Journal articles on the topic 'Degree Discipline: Music Therapy'
To see the other types of publications on this topic, follow the link: Degree Discipline: Music Therapy.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Degree Discipline: Music Therapy.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Carlson, Emily, and Ian Cross. "Reopening the Conversation Between Music Psychology and Music Therapy." Music Perception 39, no. 2 (December 1, 2021): 181–201. http://dx.doi.org/10.1525/mp.2021.39.2.181.
Full textAbstract:
Although the fields of music psychology and music therapy share many common interests, research collaboration between the two fields is still somewhat rare. Previous work has identified that disciplinary identities and attitudes towards those in other disciplines are challenges to effective interdisciplinary research. The current study explores such attitudes in music therapy and music psychology. A sample of 123 music therapists and music psychologists answered an online survey regarding their attitudes towards potential interdisciplinary work between the two fields. Analysis of results suggested that participants’ judgements of the attitudes of members of the other discipline were not always accurate. Music therapists indicated a high degree of interest in interdisciplinary research, although in free text answers, both music psychologists and music therapists frequently characterized music therapists as disinterested in science. Music therapists reported seeing significantly greater relevance of music psychology to their own work than did music psychologists of music therapists. Participants’ attitudes were modestly related to their reported personality traits and held values. Results overall indicated interest in, and positive expectations of, interdisciplinary attitudes in both groups, and should be explored in future research.
2
Manrique, Inés López. "Art education and sensitive tolos innovation project in the training of early childhood education teachers." Linguistics and Culture Review 5, S3 (November 11, 2021): 794–805. http://dx.doi.org/10.21744/lingcure.v5ns3.1728.
Full textAbstract:
This paper shows the experience developed in the compulsory subject Expression Laboratory of the 4th year of the Early Childhood Education Teaching Degree at the University of Oviedo within the Innovation Project Art Education and Sensitive Tools for Early Childhood Education (PINN-20-A-056). An optional project that was developed online during the first term of 2020-2021. It was developed in a stressful situation for the students, an educational context of distance learning, in which they felt stress and pandemic fatigue (Covid-19), with the additional disadvantage of not having common physical spaces in which to develop the artistic work of the subject in a context of didactics for Early Childhood Education. The objective was to integrate activities related to sensory stimuli and the well-being of people through the Visual Arts. To this end, a group of N=115 pupils were given the tools of art therapy and other disciplines. With a qualitative methodology, through semi-structured interviews, activities and questionnaires, the results were measured. The results are considered to have been positive, with an increase in motivation towards Art Education subjects. In conclusion, Art Therapy, Music Therapy and Mindfulness generate moments of relaxation and reduce anxiety in students.
3
Falfushynska, Halina I., Bogdan B. Buyak, Grygoriy M. Torbin, Grygorii V. Tereshchuk, Mykhailo M. Kasianchuk, and Mikołaj Karpiński. "Enhancing digital and professional competences via implementation of virtual laboratories for future physical therapists and rehabilitologist." CTE Workshop Proceedings 9 (March 21, 2022): 355–64. http://dx.doi.org/10.55056/cte.125.
Full textAbstract:
Being popular world-wide, virtual laboratories enter into different fields of education and research and practitioners have to be responsible for choosing the most suitable and then adapt them to particular field. The aim of the present work was to assess the effectivity of the implementation of Praxilab, Labster, and LabXchange virtual laboratories as the powerful digital tool into teaching protocols of “Clinical and laboratory diagnostics” discipline for physical therapists and rehabilitologist. We have carried out the online survey for 45 students enrolled in physical rehabilitation degree program. About 70\% surveyed students reported that implementation of virtual laboratories in “Clinical and laboratory diagnostics” discipline met individual learning needs of students, helped acquired digital skills (25\%), and supported them to stay ahead of the curve. The virtual lab applications, not only assisted harness students fair against lack of practical skills, but also brought about a new dimension to the classes and helped overcome digital alienation and gain their digital skills and abilities. Indeed, a virtual lab can’t completely replace the experimental work and teacher’s explanation, but it might support teaching activities of a modern mentor and learning activities of a modern student. Almost all of surveyed students (82\%) expected that in near future the virtual laboratories would take the dominant place in the education market due to possibility of students’ pre-train the key points of practical activities before real experiments in lab and better understand their theoretical backgrounds. Thus, this study is intended to contribute to utilization of virtual labs by students enrolled in study physical therapy/physical rehabilitation with expected efficiency.
4
Orieščiková, Helena. "Music therapy or music philetics in school?" Kultura - Przemiany - Edukacja 8 (2020): 162–73. http://dx.doi.org/10.15584/kpe.2020.8.11.
Full textAbstract:
The paper is focused on explaining the concepts of music therapy and music philetics at school. Music philetics is defined as an artistic - pedagogical discipline with a very close relationship with music therapy. It tries to create his own, new ways, procedures with the basis in music therapy, but require a different procedure and approach within the implementation. Music philetics is a newly emerging discipline standing on the border of music education and music therapy. It is beneficial in schools where teachers use different working methods with music, rhythm, and voice. The text deals with comparing concepts and explanations of the primary missions of both music therapy and music philetics in the educational process.
5
Ansdell, Gary. "Talking about Music Therapy." British Journal of Music Therapy 10, no. 1 (June 1996): 4–16. http://dx.doi.org/10.1177/135945759601000102.
Full textAbstract:
This paper is designed as an introduction to a projected series on aspects of the meta-theory of music therapy. In common with pyschoanalysis (Mitchell 1993) and art therapy (Henzell 1995), music therapy inquiry is seeing an evolving reflexive trend which examines in several ways the nature of theory in the discipline — in order to clarify, contextualise and critically evaluate past and current trends (Aldridge 1990, 1993b; Aigen 1991, 1995; Ruud 1988). In the case of music therapy, meta-theory typically seeks to uncover the relationships between three domains: what music therapists do (praxis); what they say (discourse); and what they know (epistemology). This paper takes discourse as the starting-point and makes an introductory study of the nature of talking about music therapy. It centres its investigation on a simple qualitative-style experiment in which a group of listeners (of varying musical and music therapy experience) identify and describe a taped excerpt of music therapy. The results of this experiment are used to form the basis of a discussion about several commonly expressed ‘language problems’ in music therapy: the need for a ‘common language’; the verification of clinical data; describing musical behaviour and the boundary between description and interpretation.
6
Escudé, Nuria, and Fabrizio Acanfora. "Music and Medicine in Spain: History and New Developments of a Growing Discipline." Music and Medicine 10, no. 1 (January 25, 2018): 45. http://dx.doi.org/10.47513/mmd.v10i1.600.
Full textAbstract:
The strong link between music and medicine has been documented in Spain since the 17th century, showing that the therapeutic effects of music have been known for centuries. The development of music therapy as a scientific, independent discipline on the Iberian Peninsula begins in the 1960s due to the pioneering work of Serafina Poch. Since then, the interest in music and medicine both by specialists and public has constantly increased. Nowadays, music therapy is taught in public universities and private institutions, and a growing number of health care and educational centers is implementing music therapy projects each year, producing also an increase in the research on the subject. A sore point, which we hope can be resolved soon, is that music therapy in Spain has not yet been recognized with an official title and as an independent profession, leading to fragmentation of the field and leaving the door open to professional intrusion. Keywords: music therapy, music medicine, Spain.
7
Kwan, Melanie, Ng Wang Feng, Christal Chiang, Hui Ming Ming Loi, Evelyn Lee, Ashley Spears, Lee Peng Patsy Tan, and Audrey Ruyters-Lim. "Developing Music Therapy as a Professional Allied Healthcare Discipline: The Task Ahead for the Association for Music Therapy, Singapore." Music and Medicine 6, no. 1 (June 22, 2014): 25. http://dx.doi.org/10.47513/mmd.v6i1.149.
Full textAbstract:
The founding of the Association for Music Therapy, Singapore (AMTS) in September 2007 marked a new chapter in the formalization of the profession in Singapore. Although music therapy (MT) had been available locally since 1963, it took another forty-four years to gather eleven pioneering members together in order to establish a professional society. In the ensuing six years, AMTS' efforts to create awareness via annual MT Days and themed symposium workshops have increased visibility for the field of music therapy. The purpose of this paper, then, is to detail the historical background, current challenges and future directions of music therapy in Singapore.
8
Lim, Jiyeon. "What do music therapists experience in their first music therapy degree programs?" Nordic Journal of Music Therapy 25, sup1 (May 30, 2016): 139–40. http://dx.doi.org/10.1080/08098131.2016.1180179.
Full text
9
Iwamasa, Dawn A. "Music Therapy Degree Program Enrollment Trends: What the Numbers Tell Us." Music Therapy Perspectives 37, no. 2 (2019): 196–204. http://dx.doi.org/10.1093/mtp/miz010.
Full textAbstract:
Abstract Music therapy educational programs have expanded since their inception in the 1940s, but no studies have examined the trends regarding enrollment and degree attainment in music therapy. The purpose of this study was to investigate the trends in music therapy undergraduate and graduate program enrollment and degree attainment from 2000 to 2017. Data were collected from the Council of Arts Accrediting Associations’ Higher Education Arts Data Services (HEADS) survey for music therapy and all other music majors’ combined program enrollment and degree attainment. Additionally, data from the National Center for Education Statistics (NCES) were used to compare music therapy and all other combined music major trends with those from all 4-year degree-granting postsecondary institutions. Results indicated that music therapy program enrollment and degree attainment at the undergraduate and graduate levels are growing at a faster pace than all other music majors combined—and at all 4-year degree-granting postsecondary institutions. Economic theories that may explain this phenomenon are discussed, as are implications for future research.
10
Gooding, Lori F., and D. Gregory Springer. "Music Therapy Knowledge and Interest: A Survey of Music Education Majors." Journal of Music Therapy 57, no. 4 (November 9, 2020): 455–74. http://dx.doi.org/10.1093/jmt/thaa020.
Full textAbstract:
Abstract Music teachers play an important role in exposing students to career options in the field of music. As a result, there is a need to explore music education students’ interest in and knowledge of music therapy. The purpose of this study was to investigate music education students’ exposure to, knowledge of, and willingness to promote music therapy as a career option for prospective collegiate students. A survey was given to 254 music education majors from four research institutions, two with and two without music therapy degree programs. Participants answered demographic, yes/no, Likert-type scale, and open-ended questions about their exposure to, knowledge of, and willingness to promote careers in music therapy. Results indicate that exposure to music therapy occurred in both pre-collegiate and college settings, and that music teachers appear to be influential in exposing students to music therapy. Students often sought out information on music therapy independently, which played an important role in how individuals learned about music therapy, though it has the potential of providing misinformation. Significant differences were found in participants’ knowledge and willingness to promote music therapy as a career option based on the presence of music therapy degree programs. Exposure seemed to be a key factor in music therapy knowledge and promotion; thus, music therapists need to ensure accurate dissemination of music therapy-related information in both pre-collegiate and college settings. Increasing the visibility of the field has the potential to expand interest and potentially attract young musicians well suited for a career in music therapy.
11
Harrison, Scott, and Catherine Grant. "Chasing a moving target: perceptions of work readiness and graduate capabilities in music higher research degree students." British Journal of Music Education 33, no. 2 (January 11, 2016): 205–18. http://dx.doi.org/10.1017/s0265051715000261.
Full textAbstract:
Recent efforts to increase workplace readiness in university students have largely centred on undergraduates, with comparatively few strategies or studies focusing on higher research degree candidates. In the discipline of music, a wide diversity of possible career paths combined with rapidly changing career opportunities makes workplace readiness a moving target. Drawing on qualitative and quantitative data from semi-structured interviews, dialogue forums, an online survey and pre-existing literature, this paper explores perceptions of higher degree research (HDR) music students about their work readiness, and critically examines these perceptions against graduate capabilities frameworks. It recommends ways to better prepare HDR music students for life beyond their studies, advocating in particular a more collaborative model of research education than is currently the norm. The findings may help improve the student experience and graduate outcomes among HDR students, both in music and more broadly.
12
Ullsten, Alexandra, Tarja Pölkki, and Claire M. Ghetti. "Parents as nurturing resources: A family integrated approach to music therapy for neonatal procedural support." Music and Medicine 13, no. 2 (April 23, 2021): 99–111. http://dx.doi.org/10.47513/mmd.v13i2.796.
Full textAbstract:
AbstractFamily integrated music therapy approaches may contribute significantly to the prevention and management of procedural pain in infants, and the discipline of music therapy requires more sophistication in understanding how and why. In this perspective article, we advocate for the unique role parents play in neonatal pain management and for the importance of supporting and educating parents to actively engage in music therapy as procedural support. Infant-directed singing can be an apt medium for parents and infants to communicate in affective mutual relationship during painful procedures. Music therapists can collaborate with parents in a way that positions parents as experts and assures they are empowered in their roles. In doing so, music therapy both coordinates with and extends the interdisciplinary team’s initiatives to provide individualized, family integrated developmental care. Neonatal pain research is an interdisciplinary field where music therapy has just started to publish results. Theory development is essential in advancing music therapy research and practice in this field. In our perspective paper, we present the theoretical underpinnings of a family integrated approach to music therapy as neonatal procedural support where parents are the primary (re)sources for nurture and pain alleviation.Keywords: music therapy, parental infant-directed singing, family integrated care, procedural support.
13
Kennedy, R. "A Survey of Guitar Course Offerings in Music Therapy Degree Programs." Music Therapy Perspectives 19, no. 2 (January 1, 2001): 128–33. http://dx.doi.org/10.1093/mtp/19.2.128.
Full text
14
Smith, Jacqueline C. "Hidden in Plain Sight: A Music Therapist and Music Educator in a Public School District." International Journal of Music Education 36, no. 2 (June 19, 2017): 182–96. http://dx.doi.org/10.1177/0255761417712319.
Full textAbstract:
The purpose of this intrinsic case study was to clarify the roles of a music educator and music therapist in a North American public school district. This case was unique because some of the students with special needs received both music instruction and music therapy services, yet there was little collaboration between the two disciplines. In an effort to learn more about each music discipline and to add to the knowledge base of the connections between music education and music therapy I posed four research questions: (1) What were the goals of the music teacher and music therapist for the students in their classrooms? (2) What were the perceptions of the music teacher regarding music therapy services in an educational setting? (3) What were the perceptions of the music therapist regarding student experiences in the music classroom? (4) In what ways did the music therapist and music educator collaborate, or not, to improve outcomes for students with special needs? I found the goals of the educator and therapist in music were unique yet complementary, and clarification of these goals is needed to assist educators who work with students with special needs.
15
López Núñez, Norberto, Ana Myriam Seva Llor, Paula Ruiz Carreño, Guillermo Ramis Vidal, and Laura Martínez Alarcón. "Music therapy as a subject in grade studies in nursing." Enfermería Global 18, no. 3 (June 10, 2019): 455–68. http://dx.doi.org/10.6018/eglobal.18.3.319551.
Full textAbstract:
Introducción: La musicoterapia se entiende por el uso de la música o sus elementos con fines terapéuticos. Su empleo en la enfermería es escaso más allá del uso de la intervención NIC 4400. Objetivo: Conocer y analizar el grado de aceptación por parte de los estudiantes de enfermería ante la posible inclusión de la musicoterapia como asignatura en los programas educativos de los estudios de Grado en Enfermería. Método: Se ha realizado un estudio observacional descriptivo de corte transversal con una muestra n=346 participantes.Resultados: Los resultados muestran que el 93,93% de los alumnos sí incluirían la musicoterapia como una asignatura Optativa en los estudios de Grado en Enfermería, haciendo uso de ella en su futuro profesional. Introduction: Music therapy is understood by the use of music or its elements for therapeutic purposes. Its use in nursing is scarce beyond the use of the NIC 4400 intervention. Objective:The research aims to know and analyze the degree of acceptance by nursing students regarding the possible inclusion of music therapy as a subject in the educational programs of the Nursing Degree studies.Method: A cross-sectional, observational, descriptive study was carried out with a sample of n=346 participants. Conclusion: The results show that 93.93% of the students did include music therapy as an optional subject in Nursing Degree studies, making use of it in their professional future.
16
Iwamasa, Dawn, and Austin C. Thorn. "Price of Attending Universities with AMTA-Approved Undergraduate Music Therapy Degree Programs." Dialogues in Music Therapy Education 2, no. 1 (January 13, 2022): 1–27. http://dx.doi.org/10.18060/25405.
Full textAbstract:
The purpose of this study was to analyze tuition, student loan, and Pell Grant data from universities with AMTA-approved undergraduate music therapy degree programs. Data from the College Insight Tool was used to collect data on average tuition and fees, average loan debt of graduates, percentage of graduates with debt, and percentage of students who received a Pell Grant from four-year institutions offering an undergraduate music therapy degree during the 2016-2017 academic year. Results indicated that tuition and fees were slightly higher at public universities and slightly lower at private institutions than national averages. The data also suggested that students who attended schools with music therapy programs were more likely to have student loan debt. Percentages of Pell Grant recipients were similar to national averages, indicating similar representation of low- to middle-income students. Regional data suggested that the Southeast region was the least expensive area of the country for tuition and fees, and among the lowest for student loan debt. The inverse was found for schools in the Great Lakes region where student loan debt was among the highest. More research is needed to better understand the implications of student loan debt on the education, long-term financial security, and career choice for professional music therapists.
17
Zhang, Qi-Liang, Ning Xu, Shu-Ting Huang, Ze-Wei Lin, Liang-Wan Chen, Hua Cao, and Qiang Chen. "Music Therapy for Early Postoperative Pain, Anxiety, and Sleep in Patients after Mitral Valve Replacement." Thoracic and Cardiovascular Surgeon 68, no. 06 (June 30, 2020): 498–502. http://dx.doi.org/10.1055/s-0040-1713352.
Full textAbstract:
Abstract Background To investigate the effect of music therapy on early postoperative pain, anxiety, and sleep quality in patients after mechanical mitral valve replacement (MVR). Methods A total of 222 patients undergoing mechanical MVR were divided into two groups: the music group and the control group. The patients in the music group received 30 minutes of music therapy every day, whereas the patients in the control group had 30 minutes of quiet time. The visual analogue scale (VAS) was used to evaluate the degree of pain, and the Self-Rating Anxiety Scale (SAS) was used to evaluate the degree of early postoperative anxiety. We also recorded the sleep duration of the patients and used the Verran and Snyder-Halpern (VSH) Sleep Scale to evaluate the sleep quality of the patients. Results The VAS scores in the music group were significantly lower than those in the control group, and early postoperative anxiety in the music group was also significantly improved compared with that in the control group. The sleep duration in the music group was significantly greater than that in the control group. In the evaluation of sleep quality using the VSH Sleep Scale, the scores for sleep interruption, sleep length, sleep depth, degree of rest, and subjective sleep quality in the music group were significantly lower than those in the control group. Conclusions Music therapy can be an effective intervention to reduce early postoperative pain, relieve early postoperative anxiety, prolong sleep time, and improve the sleep quality of patients after mechanical MVR.
18
Kobus, Susann, Marlis Diezel, Monia Vanessa Dewan, Britta Huening, Anne-Kathrin Dathe, Peter B. Marschik, Ursula Felderhoff-Mueser, and Nora Bruns. "Music Therapy in Preterm Infants Reduces Maternal Distress." International Journal of Environmental Research and Public Health 20, no. 1 (December 30, 2022): 731. http://dx.doi.org/10.3390/ijerph20010731.
Full textAbstract:
Preterm delivery is a stressful event for mothers, posing them at risk for post-traumatic stress reactions. This study examined the degree of depressive symptoms and post-traumatic stress in mothers of preterm infants born before 32 gestational weeks depending on whether the infant received music therapy in the neonatal intensive care unit (NICU) or not. We included 33 mothers of preterm infants enrolled in a previously described prospective randomized controlled trial, of whom 18 received music therapy (mean mothers’ age 34.1 ± 4.6 years) and 15 did not (mean mothers’ age 29.6 ± 4.2). The degree of depressive symptoms, anxiety and acute stress reactions of these mothers were measured by using the German version of the Center for Epidemiologic Studies Depression Scale (CES-D) and Impact of Events Scale-Revised (IES-R) one week after birth (T1) and at infants’ hospital discharge (T2). 605 music therapy sessions with a mean duration of 24.2 ± 8.6 min (range 10 to 50 min) were conducted two times a week from the second week of life (T1) until discharge (T2) to the infants from the intervention group. The infants from the control group received standard medical care without music therapy. The mean total CES-D score decreased from T1 (mean 34.7, 95% Confidence Interval (CI) 31.1–38.1) until T2 in all mothers (mean 16.3, 95% CI 12.6–20.1). Mothers whose infants received music therapy showed stronger declines of depressive and stress symptoms (with music therapy: CES-D mean difference of total score 25.7, 95% CI 20.0–31.3, IES-R mean difference of total score 1.7, 95% CI 0.9–2.5, IES-R mean difference of subcategory hyperarousal 10.2, 95% CI 6.2–14.3; without music therapy: CES-D mean difference of total score 9.5, 95% CI 3.8–15.3, IES-R mean difference of total score 0.1, 95% CI −1.0–1.2, IES-R mean difference of subcategory hyperarousal 1.6, 95% CI −4.7–7.9). Effect sizes were strong for CES-D, IES-R, and the hyperarousal subcategory, moderate for intrusion, and low for avoidance. These findings show that mothers of preterm infants are highly susceptible to supportive non-medical interventions such as music therapy to reduce psychological symptoms and distress during their infants’ NICU stay.
19
Reid, Amanda, and Alex Kresovich. "Copyright as a Barrier to Music Therapy Telehealth Interventions: Qualitative Interview Study." JMIR Formative Research 5, no. 8 (August 13, 2021): e28383. http://dx.doi.org/10.2196/28383.
Full textAbstract:
Background Music therapy is a multifaceted discipline that harnesses the power of music to treat a wide range of patient populations. A therapist who plays music in a private room for a patient is not subject to copyright restrictions on public performances. However, in the wake of the COVID-19 pandemic, music therapy is no longer strictly confined to the face-to-face setting. This study explores music therapists’ perceptions of copyright law with respect to their ability to provide mediated services to their clients. Objective The objectives of our study were two-fold. The first was to investigate whether concerns about copyright law are hampering the diffusion of telehealth innovations, and the second was whether these concerns are causing music therapists to avoid therapeutically beneficial telehealth interventions. Methods Semistructured interviews were conducted with credentialed music therapists (n=18) in the United States between May 2020 and June 2020. With participants’ consent, we used video conference technology to record and transcribe the in-depth interviews. The median interview length was 45 (SD 16.37) minutes. This theoretically informed study employed thematic analysis of the interview data. Results The COVID-19 pandemic accelerated the adoption of telehealth interventions to facilitate therapy outside of private face-to-face environments: environments where music therapy practices are largely shielded from copyright infringement concerns. Five main themes emerged, including therapists’ uncertainty about permissible uses of music and therapists’ erring on the side of caution causing lost opportunities for care. Our interview data suggest music therapists have altered telehealth interventions in suboptimal ways to avoid copyright liability in a physically distanced environment. Conclusions Some music therapists “drag their feet” on offering therapeutically appropriate telehealth services to clients because of copyright concerns. Our findings suggest innovative mediated therapies were shied away from or abandoned. These findings offer a novel contribution to the public health literature by highlighting copyright law as an unexpected and unwelcome barrier to the diffusion of music therapy practices in technology-mediated settings.
20
김지애 and 문지영. "The Survey of the Recognition Degree toward Music Therapy for Children with Cancer." Korean Journal of Music Therapy 16, no. 2 (October 2014): 93–110. http://dx.doi.org/10.21330/kjmt.2014.16.2.93.
Full text
21
Wetherick, Donald. "Are UK music therapists talking past each other? A critical discourse analysis of three book reviews." British Journal of Music Therapy 33, no. 2 (September 16, 2019): 67–73. http://dx.doi.org/10.1177/1359457519874443.
Full textAbstract:
Ansdell’s ‘Winds of Change’ paper articulated a distinction in UK music therapy between established ‘consensus’ practice drawing on psychotherapeutic principles and developing or previously hidden ‘community music therapy’ practices based on ecological or social-psychological principles. Writing that addresses different theoretical positions in music therapy (meta-theory) exists from European and American perspectives but far less from a UK perspective. This article considers the view that UK music therapy writing in general has continued along one or other of these paths and that there has been relatively little exchange between them; indeed, that UK music therapists tend to ‘talk past each other’. To explore the matter systematically, this article takes a critical discourse analysis approach to analysing three recent music therapy book reviews. Critical discourse analysis was chosen to identify underlying assumptions (‘ideologies’) that shape thinking and practice, as revealed by language use. Book reviews were identified as texts where reviewers typically engage with authors from different perspectives and in doing so offer potentially rich material for such analysis. The analysis identifies ways in which UK music therapy writing shows signs of stress across a divide between ecological and psychodynamic approaches, with reviewers going to some lengths to reconnect these different positions and so unify a discourse within which ‘fault-lines’ are present. It is suggested that, in the United Kingdom at least, ecological and psychodynamic music therapy writing are becoming more separated as discourses, with a lack of integrated meta-theoretical discussion or examples of shared practice. This inhibits coherent development of the discipline and the effective training of future practitioners. A case is made for greater integration in music therapy writing through both developments in meta-theory and by practitioners sharing examples of cross-theoretical practice.
22
Sierzputowski, Konrad. "Ciała dyscyplinowane czy podmioty transgresywne? Somatoestetyka fikcyjnych zespołów death- i blackmetalowych." Annales Universitatis Paedagogicae Cracoviensis. Studia de Cultura 3, no. 10 (2018): 34–46. http://dx.doi.org/10.24917/20837275.10.3.3.
Full textAbstract:
Disciplined bodies or transgressive subjects. Somatoesthetics of fictional death and black metal bands The performances of metal music gropus kind be described as a spectacles of a high degree of symbolic convention, which is paradoxically intended to cause the effect of constant authenticity among spectators and listeners. However, it is diffucult to find any kind of material that shows behind-the-scenes existance of those gropus, we can find critical reflection on the phenomenon of behind-the-scenes discipline in meta-music texts, such as comics and animations devoted to the biographies of fictional music groups. These texts transgress the problem of the masochistic spectacle of the body fictional authenticity of the musical groups. Examples of such texts are the Japanese animation Detroit Metal City (2008) and the Polish comic Będziesz smażyć się w Piekle by Krzysztof “Prosiak” Owedyk (2016).
23
Kolev, Vasil, and Asya Ivanova. "ART MANAGEMENT: A NEW DISCIPLINE ENTERING THE CULTURAL AND ACADEMIC LIFE IN PLOVDIV." CBU International Conference Proceedings 5 (September 23, 2017): 666–68. http://dx.doi.org/10.12955/cbup.v5.1004.
Full textAbstract:
This paper presents the conditions of economic and political changes within the 90s in Bulgaria and the necessity of a new way of thinking at managing cultural institutions in the conditions of the market economy. As a response to that problem it was created the first of its kind in Bulgaria master’s degree program „Art management.“For that purpose a brief overview of the formal models of funding the arts worldwide are presented along with the characteristics at regional levels which led to the creation of the new educational programme.The main disciplines studied in the educational module aiming to develop a new set of skills among artists are listed with a brief introduction of their scope. A local survey conducted at the Academy of Music, Dance and Fine Arts – Plovdiv, analyzing the interest of the first of its kind in Bulgaria master’s degree program „Art management“ is presented. The initial result of the evolution of the educational programme based on the number of students enrolled per year are the motivation for the start of a lager research project “ÄRT” funded by the SRF, Ministry of Education and Science.
24
Weller, Philip. "Frames and Images: Locating Music in Cultural Histories of the Middle Ages." Journal of the American Musicological Society 50, no. 1 (1997): 7–54. http://dx.doi.org/10.2307/832062.
Full textAbstract:
In practicing the complex discipline of history, scholars habitually and necessarily build on previous knowledge that has frequently crystallized into received images of the past-whether of entire cultures, individual historical figures, particular cultural practices, or discrete seminal works or artifacts. The starting hypothesis for the present study is that the historical images we seek to elaborate are unavoidably preconditioned by the conceptual-epistemological frames and perspectives within which they are located and viewed. Indeed, the search for raw material and its subsequent interpretation both depend on the modeling of the entire historical-analytical project. This essay offers a critique of the often hidden assumptions that underlie and inform our models of cultural history in general and medieval history in particular-assumptions that have to a considerable degree shaped our reception and interpretation of medieval music, whether considered in itself or as an integral part of social activity. The debate is conducted in dialogue with Christopher Page's Discarding Images (Oxford: Clarendon Press, 1993), a provocative study about the place of music in the culture of the later Middle Ages.
25
BRUCHER, KATHERINE. "Assembly Lines and Contra Dance Lines: The Ford Motor Company Music Department and Leisure Reform." Journal of the Society for American Music 10, no. 4 (October 27, 2016): 470–95. http://dx.doi.org/10.1017/s1752196316000365.
Full textAbstract:
AbstractThe automaker Henry Ford founded the Ford Motor Company Music Department in 1924 with the goal of reviving what he called “old-fashioned dancing and early American music.” Ford's interest in the Anglo-American social dances of his youth quickly grew from dances hosted by the Fords for company executives to a nationwide dance education program. This article traces the history of the Music Department's dance education program and examines the parallels between it and the company's earlier efforts in social engineering—namely the Ford Profit Sharing Plan (better known as the “Five Dollar Day”) and the Ford English School. The Music Department's activities offer an opportunity to explore how industry sought to shape music and dance through Americanization efforts and leisure reform as Detroit rapidly urbanized during the first decades of the twentieth century. Supporters of Ford's revival viewed the restrained musical accompaniment and dance movements as an antidote to jazz music and dances, but more importantly, music and dance served as an object lesson in the physical discipline necessary for assembly line labor. Ford's dance education campaign reveals the degree to which industry was once entwined with leisure reform in southeast Michigan.
26
Levack Drever, John. "Soundscape composition: the convergence of ethnography and acousmatic music." Organised Sound 7, no. 1 (April 2002): 21–27. http://dx.doi.org/10.1017/s1355771802001048.
Full textAbstract:
Despite roots in acoustic ecology and soundscape studies, the practice and study of soundscape composition is often grouped with, or has grown out of the acousmatic music tradition. This can be observed in the positioning of soundscape compositions juxtaposed with acousmatic music compositions in concert programmes, CD compilations and university syllabuses. Not only does this positioning inform how soundscape composition is listened to, but also how it is produced, sonically and philosophically. If the making and presenting of representations of environmental sound is of fundamental concern to the soundscape artist, then it must be addressed. As this methodological issue is outside of previous musical concerns, to this degree, we must look to other disciplines that are primarily engaged with the making of representation, and that have thoroughly questioned what it is to make and present representations in the world today. One such discipline is ethnography. After briefly charting the genesis of soundscape composition and its underlying principles and motivations, the rest of the paper will present and develop one perspective, that of considering soundscape composition as ethnography.
27
Pickard, Beth. "A critical reflection on the Health and Care Professions Council Standards of Proficiency for music therapists: A critical disability studies perspective." British Journal of Music Therapy 34, no. 2 (November 2020): 82–94. http://dx.doi.org/10.1177/1359457520971812.
Full textAbstract:
This article takes the theoretical and philosophical lens of critical disability studies to critically reflect on the Health and Care Professions Council Standards of Proficiency for Arts Therapists. The discipline of critical disability studies, evolving from disability studies and the disability rights movement, is initially defined before multiple paradigms of disability are introduced as central tenets of these disciplines. The relationship between critical disability studies and music therapy is explored, with reference to seminal publications and the perceptions of music therapy within them. The Health and Care Professions Council Standards of Proficiency are then taken as a source of reflection to attempt to understand the perpetuation of medicalised perspectives in the profession and the potential friction between critical disability studies and music therapy. A selection of the Standards of Proficiency are analysed according to distinct paradigms of disability. Questions are posed to interrogate and contextualise the standards in relation to critical disability studies philosophy. From this critical reflection, a discussion emerges which reflects on the reach of these professional standards and how they might contribute to a continuing, outdated expert-model of music therapy in the United Kingdom. The article concludes by drawing these threads together in a series of recommendations to educators, practitioners and the wider profession.
28
Braswell, C., A. Decuir, and D. M. Brooks. "A Survey of Clinical Training in Music Therapy: Degree of Compliance with NAMT Guidelines." Journal of Music Therapy 22, no. 2 (June 1, 1985): 73–86. http://dx.doi.org/10.1093/jmt/22.2.73.
Full text
29
Annesley, Luke. "Music therapy within an integrated project for families exposed to domestic violence: A qualitative study of professionals’ perspectives." British Journal of Music Therapy 32, no. 2 (October 19, 2018): 96–104. http://dx.doi.org/10.1177/1359457518805281.
Full textAbstract:
This article focuses on a collaborative project that took place from 2012 to 2015 between an NHS Music Therapy Service for children and young people, a Child and Adolescent Mental Health Service and the charity Housing for Women. Music therapy interventions for children and young people took place alongside therapeutic family interventions. The families involved had all experienced exposure to domestic abuse. A qualitative study of professionals’ perceptions of the project took place after the project had ended, using a methodology of Interpretative Phenomenological Analysis. Interviews with non-music therapy professionals were transcribed and analysed, providing data about perceived benefits for children and families, the evolving perspectives of the professionals involved and the degree to which processes in music therapy were communicated and understood.
30
Kelly, Steven N. "Public School Supervising Teachers’ Perceptions of Skills and Behaviors Necessary in the Development of Effective Music Student Teachers." Bulletin of the Council for Research in Music Education, no. 185 (July 1, 2010): 21–32. http://dx.doi.org/10.2307/41110363.
Full textAbstract:
Abstract The purpose of this study was to investigate (a) What specific skills and behaviors are considered most important by public school supervising teachers in the development of effective music student teachers?; and (b) Are there differences between instrumental (band/strings) and choral/elementary music supervising teachers on those skills and behaviors? A survey was constructed, consisting of thirty-five items and representing a variety of teacher skills and behaviors. The respondents, public school music teachers who were experienced in supervising student teachers (N = 112), rated each survey item from 1 (not very important) to 5 (very important) regarding the degree each skill and behavior was considered important in the development of music student teachers. The findings showed the highest rated traits may be considered more social in nature and are frequently associated with an individuals personality or personal belief (e.g., honest and ethical). Traits receiving the lowest ratings did not require direct use of musical skills or knowledge (e.g., playing the piano; provide accompaniment), or instructional techniques (e.g., dealing effectively with student discipline). The findings suggest that music student teachers should be aware of high expectations placed on personal characteristics by supervising teachers during the student teaching experience.
31
Bennett, S. L., and F. Maas. "The Effect of Music-Based Life Review on the Life Satisfaction and Ego Integrity of Elderly People." British Journal of Occupational Therapy 51, no. 12 (December 1988): 433–36. http://dx.doi.org/10.1177/030802268805101208.
Full textAbstract:
Although music-based life review has frequently been used to facilitate personal adjustment in elderly people, minimal empirical evidence exists as to its effectiveness. An experiment was designed to evaluate the effectiveness of music-based life review. It was hypothesized that a programme of music-based life review would more effectively promote life satisfaction and ego integrity than a programme of verbal life review. Twenty-six elderly female patients residing in nursing homes or hostel accommodation were selected, matched and randomly assigned to either a treatment group (music-based life review) or a control group (verbal life review). Following a 6-week intervention period, all subjects completed the Ego Integrity Subscale (EIS) and the Life Satisfaction Index A (LSIA) and indicated on a linear scale the degree to which they enjoyed the treatment or found it helpful. Results provided support for the use of music-based life review by health care professionals aiming to improve the elderly person's personal adjustment.
32
Thiyagarajan, B., and Dr Ms Sarala. "COVID 19 Lockdown: Learners’ Perspectives on Online Music Education." Journal of Humanities,Music and Dance, no. 25 (November 19, 2022): 1–15. http://dx.doi.org/10.55529/jhmd.26.1.15.
Full textAbstract:
In response to the present pandemic environment created by COVID 19, there have been significant modifications in various elements of music instruction. All courses, not only those involving group work or theoretical concepts, will be affected by these shifts in the way they are taught and taken. In this day and age, remote emergency teaching and learning calls for cross-collaboration between the teams responsible for the material, the technology, and the training. In this study, we investigate the students' perspectives on online education, and we also give suggestions for making the format more effective and time-saving. The researchers made the decision to carry out their study with the aim of gathering input from undergraduate and master's degree music students after taking part in a university semester that took place in a lockdown setting. An important result of this research was the impact that perceived utility of e-learning methods had in modulating the correlations between compatibility of online approaches and enjoyment of using e-learning methods. A higher perceived utility, which in turn predicted a higher degree of satisfaction with e-Learning techniques, was influenced by the belief that e-Learning strategies are compatible with online music instruction. In spite of the fact that this time heightened apprehensions about social connection, anxiety connected to the unknown, and intolerance of ambiguity, none of these factors predicted levels of contentment in relation to the utilization of e-learning platforms. In conclusion, more educational efforts that support the use of distance learning strategies in the discipline of music education are required. Due to the lack of comparable study carried out in our nation, we came to the conclusion that more investigation into this subject is required.
33
Johanson, Marie A. "Association of Importance of the Doctoral Degree With Students' Perceptions and Anticipated Activities Reflecting Professionalism." Physical Therapy 85, no. 8 (August 1, 2005): 766–81. http://dx.doi.org/10.1093/ptj/85.8.766.
Full textAbstract:
Abstract Background and Purpose. The American Physical Therapy Association (APTA) has identified the Doctor of Physical Therapy (DPT) degree as 1 of 6 elements necessary to transition the physical therapy profession to a fully professionalized discipline. However, there have been no data to determine whether physical therapist students who place importance on the DPT degree perceive physical therapy to be more professionalized or anticipate participation in activities reflecting professionalism more than those who do not place importance on the DPT degree. Subjects. The subjects were 919 professional physical therapist students. Methods. Faculty members at 34 physical therapist education programs distributed questionnaires to 1,172 professional physical therapist students and returned 919 questionnaires, for a response rate of 78.4%. The data were statistically analyzed using chi-square analysis and logistic regression. Results. There were few differences between students who place importance on the DPT degree (DPT-I students) and those who do not place importance on the DPT degree (DPT-NI students) regarding how professionalized they perceive physical therapy to be relative to other health care professions or regarding their anticipated participation in activities reflecting professionalism. The one potential distinction found when controlling for other variables was that DPT-I students were more likely than DPT-NI students to anticipate becoming faculty members. Discussion and Conclusion. When beginning their professional education, there are few differences between DPT-I and DPT-NI students' perceptions of the professionalization of physical therapy or anticipation of activities reflecting professionalism.
34
McPhail, Graham. "Informal and formal knowledge: The curriculum conception of two rock graduates." British Journal of Music Education 30, no. 1 (July 2, 2012): 43–57. http://dx.doi.org/10.1017/s0265051712000228.
Full textAbstract:
Informal learning has become a prominent theme in music education literature in recent times. Many writers have called for a new emphasis on informal knowledge and pedagogy as the way forward for music education. The position taken in this paper is that a central issue for music education is the accommodation of a tension between types of knowledge and the ways of knowing strongly associated with popular and classical of music – socially acquired informal knowledge and socially developed but formally acquired disciplinary knowledge. Approaches to curriculum conception and realisation observed in a recent series of case studies in New Zealand secondary schools suggest that a key factor in student engagement is the degree to which teachers can create links between informal and formal knowledge so that students’ understanding and conceptual abilities can be extended across these knowledge boundaries. The teaching approaches of two recent graduates in rock music are discussed to support the social realist argument that a ‘progressive’ approach to curriculum involves creating links between informal and formal knowledge rather than replacing one with the other or dissolving the boundaries between them. Through seeing the two types of knowledge as necessarily interconnected within educational contexts, the epistemic integrity of classroom music is maintained. In this way students are able to recognise themselves and their aspirations while also recognising the potential and power of the foundational knowledge of the discipline.
35
Toolan, Peter, and Shirley Coleman. "Music Therapy, a Description of Process: Engagement and Avoidance in Five People with Learning Disabilities." British Journal of Music Therapy 9, no. 1 (June 1995): 17–24. http://dx.doi.org/10.1177/135945759500900104.
Full textAbstract:
A number of approaches exist within the field of music therapy. Some models for evaluating the efficacy of therapy have been adopted in the UK in recent years. These have measured the occurrence of specific behaviours within therapy, or compared music therapy with other interventions. There is a need to find reasonably reliable methods of describing change and the therapeutic process occurring within music therapy. This paper describes change occurring in five people with learning disabilities, in terms of their levels of engagement in therapy and in the therapeutic relationship. A method is provided, to evaluate independent observers ‘perceptions of change in the patients over a 30-session period of therapy. A significant increase in levels of engagement over time was found. It was also found that the degree of change over time was not related to the mean level of engagement. We discuss some subtle factors involved in therapeutic engagement for the five patients in the study, and stress the importance of a therapy which emphasises the dynamics of interpersonal communication for people with limited opportunities to express thoughts and emotions.
36
Lin, Ze-Wei, Jian-Feng Liu, Wen-Peng Xie, Qiang Chen, and Hua Cao. "The effect of music therapy on chronic pain, quality of life and quality of sleep in adolescents after transthoracic occlusion of ventricular septal defect." Heart Surgery Forum 24, no. 2 (March 26, 2021): E305—E310. http://dx.doi.org/10.1532/hsf.3513.
Full textAbstract:
Objective: To investigate the effect of music therapy on chronic pain, quality of life, and quality of sleep in adolescent patients after transthoracic occlusion of ventricular septal defects. Methods: Patients were divided into 2 groups based on whether they received music therapy: a control group and a music group. The music group received 30 minutes of music therapy every day for 6 months after surgery. Patients in the control group received standard treatment and had 30 minutes of quiet time every day for 6 months after surgery. The short-form McGill pain questionnaire (SF-MPQ), the SF-36 scale and the Karolinska Sleep Questionnaire (KSQ) was used as the evaluation tool for chronic pain, quality of life, and quality of sleep, respectively. Results: In terms of the degree of postoperative chronic pain, the Pain Rating Index (PRI) emotion item score in the SF-MPQ evaluation of the music group was significantly lower than that of the control group (1.6 ± 1.1 versus 2.2 ± 0.9). The role emotional (RE) scores of the SF-36 in the music group were significantly higher than that in the control group (77.35 ± 18.55 versus 42.66 ± 22.63). KSQ scores were significantly higher in the music group than in the control group for sleep status (4.1 ± 1.0 versus 3.3 ± 0.9), falling asleep (3.9 ± 1.1 versus 3.1 ± 1.0), and not feeling refreshed by sleep (3.6 ± 1.3 versus 2.7 ± 0.9) (P < .05). Conclusion: This study preliminarily showed that music therapy could effectively reduce patients’ chronic pain and improve quality of life and sleep after surgery. These results suggest that music therapy may be an essential therapy worth considering in managing patients’ postoperative recovery after cardiovascular surgery.
37
Cohen, N. S., and G. A. Behrens. "The Relationship between Type of Degree and Professional Status in Clinical Music Therapists." Journal of Music Therapy 39, no. 3 (September 1, 2002): 188–208. http://dx.doi.org/10.1093/jmt/39.3.188.
Full text
38
Bibb, Jennifer, David Castle, and Katrina Skewes McFerran. "Stakeholder input into the implementation of a new music therapy program in a mental health service." Mental Health Review Journal 23, no. 4 (December 10, 2018): 293–307. http://dx.doi.org/10.1108/mhrj-12-2017-0056.
Full textAbstract:
Purpose Music therapy programs are increasingly common and necessary in mental health services. However, there is little knowledge of the key factors which influence the successful implementation of new therapeutic programs. The purpose of this paper is to explore how stakeholder input influenced the implementation and sustainability of a new music therapy program in four services within a large government funded mental health department in Melbourne, Australia. Design/methodology/approach For a period of 12 months, two cycles of assessment, action and evaluation were conducted where data were collected through interviews with staff members, feedback from consumers and attendance in sessions. Findings A number of influential factors were identified as important in the successful implementation and future sustainability of the music therapy program. These included: the degree of staff support received; how the program was structured and facilitated; promotion of the program within the service; evaluation of the program; and congruence with the existing therapeutic program. Research limitations/implications Results suggest that successful implementation and future sustainability of a music therapy program is dependent on the flexibility of the program to the context and culture of the existing setting. Originality/value This is the first study to incorporate contributions from stakeholders in the implementation of a new music therapy program in a mental health service.
39
Edwards, Thomas Mark, and Michael Walker. "Enhancing Transformation: The Value of Applying Narrative Therapy Techniques When Engaging in Critical Reflection." Journal of Transformative Education 17, no. 4 (May 9, 2019): 337–52. http://dx.doi.org/10.1177/1541344619847142.
Full textAbstract:
Transformative learning (TL) is a powerful approach to education. Instead of promoting the efficient encoding and recall of information, TL has students identify, and consider, the assumptions they hold about their discipline and the wider world. Although disorientating dilemmas are the hallmark of TL, personal change cannot happen without subsequent critical reflection. For this reason, critical reflection represents the central mechanism of transformation. The current article identifies synergies between TL and narrative therapy (NT) valuable for the enhancement of critical reflection. In particular, the advantages of NT techniques such as externalisation, outsider witness, and identifying the absent but implicit within a story are discussed. By integrating NT practices within critical reflection it is hoped that a greater degree of transformation will result for students.
40
Juncos, David G., and Elvire de Paiva e Pona. "Acceptance and commitment therapy as a clinical anxiety treatment and performance enhancement program for musicians." Music & Science 1 (January 1, 2018): 205920431774880. http://dx.doi.org/10.1177/2059204317748807.
Full textAbstract:
In this article we discuss the various options available to musicians wanting to treat their music performance anxiety (MPA), and we recommend that musicians work with a performance psychologist over the other available options. We also discuss the potential for Acceptance and Commitment Therapy (ACT) to serve as both a clinical anxiety treatment and performance enhancement program for musicians, while addressing the state of the research for both applications, as well as the research for a similar, mindfulness and acceptance-based performance enhancement program for athletes, i.e., the Mindfulness–Acceptance–Commitment (MAC) approach. In order for the field of performance psychology to develop into a more credible discipline, we believe practitioners working with musicians should follow an evidence-based practice model of care, in which empirically supported treatments for MPA and performance enhancement are promoted, and information about such treatments is disseminated among practitioners, musicians, and music teachers. Such a practice must become the norm in this field, because it will ultimately result in greater protections for those musicians seeking help for performance-related challenges by ensuring a higher level of professional accountability among practitioners. Lastly, we discuss some issues that may arise when applying ACT or the MAC approach to musicians.
41
Bird, Jonathan M., Costas I. Karageorghis, Steven J. Baker, and David A. Brookes. "Effects of music, video, and 360‐degree video on cycle ergometer exercise at the ventilatory threshold." Scandinavian Journal of Medicine & Science in Sports 29, no. 8 (June 3, 2019): 1161–73. http://dx.doi.org/10.1111/sms.13453.
Full text
42
Kim, Suna, Seonghee Kim, Kyoungrok Kim, and Hyun-Jung Kang. "Qualitative Research on Student Motivation for Entering and Continuing in a Doctoral Degree Program in Music Therapy." Journal of Humanities and Social sciences 21 13, no. 6 (December 31, 2022): 3073–88. http://dx.doi.org/10.22143/hss21.13.6.212.
Full text
43
Bobryk, Urszula, Renata Gozdecka, and Tomasz Jasiński. "Niedokończony koncert dla Lublina. Wspomnienie o Beacie Dąbrowskiej (1960-2016)." Annales Universitatis Mariae Curie-Sklodowska, sectio L – Artes 14, no. 2 (January 12, 2017): 11. http://dx.doi.org/10.17951/l.2016.14.2.11.
Full textAbstract:
<p>Professor Beata Dąbrowska – a conductor, teacher, and organizer of musical life, highly merited for Lublin’s musical culture and Maria Curie-Skłodowska University (UMCS) – died on 14<sup>th</sup> March 2016. She was born on 5<sup>th</sup> January 1960 in Lublin, She attended the Karol Lipiński Music School in Lublin, and then studied at the Frederic Chopin Music Academy in Warsaw, from which she graduated in 1982 and received a Master of Music Degree in Choral Conducting. From 1982 until the end of her life she worked at the Institute of Music, Maria Curie-Skłodowska University (until 2000 it was the Institute of Arts Education). In 1992 she received the first-grade qualification (today – a PhD equivalent) in the artistic discipline of <em>conducting vocal and vocal-instrumental groups</em>; in 1999 she received her second-grade qualification (now – a postdoctoral degree: Habilitated Doctor). In 2003 she was appointed Associate Professor of UMCS. In 2005 she became Head of the Institute of Music. She held this function till her death, combining it with multiple academic activities. At the same time she pursued her artistic activity. In 1987, together with her husband Dariusz Dąbrowski, she founded the Chamber Choir of the Henryk Wieniawski Music Society of Lublin, whose conductor she was for almost 30 years. She and the Choir gave several dozen vocal-instrumental concerts and over 300 concerts a cappella; they took part in many festivals and competitions in other countries and won awards and honors. Most often she performed in Lublin at religious and official state ceremonies, various jubilees, or anniversaries; many times she took part in Lublin concert series (inter alia Ars Chori, Spotkania Chórów Akademickich [Meetings of Academic Choirs]), she also gave concerts in other towns ( e.g. in Gdańsk, Grudziądz, Olsztyn, Toruń, Wrocław). She was engaged in many initiatives of Lublin’s music culture and, at the same time, she improved her skills (in 1990 she completed Podyplomowe Studium Chórmistrzowskie [Postgraduate Choirmaster Training Program at the Feliks Nowowiejski Academy of Music in Bydgoszcz]). In 1995 she initiated in Lublin Międzynarodowe Dni Muzyki Chóralnej (International Days of Choir Music). She organized concerts in Lublin for many years. She was awarded many times for her dedicated and invaluable work, the formation of Lublin’s cultural image, and for the promotion of Polish culture in Poland and abroad.</p>
44
Dalton, Brian H., and David G. Behm. "Effects of noise and music on human and task performance: A systematic review." Occupational Ergonomics 7, no. 3 (January 11, 2008): 143–52. http://dx.doi.org/10.3233/oer-2007-7301.
Full textAbstract:
The purpose of the present paper was to review the literature to develop an understanding of the effects of noise and music on human performance. The second purpose was to study the effects of music on a commonly performed task that is frequently accompanied by background music: driving. Background noise not only affects public health, but it also negatively affects human performance in such tasks as comprehension, attention, and vigilance. However, some studies have indicated that noise exposure may not affect simple vigilance. Despite music's distinct difference from noise it too affects human performance negatively and positively. The results are inconclusive on the effects of music and task performance. More specifically, the effects of music on driving performance are quite similar to that of noise on task performance. Music seems to alleviate driver stress and mild aggression while at times facilitating performance. However, during other conditions of music, driving performance is impaired. Different aspects of sound (i.e. volume, type, tempo) impact human performance differently. It is still unknown which aspect (music or noise) affects task performance to a greater degree.
45
Cho-Baker, Sugene, and Harrison J. Kell. "Who Sends Scores to GRE-Optional Graduate Programs? A Case Study Investigating the Association between Latent Profiles of Applicants’ Undergraduate Institutional Characteristics and Propensity to Submit GRE Scores." Education Sciences 12, no. 8 (August 4, 2022): 529. http://dx.doi.org/10.3390/educsci12080529.
Full textAbstract:
Many programs have made the submission of GRE scores optional. Little research examines differences in propensity to submit scores according to applicants’ characteristics, however, including the type of undergraduate institution they attended. This study’s purpose was to examine the degree to which the type of undergraduate institution applicants attended predicted score submission to GRE-optional programs, including when controlling for covariates (demographics, program degree and discipline, undergraduate grades). We used data provided by a doctoral degree–granting university to answer our research question. We indexed differences in GRE score submission using odds ratios. Both individually (1.93) and after controlling for covariates (2.00), we found that applicants from small, bachelor’s degree–granting schools were more likely to submit scores than applicants from large, doctoral degree–granting schools. Men were more likely to submit scores than women (1.55). Larger effects were observed for program characteristics: Ph.D. versus master’s (2.94), humanities versus social sciences (3.23), and fine arts versus social sciences (0.16). Our findings suggest that there may be differences in propensity to submit GRE scores to test-optional programs and that some of these differences may be associated with variables (undergraduate school, program type) that have not been widely discussed in the literature.
46
Davis, Graeme, and Wendy Magee. "Clinical Improvisation within Neurological Disease." British Journal of Music Therapy 15, no. 2 (December 2001): 51–60. http://dx.doi.org/10.1177/135945750101500203.
Full textAbstract:
The purpose of this paper is to examine how clinical improvisation techniques influence the structure of a Huntington's Disease (HD) patient's expressive responses. The paper reviews the literature pertaining to music therapy in the treatment of HD, highlighting that there has been no anecdotal or empirical link made between the specific use of clinical improvisation and the degree of structure in the patient's expressive responses. A case study is then used to illustrate the influence that musical structures have in the organisation of a HD patient's musically expressive and interactive responses. Given the lack of intervention available to meet the expressive and interactive needs of a non-verbal HD patient, this paper argues that music therapy has an important role to play.
47
Kurková, Petra. "Differences in students’ feelings and preferences in physical education classes: A comparison by degree of hearing loss." Physical Activity Review 8, no. 1 (2020): 113–20. http://dx.doi.org/10.16926/par.2020.08.13.
Full textAbstract:
Introduction: Physical education is a very important discipline since it helps the development of students’ cognitive abilities and motor skills. Also, physical education may be the best setting for individuals with hearing loss to learn about physical activity and a healthy lifestyle. Purpose: The objective of this study was to analyse differences in students’ feelings in physical education classes and their leisure time preferences at the second grade of elementary schools for the deaf by degree of hearing loss. Material and methods: Participants were 86 students with hearing loss (severe to profound hearing loss, n = 51; 59.3%); an average age of 14.3 ± 1.4 years. Six elementary schools for the deaf participated in the research. The data were described using absolute and relative frequencies, including the mean and standard deviation. The non-parametric Mann-Whitney U-test, Kruskal-Wallis test, Fisher exact test, Chi-square test and Bonferroni post hoc tests were used for statistical analyses. For calculation of effect size coefficient abs(r) was used. All tests were performed at a significance level of alpha 0.05. Physical education is more popular among students with a more severe hearing loss (Z = –2.409; p = 0.016; abs(r) = 0.260). Relation to emotional response if a physical education class is cancelled, a small effect size coefficient (abs(r) = 0.175) was found, however statistical significance was not proven. Hearing loss affects the amount of leisure time spent listening to music – students with a less severe hearing loss do this activity considerably more often. By contrast, students who only use the Czech sign language do not listen to music. Conclusion: The degree of hearing loss has no negative effect on students’ feelings in physical education classes and their preferences in leisure time.
48
Filimon, Rosina Caterina. "Aspects related to the interconnection between music and the human brain. Scientific discoveries and contemporary challenges." Artes. Journal of Musicology 24, no. 1 (April 1, 2021): 224–41. http://dx.doi.org/10.2478/ajm-2021-0013.
Full textAbstract:
Abstract A new scientific discipline, neuromusicology, connects the scientific research of music and that of the nervous system, in particular of the brain. It studies the effects of music on the brain; the present paper relates to this particular field. Initially, the right hemisphere was associated with the process of music reception and it was considered that the activation of the left hemisphere was the responsibility of language. Neuroimaging, however, demonstrates that the elements of musical language activate various brain areas in both hemispheres, simultaneously generating the perception of music and emotions. Research in the field of psychoacoustics has revealed that listening to music triggers the production of neurotransmitters in the body that relieve pain, reduce stress and anxiety. Another effect determined by listening and studying music is the structural changes that occur at brain level due to brain neuroplasticity. Pathological changes at brain level have consequences in perception and influence all human activities. Disease alters the artistic creativity of people suffering from various pathologies, biographies of many artists proving that neurological diseases influenced their artistic activity. Decoding the functioning of the brain in the presence of music and its effects on brain activity make it possible to use music therapy as a complementary method to medical treatment. The harmful effects of the current Covid-19 pandemic on the brain are obvious and are already reported in completed or ongoing research studies. The adoption of music as a therapeutic tool in the current global epidemiological crisis highlights its undeniable qualities in multiple pathologies and updates its mental and somatic benefits, complementary to medicine. All this provides an important drive in the reassessment and reconfiguration of the need to amplify the interference strategies between the field of music and that of medicine, implicitly that of neurology.
49
Rattray, Ben, Julie Cooke, Kasia Bail, and Jamie Ranse. "A Comparison of Open Access in Exercise Science Journals: 2010 to 2012." Open Sports Sciences Journal 6, no. 1 (January 24, 2013): 1–7. http://dx.doi.org/10.2174/1875399x01306010001.
Full textAbstract:
The aim of this study was to complete an audit on the number of open access journals within the discipline of Exercise Science. Publishing in open access journals results in wide dissemination of material in a very short period of time compared with the more traditional way of publishing in a subscription journal. The 2010 ERA journal list, category Human Movement and Sport Science, was initially utilised and then compared with the openness of the same journals in 2012. In this study journals were audited for their degree of open access, open licensing and open format. Open access relates to the free online availability of research results and hence research publications and in the discipline of exercise science relates to the concept of an idealised level playing field. Open licensing relates to the ability of the consumers to replicate and share those publications freely whilst open format relates to the use of open and transferrable format types. Open access increased (p=0.014) as did our measurement of open licensing (p=0.000) and open formats (p=0.021) between the 2010 and 2012 reviews of the journals in 1106 For code. This study reveals an increase in the number of Exercise Science journals that have full or partial open access over the two year period and suggests that authors are increasingly adopting peer reviewed open access journal publications. It is evident from this study that the impact of open access journals be assessed and further research into the feasibility of such a rating is imperative.
50
Kruavit, Anuk, Eugene Teh, Imogen Clark, and Vikas Vadhwa. "The Role of Music in Improving Exercise Capacity in Patients with Acute Exacerbation of Chronic Obstructive Pulmonary Disease as Measured by the 2-minute Walking Test." Music and Medicine 7, no. 4 (October 31, 2015): 32. http://dx.doi.org/10.47513/mmd.v7i4.433.
Full textAbstract:
Background: Studies have shown that music has positive effects on quality of life and increases exercise capacity of patients with chronic obstructive pulmonary disease (COPD). We evaluated the effects of music on exercise capacity in COPD inpatients. Method: This was a prospective, interventional study involving patients with an acute exacerbation of COPD. Patients selected, from a pre-determined list, their preferred song rated as having the best motivational score, as per the Brunel Music Rating Inventory. A 2-minute walking test was undertaken with and without music. The walking distance and degree of dyspnoea were recorded after each walking test. Secondary outcomes included walking time, blood pressure, heart rate, respiratory rate and oxygen saturation with and without music. Results: 17 patients were recruited, with a mean age of 73.9 ± 8.6 years. 9 were males and 8 were females. There was a significant increase in the walking distance with music, with a mean increase in distance of 7.94 metres (95% CI, 3.58 – 12.31). There was a non-significant trend that patients could walk for a longer time with music therapy. Diastolic blood pressure also increased significantly with music therapy, but other physiological parameters did not show any significant changes. The motivational score of the preferred song used did not lead to any significant correlation with the outcome variables. Conclusion: The use of music with a patient-preferred song may lead to significant clinical benefits in hospital inpatients with acute exacerbation of COPD. Larger studies are warranted to provide further evidence for its potential use in routine clinical practice.