Thematische Bibliographien / Music integration project

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Auswahl der wissenschaftlichen Literatur zum Thema „Music integration project“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 5. Februar 2022

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Zeitschriftenartikel zum Thema "Music integration project"

Egger, John Okley. „Effects of cooperative learning on preservice elementary teachers’ interest in and integration of music into core academic subjects“. International Journal of Music Education 37, Nr. 4 (02.08.2019): 608–21. http://dx.doi.org/10.1177/0255761419852173.

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The author investigated the effects of a cooperative learning environment on the implementation of integrating music into core academic subjects. Using a quasi-experimental design, participants ( N = 59) were preservice generalist elementary and special education majors from four course sections of a required music methods course, where two course sections worked in a cooperative learning environment and two course sections worked individually. For six weeks, participants worked on a final project that integrated music into academic core subject lessons. At the conclusion of six weeks, each participant individually microtaught one lesson created from the music integration project. Additionally, participants completed an interest survey after the study was concluded. Results showed that participants in the cooperative learning group scored statistically significantly higher ( p < .05) on the music integration project, microteaching evaluations, and rated statistically significantly higher interest on their projects from the student interest survey. These results suggest that participants in the cooperative learning group produced work of a higher quality than participants in the control group and that the cooperative learning group also showed a higher level of interest in their own music integration projects.

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Fujii, Takuma. „Integration of aspiring artists: Japanese music students in Germany“. Asian and Pacific Migration Journal 29, Nr. 3 (September 2020): 358–80. http://dx.doi.org/10.1177/0117196820956519.

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The article examines how students from Japan who attend German music colleges become integrated into Germany’s art worlds while also maintaining connections to transnational art worlds. Although Japan is one of the major countries that sends young music talents to Germany, only a few studies have examined this migration. Drawing on semi-structured interviews with Japanese music students in Germany that were conducted as part of the Asian Educational Mobilities Project, the article shows that the reasons for such migration, as well as its effects on music practices, and that future perspectives need a theoretical reorientation toward a transnational perspective. The results indicate that the art practices of aspiring Japanese students depend not only on institutional conditions in Germany but also on students´ transnational networks.

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Foster, Bev, Sarah Pearson, Aimee Berends und Chelsea Mackinnon. „The Expanding Scope, Inclusivity, and Integration of Music in Healthcare: Recent Developments, Research Illustration, and Future Direction“. Healthcare 9, Nr. 1 (19.01.2021): 99. http://dx.doi.org/10.3390/healthcare9010099.

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This paper is in three sections. Section One presents a historical overview of international initiatives that have expanded the role of music in healthcare, from the initial formalization of music therapy to its more research-based rehabilitation focus to recent decades that have seen an increasing role for professional and community musicians, paraprofessional music services, music-oriented service organizations, and a very large increase in medical funding for music effects. “Music Care” is a particular and comprehensive concept promoted by the Room 217 Foundation in Canada, featuring an inclusive and integrated approach to optimizing the use of music in healthcare settings. It is part of an expanding landscape of global practices and policies where music is used to address specific issues of care. Section Two is provided as an illustration of the growing scope of the concept of using music in healthcare. It reports on a multi-year project that engaged 24 long-term care homes in conducting individualized action research projects using the fundamental approach of “Music Care”, empowering all caregivers, formal and informal, musicians and non-musicians, to use music to improve quality of life and care. Section Two presents only high-level results of the study focused on using music care to reduce resident isolation and loneliness. Section Three draws on the results from the study reported in Section Two to inform the potential and path to the future of music optimization in any healthcare setting.

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Hudáková, Jana, und Eva Králová. „11. Creative Interdisciplinary Math Lessons by Means of Music Activities“. Review of Artistic Education 12, Nr. 2 (01.03.2016): 290–96. http://dx.doi.org/10.1515/rae-2016-0035.

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Abstract The goal of the paper is to introduce the project Comenius “EMP-Maths”, entitled ‘Providing Mathematics with Music Activities’, in which seven European countries took part. The key chapter is devoted to music activities that Slovak team integrated in the school subject of Mathematics. Music activities were selected and designed in accordance with the content of school subject Mathematics. To each particular theme the project solvers designed methodologies and didactic musical games, contests, music and drama exercises. The authoresses illustrate in detail one example of this integration which was presented during the meeting of 7 European countries in Barcelona in January 2015. Their illustration refers to interconnection of cognitive, affective, and psychomotor goals of both school subjects to develop musical and mathematical abilities of 11 – 12 year old elementary school pupils.

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Tejada, Jesús, und Tomás Thayer Morel. „Design and validation of a music technology course for initial music teacher education based on the TPACK framework and the project-based learning approach“. Journal of Music, Technology and Education 12, Nr. 3 (01.12.2019): 225–46. http://dx.doi.org/10.1386/jmte_00008_1.

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This project outlines a design for, and presents an evaluation and validation of, an information and communication technology (ICT) training course on an initial teacher education programme for pre-service music teachers at a Spanish University. The primary objective was to improve initial teacher education in music technology through a course design with two key components: (1) constructivist learning through collaborative projects (PBL) and (2) the technological pedagogical content knowledge (TPACK) integration framework. The course saw students carry out four real-life projects, three of which involved the elaboration of educational material through the exclusive use of musical technology, and one of which involved an ICT research project. Results were obtained through an end-product evaluation and a self-assessment questionnaire and indicated that the course was well received and highly valued by the participants. In their self-assessment responses, students spoke of the academic value of the course, a confidence in their own skills, their willingness to use ICTs in future teaching contexts, the importance of ICTs in their degree programme, the fact that the course surpassed their expectations in terms of achievement (a fact corroborated through data triangulation in the end-product evaluation) and the transferability of the knowledge acquired to the music classroom. Finally, they provided suggestions for potential improvements to the course.

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Zoran, Amit, Seppo O. Valjakka, Brian Chan, Atar Brosh, Rab Gordon, Yael Friedman, Justin Marshall et al. „Hybrid Craft: Showcase of Physical and Digital Integration of Design and Craft Skills“. Leonardo 48, Nr. 4 (August 2015): 384–99. http://dx.doi.org/10.1162/leon_a_01093.

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This article introduces the Hybrid Craft exhibition, positioning 15 hybrid projects in the context of today’s Maker culture. Each project demonstrates a unique integration of contemporary making practice with traditional craft. The presenters in the show represent a wide range of professional backgrounds: independent makers, students and teachers, designers associated with research institutes, and commercial organizations. The background of Hybrid Craft, the makers and their works, including tool-making, jewelry, bowl-making and interactive design, are presented. The discussion focuses on integrating human skill and design to introduce a diverse portfolio of technologies used in this hybrid making process.

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Mussagulova, Gulmira, und Zulfiya Kassimova. „The integration of cultures: music of the people of Kazakhstan“. Central Asian Journal of Art Studies 6, Nr. 1 (31.03.2021): 54–68. http://dx.doi.org/10.47940/cajas.v6i1.353.

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The article is devoted to the consideration and study of the creativity of the most prominent representatives of the musical art of national ethnic groups, the role of the Assembly of the People of Kazakhstan, the identification of various criteria for the relationship of ethnic groups living in the territory of the Republic of Kazakhstan, the peculiarities of their life, way of life, spheres of life, their relationship and views on the modern State, created by the first President of the Republic of Kazakhstan – Nursultan Nazarbayev. The core of the projects completed in the period from 2012 to 2017 includes not only historical facts and materials found from the State Archives, Central Scientific Library and the National Library of the Republic of Kazakhstan, but also an overview of active participation in many events related to the Assembly of the People of Kazakhstan, to the 20th and 25th anniversaries of the Assembly of the People of Kazakhstan, associated with the considered ethnocultural centers and representatives of certain ethnic groups. Through the media, participation in international scientific and practical conferences, previously unknown facts of the studied ethnic groups were highlighted, and their relationship with the main population of the republic, their contribution to the multinational culture of Kazakhstan, which in turn confirms the prudent, orderly, and wise policy of Elbasy (The Head of the State). The authors use the following methods in the study: historical-chronological, source study, analytical, comparative, and interviewing. Since 2012, in Kazakh musicology, the musical heritage of ethnic groups inhabiting Kazakhstan has been studied. A unique opportunity for a full-fledged study of their work is presented thanks to the activities of the Assembly of the People of Kazakhstan and systematic state policy, under the leadership of the First President. In 2017, the second book, entitled "The Historical Significance of the Assembly of the People of Kazakhstan in Interethnic Cultural Integration", was published, which became a fruitful result of the research project in 2015–2017. This book is a kind of continuation of the series, which began in the previous collective monograph "The Musical Art of the People of Kazakhstan", which was published at the end of 2014 and has undergone extensive testing not only among professionals, but also among fans of the musical culture of multinational Kazakhstan. Such research projects, which were not previously carried out in the domestic humanitarian science, are significant and in demand, since before their appearance in domestic musicology there were only separate reports on the activities of cultural centers, articles in the media and on Internet sites, a brief analysis of the work of specific masters in publications devoted to the study of the history of musical art of numerous national cultures. They give only fragmentary ideas about the art of the ethnic groups in question. The relevance and insufficient elaboration of these problems served as the basis for the study "The historical significance of the Assembly of the People of Kazakhstan in interethnic cultural integration", carried out by the Department of Musicology of the M. Auezov Institute of Literature and Art of the Committee of Science of the Ministry of Education and Science of the Republic of Kazakhstan. The implementation of such a complex and significant topic for the national musical art, coverage of the activities of large cultural centers of different ethnic groups, and much more makes it possible to determine the contribution of each of them to the history of Kazakhstan's development and outline ways to preserve the traditional folklore heritage and identity. In this regard, these projects are relevant and socially and politically significant at the state level.

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Carnà, Katiuscia. „Dance and Music in the Bangladeshi Diaspora in Italy. The Identity Links forged by Musical Education“. Studia Migracyjne – Przegląd Polonijny 46, Nr. 3 (177) (2020): 101–12. http://dx.doi.org/10.4467/25444972smpp.20.033.12597.

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The purpose of this project was to investigate, as part of an explorative-type research project, whether art – in this case music and dance – can act as a tool capable of favouring social integration within modern intercultural and multi-religious social contexts, while, at the same time, fostering cohesion between the members of Italy’s largest Bangladeshi community, that of Rome. The researcher chose a qualitative methodological approach, grounded in participant observation of social, political Bangladeshi events and religious Festivals held in Rome, as well as investigation of lessons in singing, instrumental music and private dancing lessons conducted by the Sanchari Sangeetayan School and promoted by the new generations of Bangladeshi resident in Rome.

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Borisova, Elena N., und Nataliya V. Letkina. „English for Professional Communication: A Project-Based Approach to Teaching University Students (a Case Study of Music Students)“. Integration of Education 23, Nr. 4 (31.12.2019): 607–27. http://dx.doi.org/10.15507/1991-9468.097.023.201904.607-627.

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Introduction. One of the ultimate requirements for the successful integration of any specialist to the international market is his/her language skills. However, the current educational system often lacks streamlined techniques meeting challenges of dynamically changing sociocultural and professional settings, especially, when it comes to communication, field-specific terminology and self-development opportunities. The article dwells on project-based learning at universities in view of English for Professional Purpose. The aim of this paper is to specify some aspects of the project-based approach related to project content and structure, as well as to discover some of its advantages in the English for Professional Purpose-context. Materials and Methods. The research was carried out at the Gnesins Russian Academy of Music, its participants having exceeded 500 students from eight faculties and amounted to 40 educators teaching different disciplines. The following methods were used to specify the ways to university enhance students’ English language skills through project-based learning: analysis and synthesis to study research and methodical literature at Stage 1; survey (interviews, questionnaires) to work with at Stage 2 – getting students and teachers prepared for project-based activities; comparative analysis and description to deal with at Stage 3, related to integrating project-based learning into educational and sociocultural environment, and supervision to deal with Stages 2, 3 and to fix the results. The learning material comprised items for developing students’ speaking, reading, listening and writing skills. Results. The research findings include project content-and-structure-related aspects involving such factors as time, duration, form, type, activities, context and related fields. The authors also brought into the spotlight some advantages for more efficient professional training, namely, an increase in student motivation and readiness for successful communication, proper understanding and use of field-specific terms, as well as extending the range of self-development opportunities. Discussion and Conclusion. The project-based approach in the English for Professional Purpose context creates new opportunities for students to learn to interact with others on an international scale in the realworld circumstances. The article is intended for English language educators and learners worldwide seeking to enrich mixed group experience by doing creative projects wit h real-world outcomes.

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Monacchi, David. „Fragments of Extinction: Acoustic Biodiversity of Primary Rainforest Ecosystems“. Leonardo Music Journal 23 (Dezember 2013): 23–25. http://dx.doi.org/10.1162/lmj_a_00148.

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This paper describes the conceptual origins and development of the author's ongoing environmental sound-art project Fragments of Extinction, which explores the eco-acoustic complexity of the remaining intact equatorial forests. Crossing boundaries between bioacoustics, acoustic ecology, electroacoustic technology and music composition, the project aims to reveal the ordered structures of nature's sonic habitats, define a possible model of compositional integration and make the outcome accessible to audiences to foster awareness on the current “sixth mass extinction.”

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Dissertationen zum Thema "Music integration project"

Granat, Nina. „''Ämnesintegrerade projekt är kul, men...'' : En studie om hur musiklärare erfar samarbete med andra ämneslärare i kulturskolan“. Thesis, Karlstads universitet, Institutionen för konstnärliga studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72319.

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Syftet med studien är att få insikt i hur musiklärare i kulturskoal erfar ämnesintegrerade projekt samt hur inkluderingsarbete kan främjas av sådana projekt. För att kunna uppnå detta syfte utgår studien från följande forskningsfrågor: Vilka erfarenheter har musiklärare av ämnesintegrerade projekt i kulturskolan? Och i vilken utsträckning upplevs ämnesintegrerade projekt kunna påverka inkluderingsarbete i kulturskolan? Studiens kunskapsteoretiska utgångspunkt är interpretativism och den vetenskapsfilosofiska utgångspunkten fenomenologi. För att uppnå syfte och svara på frågeställningarna har semistrukturerade intervjuer gjorts med tre musiklärare som arbetar på varsin musik- eller kulturskola i Sverige. Resultatet presenteras i två övergripande teman. Teman är Resurser för och motivation till kreativt arbete samt social interaktion. I resultatet framkommer många likheter i de intervjuade musiklärarnas utsagor vilka till stor del handlar om en positiv inställning till utförandet av ämnesintegrerade projekt och främjandet av inkluderingsarbete i musik- och kulturskolan. Möjligheten och motivationen till att vilja utföra projekt skiljer sig däremot åt mellan musiklärarna vilka bland annat påverkas av tillgång till resurser och samarbete mellan kollegor.
The purpose of this study is to get a view of how music teachers in the Swedish music schools experience projects where different art subjects are integrated with each other and to see if these projects can facilitate that more people get included in these schools. In order to achieve this purpose, the study is based on the following research questions: In what ways does music teachers experience subject integrated projects in the Swedish music schools?, In what way can subject integrated projects facilitate that more people get included in the Swedish music schools according to music teachers? The theoretical foundation of the study is interpretivism and the philosophical perspective is phenomenology. Semi-structured interviews were conducted with three music teachers whom where all working in one music school each. The result is presented in two overall themes. Resources and motivation for creative work is the first theme. The second theme is Social interaction. The result reveal that the experience the music teachers describes when it comes to subject integrated projects and the work with including more people to the music schools are quite similar too each other. The experience is however different within the teachers answes when it comes to the possibility and the motivation to participate or lead a subject integrated project. The result reveal that possibilities and motivation is affected by resources and the cooperation in between colleges.

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Mefford, Rebecca Dunn. „Integrating music into the second grade curriculum“. CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1065.

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Curran, Sara. „'Why aren't we doing more with music?' : an exploration of two integrative mainstream-special school music projects“. Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6622/.

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Secondary school music curricula often alienate young people because of the disjuncture between their experiences of music outside and inside school (Spruce and Matthews, 2012). Music also continues having to justify its place in many secondary schools (Philpott, 2012). Offering ideas to expand music educational thinking and increase its social relevance, this research explores two secondary mainstream-special school integrative musical projects using the theoretical framework of ‘musicking’ (Small, 1998), which asserts the centrality of relationships in any form of musical performance. Using two case studies, the relationships between teacher and pupil participants are explored. Small makes no mention of musicking in the context of children with special educational needs, and this study extends his ideas by developing the notion of an inclusive form of musicking in secondary music education, achieved through the musical integration of mainstream pupils with their special school peers whose verbal communication is severely limited. The self-efficacy of participating teachers is considered an important contributing factor to the projects’ perceived success, enhancing or limiting the likelihood of their application in other secondary educational contexts. Possible ways of augmenting the self-efficacy of teachers from both settings are offered, together with suggestions for future research in this field.

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Vazquez, Olga M. „An investigation of the teaching practices of music teaching artists participating in four selected elementary school arts integration projects“. Thesis, Florida Atlantic University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3647572.

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This mixed methodology study investigated the arts integration practices of music teaching artists participating in four selected elementary school arts integration projects in the United States. This study also explored the possibility that music teaching artists’ formal education, arts integration training and professional development, and their own attitudes as well as different stakeholders’ attitudes about arts integration and music education impacted their arts integration practices. The explanatory two-phase design of this study began with the collection and analysis of quantitative data and was followed by the collection and analysis of qualitative data, thus connecting the results from the former to those from the latter. The quantitative data provided information for purposefully selecting the interview participants who provided the qualitative data collection in phase two.

The data gathered in this study indicate that the music teaching artists shared similar beliefs about arts integration but that they believed their school leaders’ goals and objectives differed from their own. The data also provided evidence for concluding that the music teaching artists believe that the most successful arts integration projects are those that are collaborative partnerships between an arts specialist or classroom teacher and a teaching artist. A unexpected finding in this study was the teaching and exploration of sound in arts integration projects team taught between a sound teaching artist,–some without musical backgrounds or formal training–a music teaching artist, and a classroom teacher.

The statistical analysis in this study regarding the degree to which formal education, arts integration professional development and training, music teaching artists’ attitudes about arts integration, and the beliefs held by music teaching artists regarding school leaders’ and their arts organization’s administrators’ attitudes about arts integration were predictors of the arts integration practices as self-reported by music teaching artists produced results that were non-significant.

The content analysis of curriculum documents and student products submitted by the study participants revealed information to support the findings from the interview and survey data.

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Costa, Luís Filipe Castro Monteiro da. „Projecto Música para todos: Orquestra Juvenil da Bonjóia: a condição Humana“. Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/16923.

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Mestrado em Ensino de Música
O Projecto Música para Todos estende a música a crianças de todas as realidades sociais, tendo a sua máxima concretização na Orquestra Juvenil da Bonjóia. Esta, por sua vez, assume-se como uma ferramenta que representa um ponto de passagem da música para uma multidisciplinariedade que engloba valores de cidadania, responsabilidade, reconhecimento da legitimidade do outro e o reforço pessoal. Trataremos de desenhar um percurso, mapeando reflexões e conclusões sobre este projecto. Um modelo para o futuro, que preserva a individualidade, numa luta pela inteligência e pensamento individuais com valor numa força colectiva.
The Project Music for All has the goal to extend music to children of all social realities, culminating in the Orquestra Juvenil da Bonjóia. This is assumed as a tool that represents a waypoint from music to a multidisciplinary that encompasses the values of citizenship, responsibility, recognition of the legitimacy of the other and personal reinforcement. We will be mapping reflections and conclusions on this project. A model for the future, preserving the individuality, fighting for our individual intelligence and thinking with value in collective forces.

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Gajdová, Magdalena. „Hudební činnosti v mezinárodních mateřských školách v Praze“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446300.

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This work analyses music activities of English-speaking children of pre-school age, attending international schools in Prague, following the British Curricula. The goal of this work is to develop and to validate teaching materials of musical activities, supporting children with different native languages from the language of the teaching material, those in transition period, and those with communication barriers, and to offer concrete implementation strategies for teachers of music in both Czech and international schools. The theoretical part compares Czech and British music curricula for pre-school children. It defines terms such as transition period and describes its course in Czech and international environments. Furthermore, it addresses the role of music during this stage of development and explains the concepts of project-based learning and music integration project. As theoretical underpinning for the practical portion, the work offers detailed discussion of musical factors, syllabic structure both in English and Czech language, and the variations in interpretation of musical fairy tales. The practical part describes the goals, methods, and procedures of the action research focused on the implementation of the musical fairy tale in Czech and English, as well as reflection and evaluation of...

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Šandová, Pavla. „Tvorba hudebně pohybových choreografií pro děti předškolního věku s využitím vlastní didaktické pomůcky“. Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-349387.

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Master's thesis addresses the implementation of didactic tool to musical movement activities of preschool children in kindergarten with respect to the integrative nature of education. The first part of the thesis is covering theoretical side of the important aspects of child development at the age of five to six years. Further it deals with the specifics of the development of musicality in preschoolers, especially focusing on instrumental side of the music. It highlights the musical creativity that flows from the principles of Orff School. Musical creativity is one of the objective of the thesis second, practical part. Here thesis research music educational project whose main component is a methodical set Cup Song that contains suggestions for practical usage. Experiment, observation and structured interview are used as methods of research that is focused on verification of the Cup Song impact on a musical and personal development of the child. KEYWORDS Music, musical abilities, preschool age child, musical instruments, integration, project, Cup Song, instrumental activity, creativity, rhythm, song, experience, Orff School.

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Michenková, Markéta. „Pohádka jako hudebně integrativní projekt pro předškolní děti a jejich rodiče (tvorba, ověřování, metodické náměty do praxe)“. Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-344353.

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Author's fairy tale with a musical theme as a means to improve cooperation and kindergarten is the main aim of the thesis. The musical development of the child until the end of the preschool age and its subsequent response opens the theoretical part, musical ability - characteristics, creativity, integration of musical abilities, integrative design, and creative dramatics conclude the theoretical part, which will be followed by a practical part. The practical part will consist of architectural scenario where a subsequent analysis of the Copyright scenarios, questionnaires, interviews and observations will serve as a result of the thesis.

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Bücher zum Thema "Music integration project"

Burns, Amy M. Using Technology with Elementary Music Approaches. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190055646.001.0001.

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Using Technology with Elementary Music Approaches is a comprehensive guide to how to integrate technology into the popular elementary music approaches of Dr. Feierabend’s First Steps, Kodály, and Orff Schulwerk. It also includes ideas of integrating technology with project-based learning (PBL). It is written for elementary music educators who want to utilize technology in their classrooms, or possibly fear using technology but are looking for ways to try. It can be used by new teachers, veteran teachers, teachers with very limited technology, teachers with 1:1 devices in their music classroom, and undergraduate and graduate students. Edited and authored by Amy M. Burns, this book contains ideas, lessons, a supplemental website for resources, and examples that are field-tested and utilized in her own elementary music classroom. Burns has successfully integrated technology into her elementary music classroom for over two decades. She is a sought-after presenter and keynote speaker for integrating technology into the elementary music classroom and has written three additional books and numerous articles on the subject. She has also won four music education awards at state and national levels. In addition, the summary of each approach was written by four excellent elementary music educators and experts in the approaches: Dr. Missy Strong (Feierabend), Glennis Patterson (Kodály), Ardith Collins (Orff Schulwerk), and Cherie Herring (project-based learning (PBL) with music technology).

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Avila, Jacqueline. Cinesonidos. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190671303.001.0001.

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Cinesonidos: Film Music and National Identity During Mexico’s Época de Oro is the first book-length study concerning the function of music in the prominent genres structured by the Mexican film industry. Integrating primary source material with film music studies, sound studies, and Mexican film and cultural history, this project closely examines examples from five significant film genres that developed during the 1930s through 1950s. These genres include the prostitute melodrama, the fictional indigenista film (films on indigenous themes or topics), the cine de añoranza porfiriana (films of Porfirian nostalgia), the revolutionary melodrama, and the comedia ranchera (ranch comedy). The musics in these films helped create and accentuate the tropes and archetypes considered central to Mexican cultural nationalism. Distinct in narrative and structure, each genre exploits specific, at times contradictory, aspects of Mexicanidad—the cultural identity of the Mexican people—and, as such, employs different musics to concretize those constructions. Throughout this turbulent period, these tropes and archetypes mirrored changing perceptions of Mexicanidad manufactured by the state and popular and transnational culture. Several social and political agencies were heavily invested in creating a unified national identity to merge the previously fragmented populace owing to the Mexican Revolution (1910–ca.1920). The commercial medium of film became an important tool in acquainting a diverse urban audience with the nuances of national identity, and music played an essential and persuasive role in the process. In this heterogeneous environment, cinema and its music continuously reshaped the contested, fluctuating space of Mexican identity.

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Buchteile zum Thema "Music integration project"

Challis, Di. „The Music Room“. In Authentic Learning Environments in Higher Education, 34–47. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-594-8.ch003.

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To explore the synergies of an integration of the conceptual and practice worlds, this chapter draws on part of an Australian Committee for University Teaching and Staff Development funded project for students of architecture and construction. Composing Architecture — The Music Room, involved 74 second-year students at an Australian university. The case study is used as an illustration of curriculum design, including assessment aimed at creating learning experiences that were purposeful, rich in their complexity, and mirrored the demands of a profession fostering development in a supportive environment. To support this aim the elements of the music room project were tested against proposed criteria for authentic learning. While recognising the differing views of scholars and challenging some claimed attributes, the case study indicates that, irrespective of discipline, there are some fundamental shared understandings of what an authentic learning environment entails.

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Westrup, Laurel. „Spike Jonze’s Abbreviated Art of the Suburbs“. In ReFocus: The Films of Spike Jonze, 231–47. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474447621.003.0013.

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The Suburbs project with Arcade Fire brings together many aspects of Jonze’s oeuvre: the poetry of motion he developed in his early work as a skateboarding videographer, the naturalistic work with non-actors that he developed in his documentary work, and the close integration of lyrics and visuals that he developed in his work as a music video director. This essay considers the elliptical audiovisual storytelling that Jonze has mastered in a career spanning disparate filmmaking modes. Westrup proposes that Jonze’s work with Arcade Fire envisions a more holistic melding of music, imagery, and narrative that is fluid and polysemic.

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Longo, Shawna. „How Should Learning through STEM and Music Be Assessed?“ In Integrating STEM with Music, 28–34. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197546772.003.0003.

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This chapter gives guidance on how STEM and Music should be assessed in the classroom for any grade-level band. When we find new opportunities to integrate content, we find new opportunities to align standards, and thus assess learning based on those standards in a new or improved way. By forming assessment through standards-based research and development, when paired with high-quality rubric formation, STEM and Music can be made even into more of an authentic integration. Reading this chapter will assist with seeing how instructional plan assessments are developed and how teachers can develop their own assessments for any projects that are inspired or assisted with the materials in this overall book.

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Mericka, Kirsten. „LipDub: a technology-enhanced language learning project with music“. In Innovative language teaching and learning at university: integrating informal learning into formal language education, 59–65. Research-publishing.net, 2018. http://dx.doi.org/10.14705/rpnet.2018.22.776.

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Huang, Hsin-chou. „The Effects of Video Projects on EFL Learners' Language Learning and Motivation“. In Computer-Assisted Language Learning, 1788–807. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch086.

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This study examined the language learning and motivational and effects of a video project, including students' perceptions of the processes, and the impact of peer evaluations. Forty-three intermediate EFL learners in Taiwan communicated their thoughts in multimodal formats by producing a video that involved searching online materials and integrating music and pictures to illustrate their ideas. Results from a one-way ANOVA showed that the language learning effects were more obvious in the low proficiency group than in the high proficiency one. Results from t-test analyses of pre- and post- motivation questionnaires showed that students increased their learning motivation, and interview data showed that students felt that making videos boosted their confidence and improved their technological capability. An examination of peer assessments of videos showed that they promoted peer learning and encouraged self-reflection. This study's findings support the adoption of video projects with lower proficiency students in order to stimulate language production.

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Butscher, Stephan A., Frank Luby und Markus B. Hofer. „Strategic Success Factors for Selling Content Online“. In Strategies for Generating E-Business Returns on Investment, 187–208. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-417-0.ch009.

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In this chapter the authors provide an overview of strategic success factors for sustainable and profitable business with online content. Based on the practical experience of the authors gained in numerous consulting projects in this field, the chapter reveals that business success will depend fundamentally on the providers’ ability to develop compelling and convenient new content forms of high quality that are easy to find and to buy. Another key factor is a sound integration of the product “content” in the overall business model, including realistic expectations regarding revenue streams. Furthermore, the conquest of new target markets is essential. Finally, they need to develop a sophisticated pricing strategy. The practical implications of the identified strategic success factors are illustrated by means of the case study, Selling Music Online, and are summarized in concrete action guidelines.

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Konferenzberichte zum Thema "Music integration project"

Arrington, Nancy McBride. „Examining Preservice Teachers’ Self-Efficacy for Enhancing Literacy of Diverse Learners through Music“. In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5415.

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The sense of efficaciousness for teaching diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. Both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers’ self-efficacy in pre-post ratings analysis and indicated that this project contributed to their efficacy for meeting needs of diverse learners in the elementary classrooms. The pre-service teachers demonstrated proactive classroom management and reflected upon their students’ increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners, potentially contributing to a positive impact on their future performance. Additionally, this project emanated Scholarship of Teaching and Learning by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education. Keywords: Self-Efficacy, Diverse Learners, Music Integration, Scholarship of Teaching and Learning

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Gadelha, Bruno, Thaís Castro, Rosiane De Freitas, Edna Cardoso und Hugo Fuks. „Colaboração e Interação em Contextos Não Convencionais: aplicações e instalações artísticas e de entretenimento“. In XVII Simpósio Brasileiro de Fatores Humanos em Sistemas Computacionais. Sociedade Brasileira de Computação (SBC), 2018. http://dx.doi.org/10.5753/ihc.2018.4233.

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This paper presents an investigation that has been developed at the Federal University of Amazonas through projects involving concepts of collaborative systems(CS) and humancomputer interaction (HCI) in artistic-cultural and entertainment events scenarios. In the artistic scene, there have been projects involving music and interaction through sounds. In the scenario of large entertainment events involving crowds, the projects consider issues such as engagement, interaction and collaboration. In these unconventional contexts the importance of the integration between the SC and IHC areas is observed in order to achieve relevant results to change the behavior of the audience aiming at an active, participatory and interactive attitude in the field of the arts and entertainment for the crowds.

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