Thematische Bibliographien / Methodology of music education

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Auswahl der wissenschaftlichen Literatur zum Thema „Methodology of music education“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Methodology of music education"

Krueger, Patti J. „Ethnographic Research Methodology in Music Education“. Journal of Research in Music Education 35, Nr. 2 (1987): 69. http://dx.doi.org/10.2307/3344983.

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Bernāts, Guntars, und Andrejs Mūrnieks. „THE CHALLENGES, RISKS AND PROSPECTS OF THE REALISATION OF THE MUSIC METHODOLOGY MODULE OF ONE – YEAR EDUCATION PROGRAMME“. Education. Innovation. Diversity. 1, Nr. 2 (26.05.2021): 24–30. http://dx.doi.org/10.17770/eid2021.1.5428.

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The reform of teachers’ education commenced by the Ministry of Education and Science provides an opportunity to obtain a qualification as a teacher within one year, encompassing studies based in a working environment for those who already have higher education. The goal of the research is to identify the challenges, risks and perspectives of the realization of the module “Music methodology” of the study course “Integrated methods in Teaching Culture Understanding and Self-expression in Art” within the one-year study programme “Skolotājs”. The research compared study course plans in music teaching and choir work methodology at two Latvian higher education institutions, as well as at two foreign higher education institution, where a qualification as a music teacher at a comprehensive school can be attained. The research was undertaken based on an analysis of theoretical sources, providing an understanding about a synthesis of varying contemporary methodological approaches. It encompasses the acquisition of a knowledge of cultural history and the history of music, the style and future directions of popular music, desirably not just theoretically but practically as well, in the education of the students. The actualization of such study courses as music teaching methodology, the research process in music teaching, music history and stylistics, the psychology of music, conducting, choir/vocal ensemble work, methodology and music project management are important for the high quality and integrated acquisition of music teaching methodology.

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Voievidko, Liudmyla. „REQUIREMENTS FOR PRACTICAL CLASSES OF HIGHER EDUCATION APPLICANTS IN METHODOLOGY OF MUSIC EDUCATION“. Pedagogical Education: Theory and Practice 2, Nr. 26 (08.05.2019): 43–48. http://dx.doi.org/10.32626/2309-9763.2019-26-2.43-48.

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Castanon-Rodríguez, Rosario. „Teaching with LEEMUSICA/READMUSIC in Higher Education: Perception and Improve in Music Education“. Proceedings 2, Nr. 21 (12.12.2018): 1353. http://dx.doi.org/10.3390/proceedings2211353.

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The present work tries to reflect the student perception about their music education through the application of two tests in the classroom with university students at 3rd and 4th year of the Grade of Teacher at the Faculty of Education in the University of Valladolid. They have been realized at the beginning of the year the first one and at the end of the first semester of the academic year 2017/18. The first one concerns their previous formation in music (school and High school as well as formal/unformal music education—conservatories and schools of music - included their perception about the acquisition of basic music skins. The second test ask them specifically about their perception of improve of those skills (music language, tuning, playing instruments, aural education, didactic of music and use of ICT) after their formation in Higher Education with Leemúsica/Readmusic methodology.

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Caliga, Marina. „12. The Methodology of Music Education Lesson Completeness by Means of the Vocal-Choral Singing Dominant Activity“. Review of Artistic Education 19, Nr. 1 (01.04.2020): 93–99. http://dx.doi.org/10.2478/rae-2020-0012.

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AbstractChoral singing has always been an activity in which the participant, the choir singers sang together, achieved the same goals, lived and perceived music together. In the music education lesson, the choral-vocal singing is an activity with great teaching and educational possibilities. It is one of the most accessible ways of interpreting music in school. This article methodologically investigates the completeness of the music education lesson with the dominant activity of vocal-choral singing.

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Kuzmich, Natalie. „Research, Problem-solving and Music Education“. British Journal of Music Education 4, Nr. 3 (November 1987): 211–22. http://dx.doi.org/10.1017/s0265051700006045.

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The article supports the following thesis: that creative problem-solving approaches to learning can be incorporated into any methodology; can, and perhaps, should become an essential component within a music programme because, creative problem-solving is a direct route to understanding fairly sophisticated musical manipulations or procedures; it involves students in decision-making activities and the responses are sources of feedback to student and teacher; it permits multiple results; hence, it reflects needs, interests, and abilities of students; it enhances learning and makes more relevant the things that have to be learned; it encourages direct contact with the expressive character of music.

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Bolden, Benjamin, und James Nahachewsky. „Podcast creation: A methodology for exploring self within music teacher education“. Journal of Music, Technology and Education 8, Nr. 3 (01.12.2015): 243–60. http://dx.doi.org/10.1386/jmte.8.3.243_1.

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Bresler, Liora. „Embodied Narrative Inquiry: A Methodology of Connection“. Research Studies in Music Education 27, Nr. 1 (Dezember 2006): 21–43. http://dx.doi.org/10.1177/1321103x060270010201.

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Amoah, Charles Agyei, Eric Kwadzo Klutse, Eddison Foster Mawusi und Solomon Sukpen. „Impact of Music Education at Colleges of Education on Primary School Pupils in Nanumba North District“. International Journal of Scientific Research and Management 8, Nr. 05 (20.05.2020): 1383–407. http://dx.doi.org/10.18535/ijsrm/v8i05.el04.

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This paper presents how music education in the Colleges of Education influences the teaching of Music and Dance on the primary school. This study aimed to evaluate the training of the student-teachers in preparation to teach Music and Dance as well as to explore the relationship between Music Education at the Colleges of Education and the primary schools. Qualitative method was used and data were obtained through interviews and observations. Fifteen (15) respondents were selected from three (3) schools in the Nanumba North District – Bimbila were randomly sampled for the study. Findings revealed that the amount of training or preparation received in Colleges of Education has been inadequate and has no influence on what entails in the Creative Arts (Music and Dance) syllabus. Hence making teachers handicapped in handling Music and Dance lessons. The work recommends that more attention should be given to teacher preparation in Music and Dance in terms of contents and the methodology to meet the demands of Creative Arts (Music and Dance) syllabus. Also, there should be a revision of subjects that comprise Creative Arts in the Colleges to conform to Creative Arts in the primary school.

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Daniel, Ryan. „Peer assessment in musical performance: the development, trial and evaluation of a methodology for the Australian tertiary environment“. British Journal of Music Education 21, Nr. 1 (März 2004): 89–110. http://dx.doi.org/10.1017/s0265051703005515.

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This article outlines the development and trial of peer assessment procedures for implementation within a music performance context in the Australian tertiary environment. An overview of the literature on peer assessment is presented, followed by reference to specific trials of peer assessment within a tertiary music student context. The paper then presents the rationale for and methodology applied in developing two forms of peer assessment of music performance, for trial across one academic year. Student evaluation data obtained via mid- and end-of-year questionnaires are analysed and discussed, as are implications for further research.

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Dissertationen zum Thema "Methodology of music education"

Farmer, Dawn Marie. „Authorship and methodology patterns in music education research, 1984-2007“. College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8224.

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Thesis (M.A.) -- University of Maryland, College Park, 2008.
Thesis research directed by: School of Music. Music Education Division. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Frost, Julianna Ellen. „Recruitment and Retention: The Influence of General Music Teachers Methodology on Secondary Music Ensembles“. University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449848590.

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Junda, Mary Ellen. „The development of a model inservice teacher education program in music sight reading methodology /“. Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10936695.

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Loveless, Jerry C. L. „The Use of Music as a Pedagogical Tool in Higher Education Sociology Courses| Faculty Member Perspectives and Potential Barriers“. Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1540707.

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Previous research has identified student engagement as an important antecedent to student learning in higher education. Although student engagement is viewed as important for learning, a significant number of college students still report frequently feeling bored in their courses. The use of music as a pedagogical tool is believed to be beneficial for promoting student engagement and student learning in higher education sociology courses, yet it has been suggested that sociology faculty members do not commonly incorporate the technique into their courses. The purpose of this comparative interview study is to explore higher education sociology faculty members' understandings of the use of music as a pedagogical tool, and the perceived importance of student engagement to student learning among higher education sociology faculty members.

In this study, it is found that higher education sociology faculty members believe student engagement can lead to increased student learning. It is also found that higher education sociology faculty members generally identify music as an effective pedagogical tool for promoting student engagement and learning in higher education sociology courses. Interestingly, participants believed the use of music as a pedagogical tool to be an uncommon practice in higher education sociology courses in the United States. As part of their efforts to explain their choices to use or not use music as a pedagogical tool, faculty participants described potential barriers that may impact faculty member choices to use music in their higher education sociology courses.

Sociology faculty participants in this study agreed that a lack of discussion of pedagogical tools among colleagues and in teaching courses might serve as a potential barrier for the use of music as a pedagogical tool. Higher education sociology faculty participants also identified a lack of knowledge of how to use music as a pedagogical tool as a potential barrier for the use of music in sociology courses. This research suggests that the lack of faculty knowledge of music as a pedagogical tool may be due to the lack of discussion of pedagogical tools both among colleagues and in the teaching courses completed by higher education sociology faculty members.

Past research has suggested that sociology faculty members need to create an environment that encourages students to be active and engaged participants in their own learning through building a community of learners. This study suggests that higher education sociology faculty members may successfully build a community of learners through using music as a pedagogical tool in their courses. This study recommends that changes at the departmental level need to occur in order to make it easier for sociology faculty members to gain the knowledge required to use music effectively in their courses. Suggestions for practice and future research are provided.

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Nagisetty, Vytas. „Using Music-Related Concepts to Teach High School Math“. PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1958.

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The purpose of this research was to test a strategy which uses music-related concepts to teach math. A quasi-experimental study of two high school remedial geometry sections was conducted during a review lesson of ratio, proportion, and cross multiplication. A pretest was given to both groups. Then, Group A received normal textbook instruction while Group B received the treatment, Get the Math in Music, which is an online activity involving proportional reasoning in a music-related context. Afterwards, a posttest was given to both groups. Pretest and posttest scores were used to compare gains in subject knowledge between the groups. Then a second evaluation of the treatment was conducted. Group A received the treatment and took a post-posttest. Score gains for Group A before and after receiving the treatment were compared. After these tests, all participants took a survey to determine if their appreciation of math grew as a result of the treatment. Finally, interviews were conducted to provide better understanding of the results. The research questions of this study were: to what extent does the integration of Get the Math in Music improve students' academic performance in a remedial geometry review of ratio, proportion, and cross multiplication, and to what extent does participation in the Get the Math activity improve students' attitudes towards math? My hypotheses were that students would perform significantly better on a subject knowledge test after receiving the treatment, and that all students would have a more positive attitude towards math after receiving the treatment. Quantitative results did not triangulate to support or refute these hypotheses. Greater improvement from pretest to posttest was statistically correlated with Group B, which was the group first receiving the treatment. But later, between posttest and post-posttest Group A did not show statistically significant greater gains after receiving the treatment. Surveys results showed that students did not necessarily like math any more after the treatment. Interviews revealed that several of these students were apathetic to geometry in particular, if not to math in general. The case of one student's improvement suggested that positive teacher-student relationships are more effective than any particular method to increase academic performance and student engagement. Survey results were consistent with earlier psychological studies claiming teenagers care about music. Additional studies in the future on the merits of using music to teach high school math would be useful. Claims that proportional reasoning is challenging were supported. It would be beneficial to evaluate the treatment in an Algebra or Pre-Algebra setting when students first study proportions.

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Spets, Stina. „Fiolläraren och materialet : En undersökning av några fiollärares syn på nybörjarundervisning och val av studiematerial“. Thesis, Karlstads universitet, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7278.

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Syftet med undersökningen är att få en översiktlig inblick i hur några fiollärare undervisar och vilket material de främst använder i nybörjarundervisningen. Studien grundar sig på kvalitativa intervjuer av sex lärare inom kommunala musikskolan. Det visar sig att några spelböcker är särskilt populära, men också att alla intervjuade ständigt varierar sitt material och ibland gör eget. Skälen till detta tycks vara dels att de vill lära ut något nytt, dels att lärarna själva vill utvecklas och därför inte vill hålla på med samma sak och riskera att stagnera.
The purpose of this study is to gain a general insight into how a few violin teachers work and what printed material they use when teaching beginners. The study is based on qualitative interviews with six teachers employed at municipal music schools. Of interest, it may be observed that a few violin books are particularly popular, yet also that all interviewed subjects vary their material, while sometimes creating their own. There appear to be several reasons for this. First, the teachers prefer to teach new concepts, while second, they also strive to develop as professionals instead of repeating identical concepts, thereby risking stagnation.

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Prantl, Daniel. „Talking about music lessons: implicit and explicit categories of comparison“. Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34629.

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This chapter presents a grounded-theory-oriented analysis of central discussions of the ICMLV symposium which tries to clarify which tertia comparationis the participants referred upon. In total, nine implicitly and seven explicitly used T.C. are presented. An additional analysis yields that a meaning-oriented understanding of culture was in majority used throughout the symposium.

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OLIVEIRA, Keyla Rosa de. „Panorama da educação musical: práticas metodológicas em duas escolas de música de Goiânia-GO“. Universidade Federal de Goiás, 2011. http://repositorio.bc.ufg.br/tede/handle/tde/2703.

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Made available in DSpace on 2014-07-29T16:25:12Z (GMT). No. of bitstreams: 1 Dissertacao Keyla R de Oliveira.pdf: 548049 bytes, checksum: 5a91278f0159ef7fa275e4cf2002d9ee (MD5) Previous issue date: 2011-04-27
This research aims to study the practice and teaching of music education of students aged between nine and twelve years, during the first year of activities in specific school of music. The aim of this study is to map the proposed methodology with respect to various pedagogical theories that an educator can use in the classroom. The theoretical knowledge of contemporary researchers shows and music educators as Edgar Morin, Keith Swanwick, Marisa de Oliveira Trench Fonterra and Ermelinda Peace program hopes to better understanding of the methodological approach used by each teacher - or even if it is integrated to some pedagogical theory And its stance in the classroom. Data analysis consists of interpretive readings of texts, questionnaires and semi-open held with educators involved in research. Thus, from the standpoint of the researcher and research context, it was realized the need to develop this work and may add knowledge to the professional lives of music educators, with a consequent reflection in the musical learning of their students.
A presente pesquisa destina-se ao estudo da prática pedagógica e da formação musical de alunos com idades entre nove e doze anos, no curso do primeiro ano de atividades na escola específica de música. O objetivo geral deste trabalho é mapear a proposta metodológica com relação às diversas teorias pedagógicas que um educador pode utilizar em sala de aula. A fundamentação teórica apresenta conhecimento de pesquisadores contemporâneos e educadores musicais como Edgar Morin, Keith Swanwick, Marisa Trench de Oliveira Fonterrada e Ermelinda Paz. Almeja-se melhor compreensão da abordagem metodológica utilizada por cada professor ou mesmo se ele está integrado a alguma teoria pedagógica, bem como sua postura em sala de aula. A análise dos dados é constituída de leituras interpretativas de textos, questionários e entrevistas semi-abertas realizadas com educadores envolvidos na pesquisa. Assim, a partir do olhar da pesquisadora e do contexto da pesquisa, percebeu-se a necessidade de se desenvolver esse trabalho, podendo acrescentar conhecimentos à vida profissional dos educadores musicais, com conseqüente reflexo no aprendizado musical de seus alunos.

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Constantino, Paulo Roberto Prado [UNESP]. „Apreciação de gêneros musicais: práticas e percursos para a Educação Básica“. Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/150092.

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A tese sustenta que a atividade de apreciação dos gêneros musicais, como estruturadora das propostas educacionais para a escola básica, é um princípio pedagógico válido e aplicável aos diferentes níveis de ensino, com ênfase no segundo ciclo do Ensino Fundamental e Médio, promovendo a aproximação das instituições escolares à diversidade dos gêneros musicais e das possibilidades de escuta baseadas nas mídias e suportes disponíveis. A pesquisa-ação foi o instrumental escolhido para uma intervenção entre 169 alunos do ensino fundamental e médio em duas escolas estaduais públicas paulistas. Os resultados obtidos foram analisados à luz das categorias de avaliação da apreciação musical propostas por Keith Swanwick (2014), delineando percursos para atividades entre os alunos da educação básica.
The thesis argues that the activity of listening of music genres as a structuring element of the educational proposals, is a valid approach and applicable to the different levels of education, with emphasis in the Elementary [Middle School] and High School, promoting the approximation of institutions to the diversity of music genres and listening possibilities, based on available media. Action-research was the instrument chosen for studies among 169 middle and high school students, in two public schools in State of São Paulo, Brazil. The results obtained were analyzed in the categories of listening evaluation proposed by Keith Swanwick (2014), outlining paths for the development of the proposal among students of basic education.

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Forsgren, Sanna. „Pianoundervisning - grupp eller enskilt? : Hur pianopedagoger förändrar sina didaktiska val beroende på undervisningsform“. Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2942.

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Denna studie bygger på en jämförelse mellan hur pianopedagoger förändrar sina didaktiska val beroende på undervisningsform, i detta fall enskild undervisning eller gruppundervisning. Tre pianopedagoger har intervjuats och sex observationer har genomförts. En då vardera pedagog undervisade i grupp och en då pedagogerna undervisade enskilda elever. Undersökningen har genomförts med hermeneutik och det sociokulturella perspektivet som teori med inslag från Lev. S. Vygotskijs tankar kring kamratlärande och den proximala utvecklingszonen. De visuella, auditiva och kinestetiska lärstilarna valdes ut som särskilt viktiga för undersökningen samt sången och rytmikmetoden som redskap i undervisningen. Dessa redskap valdes ut med grund i dess positiva påverkan på inlärning och kontinuerliga närvaro under min utbildning på Kungl. Musikhögskolan i Stockholm. En koncentration har funnits kring de redskap, enligt den sociokulturella teorin, som pedagogerna använt i sin undervisning och hur faktorer som samspel och kamratlärande har använts och speglats i undervisningen. Resultatet presenteras i två delar. Tre intervjuer med pianopedagoger visar att de inte anser sig göra någon skillnad i sina didaktiska val beroende på undervisningsform. Däremot motsäger resultatet från observationerna detta till viss del. Störst är skillnaden mellan hur informanterna ser på sångens roll i undervisningen och hur de använder den. Undersökningen visar att pedagogernas didaktiska val till större del beror på deras egna preferenser i kombination med individanpassad undervisning än beroende på undervisningsform. I resultatet kan man utläsa att fler moment och redskap användes under gruppundervisningen än under de enskilda lektionerna. Detta kan bero på att pedagogerna behöver anpassa materialet efter fler individers preferenser och möjligheter för inlärning i gruppundervisningen, under de enskilda lektionerna har pedagogerna större möjlighet att individanpassa efter den aktuella eleven.
This study is based on a comparison between how piano teachers change their didactics depending on the teaching method, particularly individual teaching or group teaching. Three piano teachers have been interviewed and six observations have been conducted. One where the teacher taught an individual student and one where the teacher taught a group. The study has been conducted with the sociocultural perspective as overarching theory with elements of Lev. S. Vygotsky’s thoughts about cooperative learning and the Zone of Proximal Development, and with hermeneutics as a method of analysis. Focus was maintained on the tools the teachers use during the lessons and how the cooperative learning is visual during the lessons. Some tools and methods were selected as particularly relevant. These where the three learning styles as tools. That is, visual, auditory and kinesthetic learning. In addition, singing as a tool were chosen as well as the Dalcroze-method. These were chosen because of their continuous presence during my education at the Royal College of Music in Stockholm and their recognition withing the particular scientific field. The results are presented in two parts. The interviews show that the teachers claims to not change their didactics depending on the teaching method, that is individual or group lessons. This is partly contradicted by the result from the observations. The most significant and striking differences is between the teacher’s thoughts about using singing as a tool and how they actually uses it. The study shows that the teacher’s didactic choices largely depend on their own preferences in combinations with the particular needs and abilities of the student. The number of methods and tools used during the group lessons are greater than the ones used during the individual lessons. This could be caused by the fact that the teachers need considerate every students preferences in learning during a group lesson whereas the teacher can concentrate on just one student during a individual lesson.

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Bücher zum Thema "Methodology of music education"

Special educational music therapy: With persons who have severe/profound retardation : theory and methodology. Frankfurt am Main: Peter Lang, 1994.

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Goll, Harald. Special educational music therapy: With persons who have severe/profound retardation : theory and methodology. Frankfurt am Main: P. Lang, 1994.

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Frank, Madeline. The secret of teaching science and math through music. Newport News, Va: Frank Publishers, 1997.

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Maxwell, Wendy. Accelerating fluency: A holistic approach to the teaching of French through the integration of the gesture approach, drama and music. Bowen Island, B.C: Muffin Rhythm Co., 2003.

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Kumar, Naresh. Music education. Delhi: Adroit Publishers, 2004.

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Contemporary music education. 2. Aufl. New York: Schirmer Books, 1986.

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Department of Education and Science. Arts education: Music. Dublin: Stationery Office, 2000.

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Transforming music education. Bloomington: Indiana University Press, 2003.

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Music, gender, education. New York: Cambridge University Press, 1997.

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Contemporary music education. 3. Aufl. New York: Schirmer Books, 1996.

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Buchteile zum Thema "Methodology of music education"

Manovski, Miroslav Pavle. „Art, Methodology, and Play“. In Arts-Based Research, Autoethnography, and Music Education, 161–84. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-515-1_3.

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Reed, Samantha S., Carol A. Mullen und Emily T. Boyles. „Methodology“. In SpringerBriefs in Education, 37–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70598-5_3.

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Pons, Xavier, Samuel Vaillancourt und Christian Maroy. „Methodology“. In Accountability Policies in Education, 95–113. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01285-4_4.

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Smith, Laura Mazzoli, und Jim Campbell. „Methodology“. In Families, Education and Giftedness, 43–59. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-991-6_3.

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Mangold, Janina. „Methodology“. In Philanthropic Foundations in Higher Education, 45–71. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27387-3_3.

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Glassner, Amnon, und Shlomo Back. „Methodology“. In Exploring Heutagogy in Higher Education, 107–14. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4144-5_8.

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Hermann-Cohen, Marc-Philip. „Methodology“. In Holocaust Education – Historisches Lernen – Menschenrechtsbildung, 61–81. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-34212-8_3.

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Jones, Kevin Anthony, und Ravi S. Sharma. „Empirical Methodology“. In Higher Education 4.0, 53–87. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6683-1_3.

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LaMuCuo, YiXi. „Finding Stories: Methodology“. In Multilingual Education, 49–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14668-9_3.

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Manor-Binyamini, Iris. „Methodology“. In Language and Discourse in Special Education, 7–36. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09024-5_2.

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Konferenzberichte zum Thema "Methodology of music education"

„Usage Habits in Music Streaming Applications and Their Influence on Privacy Related Issues [Research in Progress]“. In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4272.

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Weinberger, Maor, und Dan Bouhnik. „The Emergence of Music Streaming Applications and Its Effect on Changes in Personal Information Management and Privacy Related Issues [Abstract]“. In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4523.

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Aim/Purpose: In this exploratory study we examine personal information management within music streaming applications. Also, we investigate the sense of ownership over songs being played on music streaming applications and whether the use of these services may be considered a social activity. In addition, we explore the extent of user privacy concern in using music streaming applications. Background: This paper represents the second phase of the article titled Usage Habits in Music Streaming Applications and their Influence on Privacy Related Issues [Research in Progress] (Weinberger & Bouhnik, 2019). Methodology: The research is conducted using a mixed methodology and consists of two phases: qualitative and quantitative. The qualitative stage is a pilot which includes semi-structured interviews with three music streaming application users in order to explore the possible change in personal information management, following the emergence of these applications (e.g., changes in classification and song retrieval methods). The quantitative phase includes the distribution of closed ended questionnaires among 192 users of music streaming applications (Male – 72.9%, Female – 27.1%; Age: 18-58), aiming to explore personal information management issues and privacy related issues that emerge while using these applications. Contribution: As far as we know, this is the first academic research to investigate the issue of personal information management among music streaming applications and the also the first to use a mixed methods approach to examine digital music consumption. In addition, it is the first study that takes into account privacy related issues among the users of music streaming applications. Findings: We found major changes between personal musical information management in the past and in the present. As most of the participants (85.4%) prefer nowadays to sort musical items in playlists or not to sort them at all. Out of the participants who chose to sort in folders in the past, only 42.7% still do it at present and out of the participants who chose to sort by alphabetical order in the past, only 15.7% do it at present. Also, we found that the participants have medium sense of ownership over the songs being stored on their streaming applications (M=2.78, SD=1.46) and medium sense that those applications may be used as social activity (M=2.75, SD=1.25). Interestingly, the choice of "sophisticated" genres (e.g. Blues, Jazz or Classical) as favorite music genre predicts the perception of using music streaming applications as part of social activity (R2=0.044, p<0.05). As for privacy concern, it was found that although the participants are moderately concerned about privacy within music streaming applications (M=2.67, SD=1.15), they are willing to pay for higher privacy protection services if they will be offered to them (r=0.49, p<0.001). In general, participants were found to be moderately willing to pay for premium services (M=2.44, SD=1.01), with ad-free service (M=3.07, SD=1.54) being the highest ranked premium service. Impact on Society: The research may drive music streaming applications operators to offer premium services that provide various benefits, such as: ad-free usage, higher privacy protection or better social features, as participants are willing to pay for those features. They may also personalize their users by preferred music genres, to adapt the specific service being offered to them.

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Silva, Nuno, und Ciro Martins. „THE USAGE OF MOBILE APPLICATIONS FOR SPECIALIZED ARTISTIC EDUCATION IN MUSIC: A SELECTION METHODOLOGY BASED ON ISO STANDARDS“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1973.

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Zalyte-Linkuviene, Simona, und Vytautas Zalys. „Multimodal Interactive Environments for Art Education of Children with Autism Spectrum Disorder“. In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.042.

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The emerging of digital technology not only encourages the development of new tools but also changes traditional approaches to solving emerging problems. The sound, music, art and colour that prevailed in the 20th century forms of therapy are being replaced by integrated systems that overcome many of these forms thanks to digital technology. With the increasing number of people with autism spectrum disorder (ASD) in the world, such systems provide new opportunities for the educating of such persons. The article presents an interactive tool for the education of children with ASD using audio, video and computer technologies and assesses its potential impact. The aim of this study is to evaluate an interactive instrument developed for the education of children with ASD. The methodology of qualitative research was applied. Following the objectives of ensuring the interactivity of the process, provoking all perceptions of the subject and developing the subject's ability to respond to the environment a personalized audio-visual environment was created. The study was conducted on one subject and a case study method was used. The particularly rapid development of computer technology has transformed a computer from a device consisting of a keyboard and screen into a device that makes all our senses responsive ‒ sound, image, interactivity and real-life simulation. Interactive video projections further highlight the possibilities of combining these media. The opportunity to manage and to participate in such interactions becomes a great opportunity to learn about the world and make personal contact with it, especially for children with ASD.

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Lopes, Marcelo Garcez, und Helena Lucia Sobral Alves da Cunha. „Educational Program “To Practice Safety Is to Value Life”“. In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64327.

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Accidents which resulted in lost work time: using a different concept to deal with safety, focusing directly on the behavior of the worker, leading the worker to a sharper perception of the risks and thus enabling a change of behavior towards a safer attitude. “Sounds and Links” Project: the programmatic content was made through musical dynamics because music has the power to evoke feelings, stimulating the participants to live intrapersonal and interpersonal relationships in order to promote safe behaviors. The methodology used was: • “Andragogic (adult education) Model”; • multidiscipline language; • Methodology of “experiencing and living”; and • Focus on the day-by-day situations of work and life. The project was applied to four groups with 60 people, consisting of employees from TRANSPETRO and its contractors, other group with 60 people, composed by leaders, and one group with all participants of the five groups for the general closing session. Expected Results and consequences of the Project: • to turn the concept of safety as a real value to the worker; • to preserve the integrity and to value the life; pursuit a lasting and stable changing of behavior, based on a safety culture; and • to support the management safety system and reduction of the accidents.

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Tóth-Bakos, Anita. „MUSIC EDUCATION AND MUSIC THERAPY“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0135.

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Beyan, Nigel. „The music methodology for usability measurement“. In Posters and short talks of the 1992 SIGCHI conference. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/1125021.1125114.

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Zhang, Hao. „Aesthetic Education of Vocal Music Teaching in Music Education“. In 2018 8th International Conference on Social science and Education Research (SSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.4.

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Tóth-Bakos, Anita, und Agáta Csehiová. „MUSIC AND BRAIN – MUSIC TRAINING TRANSFER“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0136.

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Horsley, Stephanie, und Janice Waldron. „Challenging Music Education“. In the 8th International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3097286.3097329.

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Berichte der Organisationen zum Thema "Methodology of music education"

Mavris, Dimitri N. Design Methodology Development and Education for Naval System Affordability. Fort Belvoir, VA: Defense Technical Information Center, Oktober 2002. http://dx.doi.org/10.21236/ada406812.

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Loveless, Jerry. The Use of Music as a Pedagogical Tool in Higher Education Sociology Courses: Faculty Member Perspectives and Potential Barriers. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1100.

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Picho, Katherine, Timothy J. Cleary, Jr Artino, Dong Anthony R. und Ting. Developing and Testing a Self-Regulated Learning Assessment Methodology Combined with Virtual-Patient Simulation in Medical Education. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ada623009.

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Alpaydın, Yusuf. EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, Dezember 2020. http://dx.doi.org/10.26414/gt008.

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The first report prepared under the Turkey of the Future project is on education, where our country has long been in a search for stability and methodology. The report aims to realistically study in 2018 what needs to be accomplished when looking forward to 2030 using quantitative and qualitative data. In this context, the study begins by explaining the state of education in the new millennium and the problems experienced from this perspective. The context necessary in resolving the issues and bettering current circumstances has been also emphasized in the purview of the report. Along with these improvements, students’ national and international examination performances are also analyzed. Finally, the developed policies, solution recommendations, and improvements have been presented in 12 points on the vision of the future. In preparing the report, the primary framework has been shaped by the relevant scientific literature, the framework and principal values established by the İLKE Foundation for Science, Culture and Education within the scope of the Turkey of the Future Project, and the educational perspectives of the research team. Besides multidisciplinarity and systems approach, locality and originality have been the two principal values when preparing this report.

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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.

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Atuhurra, Julius, und Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), Dezember 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.

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Mayas, Magda. Creating with timbre. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.686088.

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Unfolding processes of timbre and memory in improvisational piano performance This exposition is an introduction to my research and practice as a pianist, in which I unfold processes of timbre and memory in improvised music from a performer’s perspective. Timbre is often understood as a purely sonic perceptual phenomenon. However, this is not in accordance with a site-specific improvisational practice with changing spatial circumstances impacting the listening experience, nor does it take into account the agency of the instrument and objects used or the performer’s movements and gestures. In my practice, I have found a concept as part of the creating process in improvised music which has compelling potential: Timbre orchestration. My research takes the many and complex aspects of a performance environment into account and offers an extended understanding of timbre, which embraces spatial, material and bodily aspects of sound in improvised music performance. The investigative projects described in this exposition offer a methodology to explore timbral improvisational processes integrated into my practice, which is further extended through collaborations with sound engineers, an instrument builder and a choreographer: -experiments in amplification and recording, resulting in Memory piece, a series of works for amplified piano and multichannel playback - Piano mapping, a performance approach, with a custom-built device for live spatialization as means to expand and deepen spatio-timbral relationships; - Accretion, a project with choreographer Toby Kassell for three grand pianos and a pianist, where gestural approaches are used to activate and compose timbre in space. Together, the projects explore memory as a structural, reflective and performative tool and the creation of performing and listening modes as integrated parts of timbre orchestration. Orchestration and choreography of timbre turn into an open and hybrid compositional approach, which can be applied to various contexts, engaging with dynamic relationships and re-configuring them.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, Februar 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

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Fisbhen, Marco, Victor Sahate und Augusto Duarte. How Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Descomplica and Effective Remote Learning. Inter-American Development Bank, Dezember 2020. http://dx.doi.org/10.18235/0002962.

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In Brazil, income and race impact on standardized test grades. Standardized test grades are the sole criterion for access to most public universities, or the top higher education institutions. In response, the whole university preparation industry has emerged to cater to students from high-income families, rigging the selection process and perpetuating inequality. This paper aims to describe typical university admissions systems in Brazil to demonstrate how Descomplica is changing the odds of thousands of underprivileged students. With a clear picture of how this system caters to the more privileged, we introduce Descomplica, its tools and learning methodology, and the significant improvements it brings to students, who would not have a hope of joining quality higher education institutions in Brazil otherwise. Finally, the paper discusses the potential impacts and replicability for similar innovation elsewhere in the Americas to help decision-makers in the region especially when lockdowns and curfews are necessary, such as the COVID-19 pandemic.

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Groeneveld, Caspar, Elia Kibga und Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, Juli 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.

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