength and/or edge weight distributions, mean degrees, clustering coefficients, mean geodesic distances, etc. are reported. With the network constructed, music can be composed artificially using a controlled random walk algorithm, which begins with a randomly chosen note and selects the subsequent notes according to a simple set of rules that compares the weights of the edges, weights of the nodes, and/or the degrees of nodes. By generating a large number of compositions, we find that this algorithm generates music which has the necessary qualities to be subjectively judged as appealing.
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Pupils' Perceptions of Informal Learning in School Music Lessons
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…
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Onouchi, Ai
2015-01-01
This paper aims to clarify the requirements for music education as part of general education in Italy through an assessment of the 1963 program, the music textbooks published by Ricordi during the implementation of that program, and the Guide to Music Education textbooks. I found that the textbooks focused on music theory, although the 1963 program emphasized practical training of students with a love of music. Further, the Guide to Music Education series was published specifically for use in...
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Music education and musicians: Expectations, course and outcomes
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Bogunović Blanka
2012-01-01
Full Text Available Considering the long-term talent development, from the moment of its recognition to the moment when an adult is confronted with the necessity of integration in the professional music and life streams, we wonder whether education satisfies the needs of talents and provides, in the long run, the necessary knowledge and skills. The aim of this research was to investigate: (1 the initial motivation for learning music and expectations from music education; (2 the course of development of young musicians (the degree of self-actualisation, developmental perspectives, evaluation of music education and (3 outcomes of music education and development of the professional career. The sample (N=487 consisted of five subsamples: music kindergarten pupils, students of primary music schools, students of secondary music schools, university students of music and teachers at music schools and universities. The paper analyses psychological, educational and professional aspects of education of musically gifted pupils and students, as well as music teachers in five successive age groups. The results indicate that with an increase in age there is a considerable increase in the variety and scope of expectations and a higher aspiration towards personal, educational and professional lifelong improvement, while, at the same time, there is a considerable decrease in the level of fulfilment of expectations and the level of assessment of self-actualisation. This is indicative of a continuously present feeling of “hidden underachievement” in the group of (relatively successful young musicians and professionals. Analysis of respondents’ answers points out to the existence of still traditional system of music education, which lacks flexibility and innovation and fails to provide a sufficient level of transferable knowledge and skills. The findings point out to a whole cluster of controversies demanding further reconsideration and (redesigning of the curriculum of (high
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Wing, Lizabeth
1989-01-01
Reviews a doctoral dissertation that attempts to identify and analyze the behavior of successful middle school music teachers. Describes the instrument developed to measure these behavioral characteristics. Suggests that the videotapes of class sessions may be the most useful portion of the study. (LS)
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Müllensiefen, Daniel; Harrison, Peter; Caprini, Francesco; Fancourt, Amy
2015-01-01
Musical abilities and active engagement with music have been shown to be positively associated with many cognitive abilities as well as social skills and academic performance in secondary school students. While there is evidence from intervention studies that musical training can be a cause of these positive relationships, recent findings in the literature have suggested that other factors, such as genetics, family background or personality traits, might also be contributing factors. In addition, there is mounting evidence that self-concepts and beliefs can affect academic performance independently of intellectual ability. Students who believe that intelligence is malleable are more likely to attribute poor academic performances to effort rather than ability, and are more likely to take remedial action to improve their performance. However, it is currently not known whether student's beliefs about the nature of musical talent also influence the development of musical abilities in a similar fashion. Therefore, this study introduces a short self-report measure termed "Musical Self-Theories and Goals," closely modeled on validated measures for self-theories in academic scenarios. Using this measure the study investigates whether musical self-theories are related to students' musical development as indexed by their concurrent musical activities and their performance on a battery of listening tests. We use data from a cross-sectional sample of 313 secondary school students to construct a network model describing the relationships between self-theories and academic as well as musical outcome measures, while also assessing potential effects of intelligence and the Big Five personality dimensions. Results from the network model indicate that self-theories of intelligence and musicality are closely related. In addition, both kinds of self-theories are connected to the students' academic achievement through the personality dimension conscientiousness and academic effort
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Directory of Open Access Journals (Sweden)
Daniel eMüllensiefen
2015-11-01
Full Text Available Musical abilities and active engagement with music have been shown to be positively associated with many cognitive abilities as well as social skills and academic performance in secondary school students. While there is evidence from intervention studies that musical training can be a cause of these positive relationships, recent findings in the literature have suggested that other factors, such as genetics, family background or personality traits, might also be contributing factors. In addition, there is mounting evidence that self-concepts and beliefs can affect academic performance independently of intellectual ability. Students who believe that intelligence is malleable are more likely to attribute poor academic performances to effort rather than ability, and are more likely to take remedial action to improve their performance. However, it is currently not known whether student’s beliefs about the nature of musical talent also influence the development of musical abilities in a similar fashion. Therefore, this study introduces a short self-report measure termed ‘Musical Self-Theories and Goals’, closely modeled on validated measures for self-theories in academic scenarios. Using this measure the study investigates whether musical self-theories are related to students’ musical development as indexed by their concurrent musical activities and their performance on a battery of listening tests. We use data from a cross-sectional sample of 313 secondary school students to construct a network model describing the relationships between self-theories and academic as well as musical outcome measures, while also assessing potential effects of intelligence and the Big Five personality dimensions. Results from the network model indicate that self-theories of intelligence and musicality are closely related. In addition, both kinds of self-theories are connected to the students’ academic achievement through the personality dimension
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Petrescu, Nicolae
2008-07-01
Over the past four decades, there has been increasing interest in the effects of music listening on hearing. The purpose of this paper is to review published studies that detail the noise levels, the potential effects (e.g. noise-induced hearing loss), and the perceptions of those affected by music exposure in occupational and non-occupational settings. The review employed Medline, PubMed, PsychINFO, and the World Wide Web to find relevant studies in the scientific literature. Considered in this review are 43 studies concerning the currently most significant occupational sources of high-intensity music: rock and pop music playing and employment at music venues, as well as the most significant sources of non-occupational high-intensity music: concerts, dicotheques (clubs), and personal music players. Although all of the activities listed above have the potential for hearing damage, the most serious threat to hearing comes from prolonged exposures to amplified live music (concerts). The review concludes that more research is needed to clarify the hearing loss risks of music exposure from personal music players and that current scientific literature clearly recognizes an unmet hearing health need for more education regarding the risks of loud music exposure and the benefits of wearing hearing protection, for more hearing protection use by those at risk, and for more regulations limiting music intensity levels at music entertainment venues.
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Music Education at the New York Institution for the Blind, 1832-1863
Hash, Phillip M.
2015-01-01
The purpose of this study was to document the history of music education at the New York Institution for the Blind (NYIB) from the opening of the school in 1832 through the tenure of the facility's first music director, Anthony Reiff. Research questions pertained to the school's origin and operation and to its music curriculum, pedagogy, faculty,…
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Assessing the Effect of Musical Congruency on Wine Tasting in a Live Performance Setting
Directory of Open Access Journals (Sweden)
Qian (Janice Wang
2015-07-01
Full Text Available At a wine tasting event with live classical music, we assessed whether participants would agree that certain wine and music pairings were congruent. We also assessed the effect of musical congruency on the wine tasting experience. The participants were given two wines to taste and two pieces of music—one chosen to match each wine—were performed live. Half of the participants tasted the wines while listening to the putatively more congruent music, the rest tasted the wines while listening to the putatively less congruent music. The participants rated the wine–music match and assessed the fruitiness, acidity, tannins, richness, complexity, length, and pleasantness of the wines. The results revealed that the music chosen to be congruent with each wine was indeed rated as a better match than the other piece of music. Furthermore, the music playing in the background also had a significant effect on the perceived acidity and fruitiness of the wines. These findings therefore provide further support for the view that music can modify the wine drinking experience. However, the present results leave open the question of whether the crossmodal congruency between music and wine itself has any overarching influence on the wine drinking experience.
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Assessing the Effect of Musical Congruency on Wine Tasting in a Live Performance Setting
Wang, Qian (Janice)
2015-01-01
At a wine tasting event with live classical music, we assessed whether participants would agree that certain wine and music pairings were congruent. We also assessed the effect of musical congruency on the wine tasting experience. The participants were given two wines to taste and two pieces of music—one chosen to match each wine—were performed live. Half of the participants tasted the wines while listening to the putatively more congruent music, the rest tasted the wines while listening to the putatively less congruent music. The participants rated the wine–music match and assessed the fruitiness, acidity, tannins, richness, complexity, length, and pleasantness of the wines. The results revealed that the music chosen to be congruent with each wine was indeed rated as a better match than the other piece of music. Furthermore, the music playing in the background also had a significant effect on the perceived acidity and fruitiness of the wines. These findings therefore provide further support for the view that music can modify the wine drinking experience. However, the present results leave open the question of whether the crossmodal congruency between music and wine itself has any overarching influence on the wine drinking experience. PMID:27433313
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Globalization, Values Education, and School Music Education in China
Law, Wing-Wah; Ho, Wai-Chung
2009-01-01
This paper examines music education's legitimation of values as a means of preparing students for entry into the new "knowledge society" of the People's Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non-musical meanings in the dual context of nationalism and…
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Music Education in the School Curriculum: An Analysis of the Impact of Law 11.769/08
Directory of Open Access Journals (Sweden)
Sérgio Luiz Ferreira de Figueiredo
2016-12-01
Full Text Available This paper presents part of the results of a research study on the regulation and practice of Law 11.769/08, which established music as a compulsory curricular content in Brazilian schools. The objective is to analyze the impact of this law on education systems across all regions of Brazil. This text, specifically, analyzes documents of the states in the Southeast region of Brazil. The study adopts a qualitative orientation, considering data available online through state department of education websites and websites specialized in competitive public examinations for teachers. The methodological procedures include collection, selection, description and analysis of official documents, notices and public calls for teacher recruitment. This text, specifically, analyzes documents of the states in the Southeast region of Brazil. The results show an impact of Law 11.769/08 in different educational systems, mainly the existence of specific places for music teachers in public calls, which implies that certain educational systems are attentive to including music as a required curriculum component.
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The effects of interactive music therapy on hospitalized children with cancer: a pilot study.
Barrera, Maru E; Rykov, Mary H; Doyle, Sandra L
2002-01-01
The use of music therapy with children in health settings has been documented, but its effectiveness has not yet been well established. This pilot study is a preliminary exploration of the effectiveness of interactive music therapy in reducing anxiety and increasing the comfort of hospitalized children with cancer. Pre- and post-music therapy measures were obtained from children (N = 65) and parents. The measures consisted of children's ratings of mood using schematic faces, parental ratings of the child's play performance, and satisfaction questionnaires completed by parents, children and staff. There was a significant improvement in children's ratings of their feelings from pre- to post-music therapy. Parents perceived an improved play performance after music therapy in pre-schoolers and adolescents but not in school-aged children. Qualitative analyses of children's and parents' comments suggested a positive impact of music therapy on the child's well-being. These preliminary findings are encouraging and suggest beneficial effects of interactive music therapy with hospitalized pediatric hematology/oncology patients. In future studies replicating these findings should be conducted in a randomized control trial. Copyright 2002 John Wiley & Sons, Ltd.
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Development of Musical Creativity of Higher Class Pupils Using Musical Computer Technologies (MCT
Directory of Open Access Journals (Sweden)
Sandra Rimkutė-Jankuvienė
2014-03-01
Full Text Available Purpose – to find out possibilities of development of musical creativity by using MCT in the music education of senior pupils.Design/methodology/approach – literature review, qualitative survey methodology (interview with music teachers.Findings – implementation of MCT, like any other innovation (as well as ICT in different spheres of education, including pre-school education, bring forth a certain positive effect. The results of the interview showed that in the praxis of music education, MCT is used for different development purposes (to make a lesson original, help pupils memorize music, expand their imagination not only by listening, but also by watching and evaluating performance of music, listen to music recordings, understand music and evaluate its quality, etc.. But for the development of musical creativity, MCT has been used very poorly.Research limitation/implications – musical creativity’s concept has not been uniquely defined so far. The aim of scientific literature review is to show that musical creativity is not meant to be separated from general creativity. Moreover, this is compounded by the search of the possibilities to the development of musical creativity. Analysis of scientific literature shows that the use of MCT can make an influence on musical creativity. However, empirical researches on this subject are still missing.Practical implications – the results of the interviews about using MCT in music lessons in order to develop musical creativity could be significant in formulating strategies of the development of musical creativity, preparing methodological instruments as well as in teacher training programs.Originality/value – the object of the survey in the chosen theme has never been explored in Lithuania, while the comparison of the obtained data with foreign scientists’ discoveries could contribute to a musical creativity’s definition.Research type: literature review, interview review.
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Learning Music via Tangible and Corporeal Interaction
DEFF Research Database (Denmark)
Valente, Andrea; Jensen, Karl Kristoffer
2008-01-01
to consider an existing teaching tool from the computer science domain, computational cards, and modify it to cope with the specific problems found in musical education; we re-designed it, simplified and generalized its notation. The new tool, musiCards, also permits corporeal interaction, so children can......Young music learners face a number of challenges, mostly because musical theory and practice are deeply interrelated. Many musical teaching theories and methodologies exist, and music is taught today from primary school, in a variety of ways, and to different degrees of success. We proposal...... design interactive musical machines, implement them physically, then enact the interaction to generate musical performances. MusiCards enables pupils to explore music-related concepts such as rhythm and polyphonic performance; moreover it supports active involvement, imitation, group learning...
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Music Education as a Panacea for National Development
Ogunrinade, D. O. A
2015-01-01
This paper appraises music as an essential part of Nigerian culture and its implication for national development. It discussed music as important aspect of culture and the rationale for the inclusion of the subject in Nigerian schools at all levels of education. It also explicates music education available in the community as well. The music…
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Meme Engineers: Children as Producers of Musical Culture
Barrett, Margaret
2003-01-01
This paper examines the ways in which young children construct and negotiate musical meaning as song-makers in a post-modern consumerist musical world. A critical analysis of the presentation of music in two popular Australian children's television programmes (Play School and Hi-5) and the ways in which such media impact upon children's…
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Popular Music and Classical Musicians: Strategies and Perspectives
Allsup, Randall Everett
2011-01-01
In recent years, popular music has become a growing area of music study and is increasingly accepted in schools and universities around the world. Despite this general enthusiasm, classically trained music teachers bring a certain hesitation to this art form, perhaps because too few have had formal hands-on experience with it. This article…
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Music and Drama in Primary Schools in the Madeira Island--Narratives of Ownership and Leadership
Mota, Graça; Araújo, Maria Jose
2013-01-01
A three-year-case study funded by the Foundation for Science and Technology (FCT) from the Portuguese Ministry of Science, Technology and Higher Education was designed to study a 30-year project of music and drama in primary schools in Madeira. This article reports on the narratives of the three main figures in the project as they elaborate on its…
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Professional Notes: Brain-Based-Research Music Advocacy
Cole, Katie
2011-01-01
In times of difficulty, it is easy to see what many policymakers value. It would seem that many of them view the arts as a noncrucial element of a child's school curriculum. They want to cut music because they do not value music for its own sake, nor can they see how music could possibly help students in math, reading, or science. But what do the…
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Sours, James P.
2009-01-01
This study was conducted to examine the effectiveness of embedding character education into the daily functions of instrumental music ensembles at Franklin High School in Portland Oregon. The participants in the study were the students of the researcher which may have been a delimitation. Their ages were from 14 to 19 years. Students from…
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Concept Analysis: Music Therapy.
Murrock, Carolyn J; Bekhet, Abir K
2016-01-01
Down through the ages, music has been universally valued for its therapeutic properties based on the psychological and physiological responses in humans. However, the underlying mechanisms of the psychological and physiological responses to music have been poorly identified and defined. Without clarification, a concept can be misused, thereby diminishing its importance for application to nursing research and practice. The purpose of this article was for the clarification of the concept of music therapy based on Walker and Avant's concept analysis strategy. A review of recent nursing and health-related literature covering the years 2007-2014 was performed on the concepts of music, music therapy, preferred music, and individualized music. As a result of the search, the attributes, antecedents, and consequences of music therapy were identified, defined, and used to develop a conceptual model of music therapy. The conceptual model of music therapy provides direction for developing music interventions for nursing research and practice to be tested in various settings to improve various patient outcomes. Based on Walker and Avant's concept analysis strategy, model and contrary cases are included. Implications for future nursing research and practice to use the psychological and physiological responses to music therapy are discussed.
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Amino Acid Jazz: Amplifying Biochemistry Concepts with Content-Rich Music
Crowther, Gregory J.; Davis, Katie
2013-01-01
Music is not typically used in teaching high school- and college-level chemistry. This may be attributable to instructors' perceptions of educational music as being solely for memorization, their uncertainty about how to incorporate music effectively, or because of a limited number of suitable songs in which the music and words reinforce each…
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A comparative study on music teacher preparation in Portugal and Brazil
Directory of Open Access Journals (Sweden)
Graça Mota
2012-05-01
Full Text Available The preparation of music teachers in Portugal and Brazil is the focus of this text, which aims at presenting preliminary aspects of a study in progress in the context of higher education in both countries. Inspired by comparative education methodology, the present study is investigating official documents and academic curricula offered in Portugal and Brazil for the music teachers’ preparation to promote, in different ways, the comparative reflection with an emphasis on school education. The music teachers’ education in both countries was analyzed taking into account the following elements: educational context in Portugal and Brazil; music preparation prior to higher education, and the entrance criteria in the courses that are offered for music teachers; curricular elements of the courses; teaching practice and professional perspectives. The preliminary results of this comparative analysis demonstrate similarities and differences in the two contexts: 1 in both countries, music teachers for regular schools receive their degrees in higher education institutions, and in Portugal, beyond the Licenciatura in Music, a Music Education Master degree is demanded; 2 in both countries specific entrance tests are accomplished in the universities, demanding previous musical knowledge; 3 the balance among the musical and pedagogical preparation is one of the curricular objectives; 4 the teaching practice is an emphasized component in the teachers’ preparation; 5 in Portugal, student’s motivation for the work in the regular school appears to be larger than in Brazil.
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Questions for Music Education Research
Jorgensen, Estelle R.
2008-01-01
In addressing the question-set "What questions do music education researchers need to address?", an illustrative list of juxtaposed descriptive and normative questions is sketched as follows: What are and should be the dimensions of music education? What are and should be the institutional agencies of music education? What are and should be the…
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Marketing Your College Music Program to Students.
Kelly, Steven N.
1988-01-01
Suggests the use of time-proven marketing methods to attract high school students to college music programs and keep them interested in the music program. Explores facets of the college and the program that draw students, including reputation, location, costs, and program content. (LS)
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Compression-based geometric pattern discovery in music
DEFF Research Database (Denmark)
Meredith, David
2014-01-01
The purpose of musical analysis is to find the best possible explanations for musical objects, where such objects may range from single chords or phrases to entire musical corpora. Kolmogorov complexity theory suggests that the best possible explanation for an object is represented by the shortest...... possible description of it. Two compression algorithms, COSIATEC and SIATECCompress, are described that take point-set representations of musical objects as input and generate compressed encodings of these point sets as output. The algorithms were evaluated on a task in which 360 folk songs were classified...
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Leung, Bo Wah; McPherson, Gary E.
2011-01-01
This article reports on the personal beliefs and attitudes of highly motivated Hong Kong school-age subjects who studied music. A total of 24 participants who demonstrated high achievement and interest in learning music were interviewed. Content analysis of the interview data was performed to elucidate four topics: background information about the…
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DEFF Research Database (Denmark)
Hansen, Niels Chr.; Sadakata, Makiko; Pearce, Marcus
It is a long-held belief in historical musicology that the prosody of composers’ native languages is reflected in the rhythmic and melodic properties of their music. Applying the normalised Pairwise Variability Index (nPVI) to speech alongside musical scores, research has established quantitative...... music up until the mid-19th century, after which French music diverged into an Austro-German school and a French nationalist school. In sum, using musical nPVI analysis, we provide quantitative support for music-historical descriptions of an Italian-dominated Baroque (composer birth years: 1600...
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Music and Life Experience: A Perspective from the Classroom.
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)
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The Power of Metaphor in Rural Music Education Research
Spring, Janet
2016-01-01
There are few studies that investigate rural music educators' lived experiences in relation to "place," particularly from an Ontario, Canada context. Yet in small rural schools, the music program is often seen as the catalyst for interaction and bonding with community as music educators strive to build and foster student involvement and…
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Examining Preservice Music Teacher Concerns in Peer- and Field-Teaching Settings
Powell, Sean R.
2014-01-01
The purpose of this study was to examine the concerns of preservice music teachers using the Fuller and Bown teacher concerns model. Participants were 12 senior-level instrumental music education majors enrolled at a medium-size American public university. A video-assisted, stimulated recall method was used to interview participants after two…
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Kim, Eunjin
2013-01-01
This study aims to show how music technology mediated (or music software mediated) music teaching and learning can provide an effective pedagogy in music education. It also seeks to demonstrate that music technology mediated teaching is in accordance with socio-educational trends for both postmodern values and IT mediated learning. The new…
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Mood Dependent Music Generator
DEFF Research Database (Denmark)
Scirea, Marco
2013-01-01
Music is one of the most expressive media to show and manipulate emotions, but there have been few studies on how to generate music connected to emotions. Such studies have always been shunned upon by musicians affirming that a machine cannot create expressive music, as it's the composer......'s and player's experiences and emotions that get poured into the piece. At the same time another problem is that music is highly complicated (and subjective) and finding out which elements transmit certain emotions is not an easy task. This demo wants to show how the manipulation of a set of features can...... actually change the mood the music transmits, hopefully awakening an interest in this area of research....
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Chanda, Mona Lisa; Levitin, Daniel J
2013-04-01
Music is used to regulate mood and arousal in everyday life and to promote physical and psychological health and well-being in clinical settings. However, scientific inquiry into the neurochemical effects of music is still in its infancy. In this review, we evaluate the evidence that music improves health and well-being through the engagement of neurochemical systems for (i) reward, motivation, and pleasure; (ii) stress and arousal; (iii) immunity; and (iv) social affiliation. We discuss the limitations of these studies and outline novel approaches for integration of conceptual and technological advances from the fields of music cognition and social neuroscience into studies of the neurochemistry of music. Copyright © 2013 Elsevier Ltd. All rights reserved.
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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.
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Direct Instruction and Music Literacy: One Approach to Augmenting the Diminishing?
Lowe, Geoffrey; Belcher, Steven
2012-01-01
One of the many challenges facing music educators is diminishing class time in lower secondary school in the face of the increasingly crowded curriculum and the advent of arts "taster" courses. However, music educators are still expected to be able to produce musically literate students capable of completing high level music courses in…
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Music therapists’ strategies in implementing new posts within health care settings
LENUS (Irish Health Repository)
Monaghan, Dr Hugh
2009-01-01
The National Rehabilitation Hospital was one of a number of sites that contributed to a research study in the area of music therapy service development. This research aimed to examine the experiences of expert music therapists in developing new work and to identify strategies for introducing a new role to an existing healthcare team.\\r\
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Elpus, Kenneth
2013-01-01
This study examined the college entrance examination scores of music and non-music students in the United States, drawing data from the restricted-use data set of the Education Longitudinal Study of 2002 (ELS), a nationally representative education study ("N" = 15,630) conducted by the National Center for Education Statistics. Analyses…
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A Safe Education for All: Recognizing and Stemming Harassment in Music Classes and Ensembles
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…
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Slater, Jessica; Skoe, Erika; Strait, Dana L; O'Connell, Samantha; Thompson, Elaine; Kraus, Nina
2015-09-15
Music training may strengthen auditory skills that help children not only in musical performance but in everyday communication. Comparisons of musicians and non-musicians across the lifespan have provided some evidence for a "musician advantage" in understanding speech in noise, although reports have been mixed. Controlled longitudinal studies are essential to disentangle effects of training from pre-existing differences, and to determine how much music training is necessary to confer benefits. We followed a cohort of elementary school children for 2 years, assessing their ability to perceive speech in noise before and after musical training. After the initial assessment, participants were randomly assigned to one of two groups: one group began music training right away and completed 2 years of training, while the second group waited a year and then received 1 year of music training. Outcomes provide the first longitudinal evidence that speech-in-noise perception improves after 2 years of group music training. The children were enrolled in an established and successful community-based music program and followed the standard curriculum, therefore these findings provide an important link between laboratory-based research and real-world assessment of the impact of music training on everyday communication skills. Copyright © 2015 Elsevier B.V. All rights reserved.
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Demonstrating DREAM: A Digital Resource Exchange about Music
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…
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Developing a Critical Consciousness for Diversity and Equity among Preservice Music Teachers
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…
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Directory of Open Access Journals (Sweden)
Matthew ePoon
2015-11-01
Full Text Available Acoustic cues such as pitch height and timing are effective at communicating emotion in both music and speech. Numerous experiments altering musical passages have shown that higher and faster melodies generally sound happier than lower and slower melodies, findings consistent with corpus analyses of emotional speech. However, equivalent corpus analyses of complex time-varying cues in music are less common, due in part to the challenges of assembling an appropriate corpus. Here we describe a novel, score-based exploration of the use of pitch height and timing in a set of balanced major and minor key compositions. Our corpus contained all 24 Preludes and 24 Fugues from Bach’s Well Tempered Clavier (book 1, as well as all 24 of Chopin’s Preludes for piano. These three sets are balanced with respect to both modality (major/minor and key chroma (A, B, C, etc.. Consistent with predictions derived from speech, we found major-key (nominally happy pieces to be two semitones higher in pitch height and 29% faster than minor-key (nominally sad pieces. This demonstrates that our balanced corpus of major and minor key pieces uses low-level acoustic cues for emotion in a manner consistent with speech. A series of post-hoc analyses illustrate interesting trade-offs, with
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Directory of Open Access Journals (Sweden)
Lydia N. Slobodian
2008-12-01
Full Text Available I examine rhythmic tendencies of Korean and Western middle school students in linguistic and abstract musical contexts using a series of speaking and clapping experiments. Results indicate a preference in both groups for beat subdivisions in small integer ratios and simple binary metric interpretations. These preferences are consistently more exaggerated in native English speaking students than in Korean students. Tempo was a significant factor in all tasks.
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学前教育专业音乐课程设置探析%On the music curriculum setting of preschool education major
Institute of Scientific and Technical Information of China (English)
马婷
2013-01-01
Based on the current preschool education music curriculum as the research object, the characteristics and function of music education in preschool education as the clue, to discuss the setting of music curriculum of preschool education major.%本文以当前学前教育专业音乐课程的设置为研究对象，以学前教育中音乐教育的特点和作用为线索，探讨在学前教育专业中音乐课程的设置问题。
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Diabetes Management in the School Setting. Position Statement
Butler, Sarah; Fekaris, Nina; Pontius, Deborah; Zacharski, Susan
2012-01-01
It is the position of the National Association of School Nurses that the registered professional school nurse (hereinafter referred to as school nurse) is the only school staff member who has the skills, knowledge base, and statutory authority to fully meet the healthcare needs of students with diabetes in the school setting. Diabetes management…
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Directory of Open Access Journals (Sweden)
Ma Chen
2017-04-01
Full Text Available In the article the functional analysis of future music art teachers’ training for singing activity of comprehensive school senior students is depicted. This issue is very important because improving educators and musicians’ training contributes not only to professional selfactualisation, but also to young generation’s encouraging for thorough learning music art works and their creative development in the process of group music tuitions. Extracurricular singing activity also plays an important part. It reveals art images to students, enriching creativity experience, forms the spiritual world, develops independent thinking, awakens creativity. The author points out the main functions of future music art teachers’ training. They are system and value, information, communication, creative and transformative, projective functions. The special attention is paid to characterizing the features of each function. The author claims that system and value function relates to the necessity to analyze the results of the educational process that contributes to productive solving problems by students and main tasks of music training. Information function is a subject background of art music teachers’ and pedagogical activities. Communicative function is realized in a teacher’s ability to develop the student’ initiative to plan cooperative activities, to be able to distribute duties, to carry out instructions, to coordinate cooperative activities, to create special situations for the implementation of educational influence. The analysis of pedagogical and methodological literature shows that The creative and transformative function is manifested in the creative use of pedagogical and methodological ideas in specific pedagogical conditions. The projective function is thought to promote the most complete realization of content of comprehensive and art education. Functional analysis of students’ training of art faculties at pedagogical universities to
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Music and Culture Areas of Native California
Keeling, Richard
1992-01-01
This paper sketches the principal music and culture areas of native California and identifies general characteristics that distinguish the region in the overall sphere of Native American music. Rather than provide notations or detailed analyses I describe the music according to a set of general parameters that I have found useful in previous comparative research. The following elements are considered: (1) vocal quality or timbre; (2) presence of words or vocables, text-setting, and repetition...
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Dawson, William J
2014-06-01
Recent publications indicate that musical training has effects on non-musical activities, some of which are lifelong. This study reviews recent publications collected from the Performing Arts Medicine Association bibliography. Music training, whether instrumental or vocal, produces beneficial and long-lasting changes in brain anatomy and function. Anatomic changes occur in brain areas devoted to hearing, speech, hand movements, and coordination between both sides of the brain. Functional benefits include improved sound processing and motor skills, especially in the upper extremities. Training benefits extend beyond music skills, resulting in higher IQs and school grades, greater specialized sensory and auditory memory/recall, better language memory and processing, heightened bilateral hand motor functioning, and improved integration and synchronization of sensory and motor functions. These changes last long after music training ends and can minimize or prevent age-related loss of brain cells and some mental functions. Early institution of music training and prolonged duration of training both appear to contribute to these positive changes.
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Tilt, Alexandra C; Werner, Paul D; Brown, David F; Alam, Hassan B; Warshaw, Andrew L; Parry, Blair A; Jazbar, Brigita; Booker, Abigail; Stangenberg, Lars; Fricchione, Gregory L; Benson, Herbert; Lillemoe, Keith D; Conrad, Claudius
2013-05-01
To determine the factors that may predict music-induced relaxation in friends and family of patients in the emergency department. It remains unclear to date which demographic and experiential factors predict the effectiveness of music-induced relaxation. Furthermore, in-hospital stressors for friends and family of patients rather than patients themselves are underresearched and deserve in-depth investigation to improve this group's experience in health care environments. A total of 169 relatives and friends of patients in the emergency department-waiting area completed a series of questionnaires, including the Spielberger State-Trait Anxiety Inventory (STAI), the Music Experience Questionnaire (MEQ), and a demographic survey. They were then randomly assigned to either Case Group (1 hour in the waiting area with classical music in the background) or Control Group (1 hour with no music) before completing a second, identical copy of the STAI to measure change from baseline. Data were analyzed for associations between music intervention, change in STAI scores, MEQ scores, and demographic characteristics. Participants who underwent the music intervention experienced a 9.8% decrease in overall mean State Anxiety, whereas those in the Control Group experienced no change over time (P = 0.001). Higher education significantly inversely correlated with the effectiveness of music intervention: participants with no formal education beyond high school showed a greater overall mean decrease in State Anxiety than those with a college education or beyond in response to classical music (P = 0.006). Furthermore, MEQ scores indicated that the Social Uplift scale (a measure of one's tendency to be uplifted in a group-oriented manner by music) was highly predictive of the effectiveness of music intervention. Music is an effective and inexpensive means of reducing anxiety in friends and family of patients, who are underresearched in medicine. Moreover, low educational attainment and
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Background music and cognitive performance.
Angel, Leslie A; Polzella, Donald J; Elvers, Greg C
2010-06-01
The present experiment employed standardized test batteries to assess the effects of fast-tempo music on cognitive performance among 56 male and female university students. A linguistic processing task and a spatial processing task were selected from the Criterion Task Set developed to assess verbal and nonverbal performance. Ten excerpts from Mozart's music matched for tempo were selected. Background music increased the speed of spatial processing and the accuracy of linguistic processing. The findings suggest that background music can have predictable effects on cognitive performance.
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Mulder, Juul; Ter Bogt, Tom F M; Raaijmakers, Quinten A W; Nic Gabhainn, Saoirse; Monshouwer, Karin; Vollebergh, Wilma A M
2010-06-01
Both music preferences and the substance use behavior of peers are important elements in explaining adolescent substance use. The extent to which music preference and peer use overlap in explaining adolescent substance use remains to be determined. A nationally representative sample of 7324 Dutch school-going adolescents (aged 12-16) provided data on music preferences, substance use behaviors and perceived number of peers using substances. Factor analyses showed that preferences for eight music genres factored into four styles: Pop (chart music, Dutch pop), Adult (classical music, jazz), Urban (rap/hiphop, soul/R&B) and Hard (punk/hardcore, techno/hardhouse); substance use was indicated by smoking, drinking, and cannabis use. Structural equation modeling revealed that the relationship between music preference and substance use was either wholly or partially mediated by perceived peer use. Music can model substance use and fans of different types of music may select friends with use patterns that reinforce their own substance use inclinations.
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Daykin, Norma; de Viggiani, Nick; Moriarty, Yvonne; Pilkington, Paul
2017-07-01
Young people in the criminal justice system experience significant health and wellbeing issues that often stem from poverty and disadvantage and, in turn, are linked with offending and reoffending behaviour. There is ongoing interest in interventions such as participatory music programmes that seek to foster social reintegration, support mental wellbeing and equip young offenders with life skills, competencies and emotional resilience. However, there is a need for a situated understanding of both positive and negative experiences that shape potential outcomes of music projects. This article reports on a research study undertaken between 2010 and 2013 with 118 young people aged 13-21 years across eight youth justice settings in England and Wales. Using mixed methods we explored the experiences of young people and their responses to a participatory music programme led by a national UK arts charity. Here, we explore the impact of young people's encounters with music and musicians with reference to the notion of 'musical affordances' (DeNora , ). We examine the ways that such affordances, including unintended outcomes, are mediated by features of the youth justice environment, including its rules and regulations, as well as issues of power, identity and social relations. © 2017 The Authors. Sociology of Health & Illness published by John Wiley & Sons Ltd on behalf of Foundation for SHIL.
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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…
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Inclusion, children's groups, music therapy
DEFF Research Database (Denmark)
Holck, Ulla; Jacobsen, Stine Lindahl
2016-01-01
portrayal of the qualities of musical interplay that promotes well-being in group settings and, thus, the inclusion of vulnerable students. Therefore, we open the chapter with a focus on musicality and on the importance of applying a musical approach in relation to the children.......Music has a rare ability to affect us directly. Pulse and rhythms make us move, and notes and harmonies inspire and express our inner emotions in a direct and immediate way that goes beyond what words or even other art forms can rarely achieve (Panksepp & Trevarthen, 2009). Music creates...... a delightful build-up of tension or soothes us, and its narrative character gives rise to mental imagery or memories. Music brings people together and helps build communities across languages and common divides. And – not least – music captures children’s immediate attention, so when the music starts, so do...
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Shin, Jihae
2011-01-01
The purpose of this study was to examine how I Am A Dreamer Musician Program (IDMP) affected academic self-concept and self-esteem of middle school students in low-income communities. During the seven weeks of the weekly music workshops, students participated in different musical activities including playing percussion instruments, singing,…
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Crooke, Alexander Hew Dale; McFerran, Katrina Skewes
2014-01-01
The potential for music programs to promote psychosocial wellbeing in mainstream schools is recognised in both policy and research literature. Despite this recognition, there is a dearth of consistent research evidence supporting this link. Authors attribute this lack of consistent evidence to limitations in the areas of research design and…
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Kaestle, Christine Elizabeth; Halpern, Carolyn Tucker; Brown, Jane D
2007-02-01
Exposure to televised music videos and pro wrestling were associated with rape acceptance (lower levels of agreeing with the statement "forcing a partner to have sex is never OK") among males, but not females, in a sample of 904 middle school students (controlling for overall television exposure, parenting style, and demographics).
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2009-11-01
Music plays an important role in the socialization of children and adolescents. Popular music is present almost everywhere, and it is easily available through the radio, various recordings, the Internet, and new technologies, allowing adolescents to hear it in diverse settings and situations, alone or shared with friends. Parents often are unaware of the lyrics to which their children are listening because of the increasing use of downloaded music and headphones. Research on popular music has explored its effects on schoolwork, social interactions, mood and affect, and particularly behavior. The effect that popular music has on children's and adolescents' behavior and emotions is of paramount concern. Lyrics have become more explicit in their references to drugs, sex, and violence over the years, particularly in certain genres. A teenager's preference for certain types of music could be correlated or associated with certain behaviors. As with popular music, the perception and the effect of music-video messages are important, because research has reported that exposure to violence, sexual messages, sexual stereotypes, and use of substances of abuse in music videos might produce significant changes in behaviors and attitudes of young viewers. Pediatricians and parents should be aware of this information. Furthermore, with the evidence portrayed in these studies, it is essential for pediatricians and parents to take a stand regarding music lyrics.
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Music classification with MPEG-7
Crysandt, Holger; Wellhausen, Jens
2003-01-01
Driven by increasing amount of music available electronically the need and possibility of automatic classification systems for music becomes more and more important. Currently most search engines for music are based on textual descriptions like artist or/and title. This paper presents a system for automatic music description, classification and visualization for a set of songs. The system is designed to extract significant features of a piece of music in order to find songs of similar genre or a similar sound characteristics. The description is done with the help of MPEG-7 only. The classification and visualization is done with the self organizing map algorithm.
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The Evaluation of Music Faculty in Higher Education: Current Practices
Parkes, Kelly A.
2015-01-01
The purpose of this research was to ascertain the methods used to evaluate music faculty and whether achievement measures, or student progress, impact the evaluations made about teacher effectiveness for music faculty in the higher education context. The author surveyed Chairs of Departments or Directors of Schools of Music (n = 412) listed as…
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Directory of Open Access Journals (Sweden)
Daniel Müllensiefen
Full Text Available Musical skills and expertise vary greatly in Western societies. Individuals can differ in their repertoire of musical behaviours as well as in the level of skill they display for any single musical behaviour. The types of musical behaviours we refer to here are broad, ranging from performance on an instrument and listening expertise, to the ability to employ music in functional settings or to communicate about music. In this paper, we first describe the concept of 'musical sophistication' which can be used to describe the multi-faceted nature of musical expertise. Next, we develop a novel measurement instrument, the Goldsmiths Musical Sophistication Index (Gold-MSI to assess self-reported musical skills and behaviours on multiple dimensions in the general population using a large Internet sample (n = 147,636. Thirdly, we report results from several lab studies, demonstrating that the Gold-MSI possesses good psychometric properties, and that self-reported musical sophistication is associated with performance on two listening tasks. Finally, we identify occupation, occupational status, age, gender, and wealth as the main socio-demographic factors associated with musical sophistication. Results are discussed in terms of theoretical accounts of implicit and statistical music learning and with regard to social conditions of sophisticated musical engagement.
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Müllensiefen, Daniel; Gingras, Bruno; Musil, Jason; Stewart, Lauren
2014-01-01
Musical skills and expertise vary greatly in Western societies. Individuals can differ in their repertoire of musical behaviours as well as in the level of skill they display for any single musical behaviour. The types of musical behaviours we refer to here are broad, ranging from performance on an instrument and listening expertise, to the ability to employ music in functional settings or to communicate about music. In this paper, we first describe the concept of 'musical sophistication' which can be used to describe the multi-faceted nature of musical expertise. Next, we develop a novel measurement instrument, the Goldsmiths Musical Sophistication Index (Gold-MSI) to assess self-reported musical skills and behaviours on multiple dimensions in the general population using a large Internet sample (n = 147,636). Thirdly, we report results from several lab studies, demonstrating that the Gold-MSI possesses good psychometric properties, and that self-reported musical sophistication is associated with performance on two listening tasks. Finally, we identify occupation, occupational status, age, gender, and wealth as the main socio-demographic factors associated with musical sophistication. Results are discussed in terms of theoretical accounts of implicit and statistical music learning and with regard to social conditions of sophisticated musical engagement.
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Composing Music with Complex Networks
Liu, Xiaofan; Tse, Chi K.; Small, Michael
In this paper we study the network structure in music and attempt to compose music artificially. Networks are constructed with nodes and edges corresponding to musical notes and their co-occurrences. We analyze sample compositions from Bach, Mozart, Chopin, as well as other types of music including Chinese pop music. We observe remarkably similar properties in all networks constructed from the selected compositions. Power-law exponents of degree distributions, mean degrees, clustering coefficients, mean geodesic distances, etc. are reported. With the network constructed, music can be created by using a biased random walk algorithm, which begins with a randomly chosen note and selects the subsequent notes according to a simple set of rules that compares the weights of the edges, weights of the nodes, and/or the degrees of nodes. The newly created music from complex networks will be played in the presentation.
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Directory of Open Access Journals (Sweden)
Barbara Kopacin
2014-06-01
Full Text Available Intelligence has increasingly been becoming a desirable human trait, so she scientists from different fields devote it a lot of attention. We were interested in the interconnectedness of intelligence, musical activities and family environment in ninth graders. Correlations were determined with the differences in student achievement in measuring educative components of general intellectual abilities with standard progressive matrices (SPM. The survey results confirm that intelligence, musical activities and musical family environment significantly correlated with each other. The study included 177 randomly selected ninth graders from six basic schools in the region of Primorska.
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Musical Education in Kazan in 1917-1960: Periodization Problem
Directory of Open Access Journals (Sweden)
Liliya Faritovna Nuriyeva
2017-12-01
Full Text Available This article is devoted to justification of a periodization in music history education in Kazan and TACCP from revolutionary events of 1917 to foundation of high special music school at the Kazan State Conservatory in 1960. The research implements historical & genetic and historical & comparative methods. Justification of specifics of historical and cultural processes in the region during the declared period and about applicability of a three-part periodization, the bases for which will be cultures of the decision of the political and party management, external for the sphere, is presented. Characteristic of Kazan was the fact that till 1960 the musical school was the only educational institution in TASSR providing secondary vocational music education. Conclusions are drawn that formation of new system of musical education began at the beginning of the 20th century, and local features were considered fully. The policy for the non-Russian population pursued by the Soviet power promoted further development of music education. The conducted research also showed that in Kazan synthesis of capital cultural tradition and regional features was carried out. Materials of article can be of interest to researchers of the USSR during the specified period, experts in history and culture of the Volga region people and history of music education in Eastern Europe.
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Directory of Open Access Journals (Sweden)
Alice eChirico
2015-06-01
Full Text Available It is not unusual to experience a sense of total absorption, concentration, action-awareness, distortion of time and intrinsic enjoyment during an activity that involves music. Indeed, it is noted that there is a special relationship between these two aspects (i.e., music and flow experience. In order to deeply explore flow in the musical domain, it is crucial to consider the complexity of the flow experience—both as a state and as a trait. Secondly, since music is a multifaceted domain, it is necessary to concentrate on specific music settings, such as (i musical composition; (ii listening; and (iii musical performance. To address these issues, the current review aims to outline flow experience as a trait and as a state in the three above-mentioned musical domains. Clear and useful guidelines to distinguish between flow as a state and as a trait are provided by literature concerning flow assessment. For this purpose, three aspects of the selected studies are discussed and analyzed: (i the characteristics of the flow assessments used; (ii the experimental design; (iii the results; and (iv the interrelations between the three domains. Results showed that the dispositional approach is predominant in the above-mentioned settings, mainly regarding music performance. Several aspects concerning musical contexts still need to be deeply analyzed.Future challenges could include the role of a group level of analysis, overcoming a frequency approach towards dispositional flow, and integrating both state and dispositional flow perspectives in order to deepen comprehension of how flow takes place in musical contexts.Finally, to explain the complex relationship between these two phenomena, we suggest that music and flow could be seen as an emergent embodied system.
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Chirico, Alice; Serino, Silvia; Cipresso, Pietro; Gaggioli, Andrea; Riva, Giuseppe
2015-01-01
It is not unusual to experience a sense of total absorption, concentration, action-awareness, distortion of time and intrinsic enjoyment during an activity that involves music. Indeed, it is noted that there is a special relationship between these two aspects (i.e., music and flow experience). In order to deeply explore flow in the musical domain, it is crucial to consider the complexity of the flow experience—both as a “state” and as a “trait.” Secondly, since music is a multifaceted domain, it is necessary to concentrate on specific music settings, such as (i) musical composition; (ii) listening; and (iii) musical performance. To address these issues, the current review aims to outline flow experience as a “trait” and as a “state” in the three above-mentioned musical domains. Clear and useful guidelines to distinguish between flow as a “state” and as a “trait” are provided by literature concerning flow assessment. For this purpose, three aspects of the selected studies are discussed and analyzed: (i) the characteristics of the flow assessments used; (ii) the experimental design; (iii) the results; and (iv) the interrelations between the three domains. Results showed that the dispositional approach is predominant in the above-mentioned settings, mainly regarding music performance. Several aspects concerning musical contexts still need to be deeply analyzed. Future challenges could include the role of a group level of analysis, overcoming a frequency approach toward dispositional flow, and integrating both state and dispositional flow perspectives in order to deepen comprehension of how flow takes place in musical contexts. Finally, to explain the complex relationship between these two phenomena, we suggest that music and flow could be seen as an emergent embodied system. PMID:26175709
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Promote Data Collection about Your Music Program
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…
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The Disappearance of Music Media
DEFF Research Database (Denmark)
Ægidius, Andreas Lenander
This paper focuses on the distinct technologies that operate behind, beyond, and below the concept of media. I theorize that the intricate complex of platforms, channels and formats for the consumption of cultural content is better understood through the lens of format theory (Aegidius, 2017; Ste...... we elaborate on the post-media conditions of the music industry through the use of format theory......., experience, and workings of a medium. It also names a set of rules according to which a technology can operate´ (Sterne, 2012, 7). Music consumption in the East Asian countries and especially Japan provides a remarkable and unique case for the continued and global disappearance of music media. But formats...... persist and govern the music experience. Here I focus on the ways in which traditional and physical music formats (CD) intersect with new media formats, e.g. the micromaterial music file and the music stream, here conceptualised as the internet protocols plus music file (Aegidius, 2017). I suggest...
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McCusker, Joan
A qualitative study was conducted in the winter of 2000 with children enrolled in a Clef Club, the fourth level of an early childhood music program sponsored by the Eastman School's Community Education Division (Rochester, NY). Eleven participants, ages 4.7 to 6.6, enrolled in 3 sections of the 10-week program taught by the researcher. Classroom…
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Affective Wellbeing and the Teaching of Music in Ghanaian Basic ...
African Journals Online (AJOL)
2016-12-16
Dec 16, 2016 ... Abstract: Any healthy education aims to develop the individual ... We observed that music teaching in Ghanaian basic schools ..... b) perform basic kpanlogo movement in ..... Playground music pedagogy of Ghanaian children.
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Multicultural Music Instruction in the Elementary School: What Can Be Achieved?
Edwards, Kay L.
1998-01-01
Investigates fourth-grade students' achievement following a model unit on American Indian music that utilized four different instructional approaches. Suggests implications for instruction with American Indian music regarding instructional approach, authenticity of instrument materials, learning from a native guest artist, and music teacher…
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Music Therapy Practice Status and Trends Worldwide: An International Survey Study.
Kern, Petra; Tague, Daniel B
2017-11-01
The field of music therapy is growing worldwide. While there is a wealth of country-specific information available, only a few have databased workforce censuses. Currently, little to no descriptive data exists about the global development of the profession. The purpose of this study was to obtain descriptive data about current demographics, practice status, and clinical trends to inform worldwide advocacy efforts, training needs, and the sustainable development of the field. Music therapists (N = 2,495) who were professional members of organizations affiliated with the World Federation of Music Therapy (WFMT) served as a sample for this international cross-sectional survey study. A 30-item online questionnaire was designed, pilot tested by key partners, and translated into seven languages. Researchers and key partners distributed the online survey through e-mail invitations and social media announcements. Professional music therapists worldwide are well-educated, mature professionals with adequate work experience, who are confident in providing high-quality services primarily in mental health, school, and geriatric settings. Due to ongoing challenges related to recognition and government regulation of the field as an evidence-based and well-funded healthcare profession, most individuals work part-time music therapy jobs and feel underpaid. Yet, many music therapists have a positive outlook on the field's future. Continued research and advocacy efforts, as well as collaborations with lobbyists, business consultants, and credentialing/licensure experts to develop progressive strategies, will be crucial for global development and sustainability of the field. © the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com
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Access to Music Education with Regard to Race in Two Urban Areas
Salvador, Karen; Allegood, Kristen
2014-01-01
This quantitative study examined access to school music instruction with regard to race in two urban areas: Detroit, Michigan, and Washington, DC, in 2009-2010. We found significant differences in the provision of music instruction between schools with high and low proportions of nonwhite enrollment, in categories including curricular offerings,…
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Effects of musical training on sound pattern processing in high-school students.
Wang, Wenjung; Staffaroni, Laura; Reid, Errold; Steinschneider, Mitchell; Sussman, Elyse
2009-05-01
Recognizing melody in music involves detection of both the pitch intervals and the silence between sequentially presented sounds. This study tested the hypothesis that active musical training in adolescents facilitates the ability to passively detect sequential sound patterns compared to musically non-trained age-matched peers. Twenty adolescents, aged 15-18 years, were divided into groups according to their musical training and current experience. A fixed order tone pattern was presented at various stimulus rates while electroencephalogram was recorded. The influence of musical training on passive auditory processing of the sound patterns was assessed using components of event-related brain potentials (ERPs). The mismatch negativity (MMN) ERP component was elicited in different stimulus onset asynchrony (SOA) conditions in non-musicians than musicians, indicating that musically active adolescents were able to detect sound patterns across longer time intervals than age-matched peers. Musical training facilitates detection of auditory patterns, allowing the ability to automatically recognize sequential sound patterns over longer time periods than non-musical counterparts.
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The importance of music to adolescents.
North, A C; Hargreaves, D J; O'Neill, S A
2000-06-01
The study aims to determine the importance of music to adolescents in England, and investigates why they listen to and perform music. A total of 2465 adolescents (1149 males; 1266 females; 50 participants did not state their sex) between 13 and 14 years of age who were attending Year 9 at one of 22 secondary schools in the North Staffordshire region of England. A questionnaire asked participants (a) about their degree of involvement with musical activities; (b) to rate the importance of music relative to other activities; and (c) to rate the importance of several factors that might determine why they and other people of their age and sex might listen to/perform pop and classical music. Responses indicated that i) over 50% of respondents either played an instrument currently or had played regularly before giving up, and the sample listened to music for an average of 2.45 hours per day; ii) listening to music was preferred to other indoor activities but not to outdoor activities; iii) listening to/playing pop music has different perceived benefits to listening to/playing classical music; iv) responses to suggested reasons for listening to music could be grouped into three factors; and v) responses to suggested reasons for playing music could be grouped into four factors. These results indicate that music is important to adolescents, and that this is because it allows them to (a) portray an 'image' to the outside world and (b) satisfy their emotional needs.
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The Effect of Music in Video Mediated Instruction on Student Achievement.
Talabi, J. K.
1986-01-01
Describes a study of secondary school students in Nigeria to determine whether use of musical accompaniment on videotape recordings used in instruction of economic geography had any effects on students' learning. Results offer inconclusive differences in effect between video instruction accompanied by music and video instruction without music.…
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Characterization of music-evoked autobiographical memories.
Janata, Petr; Tomic, Stefan T; Rakowski, Sonja K
2007-11-01
Despite music's prominence in Western society and its importance to individuals in their daily lives, very little is known about the memories and emotions that are often evoked when hearing a piece of music from one's past. We examined the content of music-evoked autobiographical memories (MEAMs) using a novel approach for selecting stimuli from a large corpus of popular music, in both laboratory and online settings. A set of questionnaires probed the cognitive and affective properties of the evoked memories. On average, 30% of the song presentations evoked autobiographical memories, and the majority of songs also evoked various emotions, primarily positive, that were felt strongly. The third most common emotion was nostalgia. Analyses of written memory reports found both general and specific levels of autobiographical knowledge to be represented, and several social and situational contexts for memory formation were common across many memories. The findings indicate that excerpts of popular music serve as potent stimuli for studying the structure of autobiographical memories.
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Music and Careers for the Junior High Student.
Carlson, Bruce
The curriculum guide describes an exemplary project designed to provide junior high school students with an opportunity to explore careers related to the world of music. The units present objectives, activities, and resources related to the following occupations: pop music artist, professional musician (union), instrumental and vocal music…
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Using Music Therapy Techniques To Treat Teacher Burnout.
Cheek, James R.; Bradley, Loretta J.; Parr, Gerald; Lan, William
2003-01-01
This study was conducted to determine the effectiveness of music therapy techniques as an intervention for teacher burnout. Results of the study indicated that teachers who participated in school-based counseling groups, using music therapy techniques in conjunction with cognitive behavioral interventions, reported lower levels of burnout symptoms…
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Informal Music Learning, Improvisation and Teacher Education
Wright, Ruth; Kanellopoulos, Panagiotis
2010-01-01
This paper explores firstly the sense in which improvisation might be conceived of as an informal music education process and, secondly, the effects of a course in free improvisation on student teachers' perceptions in relation to themselves as musicians, music as a school subject and children as musicians. The results of a study conducted in two…
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Exploring the Global Decline of Music Education
Aróstegui, José Luis
2016-01-01
This article seeks to explain the disjuncture between the decline of music education in schools and the importance music has in popular youth culture and in creativity within the new knowledge economy. The data discussed in this article have been derived from analyses of major documents on curriculum reform as well as e-mail responses from music…
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Akpoghol, T. V.; Ezeudu, F. O.; Adzape, J. N.; Otor, E. E.
2016-01-01
The study investigated the effects of Lecture Method Supplemented with Music (LMM) and Computer Animation (LMC) on senior secondary school students' retention in electrochemistry in Makurdi metropolis. Three research questions and three hypotheses guided the study. The design of the study was quasi experimental, specifically the pre-test,…
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Building the School Nutrition Program Brand Personality within the School Setting
Rushing, Keith; Asperin, Amelia Estepa
2012-01-01
Purpose/Objectives: The objectives of this project were to investigate the application of brand personality concepts in the school nutrition (SN) setting and to explore high school students' awareness and acceptance of these branding initiatives. Methods: An embedded, multiple-case replication design included structured interviews with SN…
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MUSIC EDUCATION AND MULTIMEDIA PROJECTS
Orlova Elena V.
2013-01-01
The article deals with the prerequisites of shift of music education paradigm in the XXI century, tells about emergence of new forms in the creative efforts of musicians enrolled in primary schools, and at secondary and highest education levels. Different types and genres of the multimedia creativity are considered. They were in demand by musicians at various events-contests, including Russian and international festivals and competitions in terms of which the music was called upon to play a l...
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Aural Skills: At the Juncture of Research in Early Reading and Music Literacy
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…
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Mulder, Juul; Ter Bogt, Tom F. M.; Raaijmakers, Quinten A. W.; Gabhainn, Saoirse Nic; Monshouwer, Karin; Vollebergh, Wilma A. M.
2010-01-01
Both music preferences and the substance use behavior of peers are important elements in explaining adolescent substance use. The extent to which music preference and peer use overlap in explaining adolescent substance use remains to be determined. A nationally representative sample of 7324 Dutch school-going adolescents (aged 12-16) provided data…
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The Effects of Background Music on Primary School Pupils' Task Performance.
Hallam, Susan; Price, John; Katsarou, Georgia
2002-01-01
Presents two studies that explored the effects of music perceived as calming and relaxing on arithmetic and memory performance tasks of 10- to 12-year-old children. Reports that the calming music led to better performance on both tasks when compared with the non-music condition. Includes references. (CMK)
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A Paraphrase of "Music Education"Theories of the Confucian School%儒家“乐教”论释要
Institute of Scientific and Technical Information of China (English)
祁海文
2014-01-01
The concept of"music education"is based on the time-honored tradition of"educating with music"and premised on the idea of"music education"that has developed from the honoring and explication of this tradition.Music discussion of the Confucian School centers on"music education"and has for background the development of the historical tradition, pro-priety, music culture and relations between propriety and"music education under former kings".Understanding "elegance and popularity"and advocating"elegance and music teaching", they wish to achieve the goal of creating a peaceful world where virtue reigns, personality is shaped, a harmonious society exists, social conventions are transformed, etc.They pur-sue an aesthetic realm in which aesthetics and virtue harmonize by giving full play to music's functions of giving aesthetic pleasures, touching the heart and molding the emotions.%“乐教”概念是以历史相当悠久的“以乐为教”传统为基础的，是以由对这一传统的表彰、阐发而形成的“乐教”观念为前提而形成的。儒家论乐以“乐教”问题为中心，以“先王乐教”的历史传统、礼乐文化、礼乐关系之演变为背景，明雅俗之辨而崇“雅乐之教”，通过乐的审美愉悦和感动人心的艺术功能，以情感陶冶为核心，达到成就德性、塑造人格、谐和社会、移风易俗等平治天下的目的，追求“美善相乐”即审美与德性和谐统一的审美境界。
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Evidence of noise-induced hearing loss in young people studying popular music.
Barlow, Christopher
2011-06-01
The number of students studying popular music, music technology, and sound engineering courses at both school and university to has increased rapidly in the last few years. These students are generally involved in music-making/recording and listening to a high level, usually in environments with amplified music. Recent studies have shown that these students are potentially exposed to a high risk of noise-induced hearing loss (NIHL( and are not covered by the same regulatory framework as employees. This study examined the pure tone air conduction hearing thresholds of 50 undergraduate students, including recent school leavers, on a range of popular music courses, to assess if there was evidence of hearing loss. Forty-four percent of students showed evidence of audiometric notch at 4-6 kHz, and 16% were classified under the UK Occupational Health and Safety guidelines as exhibiting mild hearing loss. Instance of audiometric notch was considerably higher than reported from studies of the general population but was around the same level or lower than that reported from studies of "traditional" music courses and conservatoires, suggesting no higher risk for popular music students than for "classical" music students. No relationship with age was present, suggesting that younger students were as likely to exhibit audiometric notch as mature students. This indicates that these students may be damaging their hearing through leisure activities while still at school, suggesting a need for robust education measures to focus on noise exposure of young people.
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Cespedes-Guevara, Julian; Eerola, Tuomas
2018-01-01
Basic Emotion theory has had a tremendous influence on the affective sciences, including music psychology, where most researchers have assumed that music expressivity is constrained to a limited set of basic emotions. Several scholars suggested that these constrains to musical expressivity are explained by the existence of a shared acoustic code to the expression of emotions in music and speech prosody. In this article we advocate for a shift from this focus on basic emotions to a constructionist account. This approach proposes that the phenomenon of perception of emotions in music arises from the interaction of music's ability to express core affects and the influence of top-down and contextual information in the listener's mind. We start by reviewing the problems with the concept of Basic Emotions, and the inconsistent evidence that supports it. We also demonstrate how decades of developmental and cross-cultural research on music and emotional speech have failed to produce convincing findings to conclude that music expressivity is built upon a set of biologically pre-determined basic emotions. We then examine the cue-emotion consistencies between music and speech, and show how they support a parsimonious explanation, where musical expressivity is grounded on two dimensions of core affect (arousal and valence). Next, we explain how the fact that listeners reliably identify basic emotions in music does not arise from the existence of categorical boundaries in the stimuli, but from processes that facilitate categorical perception, such as using stereotyped stimuli and close-ended response formats, psychological processes of construction of mental prototypes, and contextual information. Finally, we outline our proposal of a constructionist account of perception of emotions in music, and spell out the ways in which this approach is able to make solve past conflicting findings. We conclude by providing explicit pointers about the methodological choices that will be
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Repositioning "The Elements": How Students Talk about Music
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,…
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Personality traits of a music teacher
Directory of Open Access Journals (Sweden)
Bogunović Blanka D.
2006-01-01
Full Text Available In the context of individual musical instrument teaching, pedagogical abilities of a music teacher and the atmosphere he creates, result from his personality traits and can be of crucial importance for the initial and further progress of his students. The paper seeks to: describe the personality of a music instrument teacher, determine the differences in comparison to a group of non-musicians, and determine the position of personal characteristics in the structure of general and professional teacher profile. The sample comprised 60 individuals, teaching various musical instruments in five primary music schools. The research method is explorative and based on the use of the five-factor personality model (NEO PI-R was administered. The findings show that music teachers display a higher level of: openness, agreeableness and conscientiousness. The degree of congruence with the findings of other research is discussed and certain similarities were found, as well as differences stemming from professional and cultural specificities. Differences are proved to exist in relation to gender, musical instrument, working experience, degree of musical education and active public performance. Compared to non-musical population, it is confirmed that teachers of instrument in musical education represent a distinctive group. There are also differences between teachers who are oriented to pedagogic work only and those who, in addition, actively perform in public. Selection of teachers, according to characteristics which may be connected to students’ accomplishment, is a practical implication relevant for the music education.
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Akpoghol, T. V.; Ezeudu, F. O.; Adzape, J. N.; Otor, E. E.
2016-01-01
The study investigated the effects of Lecture Method Supplemented with Music (LMM) and Computer Animation (LMC) on senior secondary school students' academic achievement in electrochemistry in Makurdi metropolis. Six research questions and six hypotheses guided the study. The design of the study was quasi experimental, specifically the pre-test,…
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Andreu Duran, Maria; Godall Castell, Pere; Amador Guillem, Miquel; Castro Morera, Maria
2017-01-01
The goal of this research was to carry out an exploratory study on how music education integrated into primary schooling (children from 6 to 12 years old) can help in acquiring the core competencies characteristic of this stage. The study was conducted by developing a validated instrument, pilot-tested for reliability, to assess the eight core…
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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…
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Yoga in school settings: a research review.
Khalsa, Sat Bir S; Butzer, Bethany
2016-06-01
Research on the efficacy of yoga for improving mental, emotional, physical, and behavioral health characteristics in school settings is a recent but growing field of inquiry. This systematic review of research on school-based yoga interventions published in peer-reviewed journals offers a bibliometric analysis that identified 47 publications. The studies from these publications have been conducted primarily in the United States (n = 30) and India (n = 15) since 2005, with the majority of studies (n = 41) conducted from 2010 onward. About half of the publications were of studies at elementary schools; most (85%) were conducted within the school curriculum, and most (62%) also implemented a formal school-based yoga program. There was a high degree of variability in yoga intervention characteristics, including overall duration, and the number and duration of sessions. Most of these published research trials are preliminary in nature, with numerous study design limitations, including limited sample sizes (median = 74; range = 20-660) and relatively weak research designs (57% randomized controlled trials, 19% uncontrolled trials), as would be expected in an infant research field. Nevertheless, these publications suggest that yoga in the school setting is a viable and potentially efficacious strategy for improving child and adolescent health and therefore worthy of continued research. © 2016 New York Academy of Sciences.
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Perceived Factors Impacting School Music Programs: The Teacher's Perspective
Abril, Carlos R.; Bannerman, Julie K.
2015-01-01
The purpose of this study was to examine elementary music teachers' perceptions of factors impacting their music programs and teaching positions as well as the actions these teachers take in response to those factors. The following research questions guided the study: (1) What factors are perceived to impact music programs and teaching…
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Directory of Open Access Journals (Sweden)
Cristina Cereser
2009-10-01
Full Text Available Este artigo apresenta o resultado da amostra brasileira da pesquisa internacional intitulada “Os significados da música para crianças e adolescentes em atividades musicais escolares e não-escolares”. Essa pesquisa teve o objetivo de investigar a importância e o significado atribuído pelos alunos às atividades musicais desenvolvidas em ambientes escolares e não-escolares. O método consistiu em um survey envolvendo 21.975 alunos de oito países (Brasil, China, Coreia do Sul, Estados Unidos, Finlândia, Hong Kong, Israel e México, cujo questionário foi concebido sob a ótica do modelo de expectativa e valor de Eccles e Wigfield. No Brasil, fizeram parte da amostra 1848 alunos da 6a série do ensino fundamental à 3a série do ensino médio, de 11 cidades do Estado do Rio Grande do Sul. O instrumento de coleta de dados foi um questionário sobre o perfil dos alunos e suas opiniões quanto ao interesse, importância, dificuldade, utilidade, senso de competência e senso de confiança em relação às disciplinas Artes, Ciências, Educação Física, Matemática, Português e Música. Os dados foram tratados por análise de variância (ANOVA. Os resultados do Brasil apontam que o grau de interesse, importância e utilidade da Música aumenta à medida que os estudantes brasileiros pertencem a séries mais avançadas, em sentido oposto ao observado na maioria dos outros países. This article presents the results of the Brazilian study within the international research entitled “Meanings of music for students in school-based and non-school musical activities”. This research aimed at investigating the importance and the meaning assigned by students to musical activities developed in school and non-school contexts. The method consisted of a survey involving 21,975 students from eight countries (Brazil, China, Finland, Hong Kong, Israel, Mexico, South Korea and United States of America, which questionnaire was grounded on the Eccles and
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The Effect of Music on the Reading Achievement of Grade 1 Students
Walton, James P.
2013-01-01
The American public school curriculum has narrowed as a result of the No Child Left Behind Act of 2001. Music is being eliminated in public schools so more time and resources can be spent on "tested" subjects like reading and math. However, research has shown that both the intrinsic and extrinsic values of music may improve reading…
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Pairing Linguistic and Music Intelligences
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…
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Building Your Instrumental Music Program in an Urban School
Mixon, Kevin
2005-01-01
MENC has recently, recapitulated its vision of "Music for All" in its strategic plan, which warns that "30 to 50 per cent of new teachers who work in urban areas leave the field in their first three years of service.'' This undoubtedly affects instrumental music instruction for urban children. Collegial sharing is one solution to problems…
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The Evolution of Technology: Landmarking Australian Secondary School Music
Crawford, Renée
2014-01-01
This paper will provide an overview of the history of the inclusion of technology in Australian education with a focus on music education. There will be a discussion of some of the arguments for its inclusion and how these may have changed over time. Technology has always been actively present in music and its practice. However, it was through…
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Diabetes Management in the School Setting. Position Statement. Revised
Wright, Janet B.; Easterling, Traci; Hardy, Alicen
2017-01-01
It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is the school staff member who has the knowledge, skills, and statutory authority to fully meet the healthcare needs of students with diabetes in the school setting. Diabetes management in…
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Singing in Individual Music Therapy with Persons suffering from Dementia
DEFF Research Database (Denmark)
Ridder, Hanne Mette Ochsner
2001-01-01
Persons suffering from dementia progressively loose language skills, cognitive skills, memory function, perception, etc. Still they seem to respond to music and to interact in the music therapy setting. As part of a Ph.D.-research I have worked with 6 persons suffering from middle to last stages...... of dementia in individual music therapy. I have focused on the use of familiar songs in order to create a safe and secure setting and enhance communication and reminiscence. In the presentation I give examples of how the persons respond to the music, how the individual music therapy sessions are build up......, criteria for choosing the songs, and how a person emotionally can profit from the structured musical form....
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A Study on Music-Cognition in Infants
福井, 隼仁; 山田, 裕美
1989-01-01
In this paper, we made a survey of researches of music-cognition on infants level. Consequently, we found that musical behavior of infants develops by steps and the ability of music-cognition is discovered in earlier stage than expected so far. But we think there is a problem in the method, because those researches have used concepts of Western musicology for appraisal. We are afraid that these concepts set music-cognition in a frame and as a result we lost the sight of the ability of music-c...
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INTRODUCTION TOTHE RUSSIAN MUSIC CULTURE AS A WAY OF CHINESE MUSIC TEACHERS TRAINING
Directory of Open Access Journals (Sweden)
N. G. Таgiltseva
2016-01-01
music, specifics of individual equipment and its esthetic features of each musician. Basic abstracts which are offered to be created by students in the course of such reflection can be used further by them in real professional activity as the main material for the musical analysis of works at school lessons.Practical significance. Recommendations on the ways realization of polyart education, method of prospect and a retrospective, perception and reflection of music and also modern tutorials of students are offered: the computer, a movie camera for vocational training of future music teachers who are trained in cello performance.
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St. Augustine in Twentieth-Century Music
DEFF Research Database (Denmark)
Petersen, Nils Holger
2012-01-01
A discussion - in a cultural historical perspective - of primarily two important twentieth-century musical works setting texts by St Augustine: Klaus Huber's Soliloquia Sancti Aurelii Augustini and Michael Tippett's The Vision of Saint Augustine.......A discussion - in a cultural historical perspective - of primarily two important twentieth-century musical works setting texts by St Augustine: Klaus Huber's Soliloquia Sancti Aurelii Augustini and Michael Tippett's The Vision of Saint Augustine....
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Motivation for the Study of Music Based on the Interactionist Theories of Piaget
Directory of Open Access Journals (Sweden)
Marcelo de Magalhães Cunha
2013-05-01
Full Text Available This article investigates the psychology of education and psychology of music through the study of the motivation for music learning. The theoretical framework is based on certain points of the interactionist theory of Jean Piaget. The main objective was to analyze in which way family and members of the school environment motivate the study of music. A case study of two individuals--a student and a professional musician--was conducted by interviewing them on the affective issues in social relations during the musical training process. The findings shed light on the role of the mother and father as the main motivators for learning music. In the absence of such family support, the student can be motivated at school since teachers or classmates may represent or symbolize the family figure. In this way, the study and mastering of music may be motivated by means of creating social ties.
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Music Structure Analysis from Acoustic Signals
Dannenberg, Roger B.; Goto, Masataka
Music is full of structure, including sections, sequences of distinct musical textures, and the repetition of phrases or entire sections. The analysis of music audio relies upon feature vectors that convey information about music texture or pitch content. Texture generally refers to the average spectral shape and statistical fluctuation, often reflecting the set of sounding instruments, e.g., strings, vocal, or drums. Pitch content reflects melody and harmony, which is often independent of texture. Structure is found in several ways. Segment boundaries can be detected by observing marked changes in locally averaged texture.
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The Impact of a Funded Research Program on Music Education Policy
Hodges, Donald A.; Luehrsen, Mary
2010-01-01
"Sounds of Learning: The Impact of Music Education" is a research program designed to allow researchers to examine the roles of music education in the lives of school-aged children to expand the understanding of music's role in a quality education. The NAMM Foundation, the sponsoring organization, has provided more than $1,000,000 to fund research…
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McAdams, Charity Beth
2013-01-01
This thesis focuses on the creative work of Edgar Allan Poe, and pieces together how various references to music in his poems and tales function in ways that echo throughout his oeuvre. By taking into account the plots and themes that surround references to music in Poe’s works, this thesis explores how Poe uses and describes music as it inhabits real world settings, liminal spaces, and otherworldly sites. The literature this thesis draws from ranges from tales little-discussed...
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Burton, Suzanne L.
2011-01-01
Strong school-university partnerships yield effective music teachers. However, music teacher preparation curriculum has undergone little reform over the years, resulting in a homogeneous P-12 curriculum. Encouraging preservice music teachers to consider cultural and pedagogical differences holds promise for changing music teacher preparation and…
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Jones, Jennifer D
2006-01-01
While researchers have documented the efficacy of clinical songwriting in music therapy, limited research has been conducted on songs composed by music therapists that address clinical goals. The purpose of this research was to examine the original songwriting practices of music therapists. Professional music therapists (N = 1,364) received a 14-question survey via email asking each to identify client populations and clinical goals addressed by original songs, their length of time in clinical practice, and specifics about their acquisition of songwriting skills. The data collected from 302 completed surveys revealed that respondents who used original songs were most likely to work with children and adolescents in schools or the developmental disability field and wrote songs in order to individualize treatment. Music therapists working with persons over 65 years of age in long term care or assisted living programs were the least likely to use original songs in clinical practice, opting for interventions utilizing the client's familiar music. Most music therapists found songwriting generally easy, but only 37% indicated that they acquired this skill during their undergraduate degree. Additional research on the clinical efficacy of original songs and therapist's compositional processes is needed to identify best practices models for strategic songwriting.
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On the biological basis of musicality.
Honing, Henkjan
2018-03-15
In recent years, music and musicality have been the focus of an increasing amount of research effort. This has led to a growing role and visibility of the contribution of (bio)musicology to the field of neuroscience and cognitive sciences at large. While it has been widely acknowledged that there are commonalities between speech, language, and musicality, several researchers explain this by considering musicality as an epiphenomenon of language. However, an alternative hypothesis is that musicality is an innate and widely shared capacity for music that can be seen as a natural, spontaneously developing set of traits based on and constrained by our cognitive abilities and their underlying biology. A comparative study of musicality in humans and well-known animal models (monkeys, birds, pinnipeds) will further our insights on which features of musicality are exclusive to humans and which are shared between humans and nonhuman animals, contribute to an understanding of the musical phenotype, and further constrain existing evolutionary theories of music and musicality. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals, Inc. on behalf of New York Academy of Sciences.
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The Influence of Social Intelligence on Effective Music Teaching
Juchniewicz, Jay
2010-01-01
The purpose of this study was to investigate the influence of social intelligence on effective music teaching. Forty teachers from "exemplary programs" and "more challenging programs" across band, chorus, orchestra, and general public school music programs were administered the Interpersonal Perception Task-15 (IPT-15). In addition, 84 external…
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Music Education for Life: Core Music Education--Students' Civil Right
Shuler, Scott C.
2012-01-01
Educators are obliged to stand up for children--to point out when the self-declared local "education emperor" (or mayor or governor) has no clothes. The so-called reform government has turned some local districts into a Wild West where schools share no common or sequential curriculum and all that matters is test scores. Music educators must join…
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Music therapy in palliative care: current perspectives.
O'Kelly, Julian
2002-03-01
As the music therapy profession has developed internationally over the last 25 years, so has its role in palliative care. Music is a highly versatile and dynamic therapeutic modality, lending itself to a variety of music therapy techniques used to benefit both those living with life-threatening illnesses and their family members and caregivers. This article will give a broad overview of the historical roots of music therapy and introduce the techniques that are employed in current practice. By combining a review of mainstream music therapy practice involving musical improvisation, song-writing and receptive/recreational techniques with case material from my own experience, this article aims to highlight the potential music therapy holds as an effective holistic practice for palliative care, whatever the care setting.
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Importancia del folklore musical como práctica educativa
Directory of Open Access Journals (Sweden)
Arévalo, Azahara
2009-06-01
Full Text Available Educational society of today should reflect on the importance of musical folklore as an educative practice. This paper contents a reflection about folklore and different educative practices taking as examples some musical pieces from Jaen’ Song Book. These kinds of practices are essential since they develop the quality of the learning process in general and the learning of music in particular. Nowadays, the school is the unifier mean for the reappraisal, communication and transmission of the folklore of our culture. Recovering our folklore is a task that depends on every member of the community and it can be possible through the updating of these musical pieces to the new social changes and its possible spreading through the media. Jaen’ Song Book may constitute a mean for promoting its folklore among students of this province. The learning of this repertoire may also serve as an open door to the World to know the labor that is done in our schools. This paper tries to make teachers conscious that the use of folk materials may improve the learning of music as well as it may unfold a new way for future didactic, cultural and anthropological researches.
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Reviewing the Effectiveness of Music Interventions in Treating Depression
Leubner, Daniel; Hinterberger, Thilo
2017-01-01
Depression is a very common mood disorder, resulting in a loss of social function, reduced quality of life and increased mortality. Music interventions have been shown to be a potential alternative for depression therapy but the number of up-to-date research literature is quite limited. We present a review of original research trials which utilize music or music therapy as intervention to treat participants with depressive symptoms. Our goal was to differentiate the impact of certain therapeutic uses of music used in the various experiments. Randomized controlled study designs were preferred but also longitudinal studies were chosen to be included. 28 studies with a total number of 1,810 participants met our inclusion criteria and were finally selected. We distinguished between passive listening to music (record from a CD or live music) (79%), and active singing, playing, or improvising with instruments (46%). Within certain boundaries of variance an analysis of similar studies was attempted. Critical parameters were for example length of trial, number of sessions, participants' age, kind of music, active or passive participation and single- or group setting. In 26 studies, a statistically significant reduction in depression levels was found over time in the experimental (music intervention) group compared to a control (n = 25) or comparison group (n = 2). In particular, elderly participants showed impressive improvements when they listened to music or participated in music therapy projects. Researchers used group settings more often than individual sessions and our results indicated a slightly better outcome for those cases. Additional questionnaires about participants confidence, self-esteem or motivation, confirmed further improvements after music treatment. Consequently, the present review offers an extensive set of comparable data, observations about the range of treatment options these papers addressed, and thus might represent a valuable aid for future
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Reviewing the Effectiveness of Music Interventions in Treating Depression
Directory of Open Access Journals (Sweden)
Daniel Leubner
2017-07-01
Full Text Available Depression is a very common mood disorder, resulting in a loss of social function, reduced quality of life and increased mortality. Music interventions have been shown to be a potential alternative for depression therapy but the number of up-to-date research literature is quite limited. We present a review of original research trials which utilize music or music therapy as intervention to treat participants with depressive symptoms. Our goal was to differentiate the impact of certain therapeutic uses of music used in the various experiments. Randomized controlled study designs were preferred but also longitudinal studies were chosen to be included. 28 studies with a total number of 1,810 participants met our inclusion criteria and were finally selected. We distinguished between passive listening to music (record from a CD or live music (79%, and active singing, playing, or improvising with instruments (46%. Within certain boundaries of variance an analysis of similar studies was attempted. Critical parameters were for example length of trial, number of sessions, participants' age, kind of music, active or passive participation and single- or group setting. In 26 studies, a statistically significant reduction in depression levels was found over time in the experimental (music intervention group compared to a control (n = 25 or comparison group (n = 2. In particular, elderly participants showed impressive improvements when they listened to music or participated in music therapy projects. Researchers used group settings more often than individual sessions and our results indicated a slightly better outcome for those cases. Additional questionnaires about participants confidence, self-esteem or motivation, confirmed further improvements after music treatment. Consequently, the present review offers an extensive set of comparable data, observations about the range of treatment options these papers addressed, and thus might represent a valuable aid
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Content-based Music Search and Recommendation System
Takegawa, Kazuki; Hijikata, Yoshinori; Nishida, Shogo
Recently, the turn volume of music data on the Internet has increased rapidly. This has increased the user's cost to find music data suiting their preference from such a large data set. We propose a content-based music search and recommendation system. This system has an interface for searching and finding music data and an interface for editing a user profile which is necessary for music recommendation. By exploiting the visualization of the feature space of music and the visualization of the user profile, the user can search music data and edit the user profile. Furthermore, by exploiting the infomation which can be acquired from each visualized object in a mutually complementary manner, we make it easier for the user to search music data and edit the user profile. Concretely, the system gives to the user an information obtained from the user profile when searching music data and an information obtained from the feature space of music when editing the user profile.
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The impact of technology on the music industry
Kjærgaard, Niklas Louis; Belowska, Martyna; Campbell, Andreas Dal; Winther, Mark; Wandel-Petersen, Daniel; Eros, David
2016-01-01
Technology has changed the world and along with it the music industry. Technology has made it possible for anyone to get an internet connection, which has transformed the music industry by making anything available at any time. Now, media streaming is the new trend, which is altering every aspect of the music industry - especially how we consume music. The streaming services have set the agenda in the music industry, and it is killing physical media. This is shown by various reports, and espe...
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Mindfulness: An Underused Tool for Deepening Music Understanding
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…
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A Mobile Music Museum Experience for Children
DEFF Research Database (Denmark)
Jørgensen, Mikkel Helleberg; Knudsen, Aske Sønderby; Wilmot, Thomas Michael
2015-01-01
An interactive music instrument museum experience for children of 10-12 years is presented. Equipped with tablet devices, the children are sent on a treasure hunt where participants have to identify musical instruments by listening to samples; when the right instrument is located, a challenge...... of playing an application on the tablet is initiated. This application is an interactive digital representation of the found instrument, mimicking some of its key playing techniques, using a simplified scrolling-on-screen musical notation. A qualitative evaluation of the application using observations while...... interacting with the application and a focus group interview with school children revealed that the children were more engaged when playing with the interactive application than when only watching a music video....
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Anthropology of music: Paradigms and perspectives
Directory of Open Access Journals (Sweden)
Rašić Miloš
2016-01-01
Full Text Available Music represents a relational category, in the sense that people write meaning into it, and later by the means of the same music they write the meaning into other people. Therefore, I regard music as a cultural construct. Music does not possess universal meanings, but it forms its numerous meanings in different cultural environments, as well as in different individual perceptions. In anthropology, music is not studied in relation to its musical characteristics or aesthetical values. Anthropologists study its role in a wider social system, and strive to understand, by analysing the role of music in a society, the social and cultural system it belongs to - musical structure is less important here. The goal of the paper is to give an overview of the paradigms in ethnology and anthropology which have been used in studying music. In addition, a hypothetical-theoretical framework for studying music in institutions is set. Although the theory of hubs, which is presented here as a potential framework for studying music in institutions, is exemplified by traditional music, it can be applied to any genre of music. The basic theoretical framework offered by the authors Nadia Kiwan and Hanna Mainhof has been supplemented by certain parts which the author thought appropriate for studying music in institutions, both in ethnological and anthropological discourse.
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Pasiali, Varvara; LaGasse, A Blythe; Penn, Saundra L
2014-01-01
Given the effect of musical training on the rate and accuracy of processing auditory information, therapeutic uses of music may potentially have remedial benefits for individuals with neurodevelopmental deficits. However, additional studies are needed to establish efficacy of music therapy interventions for attention skills in children/adolescents with neurodevelopmental disabilities including those with Autism Spectrum Disorders (ASD). To establish feasibility and preliminary efficacy of a group music therapy protocol to improve attention skills (sustained, selective, attentional control/switching) in adolescents diagnosed with autism and/or developmental delays. This single group pretest/posttest study took place in a private school for high functioning adolescents with neurodevelopmental delays. Nine students (4 males, 5 females), ages 13 to 20, participated in the study. Autism severity was assessed using the CARS2-HF and indicated the following distribution for study participants: severe (n = 3), mild (n = 4), or minimal/no (n = 2) symptoms. We assessed feasibility of implementing a 45-min Musical Attention Control Training (MACT) intervention delivered by a board-certified music therapist eight times over 6 weeks in a school setting. We also examined preliminary efficacy of the MACT to improve attention skills using the Test of Everyday Attention for Children (TEA-Ch). Parental consent rate was 100%. All nine participants successfully completed testing measures and 6 weeks of the intervention. Average participation rate was 97%. Data analysis showed positive trends and improvements on measures of attentional control/switching and selective attention. The results showed that the intervention and testing measures were feasible to implement and acceptable to the participants who all completed the protocol. Data analysis demonstrated positive trends indicating that more research on the use of music therapy attention training in high-functioning adolescents with
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Directory of Open Access Journals (Sweden)
Julian Cespedes-Guevara
2018-02-01
Full Text Available Basic Emotion theory has had a tremendous influence on the affective sciences, including music psychology, where most researchers have assumed that music expressivity is constrained to a limited set of basic emotions. Several scholars suggested that these constrains to musical expressivity are explained by the existence of a shared acoustic code to the expression of emotions in music and speech prosody. In this article we advocate for a shift from this focus on basic emotions to a constructionist account. This approach proposes that the phenomenon of perception of emotions in music arises from the interaction of music’s ability to express core affects and the influence of top-down and contextual information in the listener’s mind. We start by reviewing the problems with the concept of Basic Emotions, and the inconsistent evidence that supports it. We also demonstrate how decades of developmental and cross-cultural research on music and emotional speech have failed to produce convincing findings to conclude that music expressivity is built upon a set of biologically pre-determined basic emotions. We then examine the cue-emotion consistencies between music and speech, and show how they support a parsimonious explanation, where musical expressivity is grounded on two dimensions of core affect (arousal and valence. Next, we explain how the fact that listeners reliably identify basic emotions in music does not arise from the existence of categorical boundaries in the stimuli, but from processes that facilitate categorical perception, such as using stereotyped stimuli and close-ended response formats, psychological processes of construction of mental prototypes, and contextual information. Finally, we outline our proposal of a constructionist account of perception of emotions in music, and spell out the ways in which this approach is able to make solve past conflicting findings. We conclude by providing explicit pointers about the methodological
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Cespedes-Guevara, Julian; Eerola, Tuomas
2018-01-01
Basic Emotion theory has had a tremendous influence on the affective sciences, including music psychology, where most researchers have assumed that music expressivity is constrained to a limited set of basic emotions. Several scholars suggested that these constrains to musical expressivity are explained by the existence of a shared acoustic code to the expression of emotions in music and speech prosody. In this article we advocate for a shift from this focus on basic emotions to a constructionist account. This approach proposes that the phenomenon of perception of emotions in music arises from the interaction of music’s ability to express core affects and the influence of top-down and contextual information in the listener’s mind. We start by reviewing the problems with the concept of Basic Emotions, and the inconsistent evidence that supports it. We also demonstrate how decades of developmental and cross-cultural research on music and emotional speech have failed to produce convincing findings to conclude that music expressivity is built upon a set of biologically pre-determined basic emotions. We then examine the cue-emotion consistencies between music and speech, and show how they support a parsimonious explanation, where musical expressivity is grounded on two dimensions of core affect (arousal and valence). Next, we explain how the fact that listeners reliably identify basic emotions in music does not arise from the existence of categorical boundaries in the stimuli, but from processes that facilitate categorical perception, such as using stereotyped stimuli and close-ended response formats, psychological processes of construction of mental prototypes, and contextual information. Finally, we outline our proposal of a constructionist account of perception of emotions in music, and spell out the ways in which this approach is able to make solve past conflicting findings. We conclude by providing explicit pointers about the methodological choices that will be
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Jazz Listening Activities: Children's Literature and Authentic Music Samples.
McDonald, Nan L.; Fisher, Douglas; Helzer, Rick
2002-01-01
Describes a unit that is appropriate for upper elementary and middle school students that focuses on jazz music using biographies about jazz musicians. Discusses the five sections of the unit. Includes a list of "Suggested Jazz Listening Samples," jazz videos, and a bibliography of resources related to jazz music. (CMK)
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Singing in Individual Music Therapy with Persons suffering from Dementia
DEFF Research Database (Denmark)
Ridder, Hanne Mette Ochsner
2002-01-01
Persons in middle or last stages of dementia seem to respond less and less to music. Experiences from clinical music therapy practise with a structured and safe setting shows that this population responds to music therapy and communicates musically. The presentation consists of a short descriptio...
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FROM PAST TILL TODAY AZERBAIJANIAN MUSIC
Directory of Open Access Journals (Sweden)
Hatira Ahmedli CAFER
2015-09-01
Full Text Available Ancient Azerbaijanian music was found after archelogical excavations. In the first literature The Book of Dede Korkut, then in Nizami's and Fuzuli's literal works a vast of information could be found about the Medieval Age music. The first phase of Azerbaijanian musical history contains arts of bards, laters phases contains classical modes. The researches of Azerbaijanian modes extend to the Medieval Age. The expand of 19th century European music affected Azerbaijanian culture, too. The early years of 20th century is reckoned as a new rising period in Azerbaijanin music. Uzeyir Hacibeyov composed Leyli and Majnun in that period which was the first opera of the East. Meanwhile, several musical high schools, conservatories, symphony orchestras, national instrumental orchestras, and theatres were established. The smphonic music which was established in 1920's had a major development in between 1940 and 1960. In between 1960 and 1980, younger generation, too, participated in artistic activities, alongside the older generation. In 1988-1994 Armenians invaded Karabagh and commited several genocides which some of the most known are called 20 January and Khojaly genocides. In that period, Azerbaijanian composes divided into three stages as 20 January, Karabagh, and Khojaly. Today, Azerbaijanian music is well known all over the world, while being played in lots of festivals in the whole world.
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Effects of music therapy on intravitreal injections: a randomized clinical trial.
Chen, Xuejing; Seth, Rajeev K; Rao, Veena S; Huang, John J; Adelman, Ron A
2012-08-01
To investigate the effects of music therapy on anxiety, perceived pain, and satisfaction in patients undergoing intravitreal injections in the outpatient setting. This is a randomized clinical trial. Seventy-three patients were recruited from the retina clinic at 1 institution and randomized into a music therapy (n=37) or control (n=36) group. Prior to injection, patients completed the state portion of the Spielberger State Trait Anxiety Inventory (STAI-S). The music therapy group listened to classical music through computer speakers while waiting for and during the injection. The control group underwent the injection in the same setting without music. Afterward, all patients completed another STAI-S and a satisfaction and pain questionnaire. The main outcome measures were objective anxiety derived from STAI-S scores and subjective pain and anxiety from the post procedure questionnaire. The music therapy group had a greater decrease in anxiety than the control group (P=0.0480). Overall, 73% of all patients requested music for future injections (P=0.0001). The music therapy group (84%) requested music in future injections more frequently than the control group (61%) (P=0.0377). Both groups reported similar levels of pain (P=0.5879). Classical music before and during intravitreal injections decreases anxiety in patients without decreasing pain. Most patients desire to have music during future injections. Music therapy is a low-cost, easy, safe intervention that reduces anxiety during intravitreal injections in the outpatient setting.
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Transitions Between Art and Pedagogy: Mentoring Music Teacher Novices in Austria
Directory of Open Access Journals (Sweden)
Isolde Malmberg
2017-12-01
Full Text Available Teacher education in Austria is currently undergoing a fundamental reform process. Investigations into teachers’ first experience in school indicate that the transition from university life to professional life is not smooth for teachers. In the arts, the adjustment seems to be even more complex (De Vugt, 2013. Artistically well-trained university graduates seem to have difficulty in applying their knowledge and artistic skills. Career crashes and a shortage of music teachers in Austria are some of the consequences (Bailer, 2009. Recently I commenced the Grounded Theory Study, mentoring in music, investigating how mentors act in the induction phase, as well as how mentees cope with it. Narrative interviews beyond mentors and mentees, expert interviews, as well as group discussions with mentor teams, show that mentoring in music education has to find ways to support trainee teachers’ transition between art and pedagogy since they are two fundamentally different practices (Benner, 2001. In this article, I present and discuss two main results of the study: First I show the multilayered status passage (Glaser & Strauss, 1971 that music teacher novices move through from their identity as music students to their identity as music teachers in schools. Second, I suggest and discuss four types of music teacher novices who cope with this status passage in music education differently and how they can be supported by mentors
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Foetal response to music and voice.
Al-Qahtani, Noura H
2005-10-01
To examine whether prenatal exposure to music and voice alters foetal behaviour and whether foetal response to music differs from human voice. A prospective observational study was conducted in 20 normal term pregnant mothers. Ten foetuses were exposed to music and voice for 15 s at different sound pressure levels to find out the optimal setting for the auditory stimulation. Music, voice and sham were played to another 10 foetuses via a headphone on the maternal abdomen. The sound pressure level was 105 db and 94 db for music and voice, respectively. Computerised assessment of foetal heart rate and activity were recorded. 90 actocardiograms were obtained for the whole group. One way anova followed by posthoc (Student-Newman-Keuls method) analysis was used to find if there is significant difference in foetal response to music and voice versus sham. Foetuses responded with heart rate acceleration and motor response to both music and voice. This was statistically significant compared to sham. There was no significant difference between the foetal heart rate acceleration to music and voice. Prenatal exposure to music and voice alters the foetal behaviour. No difference was detected in foetal response to music and voice.
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Justifying Music Instruction in American Public Schools: A Historical Perspective.
Jorgensen, Estelle R.
1995-01-01
Charts the development of music education from early utilitarianism up to its current emphasis on aesthetic value. Recent attempts to pursue music education as an interdisciplinary subject have been limited due to budget cuts. Briefly discusses this financial crisis and suggests some sources of alternative funding. (MJP)
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Bringing It All Together: The Southeast Alaska Music Festival.
Howey, Brad
2003-01-01
Describes the Southeast Alaska Music Festival discussing topics such as the role of the host school, the communities and schools within the region, and scoring procedures at the Festival. Includes a festival schedule. (CMK)
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Musical Style Preferences and Aural Discrimination Skills of Primary Grade School Children.
May, William V.
1985-01-01
Most primary-grade children were found to prefer current popular musical styles--rock, country and western, and easy listening pop. Music preferences of males and females generally were the same. There were no differences in racial group preferences for musical excerpts without racially identifying elements. (RM)
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The Music Specialist among Generalists: Learning to Lead in a Community of Practice
Luebke, Linda
2013-01-01
Music education leadership in public schools has often been the responsibility of a department chair or a district music supervisor. Nevertheless, budget constraints have forced districts to consolidate supervisory positions, frequently eliminating district chairs in music and the arts among other curricular areas. Without a strong advocate at the…
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Perpetuating Nigerian Cultures in Musical Arts Education within the ...
African Journals Online (AJOL)
Our inadequacies in playing or singing our indigenous music and inability to identify the folk taxonomies of our traditional musical instruments are glaring. Research conducted in selected Primary Schools in Anambra State, Nigeria over a period of five years (2003 – 2008) has proved that the Nigerian child still has the ...
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Burger, Birgitta; Thompson, Marc R; Luck, Geoff; Saarikallio, Suvi; Toiviainen, Petri
2013-01-01
Music makes us move. Several factors can affect the characteristics of such movements, including individual factors or musical features. For this study, we investigated the effect of rhythm- and timbre-related musical features as well as tempo on movement characteristics. Sixty participants were presented with 30 musical stimuli representing different styles of popular music, and instructed to move along with the music. Optical motion capture was used to record participants' movements. Subsequently, eight movement features and four rhythm- and timbre-related musical features were computationally extracted from the data, while the tempo was assessed in a perceptual experiment. A subsequent correlational analysis revealed that, for instance, clear pulses seemed to be embodied with the whole body, i.e., by using various movement types of different body parts, whereas spectral flux and percussiveness were found to be more distinctly related to certain body parts, such as head and hand movement. A series of ANOVAs with the stimuli being divided into three groups of five stimuli each based on the tempo revealed no significant differences between the groups, suggesting that the tempo of our stimuli set failed to have an effect on the movement features. In general, the results can be linked to the framework of embodied music cognition, as they show that body movements are used to reflect, imitate, and predict musical characteristics.
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Directory of Open Access Journals (Sweden)
Birgitta eBurger
2013-04-01
Full Text Available Music makes us move. Several factors can affect the characteristics of such movements, including individual factors or musical features. For this study, we investigated the effect of rhythm- and timbre-related musical features as well as tempo on movement characteristics. Sixty participants were presented with 30 musical stimuli representing different styles of popular music, and instructed to move along with the music. Optical motion capture was used to record participants’ movements. Subsequently, eight movement features and four rhythm- and timbre-related musical features were computationally extracted from the data, while the tempo was assessed in a perceptual experiment. A subsequent correlational analysis revealed that, for instance, clear pulses seemed to be embodied with the whole body, i.e., by using various movement types of different body parts, whereas spectral flux and percussiveness were found to be more distinctly related to certain body parts, such as head and hand movement. A series of ANOVAs with the stimuli being divided into three groups of five stimuli each based on the tempo revealed no significant differences between the groups, suggesting that the tempo of our stimuli set failed to have an effect on the movement features. In general, the results can be linked to the framework of embodied music cognition, as they show that body movements are used to reflect, imitate, and predict musical characteristics.
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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…
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Putkinen, Vesa; Tervaniemi, Mari; Saarikivi, Katri; Huotilainen, Minna
2015-03-01
Adult musicians show superior neural sound discrimination when compared to nonmusicians. However, it is unclear whether these group differences reflect the effects of experience or preexisting neural enhancement in individuals who seek out musical training. Tracking how brain function matures over time in musically trained and nontrained children can shed light on this issue. Here, we review our recent longitudinal event-related potential (ERP) studies that examine how formal musical training and less formal musical activities influence the maturation of brain responses related to sound discrimination and auditory attention. These studies found that musically trained school-aged children and preschool-aged children attending a musical playschool show more rapid maturation of neural sound discrimination than their control peers. Importantly, we found no evidence for pretraining group differences. In a related cross-sectional study, we found ERP and behavioral evidence for improved executive functions and control over auditory novelty processing in musically trained school-aged children and adolescents. Taken together, these studies provide evidence for the causal role of formal musical training and less formal musical activities in shaping the development of important neural auditory skills and suggest transfer effects with domain-general implications. © 2015 New York Academy of Sciences.
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Using music as a therapy tool to motivate troubled adolescents.
Keen, Alexander W
2004-01-01
Children and adolescents with emotional disorders may often be characterized by having problems in peer and adult relations and in display of inappropriate behaviours. These include suicide attempts, anger, withdrawal from family, social isolation from peers, aggression, school failure, running away, and alcohol and/or drug abuse. A lack of self-concept and self-esteem is often central to these difficulties. Traditional treatment methods with young people usually includes cognitive- behavioural approaches with psychotherapy. Unfortunately these children often lack a solid communication base, creating a block to successful treatment. In my private clinical practice, I have endeavoured to break through these communication barriers by using music as a therapy tool. This paper describes and discusses my use of music as a therapy tool with troubled adolescents. Pre- and post-testing of the effectiveness of this intervention technique by using the Psychosocial Functioning Inventory for Primary School Children (PFI-PSC) has yielded positive initial results, lending support to its continued use. Music has often been successful in helping these adolescents engage in the therapeutic process with minimised resistance as they relate to the music and the therapist becomes a safe and trusted adult. Various techniques such as song discussion, listening, writing lyrics, composing music, and performing music.
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Analytical Music Therapy with Adults in Mental Health and in Counseling Work
DEFF Research Database (Denmark)
Pedersen, Inge Nygaard
2002-01-01
This chapter gives an overview of Analytical (oriented)Music Therapy applied in psychiatry and in counseling work. Definitions,setting, methods, counter transference conditions, referral criterias, understanding of the musical structure and documentation are in focus.......This chapter gives an overview of Analytical (oriented)Music Therapy applied in psychiatry and in counseling work. Definitions,setting, methods, counter transference conditions, referral criterias, understanding of the musical structure and documentation are in focus....
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Root, Susan M.
2008-01-01
As the author was discussing the future of CD design with her high-school students concerning its possibility of becoming obsolete as the ability to purchase music via the Internet becomes more mainstream, she was reminded of the things that she loves about an album by looking at the pictures, reading the lyrics, touching it and holding it. The…
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Conceptual processing in music as revealed by N400 effects on words and musical targets.
Daltrozzo, Jérôme; Schön, Daniele
2009-10-01
The cognitive processing of concepts, that is, abstract general ideas, has been mostly studied with language. However, other domains, such as music, can also convey concepts. Koelsch et al. [Koelsch, S., Kasper, E., Sammler, D., Schulze, K., Gunter, T., & Friederici, A. D. Music, language and meaning: Brain signatures of semantic processing. Nature Neuroscience, 7, 302-307, 2004] showed that 10 sec of music can influence the semantic processing of words. However, the length of the musical excerpts did not allow the authors to study the effect of words on musical targets. In this study, we decided to replicate Koelsch et al. findings using 1-sec musical excerpts (Experiment 1). This allowed us to study the reverse influence, namely, of a linguistic context on conceptual processing of musical excerpts (Experiment 2). In both experiments, we recorded behavioral and electrophysiological responses while participants were presented 50 related and 50 unrelated pairs (context/target). Experiments 1 and 2 showed a larger N400 component of the event-related brain potentials to targets following a conceptually unrelated compared to a related context. The presence of an N400 effect with musical targets suggests that music may convey concepts. The relevance of these results for the comprehension of music as a structured set of conceptual units and for the domain specificity of the mechanisms underlying N400 effects are discussed.
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'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.
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MP3 players and hearing loss: adolescents' perceptions of loud music and hearing conservation.
Vogel, Ineke; Brug, Johannes; Hosli, Esther J; van der Ploeg, Catharina P B; Raat, Hein
2008-03-01
To explore adolescents' behaviors and opinions about exposure to loud music from MP3 players. We conducted a qualitative analysis of focus-group discussions with adolescents aged 12 to 18 years from 2 large secondary schools (1 urban and 1 rural) for pre-vocational and pre-university education. The semi-structured question route was theoretically framed within the protection motivation theory. Most adolescents-especially male students and students from pre-vocational schools-indicated that they often played their MP3 players at maximum volume. Although they appeared to be generally aware of the risks of exposure to loud music, they expressed low personal vulnerability to music-induced hearing loss. Most adolescents said that they would not accept any interference with their music-exposure habits. Interventions should target students from pre-vocational schools and should focus on increasing adolescents' knowledge of the risks of loud music and how to protect themselves. Besides hearing education for adolescents and technical modifications of MP3 players, volume-level regulations for MP3 players may be warranted.
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Social support and performance anxiety of college music students.
Schneider, Erin; Chesky, Kris
2011-09-01
This study characterized perceived social support and performance anxiety of college music students, compared characteristics to those of non-music majors, and explored the relationships between social support and performance anxiety. Subjects (n = 609) completed a questionnaire that included demographics, the Multidimensional Scale of Perceived Social Support (MSPSS), and visual analog scale measures of performance anxiety. Results showed that music majors perceived significantly lower levels of social support from significant others when compared to non-music majors. Perceived social support was significantly correlated with measures of performance anxiety. Students with greater perceived social support reported less frequent anxiety and lower levels of impact of anxiety on ability to perform. These findings may have practical implications for schools of music and conservatories.
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MUSIC TEACHERS’ EDUCATIONAL IMPROVISATION AS AN IMPORTANT INDICATOR OF THEIR PROFESSIONALISM
Directory of Open Access Journals (Sweden)
Volodymyr Smyrenskyi
2017-04-01
Full Text Available The article deals with music teachers’ creative activity in comprehensive school, where they solve a number of both typical and creative tasks encountered while working with students. The teacher should design the result in accordance with the lesson plan, analyze the situation and find ways to achieve the goal, critically evaluate the data and pose a new task. In the real process of musical and aesthetic education and upbringing teacher’s work has a predetermined character, and even small unintended deviations from the lesson plan that are very difficult for them. The multifactor, rapidly changing circumstances of the development of the musical and educational process and the teachers’ creative abilities often lead to various, sometimes unpredictable situations of educational and musical communication and unexpected appearing of a new, more constructive option that arises directly in the lesson. In such circumstances the music teacher must be ready for the prompt resolution of contradictions, which appear suddenly, with the help of intuition based on the acquired experience of creative activity. This solution of contradictions is considered to be pedagogical improvisation. The music teacher’s pedagogical improvisation is the most important indicator of his/her professionalism. The main purpose of the article is to define the essence of the concept “a music teacher’s pedagogical improvisation”. The author reveals the criteria for the effectiveness of pedagogical improvisation, determines its functions and types. Specificity of a music teacher’s pedagogical improvisation is a free association of various types of musical performance and lecture activities. The pedagogical condition for using pedagogical improvisation by a teacher is a set of improvisational skills, which ensure the efficiency of searching for an operative adoption of a pedagogical decision that is adequate to the unexpected situation of educational and musical
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A Comparative Study of Music Education in Shanghai and Taipei: Westernization and Nationalization
Wai-Chung, Ho
2004-01-01
This study compares the music taught and its associated cultural values in Shanghai and Taipei primary and secondary schools. Both owe their cultural ascendancy to traditional Chinese music and western musicology. How do the music education systems of these two Chinese communities reflect their respective public cultures and political ideologies?…
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Directory of Open Access Journals (Sweden)
Yuan-Pin eLin
2014-05-01
Full Text Available Electroencephalography (EEG-based emotion classification during music listening has gained increasing attention nowadays due to its promise of potential applications such as musical affective brain-computer interface (ABCI, neuromarketing, music therapy, and implicit multimedia tagging and triggering. However, music is an ecologically valid and complex stimulus that conveys certain emotions to listeners through compositions of musical elements. Using solely EEG signals to distinguish emotions remained challenging. This study aimed to assess the applicability of a multimodal approach by leveraging the EEG dynamics and acoustic characteristics of musical contents for the classification of emotional valence and arousal. To this end, this study adopted machine-learning methods to systematically elucidate the roles of the EEG and music modalities in the emotion modeling. The empirical results suggested that when whole-head EEG signals were available, the inclusion of musical contents did not improve the classification performance. The obtained performance of 74~76% using solely EEG modality was statistically comparable to that using the multimodality approach. However, if EEG dynamics were only available from a small set of electrodes (likely the case in real-life applications, the music modality would play a complementary role and augment the EEG results from around 61% to 67% in valence classification and from around 58% to 67% in arousal classification. The musical timbre appeared to replace less-discriminative EEG features and led to improvements in both valence and arousal classification, whereas musical loudness was contributed specifically to the arousal classification. The present study not only provided principles for constructing an EEG-based multimodal approach, but also revealed the fundamental insights into the interplay of the brain activity and musical contents in emotion modeling.
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Lin, Yuan-Pin; Yang, Yi-Hsuan; Jung, Tzyy-Ping
2014-01-01
Electroencephalography (EEG)-based emotion classification during music listening has gained increasing attention nowadays due to its promise of potential applications such as musical affective brain-computer interface (ABCI), neuromarketing, music therapy, and implicit multimedia tagging and triggering. However, music is an ecologically valid and complex stimulus that conveys certain emotions to listeners through compositions of musical elements. Using solely EEG signals to distinguish emotions remained challenging. This study aimed to assess the applicability of a multimodal approach by leveraging the EEG dynamics and acoustic characteristics of musical contents for the classification of emotional valence and arousal. To this end, this study adopted machine-learning methods to systematically elucidate the roles of the EEG and music modalities in the emotion modeling. The empirical results suggested that when whole-head EEG signals were available, the inclusion of musical contents did not improve the classification performance. The obtained performance of 74~76% using solely EEG modality was statistically comparable to that using the multimodality approach. However, if EEG dynamics were only available from a small set of electrodes (likely the case in real-life applications), the music modality would play a complementary role and augment the EEG results from around 61-67% in valence classification and from around 58-67% in arousal classification. The musical timber appeared to replace less-discriminative EEG features and led to improvements in both valence and arousal classification, whereas musical loudness was contributed specifically to the arousal classification. The present study not only provided principles for constructing an EEG-based multimodal approach, but also revealed the fundamental insights into the interplay of the brain activity and musical contents in emotion modeling.
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Mindful Music Listening Instruction Increases Listening Sensitivity and Enjoyment
Anderson, William Todd
2016-01-01
The purpose of this study was to examine the effect of mindful listening instruction on music listening sensitivity and music listening enjoyment. A pretest--posttest control group design was used. Participants, fourth-grade students (N = 42) from an elementary school in a large city in the Northeastern United States, were randomly assigned to two…
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Development and Dissemination: Deliberations on Spanish Renaissance Music
Directory of Open Access Journals (Sweden)
Lindsey E. Pfeifer
2015-12-01
Full Text Available Every musical culture grows and developed under a specific set of influences, whether political, philosophical, or geographical. Varying sets of influences create likewise varying types of music. Spanish music, in particular, enjoyed an especially unique array of influences during the fifteenth century. My presentation explores these influences. How did the interaction of Spain’s three major religions—Christianity, Islam, and Judaism—affect musical development? How did the newly unified government, ruled by Ferdinand II of Aragon and Isabella I of Castile, influence the musical culture? How did Spain’s discovery and conquest of the New World facilitate the spread of Spanish music beyond its borders? These three factors made Spain distinct from other Western nations during the fifteenth century. In my presentation, I first describe the interaction of Christianity, Islam, and Judaism. This synergy created a rich, collaborative community of shared musical ideas, prompting the development of both sacred and secular genres. Next, I address the influence that Spain’s unified government exerted on the musical culture. Historically, politics have played a substantial role in the development of music. Spain is distinctive in this respect because most other nations during this time were not unified under one ruler, whereas Spain was. This unique governmental structure in turn affected the musical culture. Lastly, I will explain how the spread of Spanish music and its interaction with native tribes in America impacted its development, both within and outside Spain’s borders. Spain was particularly poised to both exert their influence and be influenced by the different people groups they encountered in the New World. These three factors would create a uniquely Spanish music culture.
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The functions of music and their relationship to music preference in India and Germany.
Schäfer, Thomas; Tipandjan, Arun; Sedlmeier, Peter
2012-01-01
Is the use of music in everyday life a culturally universal phenomenon? And do the functions served by music contribute to the development of music preferences regardless of the listener's cultural background? The present study explored similarities and dissimilarities in the functions of music listening and their relationship to music preferences in two countries with different cultural backgrounds: India as an example of a collectivistic society and Germany as an example of an individualistic society. Respondents were asked to what degree their favorite music serves several functions in their life. The functions were summarized in seven main groups: background entertainment, prompt for memories, diversion, emotion regulation, self-regulation, self-reflection, and social bonding. Results indicate a strong similarity of the functions of people's favorite music for Indian and German listeners. Among the Indians, all of the seven functions were rated as meaningful; among the Germans, this was the case for all functions except emotion regulation. However, a pronounced dissimilarity was found in the predictive power of the functions of music for the strength of music preference, which was much stronger for Germans than for Indians. In India, the functions of music most predictive for music preference were diversion, self-reflection, and social bonding. In Germany, the most predictive functions were emotion regulation, diversion, self-reflection, prompt for memories, and social bonding. It is concluded that potential cultural differences hardly apply to the functional use of music in everyday life, but they do so with respect to the impact of the functions on the development of music preference. The present results are consistent with the assumption that members of a collectivistic society tend to set a higher value on their social and societal integration and their connectedness to each other than do members of individualistic societies.
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Placed-Based Music Education: A Case Study of a Rural Canadian School
Brook, Julia
2016-01-01
The purpose of this research is to examine how one music education program strengthens students' sense of place. Enhancing students' understanding of the people and places that surround them is integral in creating 21st century citizens. Making music allows people to be part of their culture; and engaging in group music-making activities provides…
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Dimitri Mitropoulos: Lonesome passage to modern music
Directory of Open Access Journals (Sweden)
Belonis Yanis
2008-01-01
Full Text Available It is not widely known that Dimitri Mitropoulos first public appearances in Greece were as a composer. His early works (ca. 1912-1924, distinguished by the blend of elements of the late-romantic style with intensely impressionistic references, reflect the search for a personal, 'advanced' harmonic musical language. In his works written after 1924, Mitropoulos abandons tonality and adopts more modern idioms of composition (atonality and 12-tone method. He is the first Greek composer to follow the modern musical tendencies of Europe, when music by Manolis Kalomiris and the other composers of the Greek National School was dominant in Greece.
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Beliefs of Applied Studio Faculty on Desirable Traits of Prospective Music Education Majors
Royston, Natalie Steele; Springer, D. Gregory
2017-01-01
The purpose of this study was to examine the beliefs of applied music faculty on desirable traits of prospective music education majors. Respondents (N = 326), who were sampled from 73 National Association of Schools of Music-accredited institutions in the United States, completed a survey instrument developed to determine the characteristics of…