Journal articles on the topic 'Music and children'
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Gruhn, Wilfried. "Children need music." International Journal of Music Education 23, no. 2 (August 2005): 99–101. http://dx.doi.org/10.1177/0255761405052400.
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Ho, Wai-Chung. "The Perception of Music Learning among Parents and Students in Hong Kong." Bulletin of the Council for Research in Music Education, no. 181 (July 1, 2009): 71–93. http://dx.doi.org/10.2307/40319228.
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Abstract Music education is not confined to the school context, nor does learning stop after school hours. The out-of school experiences ofchildren y especially those gained at home, are just as valuable. Parent involvementy in the form of listening to music, concert attendance, instrumental learning, and aspirations in music education, has significant direct as well as indirect effects on childrens attitudes towards music. 19 families, including 20 parents and their 21 children, revealed a number of complex and interconnected themes, which both aided and hindered students’ participation in, and learning about, music. The interview data show that: (a) though the parents and their children have different musical experiences, parents influence concert attendance, and offer financial support for childrens participation in music; (b) although instrumental learning is commonly found among students, parents often question the value of persistent learning; and (c) school music education is highly regarded by most parents though they do not expect their children to aspire to further development of their musical abilities in the future. By looking at examples of interactions between parents and children with respect to music participation and learning, this study challenges conventional notions of the extent to which parent involvement could have a positive effect on students’ attitudes toward music learning.
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Purwati, Nyimas Hany, Yeni Rustina, and Luknis Sabri. "Penurunan Tingkat Nyeri Anak Prasekolah Yang Menjalani Penusukan Intravena Untuk Pemasangan Infus Melalui Terapi Musik." Jurnal Keperawatan Indonesia 13, no. 1 (March 24, 2010): 49–53. http://dx.doi.org/10.7454/jki.v13i1.231.
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AbstrakTindakan pemasangan infus dapat menimbulkan nyeri pada anak usia prasekolah. Salah satu cara untuk meminimalkannya adalah dengan terapi musik. Tujuan penelitian ini adalah untuk mengetahui pengaruh terapi musik terhadap tingkat nyeri anak usia prasekolah yang menjalani penusukan intravena untuk pemasangan infus/ pemasangan infuse. Penelitian ini menggunakan studi quasi eksperimen dengan rancangan Nonequivalent control group, after only design ini dilakukan terhadap 64 anak prasekolah . Hasil penelitian, menggunakan analisa univariat dan bivariat: pooled test, menunjukkan bahwa terapi musik bisa menurunkan tingkat nyeri anak usia prasekolah. Terapi musik diberikan lima menit sebelum pemasangan infus sampai lima menit sesudah pemasangan infus. Terdapat perbedaan tingkat nyeri yang signifikan antara anak usia prasekolah yang diberikan terapi musik dengan anak usia prasekolah yang tidak diberikan terapi musik saat dilakukan pemasangan infus (p= 0,00, α= 0,05). AbstractMusic is an effective distraction technique. It has the best influence in a short time. Music reduces the physiological pain, stress and anxiety by distracting someone’s attention from the pain. The objective of this research is to understand recognize the influence of music therapy concerning the level of pain to of pre-school children experiencing venipuncture for the application of infusion therapy, this quasi experiment with Nonequivalent control group, after only design was conducted toward 62 pre-school children that having infusion attachment procedure. The result, using univariate and, bivariate data analysis with pooled test, discovered that there was a significant effect of music therapy in decreasing the level of pain of of pre-school children experiencing venipuncture. Research was using quasi experiment with Nonequivalent control group, after only design. Music therapy was given at 5 minutes before the infusion attachment process was started until 5 minutes after the process was done. There was a significant difference of pain level between pre-school children that was having music therapy than they who was not having music therapy during the infusion attachment process (p= 0,00, α= 0,05).
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Miller, David H. "Modernist Music for Children." Journal of Musicology 37, no. 4 (2020): 488–517. http://dx.doi.org/10.1525/jm.2020.37.4.488.
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On several occasions in the midcentury United States, the music of Anton Webern was reimagined as music for children. In 1936 conductor and musicologist Nicolas Slonimsky published the score of Webern’s op. 10/4 on the children’s page of the Christian Science Monitor. In 1958 Webern’s op. 6/3 was featured in a New York Philharmonic Young People’s Concert, the first conducted by Leonard Bernstein. Eight years later, Webern’s Kinderstück (Children’s Piece) received its posthumous premiere at Lincoln Center, performed by a nine-year-old pianist. In each case children served as a marker of accessibility, meant to render Webern’s music more palatable to adult audiences; thus was Webern’s music subsumed within the middlebrow circulation of classical music. Although recent scholarship has considered the intersections between modernist music and middlebrow culture, Webern’s music has remained absent from these discussions. Indeed, Webern’s terse, abstract, and severe compositions might at first appear ill suited to middlebrow contexts. Yet, as these three historical moments make clear, children served as a potent rhetorical force that could be used to market even this music to a broad audience of adults.
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Moody, Nancy L. "Music for all children." Music Educators Journal 72, no. 3 (November 1985): 36–45. http://dx.doi.org/10.1177/002743218507200310.
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Campbell, Patricia Shehan. "Music, Teachers, and Children." General Music Today 7, no. 2 (January 1994): 19–26. http://dx.doi.org/10.1177/104837139400700204.
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Patterson, Allyson. "Music Teachers and Music Therapists: Helping Children Together." Music Educators Journal 89, no. 4 (March 2003): 35. http://dx.doi.org/10.2307/3399902.
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Purnomo, Try Wahyu. "PEMILIHAN LAGU PELANGI – PELANGI CIPTAAN A.T. MAHMUD SEBAGAI MATERI AJAR DALAM PEMBELAJARAN MUSIK ANAK." Jurnal Guru Kita PGSD 5, no. 1 (December 2, 2020): 23. http://dx.doi.org/10.24114/jgk.v5i1.20857.
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Abstract: Selection Of Pelangi Songs - Rainbow Creation A.T. Mahmud As A Teaching Material In Children's Music Learning. The purpose of this study was to determine the selection of songs used as teaching material in children's music learning. The research used a descriptive qualitative approach where this method the writer could explain the results of the lyric analysis and also the rhythm of A.T Mahmud's rainbow song which was used as teaching material in children's music learning. Teaching materials aimed at children, of course, must refer to aspects that are easy to match the child's character. In terms of lyrics, a song must be invincible through choosing the right words for children, choosing songs with simple rhythm forms can also help children to follow the learning process well. Based on the analysis of A.T Mahmud's rainbow song, it can be seen that the song lyrics reveal a positive thing, namely telling children that God created something beautiful and rich in various colors. The rhythm concept in this song is also fairly simple, so it is very appropriate to be used as teaching material in children's music learning Keywords: Children’s songs, Music Teaching Materials, Music Learning Abstrak: Pemilihan Lagu Pelangi – Pelangi Ciptaan A.T. Mahmud Sebagai Materi Ajar Dalam Pembelajaran Musik Anak. Tujuan dari penelitian ini adalah untuk mendiskusikan mengenai pemilihan lagu yang digunakan sebagai materi ajar dalam pembelajaran musik anak. Penelitian ini menggunakan pendekatan kualitatif yang bersifat deskriptif dimana dengan metode ini penulis dapat memaparkan mengenai hasil analisis lirik dan juga ritme terhadap lagu pelangi ciptaan A.T Mahmud yang digunakan sebagai materi ajar pada pembelajran musik anak. Materi ajar yang ditujukan untuk anak tentunya harus mengacu kepada aspek-aspek yang mudah untuk dimengerti sesuai dengan karakter anak. Dari segi lirik sebuah lagu harus disesuaikan melalui pemilihan kata-kata yang tepat untuk anak, pemilihan lagu dengan bentuk ritme yang sederhana juga dapat membantu anak untuk mengikuti proses pembelajaran dengan baik. Berdasarkan hasil analisis pada lagu pelangi ciptaan A.T Mahmud maka dapat dilihat bahwa lirik lagu menceritakan hal yang positif yaitu memberitahukan kepada anak bahwa Tuhan menciptakan sesuatu yang indah dan kaya akan berbagai warna. Konsep ritme dalam lagu ini juga terbilang sederhana, sehingga sangat tepat digunakan sebagai materi ajar dalam pembelajaran musik anak Kata kunci: Lagu anak, Materi Ajar Musik, Pembelajaran Musik
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McClatchie, Stephen. "Theory's Children; or, The New Relevance of Musicology." Canadian University Music Review 21, no. 1 (March 4, 2013): 14–27. http://dx.doi.org/10.7202/1014475ar.
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The recent theoretical turn in musicology has made the discipline more relevant, both within the university itself, and in the larger society within which it is situated. I consider what this development may mean for younger scholars, both as graduate students and as new faculty members, and explore the paradox that critical theory is often attacked for its impenetrability, yet has allowed us to communicate more easily with our colleagues in other disciplines. Finally, I argue that the primary aim for music study in the twenty-first century should be an ethical one: the creation of whole, musical human beings, literate in, and accustomed to thinking about, musics, plural, rather than Music.
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Yi, Gina J. "Music-Play in the Guided Music Setting." General Music Today 34, no. 3 (March 23, 2021): 20–28. http://dx.doi.org/10.1177/10483713211002147.
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Given its importance in children’s development and learning, researchers have rigorously studied play, and many teachers have used it as a classroom tool. Music researchers have observed that music regularly accompanies children’s play because music is part of their culture, and “playing with music” is the most natural form of expression of their existence as musical beings. Hence, play is at the heart of early childhood music, and music teachers design activities that are playful using manipulatives, instruments, movements, and musical sounds to engage children. However, scant research has explored the types of play enacted in guided music settings and how children construct musical understanding through play. This article discusses children’s play and related theories, illustrates how children “play with music” in the guided music setting, and offers practical applications of play in guided music activities.
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Sutri, Yerlin Vinni, Tarisih Tarisih, Susanti Embong Bulan, and Nova Liesye Lumempouw. "Peran Pendidikan Musik Terhadap Kemampuan Anak Berkebutuhan Khusus Mempelajari Pendidikan Agama Kristen." Indonesia Journal of Religious 4, no. 2 (October 13, 2021): 13–22. http://dx.doi.org/10.46362/ijr.v4i2.1.
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Education for children with special needs is held to train their abilities and skills as a means of self-exploration of their limitations. One alternative that can be implemented in music education. Through music, all aspects of the soul and body of children with special needs can be processed properly. Starting from the aspect of focus, children with special needs will be increasingly able to concentrate their eyes and thoughts on the other person and the activities he is doing. Then from the aspect of gestures, children with special needs will be trained to coordinate their body movements systematically, according to the orders and instructions are given, even to their emotional or psychological aspects. Through music, children with special needs will be more sensitive to changes in the surrounding environment. And through music, these children with special needs can train motor skills, improve concentration, grow self-confidence, grow social attitudes and more importantly increase gratitude towards God Almighty and accept their circumstances. Activities in music education include singing with colleagues, playing musical instruments according to physical condition, listening to religious and inspirational songs. From here, Christian parents who have children with special needs must take the role of implementing Christian Religious Education to help their children develop thinking, emotional, behavioral, and speaking capacities. The church must also support the education of children with special needs by providing educational facilities for them in the church or Sunday school. Pendidikan bagi anak berkebutuhan khusus diselenggarakan untuk melatih kemampuan dan keterampilan diri sebagai sarana ekplorasi diri atas keterbatasannya. Salah satu alternatif yang dapat dilaksanakan adalah dengan pendidikan musik. Melalui musik, seluruh aspek jiwa dan raga dari anak berkebutuhan khusus dapat terolah dengan baik. Mulai dari aspek daya fokus, anak berkebutuhan khusus akan semakin mampu untuk mengkonsentrasikan pandangan mata dan pikirannya terhadap lawan bicara dan kegiatan yang ia lakukan. Kemudian dari aspek gerak tubuh, anak berkebutuhan khusus akan terlatih untuk mengkoordinasikan gerak tubuhnya dengan sistematis, sesuai dengan perintah dan instruksi-instruksi yang diberikan, bahkan hingga aspek emosi atau kejiwaannya. Melalui bermusik, anak berkebutuhan khusus akan semakin peka terhadap perubahan lingkungan sekitarnya. Dan melalui musik, anak berkebutuhan khusus ini dapat melatih kemampuan motorik, meningkatkan konsentrasi, menumbuhkan rasa percaya diri, menumbuhkan sikap social dan yang lebih penting meningkatkan rasa syukur terhadap Tuhan yang maha esa dan menerima keadaan mereka. Kegiatan dalam pendidikan seni musik yang dilakukan diantaranya bernyanyi bersama teman sejawat, bermain alat musik sesuai kondisi fisik, mendengarkan lagu-lagu religi dan inspiratif. Dari sini orang tua Kristen yang memiliki anak berkebutuhan khusus harus mengambil peran untuk menerapkan Pendidikan Agama Kristen guna menolong anak-anak mereka mengembangkan kapasitas berpikir, emosi, tingkah laku, dan memampuan berbicara. Gereja juga harus mendukung pendidikan anak-anak berkebutuhan khusus dengan menyiapkan sarana prasarana pendidikan bagi mereka di dalam gereja atau sekolah minggu.
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Jorgensen, Erik J., and Elizabeth A. Walker. "Music Participation Among School-Aged Children Who Are Hard of Hearing." American Journal of Audiology 28, no. 4 (December 16, 2019): 908–26. http://dx.doi.org/10.1044/2019_aja-19-0058.
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Purpose Music is an important part of life for many people. Furthermore, music training has been shown to improve a variety of cognitive functions among children and adults. However, little research exists on how children who are hard of hearing (HH) perceive or participate in music. In particular, it is unknown whether hearing loss limits participation in music activities among school-aged children with mild-to-severe hearing loss. The purpose of this study was to determine whether hearing loss limits participation among children who are HH compared to children with normal hearing (NH). Method Participants were parents of 2 cohorts of children finishing 5th grade (approximately 11 years old). Parents were asked to complete a survey (online or paper) regarding the role of music in their child's life. A total of 88 surveys were completed (67 from parents of children who are HH and 21 from parents of children with NH, with an overall response rate of 74%). Results Hearing loss did not limit music participation among children. Children who are HH listened to recorded music, attended live concerts, and practiced an instrument at the same rates as children with NH. Listening to recorded and live music, practicing an instrument, and playing in an ensemble were equally as important to children who are HH as children with NH. Children who are HH were significantly more likely to regularly play in an ensemble than children with NH. Parent participation in music significantly influenced music participation for children who are HH but not children with NH. Descriptive data about music genres, instruments, and ensembles are also presented. Conclusions Children who are HH participate in music at the same or greater rates as children with NH. Parent participation in music may be particularly important for children who are HH. In light of this, music listening should be a consideration when fitting children with hearing aids.
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FORGEARD, MARIE, GOTTFRIED SCHLAUG, ANDREA NORTON, CAMILLA ROSAM, UDITA IYENGAR, and ELLEN WINNER. "THE RELATION BETWEEN MUSIC AND PHONOLOGICAL PROCESSING IN NORMAL-READING CHILDREN AND CHILDREN WITH DYSLEXIA." Music Perception 25, no. 4 (April 1, 2008): 383–90. http://dx.doi.org/10.1525/mp.2008.25.4.383.
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PAST RESEARCH HAS SHOWN THAT MUSIC and language skills are related in normal-reading children as well as in children with dyslexia. In both an ongoing longitudinal study with normal-reading children and a pilot study with children with dyslexia, we found a strong relationship between musical discrimination abilities and language-related skills. In normal-reading children, musical discrimination predicted phonological and reading skills (Studies 1 and 2). These relationships were stronger in children with music training than in control children without music training. In children with dyslexia,musical discrimination predicted phonological skills, which in turn predicted reading abilities (Study 3). Furthermore, normal-reading children with music training surpassed both normal-reading controls and children with dyslexia in melodic discrimination. Controls also outperformed children with dyslexia (Study 4). Taken together, these findings suggest that a music intervention that strengthens the basic auditory music perception skills of children with dyslexia may also remediate some of their language deficits.
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Rosmiati, Ana. "Teknik Stimulasi dalam Pendidikan Karakter Anak Usia Dini melalui Lirik Lagu Dolanan." Resital: Jurnal Seni Pertunjukan 15, no. 1 (November 10, 2014): 71–82. http://dx.doi.org/10.24821/resital.v15i1.801.
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Media musik melalui lirik lagu dolanan anak dapat membantu pembentukan karakater padaanak usia dini. Anak-anak dapat merasakan kehadiran musik sebagai sarana untuk menemani aktivitasdalam bermain. Teknik stimulasi melalui media musik ternyata memiliki dampak positif dalamperkembangan pembentukan emosional anak. Anak-anak bisa terkontrol emosinya dari kebiasaanyang tidak baik. Penelitian ini memakai teknik stimulasi melalui pemaknaan lirik lagu dolanan anakyang dapat membentuk karakter anak pada usia dini. Penelitian ini menggunakan metode deskriptifkualitatif yang mendeskripsikan secara sistematis, faktual dan akurat mengenai fakta-fakta, sifat, sertahubungan antara fenomena yang diselidiki. Penelitian ini mengidentifikasikan contoh pemaknaanlagu dolanan anak yang dapat membantu dalam pembentukan karakter pada anak-usia dini. Anakdapat menggali nilai-nilai kehidupan dari makna pada lirik lagu dolanan berupa nilai pendidikan,pengetahuan, religius, sosial, dan budaya.The Stimulation Technique on the Character Education of Early Age Children through theLyrics of Children’s Song. The music media through the children’s song lyrics can help building the childrencharacter of the early age children. Children can feel the presence of the music as the media for accompanyingthe children’s play activities. The stimulation technique through the music media, in fact, has the positiveimpact in developing the children emotional building. The children are able to control their emotion awayfrom the bad habits. The aim of the research is to find the appropriate stimulation technique through theunderstanding of the children’s song lyrics which can be used to build children character in the early age.This research uses a qualitative descriptive method describing systematic, factual, and accurate informationon the facts, nature, and the relationship between the phenomena investigated. The result of the researchhas been identified by some examples of children’s songs which can help children in their character buildingsince the early age. Children can explore their values of life from the meanings on the children’s song lyricswhich consist of values on education, knowledge, religious, social, and culture.
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Dobrota, Snježana, and Maja Gusić. "Glasbene preference šolarjev glede otroških pesmi v duru in molu." Revija za elementarno izobraževanje 13, no. 3 (2020): 311–24. http://dx.doi.org/10.18690/rei.13.3.311-324.2020.
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Students' musical preferences in childrens' major- and minor-key songs. This paper explores elementary school students’ music preferences in terms of songs authored for children and traditional major- and minor-key songs and the influence of familiarity of the music on their music preferences. The questionnaire and sound questionnaire were administered to 216 students attending the second, third, seventh and eighth grades of elementary school in Sinj, Croatia. The results confirm the influence of age and gender on students’ music preferences concerning songs authored for children and traditional songs in major and minor keys. Furthermore, all the participants prefer major-key songs to minor-key songs. Finally, it was established that familiarity with a piece of music is a significant factor affecting the music preferences of the participants.
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Aulia, Sri Mustika. "PENDIDIKAN MUSIK SEBAGAI PERANGSANG KONSENTRASI ANAK AUTIS DI SEKOLAH AUTIS MITRA ANANDA PADANG." Jurnal Guru Kita PGSD 5, no. 1 (December 2, 2020): 28. http://dx.doi.org/10.24114/jgk.v5i1.20647.
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Abstract: Music Education As A Concentration Stimulator In Authentic Children At Mitra Ananda Authentic School, Padang. The study was conducted for two autistic children who have problems with concentration, which is indicated by the disruption of the child's concentration with the things around them. Increasing concentration is done by providing music education through the media of color block notation, autistic children are visual thinkers who when given teaching material visually the child will be able to capture the lesson very well. This study uses the Design Based Research method which in its application uses three cycles. The design can change according to the needs and abilities of the child. The results of this research are, the concentration of children in playing melodies in the form of color notation is achieved well, namely children are able to play music without using color block notation anymore, then the use of the concept of Design based research produces educational syntax for children, the effectiveness of using colors, children can imitate The music that he hears, the child is able to determine, and imitate by symbolizing the color block notation and the latest is the effect of this research.Keywords: Autism, Concentration, Design Based Research, Education, Music.Abstrak: Pendidikan Musik Sebagai Perangsang Konsentrasi Anak Autis Di Sekolah Autis Mitra Ananda Padang. Penelitian dilakukan untuk dua anak autis yang mempunyai masalah dengan konsentrasi yang ditandai dengan terganggunya konsentrasi anak dengan hal yang ada disekeliling mereka. peningkatan konsentrasi dilakukan dengan memberikan pendidikan musik melalui media notasi balok warna, anak autis adalah seorang visual thinker yang apabila diberikan materi ajar secara visual anak akan dapat menangkap pelajaran dengan sangat baik. Penelitian ini menggunakan metode Design Based Research yang dalam pengaplikasiannya dengan memakai tiga siklus. Desain dapat berubah sesuai dengan kebutuhan dan kemampuan anak. Hasil dari penenlitian ini adalah, konsentrasi anak dalam memainkan melodi dalam bentuk notasi warna tercapai dengan baik, yakni anak mampu memainkan musik tanpa menggunkan notasi balok warna lagi, kemudian penggunaan konsep Design based research menghasilkan sintaks pendidikan untuk anak, efektivitas penggunaan warna, anak dapat mengimitasi musik yang ia dengar, anak mampu menentukan, dan menirukan dengan penyimbolan notasi balok warna dan trakhir adalah efek dari penelitian ini komunikasi, respon, perhatian gerakan tubuh serta kemampuan anak mengaplikasikan materi yang dipelajarinya berkembang dengan sangat baik.Kata kunci: Autis, Konsentrasi, Design Based Research, Pendidikan, Musik.
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Yinger, Olivia Swedberg, and Lori Gooding. "Music Therapy and Music Medicine for Children and Adolescents." Child and Adolescent Psychiatric Clinics of North America 23, no. 3 (July 2014): 535–53. http://dx.doi.org/10.1016/j.chc.2013.03.003.
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McDowall, Janet. "Making Music Multimodally: Young Children Learning with Music Technology." International Journal of Learning: Annual Review 16, no. 10 (2009): 303–16. http://dx.doi.org/10.18848/1447-9494/cgp/v16i10/46681.
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Packer, Yvonne. "Music with Emotionally Disturbed Children." British Journal of Music Education 6, no. 1 (March 1989): 69–80. http://dx.doi.org/10.1017/s0265051700006847.
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The writers highlights the difficulties relating to the provision of music education in schools for the emotionally and behaviourally disturbed – formerly labelled maladjusted. Often considered un-teachable within junior and secondary schools, such children are assigned to EBD schools or units where, musically speaking, they seem to fall between the two stools of mainstream and special education, unable to reap the benefits of either. The case is argued for the inclusion of music within a programme of therapeutic education based on the writers research within these schools, and recommendations are made as to how music may be made more accessible within this context.
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Still, Johanna. "Uppdraget att undervisa i musik. Förskollärares uppdrag att undervisa i musik med utgångspunkt i den nationella läroplanens innehåll och mål." Nordisk barnehageforskning 21, no. 3 (April 24, 2024): 58–78. http://dx.doi.org/10.23865/nbf.v21.404.
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Musikundervisningens mål är bland annat att ge barn redskap för att praktiskt kunna musicera i vardagen, utveckla musikaliskt tänkande och skapa ett positivt förhållningssätt till musik. De upplevelser barn får i musik är huvudsakligen beroende av de lärare de möter, anser Moore (2019). Därför borde lärare vara utrustade med de färdigheter och kunskaper som krävs för att kunna ge barnen meningsfulla musikupplevelser och för att kunna följa läroplanens innehåll och mål (Sætre, 2018). Syftet med denna studie är att undersöka hur lärare inom förskoleundervisning (sexårsverksamhet) tagit sig an uppdraget att undervisa i musik utgående från den finländska nationella läroplanens innehåll och mål. För att få svar på frågeställningen används kvalitativ innehållsanalys. I föreliggande studie har både dokument i form av läroplanstexter och förskollärares intervjusvar analyserats. Läroplanens övergripande mål är att den ska bidra till att en högklassig och enhetlig förskoleundervisning förverkligas i hela Finland, men resultatet i denna studie visar på stora variationer i förverkligandet av musikundervisningen. ENGLISH ABSTRACT The Mission to Teach Music. Pre-primary Teachers’ Assignment to Teach Music Based on the Content and Goals of the National Curriculum The aim of music education is to give children the tools to practically play music in everyday life, developing musical thinking, and create a positive attitude to music. The experiences children get in music are mainly dependent on the teachers they encounter (Moore, 2019). Therefore, teachers should be equipped with the skills and knowledge required to be able to give children meaningful musical experiences and to be able to follow the curriculum’s content and goals (Sætre, 2018). The purpose of this study is to investigate how teachers in pre-primary education approached the task of teaching music based on the content and goals of the Finnish national curriculum. Qualitative content analysis is used to answer the question at issue. In the present study both documents in the form of curriculum texts and pre-school teachers’ interview responses have been analyzed. The overall aim of the curriculum is to contribute to the realization of high quality and uniform preschool education throughout Finland, but the results show wide variations in the realization of music education.
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Hallam, Susan, and Carey Godwin. "Annual Conference 2014 paper: Actual and perceived effects of background music on creative writing in the primary classroom." Psychology of Education Review 39, no. 2 (2015): 15–21. http://dx.doi.org/10.53841/bpsper.2015.39.2.15.
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This paper explores the effects of two kinds of background music on task performance of primary school children and the extent to which the children were aware of the effects of the music. Children aged 10 to 11 were asked to write an exciting story while listening to arousing, calming or no music. They then completed a questionnaire to establish their awareness of the music and its effects. The music appeared to have little effect on basic literacy skills in the children but stories were rated as more ‘exciting’ when the ‘calming’ music was playing. The children had little conception of the detrimental effects of the exciting music on their studying. This has implications for children undertaking homework while listening to background music.
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Koolidge, Louis, and Robyn M. Holmes. "Piecing It Together: The Effect of Background Music on Children’s Puzzle Assembly." Perceptual and Motor Skills 125, no. 2 (January 9, 2018): 387–99. http://dx.doi.org/10.1177/0031512517752817.
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This study explored the effects of background music on cognitive (puzzle assembly) task performance in young children. Participants were 87 primarily European-American children (38 boys, 49 girls; mean age = 4.77 years) enrolled in early childhood classes in the northeastern United States. Children were given one minute to complete a 12-piece puzzle task in one of three background music conditions: music with lyrics, music without lyrics, and no music. The music selection was “You’re Welcome” from the Disney movie “Moana.” Results revealed that children who heard the music without lyrics completed more puzzle pieces than children in either the music with lyrics or no music condition. Background music without distracting lyrics may be beneficial and superior to background music with lyrics for young children’s cognitive performance even when they are engaged independently in a nonverbal task.
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Watts, Sarah H., and Patricia Shehan Campbell. "American Folk Songs for Children." Journal of Research in Music Education 56, no. 3 (October 2008): 238–54. http://dx.doi.org/10.1177/0022429408327176.
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American composer Ruth Crawford Seeger grew into the role of music educator as a consummate musician with a deep interest in connecting children to their American musical heritage. This article examines the contributions of Ruth Crawford Seeger to American music education, principally through examination of primary and secondary sources and review of her published works. While historical in some of its methodological procedures, it is even more so a biographical study of a composer who was consumed with a passion to preserve and transmit American heritage music to children. Her life in music as pianist, music intellectual, and composer notwithstanding, this research draws attention to her work in the selection, transcription, and placement of songs from the vast collections of the Lomax family into published works for use with children in schools. The authors examine the legacy of Ruth Crawford Seeger as an educator, with particular emphasis on the manner in which music of the people was masterfully transcribed from recordings and prepared for children and their teachers in schools and preschools.
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Pierrepont, Alexandre. "Let My Children Hear Music." L Homme, no. 177-178 (March 30, 2006): 73–106. http://dx.doi.org/10.4000/lhomme.2100.
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Pierrepont, Alexandre. "Let My Children Hear Music." L'Homme, no. 177-178 (June 1, 2006): 73–105. http://dx.doi.org/10.4000/lhomme.21669.
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De Ory, Eduardo Zaccagnini. "Young children and music making." Early Child Development and Care 44, no. 1 (January 1989): 73–85. http://dx.doi.org/10.1080/0300443890440108.
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Webster, Peter R. "Young Children and Music Technology." Research Studies in Music Education 11, no. 1 (December 1998): 61–76. http://dx.doi.org/10.1177/1321103x9801100107.
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Robarts, Jacqueline. "Music Therapy with Sexually Abused Children." Clinical Child Psychology and Psychiatry 11, no. 2 (April 2006): 249–69. http://dx.doi.org/10.1177/1359104506061418.
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Music is part of everyday life, and is generally regarded as therapeutic. There is increasing interdisciplinary interest in innate human musicality and the link between music and the emotions. Innate musicality is evident in the dynamic forms of emotional expression that both regulate and cultivate the foundations of meaning in human communication (intersubjectivity). This article discusses music therapy, drawing from interdisciplinary perspectives, and illustrated by case material of individual music therapy with a sexually abused child. Where the growth of mind and meaning is devastated at its core by early relational trauma, music, when used with clinical perception, may reach and work constructively with damaged children in an evolving, musically mediated therapeutic relationship.
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Campbell, Patricia Shehan. "How Musical We Are: John Blacking on Music, Education, and Cultural Understanding." Journal of Research in Music Education 48, no. 4 (December 2000): 336–59. http://dx.doi.org/10.2307/3345368.
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The distinguished music scholar John Blacking (1928-1990) made the study of music in culture and the nature of musical thought and behavior his lifelong quest. Although an anthropologist by training and an ethnomusicologist in his academic output, he produced a vast quantity of publications on the nature of musicality and musical development in the Venda children of northern Transvaal, South Africa. There are multiple purposes of this research, starting with a profile of the professional career of John Blacking, from his musical beginnings in England to his South African Odyssey of fieldwork and teaching of music as a social and cultural force, and finally to his teaching and scholarly contributions as an academic powerhouse and articulate advocate for the education of children in and through music in the United Kingdom, the United States, and internationally. An examination follows to gauge the extent of John Blacking's fieldwork and theoretical views relevant to music, education, and culture, with particular attention to Blackings approach to the study of children as a distinctive musical culture and the nature of their musicality, the central role of physical movement and dance as integrated within the musical experience, and the development of world musics in educational programs.
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Masarogulları, Guncel. "THE EFFECTS OF MUSIC THERAPY ON ANXIETY AND PAIN SYMPTOMS OF CHILDREN WITH CANCER." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 7 (November 10, 2017): 139–53. http://dx.doi.org/10.18844/prosoc.v4i3.2654.
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Although music therapy is well documented in medical settings, the effects of the music therapy has not been well established yet. This study aimed to investigate the effectiveness of the music therapy on anxiety, and pain symptoms of children with cancer. Participants (aged ranged 6-16) were randomly allocated to one of two music therapy groups: 1) earphones with classical music, no choice (n = 20) or 2) earphones with classical music, free choice (n = 20) and a control group (n = 20) (earphones without music). In all groups, children listened to music (or the white noise) for 10 minutes before the chemotherapy. All of the symptoms were measured before the music therapy, during the chemotherapy (after the music therapy), and after the chemotherapy. State Trait Anxiety Inventory for Children (STAI-C), and Wong-Baker Faces Pain Rating Scale was used to measure the anxiety, and pain scores of the children. One-Way ANOVA and Mixed ANOVA analysis were used to analyse the effectiveness of the music. Results showed that the anxiety level of children decreased significantly in the music groups during and after the chemotherapy. However, music therapy did not affect the pain level of children Keywords: Music therapy, anxiety, pain, cancer;
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Masarogulları, Guncel. "THE EFFECTS OF MUSIC THERAPY ON ANXIETY AND PAIN SYMPTOMS OF CHILDREN WITH CANCER." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 7 (August 5, 2017): 139–53. http://dx.doi.org/10.18844/prosoc.v4i7.2654.
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Although music therapy is well documented in medical settings, the effects of the music therapy has not been well established yet. This study aimed to investigate the effectiveness of the music therapy on anxiety, and pain symptoms of children with cancer. Participants (aged ranged 6-16) were randomly allocated to one of two music therapy groups: 1) earphones with classical music, no choice (n = 20) or 2) earphones with classical music, free choice (n = 20) and a control group (n = 20) (earphones without music). In all groups, children listened to music (or the white noise) for 10 minutes before the chemotherapy. All of the symptoms were measured before the music therapy, during the chemotherapy (after the music therapy), and after the chemotherapy. State Trait Anxiety Inventory for Children (STAI-C), and Wong-Baker Faces Pain Rating Scale was used to measure the anxiety, and pain scores of the children. One-Way ANOVA and Mixed ANOVA analysis were used to analyse the effectiveness of the music. Results showed that the anxiety level of children decreased significantly in the music groups during and after the chemotherapy. However, music therapy did not affect the pain level of children Keywords: Music therapy, anxiety, pain, cancer;
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Syamah, Sheehan Maulana, Yusnelli Yusnelli, and Bambang Wijaksana. "The Hearts Sound Of Victim (Electro Acoustic Music)." Musica: Journal of Music 2, no. 2 (November 30, 2022): 120. http://dx.doi.org/10.26887/musica.v2i2.3034.
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TThe Hearts Sound Of Victim merupakan sebuah komposisi musik multimedia yang berangkat dari sebuah fenomena sosial yaitu menjadi korban Bullying. Penciptaan karya ini bertujuan untuk mengungkapkan pengalaman empiris menjadi sebuah karya multimedia agar kejadian bullying tidak terjadi lagi di lingkungan sosial anak-anak dan sekolah. Karya musik multimedia ini digarap dengan Elektro Akustik Musik dan pendekatan experimental musik. Metode yang digunakan dalam proses penggarapan karya ini yaitu eksplorasi, ekperimentasi dan perwujudan. Selain dari pada itu untuk menjadi acuan pengkarya menggunakan beberapa teori diantarnya teori ekperimental music, teori Elektro Akustik Musik, teori musik programa dan teori musik sound design sebagai landasan dalam proses penggarapan. Karya ini akan digarap menjadi tiga bagian karya. Bagian pertama, mengekspresikan kondisi seorang anak yang tenang belum mengalami pembulian, bagian dua mengekspresikan kegiatan pembulian sedang terjadi dan bagian tiga mengekspresikan perasaan seseorang setelah mengalami pembulian.ABSTRACTThe Hearts Sound Of Victim is a multimedia music composition that departs from a social phenomenon, namely being a victim of bullying. The creation of this work aims to reveal empirical experiences into a multimedia work so that bullying does not happen again in the social environment of children and schools. This multimedia music work is done with Electro Acoustic Music and experimental music approach. The methods used in the process of making this work are exploration, experimentation and embodiment. Apart from that, as a reference, the authors use several theories including experimental music theory, Electro Acoustic Music theory, program music theory and sound design music theory as the basis in the cultivation process. This work will be divided into three parts. The first part, expresses the condition of a calm child who has not been bullied, part two expresses the bullying activity is going on and part three expresses one's feelings after being bullied.
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Perdana, Firdaus. "MUSIK TRADISIONAL BAGI PERKEMBANGAN KOGNITIF ANAK USIA DINI." ASGHAR : Journal of Children Studies 2, no. 1 (June 30, 2022): 81–92. http://dx.doi.org/10.28918/asghar.v2i1.5772.
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This study discusses the music traditional for early childhood to cognitive development. Through music education of children can develop a variety of cognitive abilities, especially in the cognitive development. Based on some of theories cognitive ability in early childhood in a musical activity able to develop well because of the music, children will be interested to learn. Music is important to someone, especially children who are still happy to move freely and play. Based on the theory that music will help explain the cognitive development of children. Fact music can give a good impact on the brain development of infants and children if he hears music playing softly, rhythmically quiet and not loud.
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Xia, Ting, and Zongrun Li. "Behavioral Training of High-Functioning Autistic Children by Music Education of Occupational Therapy." Occupational Therapy International 2022 (September 24, 2022): 1–10. http://dx.doi.org/10.1155/2022/6040457.
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Autistic children, also known as “children from the stars”, have been discovered for more than half a century, but there is still no unified conclusion on the diagnosis, causes, manifestations, and education of autism. The current theory and practice suggest that there is a need to improve the treatment and education of these children. According to existing theories and practices, most autistic children show a special interest in music, and music is very effective in the treatment of autistic children, and through musical activities, children with autism can improve their language, social and emotional, cognitive, and sensorimotor development. In this paper, we record and observe the music classes of children with autism. We select two classes with a total of seven children with autism as the observation subjects in the music classes, record the changes in various aspects and behavioral performance of these seven children with autism in the music activities, and analyze and summarize them. The main purpose of this study is to analyze and summarize how the three major music teaching methods are implemented in the music classroom for autistic children and how they can help autistic children with different characteristics. In the end, we summarize the main problems of music teaching for autistic children found in practice and try to make some suggestions, hoping to provide reference for scholars who study music education for autistic children. The music teaching activities were effective in improving the children’s joint attention, movement imitation, rhythm imitation, and cooperation ability, and all three children improved to varying degrees, fulfilling the goals of the teaching activities. The behavioral analysis of the three children during the teaching activities showed that the three children improved their ability to sit comfortably, awareness, musical ability, and rule awareness and reduced inappropriate behaviors and bad emotions, which proved that music education could improve the social and cognitive skills of the children.
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Astuti, Astuti, Yayah Yayah, and Nani Nurhaeni. "Terapi Musik Pada Kualitas Hidup Anak yang Sakit:A Literature Review." Journal of Holistic Nursing Science 8, no. 1 (January 31, 2021): 89–104. http://dx.doi.org/10.31603/nursing.v8i1.3332.
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During illness, children had a lot of unpleasant experiences. That experiences can reduce the quality of life in children. Music therapy is expected to improve the quality of life in sick children. This study aims to determine the effect of music therapy on the quality of life in sick children. Several online databases were searched from 2010-2020. The inclusion criteria of the articles are research articles, free full-text articles, articles written in English, and concerns on music therapy intervention programs for sick children aged 0-18 years old. There were six articles used for the review of this paper. The six articles are similar in the results that music therapy can improve the quality of life for sick children. The type of music therapy is active music therapy (the child is directly involved) and responsive (listening to music). Pediatric patients who are proven to be able to effectively improve the quality of life through music therapy are children with palliative care, brain tumors, Haematopoietic Stem Cell Transplants (HSCT), mental disorders, and children who are treated in ordinary inpatient rooms. Music therapy is proven to be effective in improving the quality of life of sick children with the various accompanying disease.
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Kadam, Krishna S., Niraj S. Gokhale, Shivayogi M. Hugar, Pooja K. Dialani, Neha Kohli, and Bhuvanesh Nitin Bhusari. "Comparative Evaluation of Anxiety Levels in Children Undergoing Restorative Procedure Using No Music, Music of Choice, and Nursery Rhymes as a Behavior Management Technique in Children between 4 and 12 Years – An In vivo Study." Journal of the Scientific Society 51, no. 2 (April 2024): 239–44. http://dx.doi.org/10.4103/jss.jss_102_23.
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Aim: The aim is to compare and evaluate the impact music has on anxiety in children while performing restorative procedures. Materials and Methods: Forty-five children between the ages of 4 and 12 years without any prior dental experience were recruited for the study. Forty-five children were equally divided into three groups of 15 children in each by simple random sampling. The children were allocated to the groups using the computer allocation method. Group A consisted of 15 children who were not made to hear music, Group B consisted of 15 children who heard nursery rhymes, and Group C consisted of 15 children who heard music of their own choice while undergoing restorative treatment for 40 min. Anxiety levels were assessed preoperatively and postoperatively using Venham’s picture test, and pulse rate using pulse oximeter. Results: Music of choice and nursery rhymes showed a better reduction in anxiety levels than no music, with a very high statistically significant difference (P < 0.001). Music of choice was better than nursery rhymes and no music in reducing anxiety in children. Conclusion: The music of choice was more effective in reducing anxiety when compared to the nursery rhyme group and no music group.
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Bunt, Leslie. "Music therapy with children: a complementary service to music education?" British Journal of Music Education 20, no. 2 (July 2003): 179–95. http://dx.doi.org/10.1017/s0265051703005370.
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This article is divided into three parts. In Part I a brief description of a music therapy session will highlight some key features of a music therapy approach with children. The session will be used as a springboard for a short survey of some theoretical perspectives that underpin music therapy practice. Part II will outline the development of music therapy in the UK and the current range of work with children. Some evidence of music therapy's effective contribution to the development of the whole child will be drawn from published research and case material. Part III will place music therapy in wider social, musical and cultural contexts, outlining some contemporary challenges including closer collaboration with music educators and researchers.
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Sumartini, Ni Putu. "TERAPI MUSIK KLASIK MEMILIKI PENGARUH TERHADAP PERKEMBANGAN KOGNITIF ANAK RETARDASI MENTAL DI SEKOLAH LUAR BIASA (SLB) NEGERI PEMBINA MATARAM." Midwifery Journal: Jurnal Kebidanan UM. Mataram 5, no. 2 (August 1, 2020): 123. http://dx.doi.org/10.31764/mj.v5i2.1183.
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Anak dengan keterbelakangan mental memiliki fungsi intelektual umum yang secara signifikan berada di bawah rata-rata dan kondisi tersebut memiliki pengaruh terhadap perkembangan kognitif anak. Salah satu terapi yang digunakan untuk meningkatkan kognitif anak terbelakang mental adalah dengan terapi musik. Penelitian ini bertujuan untuk mengetahui pengaruh terapi musik klasik terhadap perkembangan kognitif anak retardasi mental. Penelitian ini dilaksanakan di SLB Negeri Pembina Mataram. Menggunakan preexperimental one group pretest and posttest design dengan jumlah sampel 36 orang dengan teknik purposive sampling. Terapi musik klasik diberikan dua kali selama 30 menit. Pengumpulan data perkembangan kognitif dengan kuesioner pengukuran perkembangan kognitif sederhana, dianalisis menggunakan Wilcoxon Match Pairs Test. Hasil penelitian menunjukkan bahwa perkembangan kognitif anak sebelum intervensi yaitu kategori kurang 61,11%, kategori cukup 25,00%, dan kategori baik 13,89%. Kemudian setelah intervensi menjadi kategori baik 52,78%, kategori cukup 30,55%, dan kategori kurang 16,67%. Berdasarkan hasil uji statistik didapatkan p=0,000. Maka, ada pengaruh terapi musik klasik terhadap perkembangan kognitif anak retardasi mental di SLB Negeri Pembina Mataram. Saran agar terapi musik klasik ini dapat diterapkan sebagai bagian dari terapi pada anak dengan retardasi mental.Child with mental retardation has general intellectual function that is below average significantly and that condition has an effects on the child's cognitive development. One of the therapy used to raises cognitive development of children with mental retardation is music therapy. This research aims to know the effect of classical music therapy on the cognitive development of children with mental retardation. This research has been held in SLB Negeri Pembina Mataram. The design used was quasy experiment with preexperimental one group pre test and post test design. The sample size were 36 samples who selected by purposive sampling technique. Classical music therapy was given twice with the duration of 30 minutes for each session. Data about cognitive development was collected by simple cognitive questionnaire and analyzed with Wilcoxon Match Pairs Test. The average of cognitive development before intervention was 61,11% in the less category, 25,00% in enough category and 13,89% in good category. And then after intervention in good category is 52,78%, enough category is 30,55% and less category is 16,67%. Statistical test results obtained p value 0,000. Thus, there was an effect of classical music therapy on cognitive development of children with mental retardation. Suggestions that this classical music therapy can applied as part of therapy in children with mental retardation.
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Kabataş, Mustafa. "Life Quality of Children Interested in Music." Journal of Education and Training Studies 8, no. 6 (May 5, 2020): 23. http://dx.doi.org/10.11114/jets.v8i6.4762.
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Many definitions have been made about music. Soykan (2002 P: 1) defines music as “explaining the effect that it awakens in the audience with stimulation, impression, affect”. According to (Sun et. al., 1969), music is the art of expression with sound and rhythm (Uçan et. al., 1996) is the music as art; It defines as a whole that describes certain situations, phenomena and events in an aesthetic structure with harmonious sounds that are combined with a certain purpose and method, with a certain understanding of beauty, with the contribution of emotions, thoughts, designs and impressions or other reasons. According to (Özer et. al., 1997). The diversity of the definitions about music arises from the existence of music concepts that vary according to the age, culture and individuals in a culture. Developing and gaining music-related behaviors during the upbringing of individuals is through music education. With music education, it is aimed to create musical behavior change in the desired direction in their psychological, cognitive and affective behavior. The behaviors that are tried to be acquired will be possible with a planned and programmed training process (Akbulut Efe et. al., 2006). Today, there are many institutions providing professional or amateur, paid or free music education. In this study, it was made to observe whether there is a change in the quality of life of children who are 10-14 years old, who are interested in music, compared to those who are not. 68 students interested in the same number of music and not attending the study participated in the study. The data of the study were collected by Kid-KINDL quality of life scale and family questionnaire. The findings were discussed and the study was thought to contribute to the field.
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Naulia, Resi Putri, Allenidekania Allenidekania, and Happy Hayati. "THE EFFECT OF MUSIC THERAPY ON SLEEP QUALITY AMONG CHILDREN WITH CHRONIC ILLNESS." International Journal of Nursing and Health Services (IJNHS) 2, no. 1 (March 30, 2019): 15–20. http://dx.doi.org/10.35654/ijnhs.v2i1.51.
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Abstract
The priority of handling children with chronic illness is to improve the quality of life by paying attention the symptoms that arise during treatment, one of which is the sleep problem. The purpose of this study to identify the effect of music therapy for the sleep quality of children with chronic illness. This study used a quasi experiment. Sample size was 30 childrens were divided into experimental group and control group. Respondents were given music therapy in 30-45 minutes before bed for 4 days. Sleep quality is measured by using Pittsburgh Sleep Quality Index (PSQI). There was a significant mean difference regarding PSQI score in experimental and control group. It was found that the experimental group score was higher compared with the control group (p=0,001). Thus music therapy could be used as an alternative intervention to improve the sleep quality to improve the quality of life of children with chronic illness.
Key words : children, chronic illness, music therapy, sleep quality
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Mehr, Samuel A. "Music in the Home." Journal of Research in Music Education 62, no. 1 (March 4, 2014): 78–88. http://dx.doi.org/10.1177/0022429413520008.
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This study had three goals: (1) to investigate the potential connection between music experiences in early childhood and later music making as a parent, (2) to report the frequency of music making in a sample of American families with young children along with parents’ opinions on possible benefits of music classes, and (3) to compare frequency data to two previous studies. Parents of 4-year-old children were surveyed on the frequency of music activities in the home, their early arts experiences, and a variety of topics concerning arts education. An intergenerational link was found: The frequency of parental song in childhood significantly predicted parents’ later music behaviors with their own children, adjusting for other aspects of the early artistic environment. Parents reported high frequencies of music activities in the home, with most parents singing or playing recorded music to their children on a daily basis. Notably, the frequency of parental music making was unrelated to family income or to participation in music classes. Parents’ opinions on the effects of music education reflected a widespread belief that music classes confer a variety of nonmusical benefits.
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Rife, Nora A., Zachary M. Shnek, Jennifer L. Lauby, and Leah Blumberg Lapidus. "Children's Satisfaction with Private Music Lessons." Journal of Research in Music Education 49, no. 1 (April 2001): 21–32. http://dx.doi.org/10.2307/3345807.
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Feelings of satisfaction are vital to learning because they provide the motivation necessary for children to continue to participate in private music lessons. The aims of this study were to examine factors related to satisfaction with private music lessons from a child's perspective and to develop a reliable, valid, and practical measure of music lesson satisfaction to help improve private music instruction. Factor analysis using a sample of 568 children, ages 9 to 12, yielded the 34-item Music Lesson Satisfaction Scale (MLSS), which loaded onto one unidimensional factor. Enjoyment and practicing seemed to be important to children s music lesson satisfaction, with children indicating that they were generally satisfied with their private music lessons overall. These results support previous music research. The effects of age, gender, and musical instruments on satisfaction are discussed, as are implications for music educators.
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Veraksa, Alexander, Darina Nechaeva, and Anastasia Yakushina. "The Influence of Music Classes on the Regulatory Functions and Language Abilities of Children Aged 5-12: The Review of Research Studies." Education & Self Development 18, no. 2 (June 30, 2023): 56–68. http://dx.doi.org/10.26907/esd.18.2.05.
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Nowadays, most children attend supplementary classes. This research attempts to review and summarize the results of 14 international studies on the influence of music lessons on children aged 5-12. The paper considers the influence of music lessons on the development of regulatory functions and language abilities. The authors conclude that music lessons have a significant influence on the regulatory functions of children, especially on inhibition and working memory. The relationship between language and music classes highlighted in numerous studies are discussed. With prolonged daily music lessons, children can develop vocabulary and phonological awareness.
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Anand, Advika. "The Potential of Music Training to Improve Attentional Control and Inhibitory Control in Children with ADHD." Journal of European Psychology Students 13, no. 1 (October 31, 2022): 117–27. http://dx.doi.org/10.5334/jeps.582.
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Research has documented how music training boosts executive functioning and that a similar intervention called music therapy has been associated with a reduction in symptoms of Attention–Deficit Hyperactivity Disorder (ADHD). This paper reviews the evidence on whether music training has the potential to improve two executive functions—attentional control and inhibitory control—in children with ADHD. As the research on how music training affects children with ADHD is limited, studies on the benefits of music training for similar neurodiverse conditions and the effect of music training on attention and inhibition in neurotypical individuals were reviewed. This data could act as preliminary evidence for how music training may benefit children with ADHD, but further research must involve these children to confirm that these findings apply to them.
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Vaiouli, Potheini, and Georgia Andreou. "Communication and Language Development of Young Children With Autism: A Review of Research in Music." Communication Disorders Quarterly 39, no. 2 (May 13, 2017): 323–29. http://dx.doi.org/10.1177/1525740117705117.
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Research demonstrates connections among children’s music actions, their engagement abilities, and their language development. Although the link between music and the engagement abilities of young children with autism is well established, there is not enough evidence on the effectiveness of music strategies and music therapy interventions to promote language development of young children with autism. The purpose of this review is to examine and analyze current literature on the systematic use of music and music therapy interventions as effective strategies for the development of language and preverbal and verbal communication abilities in young children with Autism Spectrum Disorders. Findings align with previous reviews on the positive effects of music as an age-appropriate, communicative medium. Also, the review pinpoints to the collaboration of music therapists and speech and language pathologists for the design and implementation of interventions that embed music and target language development of young children with autism.
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Gu, Xi. "The Benefits of Music for Children with Autism." Learning & Education 9, no. 3 (December 29, 2020): 107. http://dx.doi.org/10.18282/l-e.v9i3.1591.
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With the development of medicine, people are more and more aware of the status quo of autistic children. At the same time, more people are concerned about how to help autistic children to establish their social ties, so as to make them have a better life. In recent years, some researches have found that music has generally become a tool for autistic children to communicate with society. Therefore, this paper attempts to emphasize and study how music treats autism from the perspective of music expression and music learning. And then provide reference for more music education attempts.
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Maidaniuk, Iryna, Viktor Kavun, Nataliia Tverdokhlib, Larisa Biryukova, Tetiana Doroshenko, and Iryna Mashtaler. "A Creative Approach to Preparing Inclusive Music Lessons: The Role of Neuropedagogy in Inclusive Music Education." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 14, no. 4 (December 19, 2023): 242–53. http://dx.doi.org/10.18662/brain/14.4/503.
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The article discusses the issue of music education for children with special needs in children’s art schools. It highlights the most relevant problem, namely, insufficient knowledge among music school teachers and art school teachers about the peculiarities of development and learning of such children. Besides, a significant gap in today’s music education is the lack of appropriate methods and techniques of music instruction that are suitable for learners with special educational needs. The article shows the most common disorders that allow for education in children’s music schools, reveals the difficulties encountered in teaching children with developmental delays and provides corresponding recommendations. The authors of this article believe that principles widely applied in corrective pedagogy can contribute to music education in children’s art schools. These principles include minimization, accessibility, cyclicity, intensification and comprehensiveness. When adapted to music pedagogy, they can be successfully incorporated into the educational process. Also, the article defines the category of children with special needs and describes a creative approach to preparing inclusive music lessons. Finally, it characterizes inclusion in music for children with developmental delays in mental and language abilities and identifies the role of neuropedagogy in inclusive music education.
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Wang, Ting, Taifang Chen, and Jinwen Wang. "Application of Music Therapy in Intervention Research of Autistic Children." E3S Web of Conferences 253 (2021): 03083. http://dx.doi.org/10.1051/e3sconf/202125303083.
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With the continuous development of China's information technology, medical information is also constantly innovating, which is conducive to the diversity and effectiveness of the treatment of various diseases, including autism. Music therapy is the embodiment of the innovation of information media in medical informationization. Music therapy is a kind of information communication medium that uses music to stimulate and hypnotize people and stimulate physical reactions in various forms of music activities to promote people's physical and mental health. It is often used in the intervention research of autism. This article summarizes the effectiveness of music therapy for children with ASD in the latest research at home and abroad, and the advantages of music therapy in promoting social communication, improving attention, reducing stereotyped behavior, and improving negative emotions in children with ASD. It also reveals music How the treatment can improve the facial emotion recognition ability of children with ASD, the role of assistive robots and family participation in the music therapy of children with ASD.
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Tsang, Christine D., and Nicole J. Conrad. "Music Training and Reading Readiness." Music Perception 29, no. 2 (December 1, 2011): 157–63. http://dx.doi.org/10.1525/mp.2011.29.2.157.
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several reports have noted significant associations among phonological awareness, early reading skills, and music perception skills in young children. We examined whether music processing skills differentially predicted reading performance in a broad age range of 69 children with and without formal music training. Pitch perception was correlated with phonological awareness, a finding consistent with the hypothesis that basic auditory processing skills underlie the association between music and reading abilities. Nevertheless, the correlation between music skills and reading skills was affected by the presence of formal music training: pitch discrimination predicted reading ability only in children without formal music training. Studies examining the association between music perception and reading (and perhaps other cognitive domains as well) should not ignore the factor of music training.
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Vlachová, Zuzana. "Music Therapy Intervention with Autistic Children." Lifelong Learning 3, no. 2 (2013): 79–95. http://dx.doi.org/10.11118/lifele2013030279.
Full textAbstract:
The paper presents a qualitative empirical research project, research design and research methods used in the preparation of a dissertation which deals with music therapy interventions in children with autism. The reason for examining this issue is a considerable lack of research activity in this area, and thus also a lack of relevant results on which clinical practice could rely. The results of future investigations should bring answers to the question of how children with autism receive and experience music therapy intervention and also what the effect of music therapy intervention in the social interaction of children is; research will be directed to a deeper understanding of this influence and its characteristics using the multiple case study design.