WorldWideScience

Sample records for space school musical

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

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

    2015-12-01

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

  3. Engaging Musical Practices: A Sourcebook for Middle School General Music

    Science.gov (United States)

    Burton, Suzanne L., Ed.

    2012-01-01

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

  4. Musicality Development Among Primary School Pupils in Music Studies

    OpenAIRE

    Vilde, Ilze

    2013-01-01

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

  5. Musical space synesthesia: automatic, explicit and conceptual connections between musical stimuli and space.

    Science.gov (United States)

    Akiva-Kabiri, Lilach; Linkovski, Omer; Gertner, Limor; Henik, Avishai

    2014-08-01

    In musical-space synesthesia, musical pitches are perceived as having a spatially defined array. Previous studies showed that symbolic inducers (e.g., numbers, months) can modulate response according to the inducer's relative position on the synesthetic spatial form. In the current study we tested two musical-space synesthetes and a group of matched controls on three different tasks: musical-space mapping, spatial cue detection and a spatial Stroop-like task. In the free mapping task, both synesthetes exhibited a diagonal organization of musical pitch tones rising from bottom left to the top right. This organization was found to be consistent over time. In the subsequent tasks, synesthetes were asked to ignore an auditory or visually presented musical pitch (irrelevant information) and respond to a visual target (i.e., an asterisk) on the screen (relevant information). Compatibility between musical pitch and the target's spatial location was manipulated to be compatible or incompatible with the synesthetes' spatial representations. In the spatial cue detection task participants had to press the space key immediately upon detecting the target. In the Stroop-like task, they had to reach the target by using a mouse cursor. In both tasks, synesthetes' performance was modulated by the compatibility between irrelevant and relevant spatial information. Specifically, the target's spatial location conflicted with the spatial information triggered by the irrelevant musical stimulus. These results reveal that for musical-space synesthetes, musical information automatically orients attention according to their specific spatial musical-forms. The present study demonstrates the genuineness of musical-space synesthesia by revealing its two hallmarks-automaticity and consistency. In addition, our results challenge previous findings regarding an implicit vertical representation for pitch tones in non-synesthete musicians. Copyright © 2014 Elsevier Inc. All rights reserved.

  6. Music without a Music Specialist: A Primary School Story

    Science.gov (United States)

    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…

  7. 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.

  8. Space activities and global popular music culture

    Science.gov (United States)

    Wessels, Allison Rae; Collins, Patrick

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

  9. Categories of space in music and lifestyles

    Directory of Open Access Journals (Sweden)

    Milenković Pavle

    2015-01-01

    Full Text Available This paper discusses the connection between categories of space in music, music production and lifestyles. The relations between the symbolic space of social connections and musical contents in the social space of various status interactions is complex and contradictory. Category of space in the music exists in four forms. Categories of space in the description of the experience of the musical works, as well as in the way of music production (spacing are the integral part of the special way of consumption of these works (home Hi-Fi, and represent the social status, ways of cultural consumption and habitus in general.

  10. 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.

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

    Science.gov (United States)

    Arsic, Anica

    2016-01-01

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

  12. Marketing School Music: It's Elementary.

    Science.gov (United States)

    Anderson, Jill Kuespert

    1992-01-01

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

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

    Science.gov (United States)

    Bennetts, Kathleen Scott

    2013-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  16. Melinda: De Facto Primary School Music Teacher

    Science.gov (United States)

    de Vries, Peter

    2013-01-01

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

  17. SPACES OF TEACHING OF MUSIC AND DANCE IN THE APARECIDA OF GOIÂNIA AND GOIÂNIA IN 2013 AND 2014

    Directory of Open Access Journals (Sweden)

    Eliton Pereira

    2014-09-01

    Full Text Available This research perform a mapping of teaching spaces of music and dance in the municipalities of Goiânia and Aparecida de Goiânia in the years 2013 and 2014. This project seeks to build a mapping of the professionals schools spaces of music and dance in the metropolitan area of Goiânia, Goiás, Brazil. The research methodology, initially quantitative has been expanded in the pursuit of socio-cultural realities and professional schools of music and dance, where teachers work in this areas.

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

    Science.gov (United States)

    Nielsen, Lance D.

    2013-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  20. 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. 

  1. High school music classes enhance the neural processing of speech

    OpenAIRE

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

    2013-01-01

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

  2. High school music classes enhance the neural processing of speech.

    Science.gov (United States)

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

    2013-01-01

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

  3. Social Class and School Music

    Science.gov (United States)

    Bates, Vincent C.

    2012-01-01

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

  4. 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.

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

    Science.gov (United States)

    Ho, Wai-Chung

    2017-01-01

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

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

    Science.gov (United States)

    Kruse, Adam J.

    2016-01-01

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

  7. Music in the educational programs of primary school teachers

    OpenAIRE

    Virginia Coelho de Souza, Cássia

    2012-01-01

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

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

    Science.gov (United States)

    Krueger, Reynold J.

    1989-01-01

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

  9. Non-Music Specialist Trainee Primary School Teachers' Confidence in Teaching Music in the Classroom

    Science.gov (United States)

    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…

  10. Creating Safe Spaces for Music Learning

    Science.gov (United States)

    Hendricks, Karin S.; Smith, Tawnya D.; Stanuch, Jennifer

    2014-01-01

    This article offers a practical model for fostering emotionally safe learning environments that instill in music students a positive sense of self-belief, freedom, and purpose. The authors examine the implications for music educators of creating effective learning environments and present recommendations for creating a safe space for learning,…

  11. 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....

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

    Science.gov (United States)

    Law, Wing-Wah; Ho, Wai-Chung

    2015-01-01

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

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

    OpenAIRE

    Bespflug, Kevin Sean

    2009-01-01

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

  14. Emotion-based Music Rretrieval on a Well-reduced Audio Feature Space

    DEFF Research Database (Denmark)

    Ruxanda, Maria Magdalena; Chua, Bee Yong; Nanopoulos, Alexandros

    2009-01-01

    -emotion. However, the real-time systems that retrieve music over large music databases, can achieve order of magnitude performance increase, if applying multidimensional indexing over a dimensionally reduced audio feature space. To meet this performance achievement, in this paper, extensive studies are conducted......Music expresses emotion. A number of audio extracted features have influence on the perceived emotional expression of music. These audio features generate a high-dimensional space, on which music similarity retrieval can be performed effectively, with respect to human perception of the music...... on a number of dimensionality reduction algorithms, including both classic and novel approaches. The paper clearly envisages which dimensionality reduction techniques on the considered audio feature space, can preserve in average the accuracy of the emotion-based music retrieval....

  15. MUSICAL SPACE AS A WAY OF REFLECTING PUBLIC RELATIONS

    Directory of Open Access Journals (Sweden)

    MOZGOT SVETLANA

    2017-12-01

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

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

    Science.gov (United States)

    Kelly, Steven N.; VanWeelden, Kimberly

    2014-01-01

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

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

    Science.gov (United States)

    Valenzuela, Rafael; Codina, Nuria

    2014-01-01

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

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

    Science.gov (United States)

    Smith, Jacqueline C.

    2018-01-01

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

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

    OpenAIRE

    Barbara Smolej Fritz; Cirila Peklaj

    2010-01-01

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

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

    Science.gov (United States)

    Giebelhausen, Robin

    2015-01-01

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

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

    Science.gov (United States)

    Vogel, Dorothy

    2015-01-01

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

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

    Science.gov (United States)

    Winterson, Julia; Russ, Michael

    2009-01-01

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

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

    Science.gov (United States)

    Rajan, Rekha S.

    2017-01-01

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

  4. Learning Music Literacies across Transnational School Settings

    Science.gov (United States)

    Skerrett, Allison

    2018-01-01

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

  5. 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 ...

  6. Teaching Primary School Music: Coping with Changing Work Conditions

    Science.gov (United States)

    de Vries, Peter Andrew

    2018-01-01

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

  7. 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

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

    Science.gov (United States)

    West, Chad

    2013-01-01

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

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

    OpenAIRE

    Cosaitis, Wei

    2017-01-01

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

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

    Science.gov (United States)

    Zelenak, Michael S.

    2015-01-01

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

  11. Creative Thinking in Music: Developing a Model for Meaningful Learning in Middle School General Music

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Palaigeorgiou, George; Pouloulis, Christos

    2018-01-01

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

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

    Science.gov (United States)

    McQueen, Hilary; Hallam, Susan; Creech, Andrea

    2018-01-01

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

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

    Science.gov (United States)

    Bobbett, Gordon C.; And Others

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

  15. Problems of a Sociological Approach to Pop Music in Schools.

    Science.gov (United States)

    Swanwick, Keith

    1984-01-01

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

  16. Organizational Identity in the History of the Longy School of Music

    Science.gov (United States)

    Powell, Alex

    2014-01-01

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

  17. Music Teachers' Attitudes toward Transgender Students and Supportive School Practices

    Science.gov (United States)

    Silveira, Jason M.; Goff, Sarah C.

    2016-01-01

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

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

    Science.gov (United States)

    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…

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

    OpenAIRE

    Jordhus-Lier, Anne

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Ana Tajadura-Jiménez

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

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

    Science.gov (United States)

    Frierson-Campbell, Carol

    2007-01-01

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

  2. Changes in the representation of space and time while listening to music.

    Science.gov (United States)

    Schäfer, Thomas; Fachner, Jörg; Smukalla, Mario

    2013-01-01

    Music is known to alter people's ordinary experience of space and time. Not only does this challenge the concept of invariant space and time tacitly assumed in psychology but it may also help us understand how music works and how music can be understood as an embodied experience. Yet research about these alterations is in its infancy. This review is intended to delineate a future research agenda. We review experimental evidence and subjective reports of the influence of music on the representation of space and time and present prominent approaches to explaining these effects. We discuss the role of absorption and altered states of consciousness and their associated changes in attention and neurophysiological processes, as well as prominent models of human time processing and time experience. After integrating the reviewed research, we conclude that research on the influence of music on the representation of space and time is still quite inconclusive but that integrating the different approaches could lead to a better understanding of the observed effects. We also provide a working model that integrates a large part of the evidence and theories. Several suggestions for further research in both music psychology and cognitive psychology are outlined.

  3. Changes in the representation of space and time while listening to music

    Science.gov (United States)

    Schäfer, Thomas; Fachner, Jörg; Smukalla, Mario

    2013-01-01

    Music is known to alter people's ordinary experience of space and time. Not only does this challenge the concept of invariant space and time tacitly assumed in psychology but it may also help us understand how music works and how music can be understood as an embodied experience. Yet research about these alterations is in its infancy. This review is intended to delineate a future research agenda. We review experimental evidence and subjective reports of the influence of music on the representation of space and time and present prominent approaches to explaining these effects. We discuss the role of absorption and altered states of consciousness and their associated changes in attention and neurophysiological processes, as well as prominent models of human time processing and time experience. After integrating the reviewed research, we conclude that research on the influence of music on the representation of space and time is still quite inconclusive but that integrating the different approaches could lead to a better understanding of the observed effects. We also provide a working model that integrates a large part of the evidence and theories. Several suggestions for further research in both music psychology and cognitive psychology are outlined. PMID:23964254

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

    Science.gov (United States)

    Countryman, June

    2009-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Iușcă Dorina

    2017-03-01

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

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

    Directory of Open Access Journals (Sweden)

    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.

  7. Teaching Ambition: A Case Study of High School Music Students

    Science.gov (United States)

    Draves, Tami

    2012-01-01

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

  8. 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 ...

  9. Changes in the representation of space and time while listening to music

    Directory of Open Access Journals (Sweden)

    Thomas eSchäfer

    2013-08-01

    Full Text Available Music is known to alter people’s ordinary experience of space and time. Not only does this challenge the concept of invariant space and time tacitly assumed in psychology but it may also help us understand how music works and how music can be understood as an embodied experience. Yet research about these alterations is in its infancy. This review is intended to delineate a future research agenda. We review experimental evidence and subjective reports of the influence of music on the representation of space and time and present prominent approaches to explaining these effects. We discuss the role of absorption and altered states of consciousness and their associated changes in attention and neurophysiological processes, as well as prominent models of human time processing and time experience. After integrating the reviewed research, we conclude that research on the influence of music on the representation of space and time is still quite inconclusive but that integrating the different approaches could lead to a better understanding of the observed effects. We also provide a working model that integrates a large part of the evidence and theories. Several suggestions for further research in both music psychology and cognitive psychology are outlined.

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

    Science.gov (United States)

    Laes, Tuulikki; Schmidt, Patrick

    2016-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Barbara Smolej Fritz

    2010-01-01

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

  12. Music Research in Inclusive School Settings: 1975 to 2013

    Science.gov (United States)

    Jellison, Judith A.; Draper, Ellary A.

    2015-01-01

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

  13. Survey of Music Programs at State Residential Schools for Blind Students

    Science.gov (United States)

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

    2018-01-01

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

  14. 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.

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

    Directory of Open Access Journals (Sweden)

    Pablo Ramos Ramos

    2016-03-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Ana Kavčič Pucihar

    2017-12-01

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

  18. Can Music in Schools Live up to Its Promise?

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Mills, B D

    1996-10-01

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

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

    Science.gov (United States)

    Cleaver, David; Riddle, Stewart

    2014-01-01

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

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

    OpenAIRE

    Peklaj, Cirila; Smolej-Fritz, Barbara

    2015-01-01

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

  2. Music therapy assessment in school settings: a preliminary investigation.

    Science.gov (United States)

    Wilson, B L; Smith, D S

    2000-01-01

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

  3. Music Teachers' Everyday Conceptions of Musicality.

    Science.gov (United States)

    Brandstrom, Sture

    1999-01-01

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

  4. Enabling Tailored Music Programs in Elementary Schools: An Australian Exemplar

    Science.gov (United States)

    McFerran, Katrina Skewes; Crooke, Alexander Hew Dale

    2014-01-01

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

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

    Science.gov (United States)

    Schmidt, Patrick K.

    2012-01-01

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

  6. Music Education in the Curriculum of Ohio Charter Schools

    Science.gov (United States)

    Hedgecoth, David M.

    2017-01-01

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

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

    Science.gov (United States)

    Costes-Onishi, Pamela; Lum, Chee Hoo

    2015-01-01

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

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

    Science.gov (United States)

    Kallio, Alexis Anja

    2015-01-01

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

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

    Science.gov (United States)

    Meng, Qi; Zhao, Tingting; Kang, Jian

    2018-01-01

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

  10. Queering Informal Pedagogy: Sexuality and Popular Music in School

    Science.gov (United States)

    Abramo, Joseph Michael

    2011-01-01

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

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

    Science.gov (United States)

    Hinkle, Jonathan R.

    2011-01-01

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

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

    Science.gov (United States)

    Scott, J. Mark; Dawkins, Barbara R.

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

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

    Science.gov (United States)

    Chaseling, Marilyn; Boyd, William E.

    2014-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Iryna Lypa

    2017-03-01

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

  15. Changing Paradigms in General Music Education

    Science.gov (United States)

    Özgül, Ilhan

    2015-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Arnason, Kári; Arnason, Arni; Briem, Kristín

    2014-06-01

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

  19. Instruction in Musical Education during the Transitory Stage from Kindergarten to Elementary School

    OpenAIRE

    田中, 宏明; Hiroaki, TANAKA; 藤女子大学人間生活学部保育学科非常勤講師; Department of Erarly Childhood Care and Dducation, Faculty of Human Life Sciences, Fuji Women's University

    2015-01-01

    Kindergarten curricula are designed to encourage children to naturally learn music through everyday activities centered on playing as prescribed for the field of expression in Japan's Educational Guidelines for Kindergartens. In the revised 2008 Educational Guidelines for Elementary Schools, the phase "basic ability in musical activity"was added. The term "expression,"which appears at the beginning of the objectives in the Educational Guidelines for Elementary Schools, is not an ability consi...

  20. A High-Tech Makeover for School Music

    Science.gov (United States)

    Marowitz, David R.

    2011-01-01

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

  1. The Understanding and Emotion Caused by an Architect-Built Space Using Music

    Directory of Open Access Journals (Sweden)

    Davod Baradaran Tavakoli

    2017-02-01

    Full Text Available Music and architecture are two of the effective components of the lives of human beings which are especially important. However, the link between these two components and their impacts on the understanding of the audience are some of the issues which have not been focused on. This bond is caused by a mutual space. A space which can either be created by a work of architecture or a piece of music. Despite of the previous studies that focused on investigating the different aspects of these two forms of art that link them together, this paper aims to discover and understand the perceptual – emotional relationship between music and architecture further than the preliminary principles that link them. It also aims to find an answer to this question: how can a relationship be established between various linking aspects of these two arts that would be understandable for their audiences? The present study is an analytical – descriptive research that relies on library studies and uses a logical argument in order to analyze, interpret and compare the relationship between music and architecture and its impact on the understanding of the audience. Accordingly, after reviewing the research literature and stating the concept of space in architecture and music, the linking aspects of these two forms of art have been comparatively analyzed. According to the conclusion of results, by taking into consideration various frequencies and generation of a variety of geometrical orders in each frequency, the more intense music is the more complex its spatial impact will be on the feeling and understanding of the audience.

  2. Music Teachers and Music Therapists: Helping Children Together.

    Science.gov (United States)

    Patterson, Allyson

    2003-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    María del Valle MOYA MARTÍNEZ

    2018-01-01

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

  5. NFL Films music scoring stage and control room space

    Science.gov (United States)

    Berger, Russ; Schrag, Richard C.; Ridings, Jason J.

    2003-04-01

    NFL Films' new 200,000 sq. ft. corporate headquarters is home to an orchestral scoring stage used to record custom music scores to support and enhance their video productions. Part of the 90,000 sq. ft. of sound critical technical space, the music scoring stage and its associated control room are at the heart of the audio facilities. Driving the design were the owner's mandate for natural light, wood textures, and an acoustical environment that would support small rhythm sections, soloists, and a full orchestra. Being an industry leader in cutting-edge video and audio formats, the NFLF required that the technical spaces allow the latest in technology to be continually integrated into the infrastructure. Never was it more important for a project to hold true to the adage of ``designing from the inside out.'' Each audio and video space within the facility had to stand on its own with regard to user functionality, acoustical accuracy, sound isolation, noise control, and monitor presentation. A detailed look at the architectural and acoustical design challenges encountered and the solutions developed for the performance studio and the associated control room space will be discussed.

  6. Singapore International Schools: Best Practice in Culturally Diverse Music Education

    Science.gov (United States)

    Cain, Melissa Anne

    2010-01-01

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

  7. 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.

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Corbett, Michael

    2016-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Marco Túlio de Paula Pinto

    2011-06-01

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

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

    Science.gov (United States)

    Womack, Anthony Terence

    2017-01-01

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

  12. 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.

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

    Science.gov (United States)

    Tomlinson, Michelle M.

    2018-01-01

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

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

    OpenAIRE

    Natalya T. Таgiltseva; Filip D. Shavov

    2015-01-01

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

  15. 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.

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

    Science.gov (United States)

    Lavoie, J C; Collins, B R

    1975-03-01

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

  17. Measuring the representational space of music with fMRI: a case study with Sting.

    Science.gov (United States)

    Levitin, Daniel J; Grafton, Scott T

    2016-12-01

    Functional brain imaging has revealed much about the neuroanatomical substrates of higher cognition, including music, language, learning, and memory. The technique lends itself to studying of groups of individuals. In contrast, the nature of expert performance is typically studied through the examination of exceptional individuals using behavioral case studies and retrospective biography. Here, we combined fMRI and the study of an individual who is a world-class expert musician and composer in order to better understand the neural underpinnings of his music perception and cognition, in particular, his mental representations for music. We used state of the art multivoxel pattern analysis (MVPA) and representational dissimilarity analysis (RDA) in a fixed set of brain regions to test three exploratory hypotheses with the musician Sting: (1) Composing would recruit neutral structures that are both unique and distinguishable from other creative acts, such as composing prose or visual art; (2) listening and imagining music would recruit similar neural regions, indicating that musical memory shares anatomical substrates with music listening; (3) the MVPA and RDA results would help us to map the representational space for music, revealing which musical pieces and genres are perceived to be similar in the musician's mental models for music. Our hypotheses were confirmed. The act of composing, and even of imagining elements of the composed piece separately, such as melody and rhythm, activated a similar cluster of brain regions, and were distinct from prose and visual art. Listened and imagined music showed high similarity, and in addition, notable similarity/dissimilarity patterns emerged among the various pieces used as stimuli: Muzak and Top 100/Pop songs were far from all other musical styles in Mahalanobis distance (Euclidean representational space), whereas jazz, R&B, tango and rock were comparatively close. Closer inspection revealed principaled explanations for the

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

    Science.gov (United States)

    Kennedy, Roy; Scott, Amanda

    2005-01-01

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

  19. Tuvan music in schools in the United States

    Directory of Open Access Journals (Sweden)

    Sean P. Quirk

    2017-06-01

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

  20. 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

  1. Music Links--A Music Ensemble Outreach Programme for Schools

    Science.gov (United States)

    Chong, Sylvia

    2011-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Ingo eRoden

    2012-12-01

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

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

    Science.gov (United States)

    Roden, Ingo; Kreutz, Gunter; Bongard, Stephan

    2012-01-01

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

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

    Science.gov (United States)

    Roden, Ingo; Kreutz, Gunter; Bongard, Stephan

    2012-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Viviane Beineke

    2018-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  8. Response to Special Issue of "Action, Criticism and Theory for Music Education" Concerning "Music, Informal Learning and the School: A New Classroom Pedagogy"

    Science.gov (United States)

    Green, Lucy

    2009-01-01

    This article presents the author's response to the six authors in the special issue of "Action, Criticism and Theory for Music Education" concerning her book "Music, Informal Learning and the School: A New Classroom Pedagogy." In this response, the author focuses on some general observations that came to mind whilst reading the…

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

    Science.gov (United States)

    Webb, Michael

    2007-01-01

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

  10. Music class lower students' stress level

    OpenAIRE

    服部, 安里; 豊島, 久美子; 福井, 一

    2015-01-01

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

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

    Science.gov (United States)

    Perrine, William Michael

    2017-01-01

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

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

    Science.gov (United States)

    Snell, Karen

    2005-01-01

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

  13. '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...

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

    Science.gov (United States)

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

    2009-08-28

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

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

    Science.gov (United States)

    Ruiz, Guillermo; García Álvarez, Antonio

    2016-01-01

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

  16. 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.

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

    Science.gov (United States)

    Cabedo-Mas, Alberto; Díaz-Gómez, Maravillas

    2013-01-01

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

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

    Science.gov (United States)

    Krupp-Schleußner, Valerie; Lehmann-Wermser, Andreas

    2018-01-01

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

  19. Music Across Times and Fences

    DEFF Research Database (Denmark)

    Sørensen, Bent Erik

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

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

    Legutko, Robert S.; Trissler, Theodore T.

    2012-01-01

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

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

    Science.gov (United States)

    Ho, Wai-Chung

    2014-01-01

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

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

    Science.gov (United States)

    Rautenberg, Iris

    2015-01-01

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

  4. Music Festivals for Early-Childhood Music Students.

    Science.gov (United States)

    Leonard, Mary

    1994-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

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

    2015-05-01

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

  7. Performing Our World: Affirming Cultural Diversity through Music Education

    Science.gov (United States)

    Hoffman, Adria R.

    2012-01-01

    This article describes a culturally responsive music curriculum through which students and teachers affirmed diverse stories of individuals present in our public school community. An arts-integrated curriculum project helped make learning more meaningful while concurrently creating a safe learning space for students. This grant-funded project…

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Alice M Braden

    2015-03-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Lowe, Geoffrey

    2010-01-01

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

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

    Science.gov (United States)

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

    2008-02-15

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

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

    Science.gov (United States)

    Walby, Nathan

    2011-01-01

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

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

    Science.gov (United States)

    Schatt, Matthew D.

    2011-01-01

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

  15. Attitudes and Perspectives of Teacher Performers on Pedagogy and Perceived Student Learning in the Elementary and Secondary School Music Classroom

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    Nogaj Anna Antonina

    2017-06-01

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

  17. Music Listening Is Creative

    Science.gov (United States)

    Kratus, John

    2017-01-01

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

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

    Science.gov (United States)

    Gromko, Joyce Eastlund

    2004-01-01

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

  19. Film Music. Factfile No. 8.

    Science.gov (United States)

    Elsas, Diana, Ed.; And Others

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

  20. Self-gated 4D multiphase, steady-state imaging with contrast enhancement (MUSIC) using rotating cartesian K-space (ROCK): Validation in children with congenital heart disease.

    Science.gov (United States)

    Han, Fei; Zhou, Ziwu; Han, Eric; Gao, Yu; Nguyen, Kim-Lien; Finn, J Paul; Hu, Peng

    2017-08-01

    To develop and validate a cardiac-respiratory self-gating strategy for the recently proposed multiphase steady-state imaging with contrast enhancement (MUSIC) technique. The proposed SG strategy uses the ROtating Cartesian K-space (ROCK) sampling, which allows for retrospective k-space binning based on motion surrogates derived from k-space center line. The k-space bins are reconstructed using a compressed sensing algorithm. Ten pediatric patients underwent cardiac MRI for clinical reasons. The original MUSIC and 2D-CINE images were acquired as a part of the clinical protocol, followed by the ROCK-MUSIC acquisition, all under steady-state intravascular distribution of ferumoxytol. Subjective scores and image sharpness were used to compare the images of ROCK-MUSIC and original MUSIC. All scans were completed successfully without complications. The ROCK-MUSIC acquisition took 5 ± 1 min, compared to 8 ± 2 min for the original MUSIC. Image scores of ROCK-MUSIC were significantly better than original MUSIC at the ventricular outflow tracts (3.9 ± 0.3 vs. 3.3 ± 0.6, P ROCK-MUSIC in the other anatomic locations. ROCK-MUSIC provided images of equal or superior image quality compared to original MUSIC, and this was achievable with 40% savings in scan time and without the need for physiologic signal. Magn Reson Med 78:472-483, 2017. © 2016 International Society for Magnetic Resonance in Medicine. © 2016 International Society for Magnetic Resonance in Medicine.

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

    Directory of Open Access Journals (Sweden)

    Y.V. Smirnova

    2014-01-01

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

  2. Malaysian Children's Attitudes towards Learning Music

    Science.gov (United States)

    Ghazali, Ghaziah Mohd.; McPherson, Gary E.

    2009-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Nihan Yağışan

    2011-11-01

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

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

    Science.gov (United States)

    Block, Debbie Galante

    2009-01-01

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

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

    Science.gov (United States)

    Wexler, Mathias

    2012-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

  7. Music and movement

    OpenAIRE

    Nasev, Lence

    2012-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

  10. Music and Visual Research

    DEFF Research Database (Denmark)

    Jensen, Julie Borup

    2017-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  12. Interactive Music Video Games and Children's Musical Development

    Science.gov (United States)

    Gower, Lily; McDowall, Janet

    2012-01-01

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

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

    Science.gov (United States)

    Elpus, Kenneth

    2013-01-01

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

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

    Science.gov (United States)

    Ahmethan, Nurtug Bariseri

    2016-01-01

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

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

    Science.gov (United States)

    Georgii-Hemming, Eva; Westvall, Maria

    2010-01-01

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

  16. Music: Highly Engaged Students Connect Music to Math

    Science.gov (United States)

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

    2013-01-01

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

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

    NARCIS (Netherlands)

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

    2014-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Artur C. Jaschke

    2018-02-01

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

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

    OpenAIRE

    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 ...

  1. Benefits of a Classroom Based Instrumental Music Program on Verbal Memory of Primary School Children: A Longitudinal Study

    Science.gov (United States)

    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…

  2. 基于MUSIC-Group Delay算法的相邻相干信号源定位%Closely spaced coherent-source localization based on MUSIC-group delay algorithm

    Institute of Scientific and Technical Information of China (English)

    郑家芝

    2016-01-01

    为了准确的进行相邻的相干信号源定位,提出了一种基于多重信号分类群延迟(MUSIC-group delay)的改进算法。首先,将空间平滑技术引入到波达方向(DoA)估计当中去除部分相干信号。由于在信号源相邻的情况下子空间算法的性能降低,就结合了 MUSIC-Group Delay算法来区分相邻的信号源,这种方法因为自身的加和性通过 MUSIC 相位谱来计算群延迟函数,从而能估计出相邻的信号源。理论分析和仿真结果表明提出的方法估计相邻的相干信号源比子空间算法更精确,分辨率更高。%In this paper,the closely spaced coherent-source localization is considered,and an improved method based on the group delay of Multiple Signal Classification (MUSIC)is presented.Firstly,we introduce the spatial smoothing technique into direction of arrival (DoA)estimation to get rid of the coherent part of signals.Due to the degraded per-formance of sub-space based methods on the condition of nearby sources,we then utilize the MUSIC-Group Delay algo-rithm to distinguish the closely spaced sources,which can resolve spatially close sources by the use of the group delay function computed from the MUSIC phase spectrum for efficient DoA estimation owing to its spatial additive property. Theoretical analysis and simulation results demonstrate that the proposed approach can estimate the DoA of the coherent close signal sources more precisely and have higher resolution compared with sub-space based methods.

  3. 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...

  4. 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.

  5. AP Music Theory Applied

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    Érica Dias Gomes

    2014-04-01

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

  7. 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.

  8. Building Evidence for Music Education Advocacy

    Science.gov (United States)

    Shorner-Johnson, Kevin

    2013-01-01

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

  9. Music training alters the course of adolescent auditory development

    Science.gov (United States)

    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

  10. The Italian Music Industry

    OpenAIRE

    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,...

  11. Artistic and Aesthetic Specifics of Using the Piano in the Acoustic Space of Joe Hisaishi Film Music

    Directory of Open Access Journals (Sweden)

    Zaytseva Marina

    2016-12-01

    Full Text Available The article explains the problems of music functioning in the media text system, analyzes the stages of the creative collaboration of composer Joe Hisaishi and director Hayao Miyazaki in the creation of animated films, highlights the most important events in the biography of artists. On the example of the animated film "Spirited Away" (2001, the peculiarities of interaction of music, voice and video in the series are revealed, the role of the piano in the acoustic space of film music by Joe Hisaishi is defined.

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

    Science.gov (United States)

    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…

  13. Local Talent: By Tapping into the Resources Just outside Their School Walls, Music Teachers Can Help Broaden Their Students' Horizons

    Science.gov (United States)

    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,…

  14. MUSIC CLASSES INFLUENCE ON THE COGNITIVE DEVELOPMENT OF PRIMARY SCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    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.

  15. Cultural Consciousness in Teaching General Music.

    Science.gov (United States)

    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)

  16. Scientific Skateboarding and Mathematical Music: Edutainment That Actively Engages Middle School Students

    Science.gov (United States)

    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.…

  17. Microsound and Macrocosm : Gérard Grisey’s Explorations of Musical Sound and Space

    NARCIS (Netherlands)

    Kursell, J.; Schäfer, A.; Kaduri, Y.

    2016-01-01

    This chapter investigates concepts of space in French composer Gérard Grisey’s music. From the 1970s onward, he used sound spectrograms, introducing the compositional technique of “spectralism,” which can be rooted in Arnold Schoenberg’s concept of Klangfarbe. The cycle Les Espaces acoustiques

  18. Rethinking Religion in Music Education

    Science.gov (United States)

    Hoffman, Adria R.

    2011-01-01

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

  19. World Music Ensemble: Kulintang

    Science.gov (United States)

    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…

  20. Funding Music: Guidelines for Grant Writing in the Music Classroom

    Science.gov (United States)

    Rajan, Rekha S.

    2016-01-01

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

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

    Science.gov (United States)

    Pitts, Stephanie E.

    2017-01-01

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

  2. Approaches of High School Instrumental Music Educators in Response to Student Challenges

    Science.gov (United States)

    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…

  3. Classical Music at a German Inner-City School: The German Philharmonic Chamber Orchestra Bremen at Comprehensive School Bremen East

    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.

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

    Science.gov (United States)

    Green, Lucy

    2006-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

  6. Music, Violence and Music Therapy with Young People in Schools: A Position Paper

    OpenAIRE

    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...

  7. Popular Music in Malaysia: Education from the outside

    Science.gov (United States)

    Shah, Shahanum Mohamad

    2006-01-01

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

  8. Why Market the Music Program?

    Science.gov (United States)

    Thoms, Paul E.

    1992-01-01

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

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

    Science.gov (United States)

    McPhail, Graham

    2013-01-01

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

  10. The History of Korean School Music Education

    Science.gov (United States)

    Choi, Mi-Young

    2007-01-01

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

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

    Science.gov (United States)

    Costes, Therese

    2005-01-01

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

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

    Science.gov (United States)

    Turner, Patrice Elizabeth

    2009-01-01

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

  13. 11. Creative Interdisciplinary Math Lessons by Means of Music Activities

    Directory of Open Access Journals (Sweden)

    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.

  14. Music Learning Based on Computer Software

    OpenAIRE

    Baihui Yan; Qiao Zhou

    2017-01-01

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

  15. Old Stories and New Music.

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Vitale, John L.

    2012-01-01

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

  17. Physical Activity and Music to Support Pre-School Children's Mathematics Learning

    Science.gov (United States)

    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…

  18. Celebrating Musical Diversity: Training Culturally Responsive Music Educators in Multiracial Singapore

    Science.gov (United States)

    Cain, Melissa

    2015-01-01

    This article explores outcomes of research into the role and place of cultural diversity in primary music classes at five government schools in Singapore. The study highlights the ways in which a variety of factors such as specialist music training, government policy, curriculum documents, and professional development influence teacher practice.…

  19. Effect of Pop Music on Students' Attitudes to Music Lessons

    Science.gov (United States)

    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…

  20. The role of music in deaf culture: deaf students' perception of emotion in music.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Slater, Jessica; Tierney, Adam; Kraus, Nina

    2013-01-01

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

  2. Enhancing Middle-Level General Music: Suggestions from the Literature

    Science.gov (United States)

    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…

  3. Moving Forward: A Feminist Analysis of Mobile Music Streaming

    Directory of Open Access Journals (Sweden)

    Ann Werner

    2015-06-01

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

  4. Transcribing for Greater Musicality.

    Science.gov (United States)

    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)

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

    Science.gov (United States)

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

    2018-02-15

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

  6. The Effect of Mozart's Music on Social Learning Behavior of High School Students

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Johnson, Vicky V.

    2010-01-01

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

  8. 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.

  9. News 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

    Science.gov (United States)

    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

  10. MUSIC EDUCATION IN PRIMARY COMPULSORY SCHOOLS IN CROATIA AND SERBIA FROM 1945 TO 1990, IN THE CONTEXT OF SCHOOL CURRICULA

    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.

  11. Musical appreciation

    Science.gov (United States)

    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.

  12. Proper and incorrect body posture in students from music schools

    OpenAIRE

    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...

  13. Case studies of non-formal music education

    NARCIS (Netherlands)

    Kors, Ninja

    2005-01-01

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

  14. Music Taste Groups and Problem Behavior.

    Science.gov (United States)

    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.

  15. 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。

  16. Musical Evaluation in a Mexican University Music School: Student Reviews

    OpenAIRE

    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...

  17. Educating music teachers in the new millennium

    OpenAIRE

    Danielsen, Brit Ågot Brøske; Johansen, Geir

    2012-01-01

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

  18. Popular Music and the Instrumental Ensemble.

    Science.gov (United States)

    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)

  19. 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....

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

    Science.gov (United States)

    Burke, Harry

    2014-01-01

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

  1. Content-based Music Search and Recommendation System

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Steele, Anita Louise; Young, Sylvester

    2008-01-01

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

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

    OpenAIRE

    Bechara, Silvia Regina de Camera Corrêa [UNESP

    2015-01-01

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

  4. Autogenic Feedback Training (Body FORTRAN) for Musically Gifted Students at Bonita Vista High School.

    Science.gov (United States)

    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…

  5. A New Look at Teaching Music History.

    Science.gov (United States)

    Borroff, Edith

    1992-01-01

    Contends that teaching music history has traditionally focused on five eras of Western music. Relates these periods to concepts of form, space, and understanding. Acknowledges that music education has been ethnocentric and recommends a more universal music education. (CFR)

  6. Reflections on the "Teacher Identities in Music Education" [TIME] Project

    Science.gov (United States)

    Welch, Graham F.; Purves, Ross; Hargreaves, David J.; Marshall, Nigel

    2010-01-01

    At the turn of the century, there was a widespread perception on the part of pupils, teachers, and policy makers that a "problem with school music" existed, particularly at the secondary level. It was hypothesized that one contributory factor was the perceived authenticity of "school music" in relation to "music outside…

  7. Here's How to Keep Your Music Program Humming.

    Science.gov (United States)

    McCormick, Kathleen

    1985-01-01

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

  8. Elementary school students’ mathematical intelligence based on mathematics learning using classical music of the baroque era as the backsound

    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.

  9. 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.

  10. Teaching Children Musical Perception with MUSIC-AR

    Directory of Open Access Journals (Sweden)

    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.

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

    Directory of Open Access Journals (Sweden)

    Jakovljević Rastko

    2009-01-01

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

  12. The Music Festival

    DEFF Research Database (Denmark)

    Andersen, Johannes

    For the youth the music festivals are spaces for practical learning of the strength of networking, based on art, communication and contacting. Being part of the music gives the participants a possibility to be part of the place, the feeling and the art, with massive effects on their identity...

  13. L'histoire de la musique en classe de Troisieme (A History of Music in the Secondary Schools)

    Science.gov (United States)

    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)

  14. Another Perspective: Teaching Music to Millennial Students

    Science.gov (United States)

    Abrahams, Frank

    2015-01-01

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

  15. The double feature of musical folkbildning:three Swedish examples

    OpenAIRE

    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...

  16. Lost and Found: Music Activities Delivered by Primary Classroom Generalists

    Science.gov (United States)

    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…

  17. Critical Aspects of Cultural Diversity in Music Education: Examining the Established Practices and Cultural Forms in Minority Language Schools in Finland

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2012-01-01

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

  19. 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.

  20. The process of teaching and learning of music in the Vocational Schools of Art: A look at its historical background

    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.

  1. Critical Social Class Theory for Music Education

    Science.gov (United States)

    Bates, Vincent C.

    2017-01-01

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

  2. Music Learning Based on Computer Software

    Directory of Open Access Journals (Sweden)

    Baihui Yan

    2017-12-01

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

  3. Justified and Ancient: Pop Music in EFL Classrooms.

    Science.gov (United States)

    Domoney, Liz; Harris, Simon

    1993-01-01

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

  4. Cosmos in Concert: Combining astronomy and classical music

    Science.gov (United States)

    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.

  5. A Reggio-Inspired Music Atelier: Opening the Door between Visual Arts and Music

    Science.gov (United States)

    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…

  6. The formation of music-scenes in Manchester and their relation to urban space and the image of the city

    DEFF Research Database (Denmark)

    Nielsen, Tom

    2013-01-01

    and the image of the city. This image has later been utilised in the branding of Manchester as a creative city. The case is interesting in relation to the current ideals of planning ‘creative cities’ and local cultural scenes. The music scenes cannot be seen as participatory projects and has developed in more......The formation of music-scenes in Manchester and their relation to urban space and the image of the city The paper I would like to present derives from a study of the relation between the atmospheric qualities of a city and the formation of music scenes. I have studied Manchester which is a known...

  7. Music Educator Vacancies in Faith-Based K-12 Schools in the United States: 2013-2014

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Bond, Trevor; Bond, Marie

    2010-01-01

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

  9. Mastering of musical rhythm by pre-school age children with speech disorders with the help of dance-correction program trainings

    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.

  10. A Survey on Weifang Teachers' Attitudes toward Teaching Chinese Folk Music

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2016-01-01

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

  12. Features of musical accompaniment on the lessons of physical culture with the use of complexes of aerobics at school.

    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.

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

    Science.gov (United States)

    Leiva, Raquel Ojeda

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

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

    Directory of Open Access Journals (Sweden)

    Anne Niessen

    2008-01-01

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

  15. Transfer value of learning music on cognitive development of elementary school and high school students

    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.

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

    OpenAIRE

    大野内, 愛

    2015-01-01

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

  17. Tensions and Perplexities within Teacher Education and P-12 Schools for Music Teachers with Visual Impairments

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Keown, Daniel J.

    2015-01-01

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

  19. MUSIC AND SOCIETY

    OpenAIRE

    Dr. Abhay Dubey

    2017-01-01

    In India, music is believed to be as eternal as God. Before the creation of the world —it existed as the all-pervading sound of "Om" —ringing through space. Brahma, the Creator, revealed the four Vedas, the last of which was the Sama Veda —dealing with music. Vedic hymns were ritualistic chants of invocation to different nature gods. It is not strange therefore to find the beginnings of Hindu music associated with Gods and Goddesses. The mythological heaven of Indra, God of Rain, was inhabite...

  20. Musical journey: a virtual world gamification experience for music learning

    OpenAIRE

    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...

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

    Science.gov (United States)

    Hancock, Carl B.

    2016-01-01

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

  2. Internal Consistency of Performance Evaluations as a Function of Music Expertise and Excerpt Familiarity

    Science.gov (United States)

    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…

  3. Music Retrieval based on Melodic Similarity

    NARCIS (Netherlands)

    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

  4. FROM THE EXPIERENCE OF SOLFEGGIO TEACHING AT THE GNESIN MOSCOW HIGH SPECIAL MUSIC SCHOOL (COLLEGE

    Directory of Open Access Journals (Sweden)

    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.

  5. Playing Digital: Music Instruction for the Next Generation.

    Science.gov (United States)

    Hardy, Lawrence

    2001-01-01

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

  6. 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 ...

  7. Constructing Music History in the Classroom

    Directory of Open Access Journals (Sweden)

    Maria Rosa De Luca

    2016-12-01

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

  8. Music performance anxiety in young musicians: comparison of playing classical or popular music.

    Science.gov (United States)

    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.

  9. Music in Alternative Spaces

    OpenAIRE

    Mac Erlaine, Seán

    2011-01-01

    Chapter from Dublin’s Future: New Visions for Ireland’s Capital City, Dr. Lorcan Sirr (ed.), (Dublin: The Liffey Press, 2011). Dublin’s Future is a collection of essays, which, for the first time, recognises that the future of the island’s largest and most important urban conurbation is about more than the engineering of roads and the colouring of development plans. Seán Mac Erlaine’s chapter explores the performance of music in Ireland’s capital city, documenting the currently vibrant ...

  10. Musical-Pedagogical Conditions of Preparation of Teachers for the Implementation of Innovative Process at Modern School

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  12. TUTORIAL SUPPORT IN THE INFORMATION SPACE OF SCHOOLS

    Directory of Open Access Journals (Sweden)

    Вита Иммануиловна Глизбург

    2017-12-01

    Full Text Available The article deals with teachers and professional competence tyutorskoy, tutor support schools in the information space. The main requirements to the tutor support in the information space of schools, conditions of readiness of the teacher to tutor support schools in the information space. A theoretical analysis of the concept of information competence, tyutorskoy competence. It is noted that in thestructure of information competence must exist an element associated with the motivation, need and interest in the acquisition of knowledge and skills in the field of technical, software and information. Formulated key performance indicators definition of information competence of the tutor. The authors noted that information and work with it is in the modern educational and information space school mandatory components of pedagogical activity as a system.Analyzed and presented on the basis of the author’s experience of the possibility of using information and educational Moodle shell with tutor support positions in the information space of schools, sets out the basic elements and resources Moodle shell with a description of the implementation. In particular, the disclosed educational resources information and educational shell Moodle for remote support learning. The article describes a model developed by the author’s tutor support schools in the information space.

  13. Still Making Music: How Students with Traumatic Brain Injury Can Continue with Musical Activities

    Science.gov (United States)

    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…

  14. Comparison of emotion recognition from facial expression and music.

    Science.gov (United States)

    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.

  15. Investigating the importance of self-theories of intelligence and musicality for students' academic and musical achievement

    OpenAIRE

    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...

  16. Schools as Racial Spaces: Understanding and Resisting Structural Racism

    Science.gov (United States)

    Blaisdell, Benjamin

    2016-01-01

    Analyzing schools as racial spaces can help researchers examine the role of teachers in the perpetuation of structural racism in schools. Based on ethnographic and autoethnographic work, this article offers examples of schools as racial spaces, spaces where whiteness controlled access. It also highlights four teachers who pursued racial equity in…

  17. The amusic brain: lost in music, but not in space.

    Directory of Open Access Journals (Sweden)

    Barbara Tillmann

    Full Text Available Congenital amusia is a neurogenetic disorder of music processing that is currently ascribed to a deficit in pitch processing. A recent study challenges this view and claims the disorder might arise as a consequence of a general spatial-processing deficit. Here, we assessed spatial processing abilities in two independent samples of individuals with congenital amusia by using line bisection tasks (Experiment 1 and a mental rotation task (Experiment 2. Both amusics and controls showed the classical spatial effects on bisection performance and on mental rotation performance, and amusics and controls did not differ from each other. These results indicate that the neurocognitive impairment of congenital amusia does not affect the processing of space.

  18. Teaching Music in an Era of High-Stakes Testing and Budget Reductions

    Science.gov (United States)

    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,…

  19. Phase synchronization of instrumental music signals

    Science.gov (United States)

    Mukherjee, Sayan; Palit, Sanjay Kumar; Banerjee, Santo; Ariffin, M. R. K.; Bhattacharya, D. K.

    2014-06-01

    Signal analysis is one of the finest scientific techniques in communication theory. Some quantitative and qualitative measures describe the pattern of a music signal, vary from one to another. Same musical recital, when played by different instrumentalists, generates different types of music patterns. The reason behind various patterns is the psycho-acoustic measures - Dynamics, Timber, Tonality and Rhythm, varies in each time. However, the psycho-acoustic study of the music signals does not reveal any idea about the similarity between the signals. For such cases, study of synchronization of long-term nonlinear dynamics may provide effective results. In this context, phase synchronization (PS) is one of the measures to show synchronization between two non-identical signals. In fact, it is very critical to investigate any other kind of synchronization for experimental condition, because those are completely non identical signals. Also, there exists equivalence between the phases and the distances of the diagonal line in Recurrence plot (RP) of the signals, which is quantifiable by the recurrence quantification measure τ-recurrence rate. This paper considers two nonlinear music signals based on same raga played by two eminent sitar instrumentalists as two non-identical sources. The psycho-acoustic study shows how the Dynamics, Timber, Tonality and Rhythm vary for the two music signals. Then, long term analysis in the form of phase space reconstruction is performed, which reveals the chaotic phase spaces for both the signals. From the RP of both the phase spaces, τ-recurrence rate is calculated. Finally by the correlation of normalized tau-recurrence rate of their 3D phase spaces and the PS of the two music signals has been established. The numerical results well support the analysis.

  20. The Double Feature of Musical "Folkbildning": Three Swedish Examples

    Science.gov (United States)

    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…

  1. Pupils' Perceptions of Informal Learning in School Music Lessons

    Science.gov (United States)

    Hallam, Susan; Creech, Andrea; McQueen, Hilary

    2018-01-01

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

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

    OpenAIRE

    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...

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

    Directory of Open Access Journals (Sweden)

    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

  4. Steven Charles Curtis, "An Observational Analysis of Successful Junior High/Middle School General Music Teachers." A Review.

    Science.gov (United States)

    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)

  5. Investigating the importance of self-theories of intelligence and musicality for students' academic and musical achievement.

    Science.gov (United States)

    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

  6. Investigating the importance of self-theories of intelligence and musicality for students’ academic and musical achievement

    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

  7. Architecture in motion: A model for music composition

    Science.gov (United States)

    Variego, Jorge Elias

    2011-12-01

    Speculations regarding the relationship between music and architecture go back to the very origins of these disciplines. Throughout history, these links have always reaffirmed that music and architecture are analogous art forms that only diverge in their object of study. In the 1 st c. BCE Vitruvius conceived Architecture as "one of the most inclusive and universal human activities" where the architect should be educated in all the arts, having a vast knowledge in history, music and philosophy. In the 18th c., the German thinker Johann Wolfgang von Goethe, described Architecture as "frozen music". More recently, in the 20th c., Iannis Xenakis studied the similar structuring principles between Music and Architecture creating his own "models" of musical composition based on mathematical principles and geometric constructions. The goal of this document is to propose a compositional method that will function as a translator between the acoustical properties of a room and music, to facilitate the creation of musical works that will not only happen within an enclosed space but will also intentionally interact with the space. Acoustical measurements of rooms such as reverberation time, frequency response and volume will be measured and systematically organized in correspondence with orchestrational parameters. The musical compositions created after the proposed model are evocative of the spaces on which they are based. They are meant to be performed in any space, not exclusively in the one where the acoustical measurements were obtained. The visual component of architectural design is disregarded; the room is considered a musical instrument, with its particular sound qualities and resonances. Compositions using the proposed model will not result as sonified shapes, they will be musical works literally "tuned" to a specific space. This Architecture in motion is an attempt to adopt scientific research to the service of a creative activity and to let the aural properties of

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

    Science.gov (United States)

    Hash, Phillip M.

    2015-01-01

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

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

    Science.gov (United States)

    Law, Wing-Wah; Ho, Wai-Chung

    2009-01-01

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

  10. 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.

  11. 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.

  12. 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...

  13. Music and words in the visual cortex: The impact of musical expertise.

    Science.gov (United States)

    Mongelli, Valeria; Dehaene, Stanislas; Vinckier, Fabien; Peretz, Isabelle; Bartolomeo, Paolo; Cohen, Laurent

    2017-01-01

    How does the human visual system accommodate expertise for two simultaneously acquired symbolic systems? We used fMRI to compare activations induced in the visual cortex by musical notation, written words and other classes of objects, in professional musicians and in musically naïve controls. First, irrespective of expertise, selective activations for music were posterior and lateral to activations for words in the left occipitotemporal cortex. This indicates that symbols characterized by different visual features engage distinct cortical areas. Second, musical expertise increased the volume of activations for music and led to an anterolateral displacement of word-related activations. In musicians, there was also a dramatic increase of the brain-scale networks connected to the music-selective visual areas. Those findings reveal that acquiring a double visual expertise involves an expansion of category-selective areas, the development of novel long-distance functional connectivity, and possibly some competition between categories for the colonization of cortical space. Copyright © 2016 Elsevier Ltd. All rights reserved.

  14. Music Education as a Panacea for National Development

    Science.gov (United States)

    Ogunrinade, D. O. A

    2015-01-01

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

  15. Meme Engineers: Children as Producers of Musical Culture

    Science.gov (United States)

    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…

  16. Popular Music and Classical Musicians: Strategies and Perspectives

    Science.gov (United States)

    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…

  17. Music and Drama in Primary Schools in the Madeira Island--Narratives of Ownership and Leadership

    Science.gov (United States)

    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…

  18. Professional Notes: Brain-Based-Research Music Advocacy

    Science.gov (United States)

    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…

  19. Acoustics of a Music Venue/Bar—A Case Study

    Directory of Open Access Journals (Sweden)

    Ramani Ramakrishnan

    2016-03-01

    Full Text Available A vacant unit, once used by a Portuguese Deli, was converted to a bar/music room in Toronto. The unit was divided into two spaces along its north-south axis. The western portion was designed as a music room that would provide a performance space from a solo artist to a Jazz combo to a small rock band. The eastern part was designed as a regular bar/dining area. The plan also called for a microbrewery unit at the back of the unit. The bar music can be loud, while the music room can be pianissimo to forte depending on the type of performance. The acoustical design aspects are critical for the music room. In addition, the acoustical separation between the two spaces is equally important. The music room/bar is currently in use. The design results are compared to actual field measurements. The results showed that the music venue performed satisfactorily. The acoustical separation between the music venue and the bar/restaurant was better than expected other than an installation deficiency of the south side sound lock doors. The background sound along the northern portion was NC-35 or less. However, the southern portion’s background sound exceeded NC-35 due to the hissing of the return air grille. The acoustical design and the performance results of the music venue-bar/restaurant are presented in this paper.

  20. An Examination of Embedding Character Education into the Daily Functions of High School Instrumental Music Ensembles

    Science.gov (United States)

    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…

  1. Amino Acid Jazz: Amplifying Biochemistry Concepts with Content-Rich Music

    Science.gov (United States)

    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…

  2. 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.

  3. Musical Education in the cultural industry context: fundaments to the pedagogue formation

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    Monique Andries Nogueira

    2012-09-01

    Full Text Available The present article was based on the reflexions which came from the research in development about the possibilities of musical education in the context of the cultural industry, considering mainly a point of view which valorizes its ability to promote emancipation, using as reference the Adorno ́s idea of cultural formation. This investigation is focused in the relation between the teacher and the musical education, which has been officially declared mandatory through a Brazilian law and which has allowed the development of many different pedagogical proposals; most of them based on products worldwide spread by the cultural industry. This study presents, firstly, a brief scenario of the usual context at Rio de Janeiro ́s public schools, where this investigation takes place. It is also presented the requests to answer the needs of that brazilian law, considering the number of music teachers and the role of the pedagogues. Aiming to observe the real conditions of this pedagogue ́s formation/participation, this study presents the spaces destined to music subjects inside the Pegagogy Graduation Courses in the main four public universities in the state of Rio de Janeiro. In conclusion, it points some elements which can promote the development of a musical education proposal emancipating.

  4. Marketing Your College Music Program to Students.

    Science.gov (United States)

    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)

  5. Perception of Music and Speech in Adolescents with Cochlear Implants – A Pilot Study on Effects of Intensive Musical Ear Training

    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...

  6. Case Studies of Factors Affecting the Motivation of Musical High Achievers to Learn Music in Hong Kong

    Science.gov (United States)

    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…

  7. Non-linear changes in rhythmic variability of European art music: Quantitative support for historical musicology

    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...

  8. Music and Life Experience: A Perspective from the Classroom.

    Science.gov (United States)

    Stuber, Stefan R.

    2000-01-01

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

  9. The Power of Metaphor in Rural Music Education Research

    Science.gov (United States)

    Spring, Janet

    2016-01-01

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

  10. Models of Music Therapy Intervention in School Settings

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Kim, Eunjin

    2013-01-01

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

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

    Science.gov (United States)

    McCammon, William Gavin Lodge, Jr.

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

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

    Science.gov (United States)

    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…

  14. Edgar Allan Poe and music

    OpenAIRE

    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...

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

    Science.gov (United States)

    Carter, Bruce Allen

    2011-01-01

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

  16. Music training improves speech-in-noise perception: Longitudinal evidence from a community-based music program.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Robinson, Nicole R.

    2017-01-01

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

  18. Perception of Music and Speech in Adolescents with Cochlear Implants – A Pilot Study on Effects of Intensive Musical Ear Training

    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....

  19. Perception and production of linguistic and musical rhythm by Korean and English middle school students

    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.

  20. FUNCTIONAL ANALYSIS OF FUTURE MUSIC ART TEACHERS’ TRAINING FOR SINGING ACTIVITY OF COMPREHENSIVE SCHOOL SENIOR STUDENTS

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    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

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

    Science.gov (United States)

    Dawson, William J

    2014-06-01

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

  2. Is it the music? Peer substance use as a mediator of the link between music preferences and adolescent substance use.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Darrow, Alice-Ann

    2017-01-01

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

  4. An Investigation of Participation in Weekly Music Workshops and Its Relationship to Academic Self-Concept and Self-Esteem of Middle School Students in Low-Income Communities

    Science.gov (United States)

    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,…

  5. Recommendations for the Investigation and Delivery of Music Programs Aimed at Achieving Psychosocial Wellbeing Benefits in Mainstream Schools

    Science.gov (United States)

    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…

  6. Music videos, pro wrestling, and acceptance of date rape among middle school males and females: an exploratory analysis.

    Science.gov (United States)

    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).

  7. Music and Alterity Processes

    Directory of Open Access Journals (Sweden)

    Josep Martí

    2014-10-01

    Full Text Available The concept of alterity constitutes an important issue in anthropological research and, therefore, in the study of musical practices, as well. Without it, we could hardly understand other kinds of music situated in different spaces and time from the observer. In order to effectively approach these musical practices, we have to develop strategies to help us reduce as much as possible that which distorts the vision of the other. However, beyond the strictly epistemological and methodological issues, the study of music cannot ignore the ethical question related to the manner in which Western thought has understood and treated the other: through a hierarchical and stereotypical type of thinking based on the condition of otherness. Throughout the article, different alterity procedures are presented and discussed, such as synecdochization, exoticization, undervaluation, overvaluation, misunderstanding and exclusion. Taking these different alterity strategies into account may help us to better understand how the musical other is constructed, used and ultimately instrumentalized.

  8. Bringing Art, Music, Theater and Dance Students into Earth and Space Science Research Labs: A New Art Prize Science and Engineering Artists-in-Residence Program

    Science.gov (United States)

    Moldwin, M.; Mexicotte, D.

    2017-12-01

    A new Arts/Lab Student Residence program was developed at the University of Michigan that brings artists into a research lab. Science and Engineering undergraduate and graduate students working in the lab describe their research and allow the artists to shadow them to learn more about the work. The Arts/Lab Student Residencies are designed to be unique and fun, while encouraging interdisciplinary learning and creative production by exposing students to life and work in an alternate discipline's maker space - i.e. the artist in the engineering lab, the engineer in the artist's studio or performance space. Each residency comes with a cash prize and the expectation that a work of some kind will be produced as a response to experience. The Moldwin Prize is designed for an undergraduate student currently enrolled in the Penny W. Stamps School of Art & Design, the Taubman School of Architecture and Urban Planning or the School of Music, Theatre and Dance who is interested in exchange and collaboration with students engaged in research practice in an engineering lab. No previous science or engineering experience is required, although curiosity and a willingness to explore are essential! Students receiving the residency spend 20 hours over 8 weeks (February-April) participating with the undergraduate research team in the lab of Professor Mark Moldwin, which is currently doing work in the areas of space weather (how the Sun influences the space environment of Earth and society) and magnetic sensor development. The resident student artist will gain a greater understanding of research methodologies in the space and climate fields, data visualization and communication techniques, and how the collision of disciplinary knowledge in the arts, engineering and sciences deepens the creative practice and production of each discipline. The student is expected to produce a final work of some kind within their discipline that reflects, builds on, explores, integrates or traces their

  9. Training Early Career Space Weather Researchers and other Space Weather Professionals at the CISM Space Weather Summer School

    Science.gov (United States)

    Gross, N. A.; Hughes, W.

    2011-12-01

    This talk will outline the organization of a summer school designed to introduce young professions to a sub-discipline of geophysics. Through out the 10 year life time of the Center for Integrated Space Weather Modeling (CISM) the CISM Team has offered a two week summer school that introduces new graduate students and other interested professional to the fundamentals of space weather. The curriculum covers basic concepts in space physics, the hazards of space weather, and the utility of computer models of the space environment. Graduate students attend from both inside and outside CISM, from all the sub-disciplines involved in space weather (solar, heliosphere, geomagnetic, and aeronomy), and from across the nation and around the world. In addition, between 1/4 and 1/3 of the participants each year are professionals involved in space weather in some way, such as: forecasters from NOAA and the Air Force, Air Force satellite program directors, NASA specialists involved in astronaut radiation safety, and representatives from industries affected by space weather. The summer school has adopted modern pedagogy that has been used successfully at the undergraduate level. A typical daily schedule involves three morning lectures followed by an afternoon lab session. During the morning lectures, student interaction is encouraged using "Timeout to Think" questions and peer instruction, along with question cards for students to ask follow up questions. During the afternoon labs students, working in groups of four, answer thought provoking questions using results from simulations and observation data from a variety of source. Through the interactions with each other and the instructors, as well as social interactions during the two weeks, students network and form bonds that will last them through out their careers. We believe that this summer school can be used as a model for summer schools in a wide variety of disciplines.

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

    Science.gov (United States)

    Parkes, Kelly A.

    2015-01-01

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

  11. The Interrelation of Intelligence, Involvement in Musical Activities, and Supportive Musical Family Environment in Ninth-Graders

    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.

  12. 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.

  13. Rhythm and Melody Tasks for School-Aged Children With and Without Musical Training: Age-Equivalent Scores and Reliability

    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

  14. Rhythm and Melody Tasks for School-Aged Children With and Without Musical Training: Age-Equivalent Scores and Reliability.

    Science.gov (United States)

    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

  15. 基于FrFT-MUSIC的空时频算法%Space-time-frequency Algorithm Based on FrFT-MUSIC

    Institute of Scientific and Technical Information of China (English)

    张声杰; 刘梅

    2011-01-01

    针对传统时频分析方法难以对星载分布式合成孔径雷达(SAR)系统中地面目标速度进行准确估计的问题,提出了分数阶傅里叶变换(FrFT)-多重信号分类(MUSIC)空时频方法.利用FrFT获得信号向量并构造空时频分布矩阵;应用该分布矩阵替代传统MUSIC算法中的协方差矩阵,从而求得FrFT- MUSIC空时频谱,通过对谱函数进行搜索估计目标速度.仿真实验表明,该方法的目标速度估计精度高,抗噪声能力强.%The fractional Fourier transform (FrFT)-multipIe signal classification (MUSIC) space-time-frequency algorithm is proposed to solve the problem that it is difficult for the traditional time-frequency analysis method to accurately estimate the ground targets' azimuth speed which is coupled with spaceborne distributed synthetic aperture radar" (SAR). The signal vector is obtained and the space-time-frequency distribution matrix is formed by FrFT. Then, this distribution matrix is used instead of the traditional MUSIC covariance matrix to construct FrFT- MUSIC spectral function. Target speed is estimated by searching. Simulation results show that this algorithm has a high accuracy of parameter estimation and strong resistance to noise.

  16. Promote Data Collection about Your Music Program

    Science.gov (United States)

    Teaching Music, 2007

    2007-01-01

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

  17. Emerging Musical Literacy: Investigating Young Children's Music Cognition and Musical Problem-Solving through Invented Notations.

    Science.gov (United States)

    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…

  18. 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.

  19. Multicultural Music Instruction in the Elementary School: What Can Be Achieved?

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Salvador, Karen; Allegood, Kristen

    2014-01-01

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

  1. Effects of musical training on sound pattern processing in high-school students.

    Science.gov (United States)

    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.

  2. The importance of music to adolescents.

    Science.gov (United States)

    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.

  3. The Effect of Music in Video Mediated Instruction on Student Achievement.

    Science.gov (United States)

    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.…

  4. FEATURES OF MINIMALIST MUSIC FUNCTIONING IN FILMS

    Directory of Open Access Journals (Sweden)

    Mikheeva Julia V.

    2015-01-01

    Full Text Available The article examines the role of musical minimalism in aesthetic perception and theoretical interpretation of cinematographic works. The film music of Philip Glass, Michael Nyman, Alfred Schnittke, Arvo Pärt, Alexei Aigui is analysed. Author specifies the analysis of the principles of musical minimalism in films in two basic phenomenons. The first one is a transcending of art space through the self-worth of a single sound (sound pattern. The second one is a change the meaning of film-time through the repetitive music technique.

  5. 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.

  6. Music and Careers for the Junior High Student.

    Science.gov (United States)

    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…

  7. Using Music Therapy Techniques To Treat Teacher Burnout.

    Science.gov (United States)

    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…

  8. Informal Music Learning, Improvisation and Teacher Education

    Science.gov (United States)

    Wright, Ruth; Kanellopoulos, Panagiotis

    2010-01-01

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

  9. Exploring the Global Decline of Music Education

    Science.gov (United States)

    Aróstegui, José Luis

    2016-01-01

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

  10. Relative Effect of Lecture Method Supplemented with Music and Computer Animation on Senior Secondary School Students' Retention in Electrochemistry

    Science.gov (United States)

    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,…

  11. Design and development of a semantic music discovery engine

    OpenAIRE

    Turnbull, Douglas Ross

    2008-01-01

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

  12. MUSIC EDUCATION AND MULTIMEDIA PROJECTS

    OpenAIRE

    Orlova Elena V.

    2013-01-01

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

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

    Science.gov (United States)

    Hansen, Dee; Milligan, Sarah A.

    2012-01-01

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

  14. Is It the Music? Peer Substance Use as a Mediator of the Link between Music Preferences and Adolescent Substance Use

    Science.gov (United States)

    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…

  15. The Effects of Background Music on Primary School Pupils' Task Performance.

    Science.gov (United States)

    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)

  16. 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。

  17. Evidence of noise-induced hearing loss in young people studying popular music.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Regelski, Thomas A.

    2013-01-01

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

  19. Repositioning "The Elements": How Students Talk about Music

    Science.gov (United States)

    Stewart Rose, Leslie; Countryman, June

    2013-01-01

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

  20. 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.

  1. Effects of Lecture Method Supplemented with Music and Computer Animation on Senior Secondary School Students' Academic Achievement in Electrochemistry

    Science.gov (United States)

    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,…

  2. Study of the Results in the Acquisition of Core Competencies in Schools That Integrate Primary Education and Music

    Science.gov (United States)

    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…

  3. Music Enhances Learning.

    Science.gov (United States)

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

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

  4. A Space-Based Learning Service for Schools Worldwide

    Science.gov (United States)

    White, Norman A.; Gibson, Alan

    2002-01-01

    This paper outlines a scheme for international collaboration to enrich the use of space in school education, to improve students' learning about science and related subjects and to enhance the continuity of science-related studies after the age of 16. Guidelines are presented for the design of an on-line learning service to provide schools worldwide with:- interactive curriculum-related learning resources for teaching about space and through - access to a purpose-designed education satellite or satellites; - opportunities for hands-on work by students in out-of-school hours; - news about space developments to attract, widen and deepen initial interest among teachers - support services to enable teachers to make effective use of the learning service. The Learning Service is the product of almost twenty years of experience by a significant number of UK schools in experimenting with, and in using, satellites and space to aid learning; and over four years of study and development by the SpaceLink Learning Foundation - a private-sector, not- for-profit UK registered charity, which is dedicated to help in increasing both the supply of scientists and engineers and the public understanding of science. This initiative provides scope for, and could benefit from, the involvement of relevant/interested organisations drawn from different countries. The Foundation would be ready, from its UK base, to be among such a group of initiating organisations.

  5. Dissolving the School Space: Young People's Media Production in and outside of School

    Science.gov (United States)

    Kupiainen, Reijo

    2013-01-01

    Young people bring their own media and literacy practices to school as an important part of their identity, taste and social life. These practices are changing the media ecology of schools, making the physical boundaries of schools more permeable and creating new, unofficial spaces at school. During peer-based learning, the enhanced media…

  6. Perceived Factors Impacting School Music Programs: The Teacher's Perspective

    Science.gov (United States)

    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…

  7. Motivação para aprender música em espaços escolares e não-escolares/Motivation to learn music in school and non-school contexts

    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

  8. Inside School Spaces: Rethinking the Hidden Dimension.

    Science.gov (United States)

    Sitton, Thad

    1980-01-01

    Considers the spatial arrangements of public schools as culturally derived characteristics that reflect particular traditional expectations in regard to the learning process and teacher student interactions. Discusses fixed spatial arrangements as well as the territorial manipulation of school space by students. (GC)

  9. Music Societies in the 19th Century Oporto : Private Spaces of Amateur and Professional Music Making

    Directory of Open Access Journals (Sweden)

    Ana Maria Liberal

    2009-05-01

    Full Text Available A number of private societies and clubs flourished in Oporto in the 19th Century, whose aim was to encourage in their members "benevolence relationships and good society" offering them "an honest and civilized leisure times". Clearly elitist, these nineteenth century recreational clubs had strict membership admission policies, which generally belonged to the higher echelons of society, more specifically the bourgeois, since the titled aristocracy was scarce in Oporto. It is worth mentioning here in parenthesis that Oporto was an essentially bourgeois, commercial city, unlike the capital, Lisbon, where the court "drags with it the whole official and unofficial world which conceitedly flutters around it". Each association organised musical concerts, balls and soirées musicales – weekly, twice a week or once a month – which also offered members other amusements, like conversation, reading, playing cards or dancing. Events of a musical character were normally performed by the club members, usually amateurs – referred to as dilettanti – who would be joined by prestigious Portuguese or foreign professionals. The purpose of this article is to describe the musical activity of the five main venues for private socialising in Oporto in the 1800s, and their contribution to the development of the musical taste of the city's society, taking into account both amateur and professional practice and particularly the repertoire performed.

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

    Science.gov (United States)

    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…

  11. Music playschool enhances children's linguistic skills.

    Science.gov (United States)

    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.

  12. Building Your Instrumental Music Program in an Urban School

    Science.gov (United States)

    Mixon, Kevin

    2005-01-01

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

  13. The Evolution of Technology: Landmarking Australian Secondary School Music

    Science.gov (United States)

    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…

  14. Music of the 7Ts: Predicting and Decoding Multivoxel fMRI Responses with Acoustic, Schematic, and Categorical Music Features.

    Science.gov (United States)

    Casey, Michael A

    2017-01-01

    Underlying the experience of listening to music are parallel streams of auditory, categorical, and schematic qualia, whose representations and cortical organization remain largely unresolved. We collected high-field (7T) fMRI data in a music listening task, and analyzed the data using multivariate decoding and stimulus-encoding models. Twenty subjects participated in the experiment, which measured BOLD responses evoked by naturalistic listening to twenty-five music clips from five genres. Our first analysis applied machine classification to the multivoxel patterns that were evoked in temporal cortex. Results yielded above-chance levels for both stimulus identification and genre classification-cross-validated by holding out data from multiple of the stimuli during model training and then testing decoding performance on the held-out data. Genre model misclassifications were significantly correlated with those in a corresponding behavioral music categorization task, supporting the hypothesis that geometric properties of multivoxel pattern spaces underlie observed musical behavior. A second analysis employed a spherical searchlight regression analysis which predicted multivoxel pattern responses to music features representing melody and harmony across a large area of cortex. The resulting prediction-accuracy maps yielded significant clusters in the temporal, frontal, parietal, and occipital lobes, as well as in the parahippocampal gyrus and the cerebellum. These maps provide evidence in support of our hypothesis that geometric properties of music cognition are neurally encoded as multivoxel representational spaces. The maps also reveal a cortical topography that differentially encodes categorical and absolute-pitch information in distributed and overlapping networks, with smaller specialized regions that encode tonal music information in relative-pitch representations.

  15. Music of the 7Ts: Predicting and Decoding Multivoxel fMRI Responses with Acoustic, Schematic, and Categorical Music Features

    Science.gov (United States)

    Casey, Michael A.

    2017-01-01

    Underlying the experience of listening to music are parallel streams of auditory, categorical, and schematic qualia, whose representations and cortical organization remain largely unresolved. We collected high-field (7T) fMRI data in a music listening task, and analyzed the data using multivariate decoding and stimulus-encoding models. Twenty subjects participated in the experiment, which measured BOLD responses evoked by naturalistic listening to twenty-five music clips from five genres. Our first analysis applied machine classification to the multivoxel patterns that were evoked in temporal cortex. Results yielded above-chance levels for both stimulus identification and genre classification–cross-validated by holding out data from multiple of the stimuli during model training and then testing decoding performance on the held-out data. Genre model misclassifications were significantly correlated with those in a corresponding behavioral music categorization task, supporting the hypothesis that geometric properties of multivoxel pattern spaces underlie observed musical behavior. A second analysis employed a spherical searchlight regression analysis which predicted multivoxel pattern responses to music features representing melody and harmony across a large area of cortex. The resulting prediction-accuracy maps yielded significant clusters in the temporal, frontal, parietal, and occipital lobes, as well as in the parahippocampal gyrus and the cerebellum. These maps provide evidence in support of our hypothesis that geometric properties of music cognition are neurally encoded as multivoxel representational spaces. The maps also reveal a cortical topography that differentially encodes categorical and absolute-pitch information in distributed and overlapping networks, with smaller specialized regions that encode tonal music information in relative-pitch representations. PMID:28769835

  16. Music viewed by its entropy content: A novel window for comparative analysis

    Science.gov (United States)

    Febres, Gerardo; Jaffe, Klaus

    2017-01-01

    Polyphonic music files were analyzed using the set of symbols that produced the Minimal Entropy Description, which we call the Fundamental Scale. This allowed us to create a novel space to represent music pieces by developing: (a) a method to adjust a textual description from its original scale of observation to an arbitrarily selected scale, (b) a method to model the structure of any textual description based on the shape of the symbol frequency profiles, and (c) the concept of higher order entropy as the entropy associated with the deviations of a frequency-ranked symbol profile from a perfect Zipfian profile. We call this diversity index the ‘2nd Order Entropy’. Applying these methods to a variety of musical pieces showed how the space of ‘symbolic specific diversity-entropy’ and that of ‘2nd order entropy’ captures characteristics that are unique to each music type, style, composer and genre. Some clustering of these properties around each musical category is shown. These methods allow us to visualize a historic trajectory of academic music across this space, from medieval to contemporary academic music. We show that the description of musical structures using entropy, symbol frequency profiles and specific symbolic diversity allows us to characterize traditional and popular expressions of music. These classification techniques promise to be useful in other disciplines for pattern recognition and machine learning. PMID:29040288

  17. Music viewed by its entropy content: A novel window for comparative analysis.

    Directory of Open Access Journals (Sweden)

    Gerardo Febres

    Full Text Available Polyphonic music files were analyzed using the set of symbols that produced the Minimal Entropy Description, which we call the Fundamental Scale. This allowed us to create a novel space to represent music pieces by developing: (a a method to adjust a textual description from its original scale of observation to an arbitrarily selected scale, (b a method to model the structure of any textual description based on the shape of the symbol frequency profiles, and (c the concept of higher order entropy as the entropy associated with the deviations of a frequency-ranked symbol profile from a perfect Zipfian profile. We call this diversity index the '2nd Order Entropy'. Applying these methods to a variety of musical pieces showed how the space of 'symbolic specific diversity-entropy' and that of '2nd order entropy' captures characteristics that are unique to each music type, style, composer and genre. Some clustering of these properties around each musical category is shown. These methods allow us to visualize a historic trajectory of academic music across this space, from medieval to contemporary academic music. We show that the description of musical structures using entropy, symbol frequency profiles and specific symbolic diversity allows us to characterize traditional and popular expressions of music. These classification techniques promise to be useful in other disciplines for pattern recognition and machine learning.

  18. Music viewed by its entropy content: A novel window for comparative analysis.

    Science.gov (United States)

    Febres, Gerardo; Jaffe, Klaus

    2017-01-01

    Polyphonic music files were analyzed using the set of symbols that produced the Minimal Entropy Description, which we call the Fundamental Scale. This allowed us to create a novel space to represent music pieces by developing: (a) a method to adjust a textual description from its original scale of observation to an arbitrarily selected scale, (b) a method to model the structure of any textual description based on the shape of the symbol frequency profiles, and (c) the concept of higher order entropy as the entropy associated with the deviations of a frequency-ranked symbol profile from a perfect Zipfian profile. We call this diversity index the '2nd Order Entropy'. Applying these methods to a variety of musical pieces showed how the space of 'symbolic specific diversity-entropy' and that of '2nd order entropy' captures characteristics that are unique to each music type, style, composer and genre. Some clustering of these properties around each musical category is shown. These methods allow us to visualize a historic trajectory of academic music across this space, from medieval to contemporary academic music. We show that the description of musical structures using entropy, symbol frequency profiles and specific symbolic diversity allows us to characterize traditional and popular expressions of music. These classification techniques promise to be useful in other disciplines for pattern recognition and machine learning.

  19. 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.

  20. Turismo Musical y Festivales. Actas del I Congreso Internacional de Turismo Musical y Festivales

    OpenAIRE

    Martín Gómez-Ullate García de León; Pilar Barrios Manzano; Juana Gómez Pérez

    2017-01-01

    The University of Extremadura hosted the 1st International Conference in Musical Tourism and Festivals 17-18 December 2015. This conference was a space for exchange between stakeholders and academics the musical tourism and festivals fields to learn from other areas and sectors; it will include keynotes, stakeholder-led discussion groups and parallel papers & posters considering and showcasing the delivery and assessment of engaged and impactful research. Spain and Portugal hold great pot...

  1. A Model-Based Approach to Constructing Music Similarity Functions

    Directory of Open Access Journals (Sweden)

    Lamere Paul

    2007-01-01

    Full Text Available Several authors have presented systems that estimate the audio similarity of two pieces of music through the calculation of a distance metric, such as the Euclidean distance, between spectral features calculated from the audio, related to the timbre or pitch of the signal. These features can be augmented with other, temporally or rhythmically based features such as zero-crossing rates, beat histograms, or fluctuation patterns to form a more well-rounded music similarity function. It is our contention that perceptual or cultural labels, such as the genre, style, or emotion of the music, are also very important features in the perception of music. These labels help to define complex regions of similarity within the available feature spaces. We demonstrate a machine-learning-based approach to the construction of a similarity metric, which uses this contextual information to project the calculated features into an intermediate space where a music similarity function that incorporates some of the cultural information may be calculated.

  2. A Model-Based Approach to Constructing Music Similarity Functions

    Science.gov (United States)

    West, Kris; Lamere, Paul

    2006-12-01

    Several authors have presented systems that estimate the audio similarity of two pieces of music through the calculation of a distance metric, such as the Euclidean distance, between spectral features calculated from the audio, related to the timbre or pitch of the signal. These features can be augmented with other, temporally or rhythmically based features such as zero-crossing rates, beat histograms, or fluctuation patterns to form a more well-rounded music similarity function. It is our contention that perceptual or cultural labels, such as the genre, style, or emotion of the music, are also very important features in the perception of music. These labels help to define complex regions of similarity within the available feature spaces. We demonstrate a machine-learning-based approach to the construction of a similarity metric, which uses this contextual information to project the calculated features into an intermediate space where a music similarity function that incorporates some of the cultural information may be calculated.

  3. 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.

  4. An abstract approach to music.

    Energy Technology Data Exchange (ETDEWEB)

    Kaper, H. G.; Tipei, S.

    1999-04-19

    In this article we have outlined a formal framework for an abstract approach to music and music composition. The model is formulated in terms of objects that have attributes, obey relationships, and are subject to certain well-defined operations. The motivation for this approach uses traditional terms and concepts of music theory, but the approach itself is formal and uses the language of mathematics. The universal object is an audio wave; partials, sounds, and compositions are special objects, which are placed in a hierarchical order based on time scales. The objects have both static and dynamic attributes. When we realize a composition, we assign values to each of its attributes: a (scalar) value to a static attribute, an envelope and a size to a dynamic attribute. A composition is then a trajectory in the space of aural events, and the complex audio wave is its formal representation. Sounds are fibers in the space of aural events, from which the composer weaves the trajectory of a composition. Each sound object in turn is made up of partials, which are the elementary building blocks of any music composition. The partials evolve on the fastest time scale in the hierarchy of partials, sounds, and compositions. The ideas outlined in this article are being implemented in a digital instrument for additive sound synthesis and in software for music composition. A demonstration of some preliminary results has been submitted by the authors for presentation at the conference.

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

    Science.gov (United States)

    Hodges, Donald A.; Luehrsen, Mary

    2010-01-01

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

  6. Perspective Consciousness and Cultural Relevancy: Partnership Considerations for the Re-Conceptualization of Music Teacher Preparation

    Science.gov (United States)

    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…

  7. Travels in Space and Place: Identity and Rural Schooling

    Science.gov (United States)

    Corbett, Michael

    2007-01-01

    This analysis draws on interview data from a three-year study of educational decision making of youth living in a coastal community in Atlantic Canada. Students whose educational and mobility aspirations extend outside the known spaces of the community develop the ability to negotiate multiple social spaces in and out of school. The school- …

  8. Songs composed for use in music therapy: a survey of original songwriting practices of music therapists.

    Science.gov (United States)

    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.

  9. La educación de la expresividad musical en el niño de educación infantil

    Directory of Open Access Journals (Sweden)

    Ana GARCÍA HERRERA

    2009-11-01

    Full Text Available RESUMEN: La Educación Musical no tiene lugar en la educación escolar hasta que el niño no posee un desarrollo sensorial y una psicomotricidad bien dirigidos y realizados. Pero la iniciación al mundo sonoro, debe comenzar en la edad infantil lo antes posible, adoptando una línea programática que se aplique a todos los niveles de escolaridad. Podemos hablar, por tanto, en esta etapa de un desarrollo de la expresividad musical, que ayudará al niño a conseguir de forma más completa y atractiva una serie de funciones sensomotrices (esquema corporal, coordinación motriz... y perceptivas (percepción, organización del espacio, organización del tiempo..., fundamentales de adquirir en este período, con un arte, la música, como vehículo.ABSTRACT: Musical education as such does not take place within the school system of education until the child has developed sensory and psychomotricity abilities. However, it is of the utmost importance to acquaint the child with the world of sounds as soon as possible by adopting a linear progression applicable throughout the different stages of schooling. By cultivating ways to gradually develop musical expression the child will find atractive and useful means to achieve important sensory, motor and perceptive functions such as cordination, space and time organization, etc., while s/he starts to approach music as an art and a vehicle for human growth.

  10. The Influence of Social Intelligence on Effective Music Teaching

    Science.gov (United States)

    Juchniewicz, Jay

    2010-01-01

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

  11. Discovering Music Structure via Similarity Fusion

    DEFF Research Database (Denmark)

    for representing music structure is studied in a simplified scenario consisting of 4412 songs and two similarity measures among them. The results suggest that the PLSA model is a useful framework to combine different sources of information, and provides a reasonable space for song representation.......Automatic methods for music navigation and music recommendation exploit the structure in the music to carry out a meaningful exploration of the “song space”. To get a satisfactory performance from such systems, one should incorporate as much information about songs similarity as possible; however...... semantics”, in such a way that all observed similarities can be satisfactorily explained using the latent semantics. Therefore, one can think of these semantics as the real structure in music, in the sense that they can explain the observed similarities among songs. The suitability of the PLSA model...

  12. Discovering Music Structure via Similarity Fusion

    DEFF Research Database (Denmark)

    Arenas-García, Jerónimo; Parrado-Hernandez, Emilio; Meng, Anders

    Automatic methods for music navigation and music recommendation exploit the structure in the music to carry out a meaningful exploration of the “song space”. To get a satisfactory performance from such systems, one should incorporate as much information about songs similarity as possible; however...... semantics”, in such a way that all observed similarities can be satisfactorily explained using the latent semantics. Therefore, one can think of these semantics as the real structure in music, in the sense that they can explain the observed similarities among songs. The suitability of the PLSA model...... for representing music structure is studied in a simplified scenario consisting of 4412 songs and two similarity measures among them. The results suggest that the PLSA model is a useful framework to combine different sources of information, and provides a reasonable space for song representation....

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

    Science.gov (United States)

    Shuler, Scott C.

    2012-01-01

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

  14. Improving left spatial neglect through music scale playing.

    Science.gov (United States)

    Bernardi, Nicolò Francesco; Cioffi, Maria Cristina; Ronchi, Roberta; Maravita, Angelo; Bricolo, Emanuela; Zigiotto, Luca; Perucca, Laura; Vallar, Giuseppe

    2017-03-01

    The study assessed whether the auditory reference provided by a music scale could improve spatial exploration of a standard musical instrument keyboard in right-brain-damaged patients with left spatial neglect. As performing music scales involves the production of predictable successive pitches, the expectation of the subsequent note may facilitate patients to explore a larger extension of space in the left affected side, during the production of music scales from right to left. Eleven right-brain-damaged stroke patients with left spatial neglect, 12 patients without neglect, and 12 age-matched healthy participants played descending scales on a music keyboard. In a counterbalanced design, the participants' exploratory performance was assessed while producing scales in three feedback conditions: With congruent sound, no-sound, or random sound feedback provided by the keyboard. The number of keys played and the timing of key press were recorded. Spatial exploration by patients with left neglect was superior with congruent sound feedback, compared to both Silence and Random sound conditions. Both the congruent and incongruent sound conditions were associated with a greater deceleration in all groups. The frame provided by the music scale improves exploration of the left side of space, contralateral to the right hemisphere, damaged in patients with left neglect. Performing a scale with congruent sounds may trigger at some extent preserved auditory and spatial multisensory representations of successive sounds, thus influencing the time course of space scanning, and ultimately resulting in a more extensive spatial exploration. These findings offer new perspectives also for the rehabilitation of the disorder. © 2015 The British Psychological Society.

  15. Perceptions of Jazz Improvisation among Pennsylvania Music Educators

    Science.gov (United States)

    Rummel, Jason Robert

    2010-01-01

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

  16. Importancia del folklore musical como práctica educativa

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    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.

  17. 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....

  18. MUSIC: MUlti-Scale Initial Conditions

    Science.gov (United States)

    Hahn, Oliver; Abel, Tom

    2013-11-01

    MUSIC generates multi-scale initial conditions with multiple levels of refinements for cosmological ‘zoom-in’ simulations. The code uses an adaptive convolution of Gaussian white noise with a real-space transfer function kernel together with an adaptive multi-grid Poisson solver to generate displacements and velocities following first- (1LPT) or second-order Lagrangian perturbation theory (2LPT). MUSIC achieves rms relative errors of the order of 10-4 for displacements and velocities in the refinement region and thus improves in terms of errors by about two orders of magnitude over previous approaches. In addition, errors are localized at coarse-fine boundaries and do not suffer from Fourier space-induced interference ringing.

  19. Jazz Listening Activities: Children's Literature and Authentic Music Samples.

    Science.gov (United States)

    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)

  20. FROM PAST TILL TODAY AZERBAIJANIAN MUSIC

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    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.

  1. Transitions Between Art and Pedagogy: Mentoring Music Teacher Novices in Austria

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    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

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

    Science.gov (United States)

    Jorgensen, Estelle R.

    1995-01-01

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

  3. Application of a Musical Whistling Certificate Examination System as a Group Examination

    Science.gov (United States)

    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.

  4. Bringing It All Together: The Southeast Alaska Music Festival.

    Science.gov (United States)

    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)

  5. Musical Style Preferences and Aural Discrimination Skills of Primary Grade School Children.

    Science.gov (United States)

    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)

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

    Science.gov (United States)

    Luebke, Linda

    2013-01-01

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

  7. 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 ...

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

    Science.gov (United States)

    Waugh, Russell F.; Riddoch, Jane V.

    2007-01-01

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

  9. Promises of formal and informal musical activities in advancing neurocognitive development throughout childhood.

    Science.gov (United States)

    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.

  10. Using music as a therapy tool to motivate troubled adolescents.

    Science.gov (United States)

    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.

  11. Visions of Music

    Science.gov (United States)

    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…

  12. '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.

  13. The soundtrack of substance use: music preference and adolescent smoking and drinking.

    Science.gov (United States)

    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.

  14. MP3 players and hearing loss: adolescents' perceptions of loud music and hearing conservation.

    Science.gov (United States)

    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.

  15. Social support and performance anxiety of college music students.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Wai-Chung, Ho

    2004-01-01

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

  17. Mindful Music Listening Instruction Increases Listening Sensitivity and Enjoyment

    Science.gov (United States)

    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…

  18. Analysis of the internal music in Sahifeh Sajjadiyyeh

    Directory of Open Access Journals (Sweden)

    Hasan Khalaf

    2014-01-01

    Full Text Available Analysis of the internal music in Sahifeh Sajjadiyyeh Hasan Khalaf * Marziye Abad ** Seyed Hosseyn Seyedi *** Balasem mohseni **** Abstract Considering the fact that music is not just specific to poetry but it exists in all literary works, whether poetry or prose, this study attempts to examine the inner function of the music in the Sahifah Sajadieh. External music is related to the prosodic rhythms and rhymes, but the internal music relates to the Ayqa and rhythm through the repetition of letters and words, pun, balance and matched sentences in the words. Words of Imam Sajjad in Sahifeh have internal music which is highly excellent and outstanding. This internal music is created through repeated words, sentence repetition, and puns, returning the second hemistich to first hemistich, assonance and rhyme scheme. And literary techniques led to the creation of a musical space that is separate from the meaning of the word and is not part of the meaning of the word. Hence, this paper examines the main sources of local music in the Sahifah Sajadieh. Our approach in this paper is descriptive – analytical. We seek to explain the role of oratory skills in musical prose to explain the aesthetic value and music in Sahifeh Sajadieh. Keywords: Sahifeh Sajadieh, Music, technique of Repeat, Rhetorics.

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

    Science.gov (United States)

    Brook, Julia

    2016-01-01

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

  20. Is music enriching for group-housed captive chimpanzees (Pan troglodytes)?

    Science.gov (United States)

    Wallace, Emma K.; Altschul, Drew; Körfer, Karoline; Benti, Benjamin; Kaeser, Amanda; Lambeth, Susan; Waller, Bridget M.; Slocombe, Katie E.

    2017-01-01

    Many facilities that house captive primates play music for animal enrichment or for caregiver enjoyment. However, the impact on primates is unknown as previous studies have been inconclusive. We conducted three studies with zoo-housed chimpanzees (Pan troglodytes) and one with group-housed chimpanzees at the National Centre for Chimpanzee Care to investigate the effects of classical and pop/rock music on various variables that may be indicative of increased welfare. Study one compared the behaviour and use of space of 18 animals when silence, classical or pop/rock music was played into one of several indoor areas. Overall, chimpanzees did not actively avoid the area when music was playing but were more likely to exit the area when songs with higher beats per minute were broadcast. Chimpanzees showed significantly fewer active social behaviours when music, rather than silence, was playing. They also tended to be more active and engage in less abnormal behaviour during the music but there was no change to either self-grooming or aggression between music and silent conditions. The genre of music had no differential effects on the chimpanzees’ use of space and behaviour. In the second study, continuous focal observations were carried out on three individuals with relatively high levels of abnormal behaviour. No differences in behaviour between music and silence periods were found in any of the individuals. The final two studies used devices that allowed chimpanzees to choose if they wanted to listen to music of various types or silence. Both studies showed that there were no persistent preferences for any type of music or silence. When taken together, our results do not suggest music is enriching for group-housed captive chimpanzees, but they also do not suggest that music has a negative effect on welfare. PMID:28355212

  1. Is music enriching for group-housed captive chimpanzees (Pan troglodytes?

    Directory of Open Access Journals (Sweden)

    Emma K Wallace

    Full Text Available Many facilities that house captive primates play music for animal enrichment or for caregiver enjoyment. However, the impact on primates is unknown as previous studies have been inconclusive. We conducted three studies with zoo-housed chimpanzees (Pan troglodytes and one with group-housed chimpanzees at the National Centre for Chimpanzee Care to investigate the effects of classical and pop/rock music on various variables that may be indicative of increased welfare. Study one compared the behaviour and use of space of 18 animals when silence, classical or pop/rock music was played into one of several indoor areas. Overall, chimpanzees did not actively avoid the area when music was playing but were more likely to exit the area when songs with higher beats per minute were broadcast. Chimpanzees showed significantly fewer active social behaviours when music, rather than silence, was playing. They also tended to be more active and engage in less abnormal behaviour during the music but there was no change to either self-grooming or aggression between music and silent conditions. The genre of music had no differential effects on the chimpanzees' use of space and behaviour. In the second study, continuous focal observations were carried out on three individuals with relatively high levels of abnormal behaviour. No differences in behaviour between music and silence periods were found in any of the individuals. The final two studies used devices that allowed chimpanzees to choose if they wanted to listen to music of various types or silence. Both studies showed that there were no persistent preferences for any type of music or silence. When taken together, our results do not suggest music is enriching for group-housed captive chimpanzees, but they also do not suggest that music has a negative effect on welfare.

  2. Is music enriching for group-housed captive chimpanzees (Pan troglodytes)?

    Science.gov (United States)

    Wallace, Emma K; Altschul, Drew; Körfer, Karoline; Benti, Benjamin; Kaeser, Amanda; Lambeth, Susan; Waller, Bridget M; Slocombe, Katie E

    2017-01-01

    Many facilities that house captive primates play music for animal enrichment or for caregiver enjoyment. However, the impact on primates is unknown as previous studies have been inconclusive. We conducted three studies with zoo-housed chimpanzees (Pan troglodytes) and one with group-housed chimpanzees at the National Centre for Chimpanzee Care to investigate the effects of classical and pop/rock music on various variables that may be indicative of increased welfare. Study one compared the behaviour and use of space of 18 animals when silence, classical or pop/rock music was played into one of several indoor areas. Overall, chimpanzees did not actively avoid the area when music was playing but were more likely to exit the area when songs with higher beats per minute were broadcast. Chimpanzees showed significantly fewer active social behaviours when music, rather than silence, was playing. They also tended to be more active and engage in less abnormal behaviour during the music but there was no change to either self-grooming or aggression between music and silent conditions. The genre of music had no differential effects on the chimpanzees' use of space and behaviour. In the second study, continuous focal observations were carried out on three individuals with relatively high levels of abnormal behaviour. No differences in behaviour between music and silence periods were found in any of the individuals. The final two studies used devices that allowed chimpanzees to choose if they wanted to listen to music of various types or silence. Both studies showed that there were no persistent preferences for any type of music or silence. When taken together, our results do not suggest music is enriching for group-housed captive chimpanzees, but they also do not suggest that music has a negative effect on welfare.

  3. 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.

  4. Toward Authentic Electronic Music in the Curriculum: Connecting Teaching to Current Compositional Practices

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Royston, Natalie Steele; Springer, D. Gregory

    2017-01-01

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

  6. Mindcrime and Doublethink: Using Music to Teach Dystopian Literature

    Science.gov (United States)

    Rubin, Daniel Ian

    2011-01-01

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

  7. The aesthetic discourse space of popular music: 1985-86 and 2004-05

    NARCIS (Netherlands)

    van Venrooij, A.

    2009-01-01

    This article presents a comparison of the aesthetic classification system of popular music, as employed by newspaper critics in the Los Angeles Times during 1985-86 and 2004-05. Through a relational discourse analysis of popular music album reviews, which applies the ecological technique of

  8. Structures in Sound: Analysis of Classical Music Using the Information Length

    Directory of Open Access Journals (Sweden)

    Schuyler Nicholson

    2016-07-01

    Full Text Available We show that music is represented by fluctuations away from the minimum path through statistical space. Our key idea is to envision music as the evolution of a non-equilibrium system and to construct probability distribution functions (PDFs from musical instrument digital interface (MIDI files of classical compositions. Classical music is then viewed through the lens of generalized position and velocity, based on the Fisher metric. Through these statistical tools we discuss a way to quantitatively discriminate between music and noise.

  9. Performing Gender to Dangdut’s Drum: Place, Space, and Infrastructure in Indonesian Popular Music

    OpenAIRE

    Decker, Andrea Louise

    2016-01-01

    Few genres of popular music around the world are more infamous for objectification of women’s bodies than dangdut, a popular dance music of Indonesia, which has thrived among audiences of lower classes for more than forty years. In Dangdut Stories: A Social and Musical History of Indonesia’s Most Popular Music, Andrew Weintraub credits dangdut’s popularity in part to its easy danceability. The steps are simple: back and forth, in duple meter, a basic step anyone can join or elaborate upon. Bu...

  10. Paediatric otitis media with effusion is connected to deficits in music perception.

    Science.gov (United States)

    Krzyżak, Anna; Zagólski, Olaf; Pawełek, Michał; Stręk, Paweł

    2018-04-01

    This study tested the hypothesis that children with otitis media with effusion (OME) attending a primary school are at risk of impairment of their musical skills. OME is characterized as an inflammation with accumulation of secretion in the tympanic cavity, leading to conductive hearing loss. Perception of music in children is assessed using the Montreal Battery of Evaluation of Music Abilities (MBEMA). Listeners are required to judge whether two successive melodies are the same or different on tests of scale, contour, interval and rhythm. They are also queried by a memory test. A total of 92 children (49 girls and 43 boys), aged 6.0-8.0 years (mean 7.3, SD 0.7), attending a music school, were examined using the MBEMA. Twenty-three children were allocated to the OME group, while the remaining 69 to the control group. Age and gender distribution did not differ between children with OME and the controls. All participants had normal bone conduction hearing thresholds. The conductive hearing loss of the children with OME did not exceed 40 dB at any frequency. Their OME was bilateral and had lasted 3-9 months. The obtained scale, rhythm and total MBEMA scores were higher in the control group than in the OME group, with statistically significant differences for scale and rhythm scores. OME can influence music perception in children at the beginning of their school education. OME correlates with both pitch- and rhythm-related aspects of music perception.

  11. Students' Experiences with Popular Music: The Case of Beijing, China

    Science.gov (United States)

    Ho, Wai-Chung

    2016-01-01

    Since the 1980s, the establishment of a socialist market economy has quickened the pace of China's economic development; at the same time, increased modernization and globalization have influenced, to varying degrees, the development of music and music education. With reference to 12 secondary schools in Beijing, this empirical study examines…

  12. Teachers' Perspectives in Using Disney Songs in the Music Classroom

    Science.gov (United States)

    Lesser, Andrew

    2016-01-01

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

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

    OpenAIRE

    Varkøy, Øivind

    2009-01-01

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

  14. Idea Exchange Music Hub Hits the Right Note in Community

    Directory of Open Access Journals (Sweden)

    Greg Bester

    2014-06-01

    Full Text Available The Cambridge Libraries and Galleries has made many changes over the last two years, rebranding as Idea Exchange and adding 3D printers, creative spaces and many on-site events. This article focuses on one of the organization’s newest innovations, the addition of a Music Hub, and the challenges of creating a space where members can learn and collaborate musically without disturbing those around them.

  15. Beyond Mentoring: A Review of Literature Detailing the Need for Additional and Alternative Forms of Support for Novice Music Teachers

    Science.gov (United States)

    Bell-Robertson, Catherine G.

    2015-01-01

    Support for music teachers new to the profession is important and necessary. Some school districts use traditional mentor-mentee pairings as their primary support for novice music teachers; however, many factors in the professional lives of music teachers, such as traveling among multiple schools or a lack of subject-specific colleagues often…

  16. Music Preferences, Friendship, and Externalizing Behavior in Early Adolescence: A SIENA Examination of the Music Marker Theory Using the SNARE Study.

    Science.gov (United States)

    Franken, Aart; Keijsers, Loes; Dijkstra, Jan Kornelis; Ter Bogt, Tom

    2017-08-01

    Music Marker Theory posits that music is relevant for the structuring of peer groups and that rock, urban, or dance music preferences relate to externalizing behavior. The present study tested these hypotheses, by investigating the role of music preference similarity in friendship selection and the development of externalizing behavior, while taking the effects of friends' externalizing behavior into account. Data were used from the first three waves of the SNARE (Social Network Analysis of Risk behavior in Early adolescence) study (N = 1144; 50% boys; M age  = 12.7; SD = 0.47), including students who entered the first-year of secondary school. Two hypotheses were tested. First, adolescents were expected to select friends based both on a similarity in externalizing behavior and music genre preference. Second, a preference for rock, urban, or dance, music types was expected to predict the development of externalizing behavior, even when taking friends' influence on externalizing behavior into account. Stochastic Actor-Based Modeling indicated that adolescents select their friends based on both externalizing behavior and highbrow music preference. Moreover, both friends' externalizing behavior and a preference for dance music predicted the development of externalizing behavior. Intervention programs might focus on adolescents with dance music preferences.

  17. A Longitudinal Study on Children's Music Training Experience and Academic Development

    Science.gov (United States)

    Yang, Hua; Ma, Weiyi; Gong, Diankun; Hu, Jiehui; Yao, Dezhong

    2014-01-01

    This study examined the relation between long-term music training and child development based on 250 Chinese elementary school students' academic development of first language (L1), second language (L2), and mathematics. We found that musician children outperformed non-musician children only on musical achievement and second language development. Additionally, although music training appeared to be correlated with children's final academic development of L1, L2, and mathematics, it did not independently contribute to the development of L1 or mathematical skills. Our findings suggest caution in interpreting the positive findings on the non-musical cognitive benefits of music learning. PMID:25068398

  18. Tuvan music and World Music

    Directory of Open Access Journals (Sweden)

    Maxim V. Chaposhnikov

    2017-06-01

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

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

    Science.gov (United States)

    Scripp, Lawrence; Gilbert, Josh

    2016-01-01

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

  20. Colors, sounds and apples: music-philosophy in dialogue with children

    Directory of Open Access Journals (Sweden)

    Vanise de Cássia de Araujo Dutra Gomes

    2016-07-01

    Full Text Available We wish to share the thought experiences we have undergone in philosophical dialogues with children through the outreach project we developed at a municipal school in Duque de Caxias, Rio de Janeiro, Brazil. The project intends to research philosophy with children at a public school, creating possibilities to experiment, think, and be in different ways, as well as comprehend the actions and transformations undergone by the project’s agents inside the school. We highlight the singularity of the practices and the multiplicity of the processes which create the philosophical experience, by means of the reflective, aesthetic, and sensitive participation of the subjects. Here we describe a number of encounters that lead us to think about philosophical dialogues and music in schools; both in their own domains of creation as well as their coexistence, thus creating a rich, polyphonic weave: “thought as heterogenesis” (Deleuze; Guattari, 1997. The powerful notion of “experience” (Kohan, 2000 opens the encounters to a movement on the axis of intensity. In this movement, many questions are raised through the encounters: what makes an experience philosophical? What makes an experience musical? What are the possible connections? How does childhood magnify such experiences? Which kind of school are we referring to when we think of the thought experience in its relation with music and philosophy? We discuss Freire, Deleuze & Guattari, Kohan, Larrosa & Masschelein & Simons to reflect upon these and other questions. We also drew upon the children’s descriptions about the experiences they had undergone in these encounters. We will use film and audio transcripts to rescue the dialogues of these encounters. Our goal is to think about the invitation we have come to inhabit through the philosophical-musical experiences with the children; places and times heretofore unexperienced in schools bring upon us different ways of listening and composing the world.

  1. Association Between Portable Music Player Use and Hearing Loss Among Children of School Age in the Netherlands.

    Science.gov (United States)

    le Clercq, Carlijn M P; Goedegebure, André; Jaddoe, Vincent W V; Raat, Hein; Baatenburg de Jong, Robert J; van der Schroeff, Marc P

    2018-06-14

    ), but listening time and duration were not. There was no association of music exposure with high-frequency notches. In this study, 14.2% of school-aged children showed audiometric notches or high-frequency hearing loss. This hearing impairment is already present prior to exposure to known noise hazards, such as club and concert attendance, and may have lifelong consequences. Repeated measurements are needed to confirm the association of portable music player use with hearing impairment in children.

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

    Science.gov (United States)

    Royston, Natalie Steele; Springer, D. Gregory

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Elisabeth Dumont

    2017-09-01

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

  4. The Perception of Sounds in Phonographic Space

    DEFF Research Database (Denmark)

    Walther-Hansen, Mads

    . The third chapter examines how listeners understand and make sense of phonographic space. In the form of a critique of Pierre Schaeffer and Roger Scruton’s notion of the acousmatic situation, I argue that our experience of recorded music has a twofold focus: the sound-in-itself and the sound’s causality...... the use of metaphors and image schemas in the experience and conceptualisation of phonographic space. With reference to descriptions of recordings by sound engineers, I argue that metaphors are central to our understanding of recorded music. This work is grounded in the tradition of cognitive linguistics......This thesis is about the perception of space in recorded music, with particular reference to stereo recordings of popular music. It explores how sound engineers create imaginary musical environments in which sounds appear to listeners in different ways. It also investigates some of the conditions...

  5. Informal Learning in Music: Emerging Roles of Teachers and Students

    Science.gov (United States)

    Rodriguez, Carlos

    2009-01-01

    In her new book "Music, Informal Learning and the School" (2008), Lucy Green consolidates many ideas presented in her previous writings. There is little doubt of the significance of her approach, but it raises epistemological and pedagogical issues that must be addressed to better understand where music teachers go next with informal…

  6. Teacher Research as Professional Development for P-12 Music Teachers

    Science.gov (United States)

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

    2014-01-01

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

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

    OpenAIRE

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

    2018-01-01

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

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

    OpenAIRE

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

    2018-01-01

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

  9. Brain networks that track musical structure.

    Science.gov (United States)

    Janata, Petr

    2005-12-01

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

  10. A Fast DOA Estimation Algorithm Based on Polarization MUSIC

    Directory of Open Access Journals (Sweden)

    R. Guo

    2015-04-01

    Full Text Available A fast DOA estimation algorithm developed from MUSIC, which also benefits from the processing of the signals' polarization information, is presented. Besides performance enhancement in precision and resolution, the proposed algorithm can be exerted on various forms of polarization sensitive arrays, without specific requirement on the array's pattern. Depending on the continuity property of the space spectrum, a huge amount of computation incurred in the calculation of 4-D space spectrum is averted. Performance and computation complexity analysis of the proposed algorithm is discussed and the simulation results are presented. Compared with conventional MUSIC, it is indicated that the proposed algorithm has considerable advantage in aspects of precision and resolution, with a low computation complexity proportional to a conventional 2-D MUSIC.

  11. Original science-based music and student learning

    Science.gov (United States)

    Smolinski, Keith

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

  12. An Examination of Music Teacher Job Interview Questions

    Science.gov (United States)

    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.…

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

    Science.gov (United States)

    Shorner-Johnson, Kevin

    2017-01-01

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

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

    Science.gov (United States)

    Manchester, Arthur L.

    1908-01-01

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

  15. Music Teaching and the Process of Enculturation: A Cultural Dilemma

    Science.gov (United States)

    Otchere, Eric Debrah

    2015-01-01

    The history of music in Ghanaian school programmes can hardly be separated from the general history of education in Ghana. Since the time of colonial administration in Ghana, music (especially as manifested through singing) has formed part of the educational curriculum for different reasons, one being a tool for promoting the culture of the…

  16. Electronic keyboard instruments as a helping tool in the process of teaching music

    OpenAIRE

    Rosiński, Adam

    2012-01-01

    The following article shows the usage of new technology in the widely understood music teaching in schools of general profile. Innovative usage of electronic keyboard instruments in music lessons on a significant level expands children’s and teenagers’ musicality and music sensitivity, which was proven with research and observations. The usage of new tools by an educator will influence the quality of performed service so that they can meet the criteria that support the course of lesson. Ch...

  17. Music Achievement and Academic Achievement: Isolating the School as a Unit of Study

    Science.gov (United States)

    Frey-Clark, Marta

    2015-01-01

    Music participation and academic achievement have long been of interest to educators, researchers and policy makers. The literature is replete with studies linking music participation to higher state assessment scores, grade point averages, and Standardized Achievement Test (SAT) scores. If students from quality music programs academically…

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

    Science.gov (United States)

    Lum, Chee-Hoo

    2017-01-01

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

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

    Science.gov (United States)

    Springer, D. Gregory; Gooding, Lori F.

    2013-01-01

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

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

    Science.gov (United States)

    Brandt, Millicent Hume

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

  1. (Criative Listening: proposals for the development of music listening in basic education

    Directory of Open Access Journals (Sweden)

    Helena Lopes da Silva

    2017-01-01

    Full Text Available During the years 2015 and 2016 we coordinated a research entitled Mediated and expanded listening for high school music classes: Dialogues between Murray Schafer and Luciano Berio, which proposed structuring methodological approaches to develop and expand the musical listening of young people who are at school having as a start point the dialogue between listening strategies proposed by Murray Schafer and the work of Luciano Berio. For the construction of a pedagogical-musical approach centered on listening the teaching strategies to expand the listening proposed by Schafer (2011 were mapped as well as four musical pieces by the composer Luciano Berio were analyzed. Our hypothesis was that the use of the teaching strategies proposed by Schafer for the active appreciation of Berio repertoire could enhance the development of a renewed musical listening, which would require from the students and the teacher an extension or a expansion of concepts of what they understand by «music». The results showed that the young participants expressed interest in the contemporary repertoire as they were being instrumentalized by the developed mediation activities. Mediation was carried out through active listening proposals through creative action on the sounds around us and on the selected repertoire. The experience of listening to music is a creative activity and has intensive demands on your exercise. It is an inner process of knowledge and discovery that should be considered central in the training of music teachers.

  2. Connecting Meaningful Music and Experiences in a Multicultural, Multimusical Classroom

    Science.gov (United States)

    Kelly, Steven N.; Van Weelden, Kimberly

    2004-01-01

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

  3. EyeMusic: Making Music with the Eyes

    OpenAIRE

    Hornof, Anthony J.; Sato, Linda

    2004-01-01

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

  4. The spatial practices of school administrative clerks: making space ...

    African Journals Online (AJOL)

    The spatial practices of school administrative clerks: making space for ... their invisible, largely taken-for-granted roles in a school's everyday functioning. This main aim of this article is to make their everyday practices and contributions visible, ...

  5. Music as Social Medicine: Two Perspectives on the West-Eastern Divan Orchestra

    Science.gov (United States)

    Washington, David M.; Beecher, Devin G.

    2010-01-01

    The social power of music can effect stable and positive changes in individual health and communities that have significant health risks. Two observers, a medical student and a music student, discuss respectively the ideals and challenges of this principle put into practice. Their reflections about the role of music as social therapy and space for…

  6. Using Music Techniques To Treat Adolescent Depression.

    Science.gov (United States)

    Hendricks, C. Bret; Robinson, Beth; Bradley, Loretta J.; Davis, Kenneth

    1999-01-01

    Discusses a school-based therapy program using music for teenagers (N=19) who demonstrated depressive symptoms. Pre- and post-testing indicated a significant decrease in depressive symptoms. Offers recommendations for further research. (Author/MKA)

  7. Introducing Group Theory through Music

    Science.gov (United States)

    Johnson, Craig M.

    2009-01-01

    The central ideas of postcalculus mathematics courses offered in college are difficult to introduce in middle and secondary schools, especially through the engineering and sciences examples traditionally used in algebra, geometry, and trigonometry textbooks. However, certain concepts in music theory can be used to expose students to interesting…

  8. 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...

  9. The Magic of Music: A Study into the Promotion of Children's Well-Being through Singing

    Science.gov (United States)

    Wills, Ruth

    2011-01-01

    This paper considers the spiritual nature of music making and in particular the activity of singing. As a music teacher for children aged 5-11, I have recently observed a change in the behaviour and self-esteem of certain children in school since they joined the choir. This has also inspired them to flourish in other areas of school life. This…

  10. Investigating Burnout among Elementary and Secondary School Music Educators: A Replication

    Science.gov (United States)

    Bernhard, H. Christian II

    2016-01-01

    The primary purpose of the study was to compare perceived levels of burnout among music educators by grade level taught, state teaching certification status, and music specialization. The secondary purpose was to examine relationships among perceived burnout, and academic as well as personal variables. Participants for the study were 258…

  11. Elementary, Middle, and High School Student Perceptions of Tension in Music.

    Science.gov (United States)

    Fredrickson, William E.

    1997-01-01

    Attempts to see whether children of a range of ages could use a Continuous Response Digital Interface (CRDI) dial to express feelings inspired by music, and to compare their responses with those of more musically experienced groups. Finds that younger children were successful and displayed varying correlations more than did experienced…

  12. Music and communication in music psychology

    OpenAIRE

    Cross, Ian Ralph

    2014-01-01

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

  13. PLAYING RELATED HEALTH RISK´S AMONG STUDENTS AND TEACHERS OF MUSIC DEPARTMENT AT THE KOPER ART SCHOOL

    Directory of Open Access Journals (Sweden)

    Matej Plevnik

    2016-02-01

    Full Text Available The study of a musical instrument demands several hours of practicing on a daily basis as well as playing and performing. Consequently, the musician can be subjected to various health risks during his or her study process but also afterwards. Health problems depend on the individual physical and mental fitness, but also on the features and structure of the instrument as well as on the playing technique, which consists of repeated movements and mainly of static body position. Because of the possibility of chronic injuries, especially neuromuscular disorders but also others, it is important for the musician to regularly maintain his or her physical and mental fitness and movement performance by preventive and compensating activities and immediate action in case of pain or when noticing the first signs of medical problems or limitations. The study included 43 students (16.7 ± 1.5 year, 31 females and 12 males and 15 teachers (36.9 ± 8.8 years, 7 females and 8 males that attend and teach at the Music Department of The Koper Art School, which is a part of The Koper High School. The aim of the study was to recognize the risk factors in health status that occur as a consequence of playing a music instrument. A questionnaire consisting of 26 questions was used in the research. The results of the study showed that a half of the interviewed students practices every day but teachers practice less (p = 0.04. Therefore, teachers value the importance of physical (p = 0.013 and mental (p = 0.000 fitness more than students. Teachers also estimate their current physical and mental fitness to be higher (p = 0.003. 89.7 % of the respondents feel pain of discomfort during or after playing, out of these 95.3 % are students, and 73.3 % are teachers. These musicians state that they most frequently feel pain in the back and neck area and in the shoulders and wrists. 36.2 % of the musicians, 41.9 % of students and 20 % of teachers, affirmed to have had strains or pain

  14. Training infant education teachers in the understanding and didactic use of music in Galicia (Spain

    Directory of Open Access Journals (Sweden)

    María de los Ángeles López de la Calle Sampedro

    2009-04-01

    Full Text Available This study is part of a wider investigation on the inclusion and use of music at infant schools (3-6 years of Galicia (Spain. It presents the main findings and conclusions as regards the training of the teachers at these schools in the understanding of music and its didactic use. This study has allowed us to extract relevant conclusions about the preparation that the teachers have on music and its teaching as well as to determine their specific training needs. The conclusions drawn should, from our point of view, be necessarily born in mind in the design of the future Infant Education Teacher Training degree, which should lead to a suitable professional training for the integration of the music in the curriculum.

  15. Music Therapy and Music Therapy Research. Response

    DEFF Research Database (Denmark)

    Pedersen, Inge Nygaard

    2002-01-01

    This response to Keynote by Prof. Even Ruud (N)"Music Education and Music Therapy seeks to define these two areas with specific focus on tools and methods for analysis of music as these methods are developed in music therapy. This includes that the music therapist, the music and the client create...

  16. An Examination of LGBTQ-Inclusive Strategies Used by Practicing Music Educators

    Science.gov (United States)

    Garrett, Matthew L.; Spano, Fred P.

    2017-01-01

    The purpose of this research was to examine LGBTQ-inclusive strategies used by practicing music educators in the United States. Participants (N = 300) in a nonprobabilistic sample completed a survey inquiring as to their comfort using LGBTQ-inclusive strategies in a school music class, their perceptions of barriers to LGBTQ inclusion, and whether…

  17. TABLET (MOBILE TECHNOLOGY FOR PROFESSIONAL MUSIC EDUCATION

    Directory of Open Access Journals (Sweden)

    Gorbunova Irina B.

    2016-12-01

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

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

    OpenAIRE

    Suhartini Suhartini

    2011-01-01

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

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

    Directory of Open Access Journals (Sweden)

    María Cecilia Jorquera Jaramillo

    2010-12-01

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

  20. Music and health. Phenomenological investigation of a medical humanity.

    Science.gov (United States)

    McLellan, Lucy; McLachlan, Emma; Perkins, Laurence; Dornan, Tim

    2013-05-01

    In response to the tendency for music to be under-represented in the discourse of medical humanities, we framed the question 'how can music heal?' We answered it by exploring the lived experiences of musicians with lay or professional interests in health. Two medical students and a medically qualified educationalist, all musicians, conducted a co-operative inquiry with a professional musician interested in health. All researchers and six respondents kept audio or written diaries. Three respondents were interviewed in depth. A medical school head (and experienced musician) critiqued the phenomenological analysis of respondents' accounts of music, health, and its relationship with undergraduate medical education. Respondents experienced music as promoting health, even in seriously diseased people. Music affected people's identity and emotions. Through the medium of structure and harmony, it provided a means of self-expression that adapted to whatever condition people were in. Music was a communication medium, which could make people feel less isolated. Immersion in music could change negative states of mind to more positive ones. A transport metaphor was commonly used; music 'taking people to better places'. Exercising control by becoming physically involved in music enhanced diseased people's self-esteem. Music was able to bring the spiritual, mental, and physical elements of their lives into balance, to the benefit of their wellbeing. Music could help medical students appreciate holistically that the state of health of people who are either well or diseased can be enhanced by a 'non-technical' intervention.