Relevant bibliographies by topics / Music education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Music education'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2024

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Journal articles on the topic "Music education"

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Volk, Terese M. "World Musics and Music Education." Update: Applications of Research in Music Education 17, no. 1 (March 1998): 9–13. http://dx.doi.org/10.1177/875512339801700103.

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Lepherd, Laurence. "Comparative Music Education: Bicultural Music Education." International Journal of Music Education os-7, no. 1 (May 1986): 23. http://dx.doi.org/10.1177/025576148600700105.

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Darma Putra, Irdhan Epria. "HUMANISTIC THOUGHT IN MUSIC ARTS EDUCATION." Ekspresi Seni : Jurnal Ilmu Pengetahuan dan Karya Seni 25, no. 1 (June 20, 2023): 63. http://dx.doi.org/10.26887/ekspresi.v25i1.3261.

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Research is the foundation of music education that has a humanistic mind. This research was conducted to determine the initial study of learning that could have been more optimal. Music education has not been able to express freedom and maturity. This research is due to a need to foster students' sense of awareness and responsibility. This awareness can expand students' experiences in music in the surrounding environment. The research used literature studies from ten articles published in national journals and then abstracted to compare the findings. The results showed that music education focuses on art elements, including expressing, appreciating, creating, and creating harmony in the environment. Music arts education can motivate students to discover the character and personality of students in knowledge, potential, and positive behavior in the surrounding environment.Keywords: Musical Art; Humanistic PerspectivePEMIKIRAN HUMANISTIK DALAM PENDIDIKAN SENI MUSIKAbstrak Riset merupakan landasan pendidikan musik yang berwawasan humanistik. Penelitian ini dilakukan untuk menentukan pembelajaran pembelajaran awal yang bisa lebih optimal. Pendidikan musik belum mampu mengekspresikan kebebasan dan kedewasaan. Penelitian ini dilakukan karena adanya kebutuhan untuk menumbuhkan rasa kesadaran dan tanggung jawab siswa. Kesadaran tersebut dapat memperluas pengalaman siswa dalam bermusik di lingkungan sekitarnya. Penelitian ini menggunakan studi literatur dari sepuluh artikel yang diterbitkan di jurnal nasional dan kemudian disarikan untuk membandingkan temuan tersebut. Hasil penelitian menunjukkan bahwa pendidikan musik menitikberatkan pada unsur seni yang meliputi mengungkapkan, mengapresiasi, berkreasi, dan menciptakan keselarasan dalam lingkungan. Pendidikan seni musik dapat memotivasi siswa untuk menemukan karakter dan kepribadian siswa dalam pengetahuan, potensi, dan perilaku positif di lingkungan sekitarnyaKata Kunci: Seni Musik; Perspektif Humanistik
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X., Shermatova. "A LOOK AT THE MUSIC EDUCATION IN SCHOOLS: FORMS AND METHODS OF MUSIC EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 253–58. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-45.

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Ibragimovich, Mustafoev Bakhtiyor. "Reforms of Music Culture Education." International Journal of Psychosocial Rehabilitation 24, no. 4 (April 30, 2020): 7155–60. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020530.

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Makhammatov, Abdumannon. "Computerization Technology Of Music Education." American Journal of Social Science and Education Innovations 02, no. 10 (October 31, 2020): 418–21. http://dx.doi.org/10.37547/tajssei/volume02issue10-67.

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Müezzinoğlu, Alev, and Başak Gorgoretti. "THE NEW MUSIC CURRICULUM WITH A NEW MUSIC EDUCATION CONCEPT." E-journal of New World Sciences Academy 14, no. 3 (July 22, 2019): 247–53. http://dx.doi.org/10.12739/nwsa.2019.14.3.d0242.

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Kane, Jan. "Music Education." International Journal of the Humanities: Annual Review 5, no. 10 (2008): 95–104. http://dx.doi.org/10.18848/1447-9508/cgp/v05i10/42250.

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Mackinlay, Elizabeth, and Peter Dunbar-Hall. "Historical and Dialectical Perspectives on the Teaching of Aboriginal and Torres Strait Islander Musics in the Australian Education System." Australian Journal of Indigenous Education 32 (2003): 29–40. http://dx.doi.org/10.1017/s132601110000380x.

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AbstractIndigenous studies (also referred to as Aboriginal and Torres Strait Islander studies) has a double identity in the Australian education system, consisting of the education of Indigenous students and education of all students about Aboriginal and Torres Strait Islander cultures and histories. Through explanations of the history of the inclusion of Aboriginal and Torres Strait Islander musics in Australian music education, this article critiques ways in which these musics have been positioned in relation to a number of agendas. These include definitions of Aboriginal and Torres Strait Islander musics as types of Australian music, as ethnomusicological objects, as examples of postcolonial discourse, and as empowerment for Indigenous students. The site of discussion is the work of the Australian Society for Music Education, as representative of trends in Australian school-based music education, and the Centre for Aboriginal Studies in Music at the University of Adelaide, as an example of a tertiary music program for Indigenous students.
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Sularso, Sularso. "Pendekatan literasi musik: Upaya mengetahui persepsi mahasiswa pendidikan guru sekolah dasar tentang keragaman budaya musik Indonesia." Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan 10, no. 1 (August 7, 2022): 1–7. http://dx.doi.org/10.30738/wd.v10i1.12745.

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Bagi mahasiswa pendidikan guru sekolah dasar, pembelajaran musik menjadi matakuliah wajib yang harus dituntaskan. Dalam masyarakat multikultural, siswa pendidikan guru sekolah dasar harus memahami khasanah musik Indonesia secara baik. Persoalannya adalah mahasiswa pendidikan guru sekolah dasar tidak secara spesifik mengambil jurusan musik, sehingga rata-rata mereka tidak memiliki pengetahuan literasi musik secara memadai. Perspektif literasi musik tradisional ini dimaksudkan untuk membantu mahasiswa sekolah dasar dalam memahami hubungan antara musik tradisional dan pendidikan musik multikultural. Signifikansi penelitian ini terletak pada pentingnya perspektif literasi musik tradisional dalam membantu semua mahasiswa pendidikan guru sekolah dasar dalam mengkonstruksi pengetahuan tentang musik tradisional Indonesia. Berpijak pada persoalan tersebut, maka penelitian ini bertujuan untuk mengetahui persepsi mahasiswa pendidikan guru sekolah dasar dalam kaitannya dengan keragaman budaya musik Indonesia dengan pendekatan literasi musik. Data diperoleh melalui observasi, dan wawancara. Data yang dikumpulkan meliputi data-data pengetahuan musik tradisi, respon pengindraan musik, hingga perhatian mahasiswa terhadap fenomena musik tradisi disekitarnya. Hasil klasifikasi ketiga jenis data tersebut selanjutnya dianalisis dengan pendekatan literasi musik. Hasilnya adalah bahwa pendekatan literasi musik tradisional dapat membantu mahasiswa pendidikan guru sekolah dasar dalam mengkonstruksi pengetahuan tentang musik tradisional Indonesia. Kontribusi penelitian ini terletak pada pembentukan perspektif baru tentang pentingnya peningkatan literasi musik tradisional Indonesia sebagai upaya untuk melestarikan identitas dan semangat multikultural bagi calon guru sekolah dasar di Indonesia. Music literacy approach: An effort to find out the perceptions of elementary school teacher education students about the diversity of Indonesian music culture Abstract: For elementary school teacher education students, learning music is a compulsory subject that must be completed. In a multicultural society, elementary school teachers' education students must understand the repertoire of Indonesian music well. The problem is that elementary school teacher education students do not specifically major in music, so on average, they do not have adequate knowledge of musical literacy. This traditional music literacy perspective is intended to assist elementary school students in understanding the relationship between traditional music and multicultural music education. The significance of this research lies in the importance of the traditional music literacy perspective in helping all elementary school teacher education students in constructing knowledge about Indonesian traditional music. Based on these problems, this study aims to determine the perceptions of elementary school teacher education students in relation to the diversity of Indonesian music culture with a musical literacy approach. Data was obtained through observation and interviews. The data collected includes data on knowledge of traditional music, musical sense responses, and students' attention to the phenomenon of traditional music around them. The results of the classification of the three types of data are then analyzed using a musical literacy approach. The result is that the traditional music literacy approach can help elementary school teachers educate students in constructing knowledge about Indonesian traditional music. The contribution of this research lies in the formation of a new perspective on the importance of increasing literacy in traditional Indonesian music as an effort to preserve the identity and multicultural spirit of prospective elementary school teachers in Indonesia.
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Dissertations / Theses on the topic "Music education"

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Forari, Antonia. "The voices of Cypriot music education : a sociology of music education." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10006665/.

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Monitoring the processes through which upper secondary music education in Cyprus is constructed calls for articulation of the meanings of four groups of key actors. These actors are involved in music education's journey from education policy contexts to curriculum contexts. They include, firstly, the policymakers of the Cyprus Ministry of Education, who form policy and present this as curriculum ideologies, mainly in the official rhetorical curriculum. Second, the music inspector (for which there is only one post in Cyprus) has the main responsibility of interpreting, adapting and embodying this education policy in the intended music curricula. Third and fourth, this education policy is implemented, with a degree of interpretation, by music teachers, and actively received by pupils, who conceptualise and interact in complex ways with what is made and remade as the context of a school music educational culture, according to their own distinct logic, in relation to the delivered and received music curriculum respectively. This thesis investigates these various meanings through a policy trajectory study, gathering mostly qualitative data to unravel what counts as music education for the actors and how they conceive each others' meanings. Empirical data were gathered with reference to the aims, content, activities and assessment of the curriculum as conceived by individual key actors. Data referring to the first context identified earlier, that of the official rhetorical curriculum, involved a range of documentation from the Archives of the Ministry of Education of Cyprus; an extended semi-structured interview and follow-up discussions with Cyprus's music inspector were conducted regarding the second context, that of the intended music curriculum; a questionnaire to music teachers and, finally, group interviews with pupils were conducted in relation to the third and fourth contexts, the delivered and received curricula respectively. The findings indicate that Cypriot music education is a polydynamic site, full of paradoxes and conflicts within and between all four contexts. Key actors struggle with each other to define what counts as music education. In these terms music education is viewed as a socio-political construction, in which critical theory, and, more specifically, Foucault's concept of power as possessing an exclusionary, silencing aspect as well as a creative, positive one, can reveal what counts as musical knowledge. A theoretical model is proposed as an aid to conceptual and methodological interpretations of curriculum policy trajectory phenomena in music education.
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Heinrich, Lisa M. "MULTICULTURAL MUSIC EDUCATION: SECOND-GRADE STUDENTS’ RESPONSES TO UNFAMILIAR MUSICS." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1260496852.

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Thesis (M.M.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on Dec. 15, 2009). Includes bibliographical references (p. 52-55). Available online via the OhioLINK ETD Center and also available in print.
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Thorgersen, Ketil. "Music from the Backyard : Hagström's Music Education." Doctoral thesis, Luleå tekniska universitet, Institutionen för musik och medier, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-40056.

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Dunn, Anne Maureen. "Music education : an adult education perspective." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019700/.

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Hale, Travis L. "Becoming an educator: identity, music education, and privilege." Diss., Kansas State University, 2018. http://hdl.handle.net/2097/38794.

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Doctor of Philosophy
Curriculum and Instruction Programs
Frederick Burrack
This study is an intertwined critical autoethnography through which my experiences, my stories, are woven together with memories of family, students, and teaching career. Together, the telling of these stories will explore how I negotiated my identity development throughout my middle and high school experiences at a time when I could have been labeled as an at-risk student. The development into my professional career and personal life all influenced strongly by my participation in music education. Filtering these stories and memories through the lens of critical whiteness theory, this study interrogates the social assumptions that may be placed on at-risk students, exploring how these assumptions function within the context of access within our current music education structures, and investigates the ways in which social support systems allow opportunities for access of white male students and privilege in music education. An overarching question guiding this research is: How does the interrogation of such white privileges inform how one develops their identity as a music educator, a researcher, an academic, a husband, a father, a human, as well as, the curricular structures in place guiding access within music education?
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NGUYEN, DUY. "SOFTWARE FOR MUSIC EDUCATION." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/190713.

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Makonnen, Karyn. "The Interdisciplinary Approach: A Music Education Methods Course Component For Preservice Education and Music Education Majors." Bowling Green State University / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1421884052.

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Young, Sharon M. "Music teachers' attitudes, classroom environments, and music activities in multicultural music education /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794066543544.

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Stock, Carolyn D. "Perspectives in music education and arts education : the role of National standards for arts education in music education policy reform /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p1413024.

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Thesis (M.A.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 74-75). Also available for download via the World Wide Web; free to University of Oregon users.
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Paton, Rod. "The process of renewal in music and music education." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307250.

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Books on the topic "Music education"

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

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João, Hermida, and Ferreo Mariana, eds. Music education. Hauppauge, N.Y: Nova Science, 2009.

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Fletcher, Peter. Education and music. Oxford [Oxfordshire]: Oxford University Press, 1987.

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Nadolinskaya, Tat'yana, Lyudmila Rapackaya, and Igor' Krasil'nikov. Music education technologies. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1171998.

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The textbook reveals the theoretical foundations of the use of music education technologies in secondary schools. The ways of implementing technologies in various types of musical activity are described and characterized, the main methods of diagnosing the musical development of schoolchildren are revealed, the ways of interaction of musical and theatrical pedagogy in regular and extracurricular activities are revealed, the multifunctional nature of the professional activity of a teacher-musician based on the use of integrated theatrical technologies is shown. The manual includes six chapters, including a workshop on the development of pedagogical game technology, methodological developments of integrated music lessons. It is addressed to undergraduate students studying in the areas of training 44.03.01 "Pedagogical education" (profile 44.03.01.07 "Music") and 44.03.05 "Pedagogical education (with two training profiles)" (profiles: 44.03.05.28 "Preschool education and music", 44.03.05.39 "Music and additional education (teacher-organizer)").
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Kelman, Kristina. Entrepreneurial Music Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37129-6.

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Education and music. Oxford ; New York: Oxford University Press, 1991.

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Feldman, Evan, Ari Contzius, Mitchell Lutch, Katarzyna (Kasia) Bugaj, and Frank L. Battisti. Instrumental Music Education. Third edition. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429028700.

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Louise, Head, and Throp Claire, eds. Music education yearbook. London: Rhinegold, 1999.

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Arts Council of Great Britain. Music education policy. [London]: Arts Council of Great Britain, 1986.

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

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Book chapters on the topic "Music education"

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Lines, David. "Praxial Music Education." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-287-532-7_682-1.

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Aróstegui, José Luis. "Music vs. Education." In Educating Music Teachers for the 21st Century, 175–99. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_8.

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Hughes, Diane, Mark Evans, Guy Morrow, and Sarah Keith. "Popular Music Education." In The New Music Industries, 97–116. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40364-9_6.

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Bruin, Leon de. "Instrumental Music Education." In The Routledge Companion to Creativities in Music Education, 527–38. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003248194-51.

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Lines, David. "Praxial Music Education." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-287-532-7_682-1.

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Human, René, and Emily Achieng' Akuno. "Indigenising music education." In Decolonising and Indigenising Music Education, 88–107. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003288923-7.

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Williams, David A. "Reimagining Music Education." In Points of Disruption in the Music Education Curriculum, Volume 2, 107–22. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003410669-7.

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Huynh, Tina A. "Vietnamese Music in World Music Education." In Remembering Musical Childhoods in Vietnam, 27–48. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003363187-2.

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Feldman, Evan, and Ari Contzius. "The Music Budget." In Instrumental Music Education, 414–23. Third edition. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429028700-26.

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Feldman, Evan, and Ari Contzius. "The Music Budget." In Instrumental Music Education, 449–58. 4th ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003366157-28.

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Conference papers on the topic "Music education"

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Angel-Alvarado, Rolando, Miguel R. Wilhelmi, and Olga Belletich. "Holistic Architecture for Music Education: A proposal for empirical research in educational situations." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8079.

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Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.
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Ionova, Olena, and Svitlana Luparenko. "SPECIFIC FEATURES OF MUSIC EDUCATION IN WALDORF SCHOOL." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s08.086.

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The article authors reveal the specific features of music education in Waldorf school. Based on theoretical methods (synthesis and analysis of scientific and educational sources) and empirical methods (observation, survey, conversation, study of the academic results of schoolchildren�s activities etc.), the general tendencies of modern Waldorf education, as well as the specific features of organizing the educational process in Waldorf school and music education, in particular, have been identified. The general tendencies of modern Waldorf education are: integration of Waldorf education into the world educational space while preserving the traditions of national pedagogy; growth of openness, diversification and commercialization of education; democratization of management of educational institutions; learner-cantered paradigm of education; axiologically-based goals of education; humanization and humanitarization of the content of education; modernization of curricula on the basis of the principles of openness, humanization, integration of academic disciplines; a combination of private initiative and state support; expansion of the network of Waldorf schools and Waldorf classes; creation of public educational and cultural associations, the activities of which contribute to the development of Waldorf education; close interaction of schools with public institutions; cooperation of teachers and parents; increasing attention to Waldorf teachers� training etc. The specific features of organizing the educational process in Waldorf school are: rhythmical organization of educational process; aesthetic education; active-practical projects; making own workbooks by children in every subject; work with schoolchildren�s temperaments etc. It has been identified that music education in Waldorf school is based on holistic approach to personality and comprehensive consideration of the specifics of child�s age and individual development. According to this, the specific features of schoolchildren�s music education in Waldorf school are: a clear correlation of music education with the age dynamics of children�s consciousness; the focus of music education on all children; active practical musical activities of schoolchildren; use of �live� music; rhythmic alternation of listening, performing music and singing; performing musical exercises accompanied by movements etc.
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Tóth-Bakos, Anita. "MUSIC EDUCATION AND MUSIC THERAPY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0135.

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

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López-Íñiguez, Guadalupe, and Tuula Jääskeläinen. "How about equality and equity in higher music education? A theoretical framework for researching quality of music teaching and learning." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5417.

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While quality development has an important role in higher education in Finland, its connection with equality and equity in teaching and learning music is not often mentioned. Most of the discussions about equality in education have focused on how to equalize access to and participation in education, but there are disagreements about what the very concepts of equality and equity mean in education. When striving to achieve equality in higher music education, the use of learner-centered pedagogies may promote an engaging and satisfying learning experience. We illustrate a more holistic approach in teaching and learning music by adapting the equality-equity model developed by Espinoza (2007) to give an overview of dimensions of equality and equity with reference to the different stages of the educational process at the music university level. Constructivist research and phenomenographic research in teaching and learning music suggest that the conceptions held by teachers and students about teaching and learning can be relevant factors in the pursuit of change in educational practices. On this basis, we develop a theoretical framework and suggest some remedies for the research of teaching and learning in music universities aimed at developing more holistic quality in higher music education.
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Horsley, Stephanie, and Janice Waldron. "Challenging Music Education." In the 8th International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3097286.3097329.

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Hess, Juliet. "Music Education and the Colonial Project: Stumbling Toward Anticolonial Music Education." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1567504.

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"Music Education in College Quality Education." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.112.

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

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Zhou, Xiaomei. "Music Education and Music Inheritance in Multicultural Context." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.401.

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Reports on the topic "Music education"

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Näslund-Hadley, Emma, María Mercedes Mateo-Berganza Díaz, Emma Strother, and Danielle S. Parrillo. The Power of Music Education: Unlocking the Talent of Latin American and Caribbean Youth. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005159.

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The IDB supports youth empowerment through music education in Latin America and the Caribbean. This note draws on conversations with beneficiaries, project team leaders, and partner organizations about music as an engine of social inclusion and economic development. It highlights successful initiatives, including a program focused on music entrepreneurship among young people in Colombia, an all-female orchestra and a choir for women's rights in Guatemala, young luthiers crafting stringed instruments in Peru, and a program preventing violence through music education for children and their families in Nicaragua.
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Zuo, Lingyan, Fengting Zhu, Rui Wang, Hongyan Shuai, and Xin Yu. Music intervention affects the quality of life on Alzheimer’s disease: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2021. http://dx.doi.org/10.37766/inplasy2021.12.0055.

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Review question / Objective: Inclusion criteria: population: 1) A randomized controlled study on the impact of music intervention on the QOL of patients with AD; 2) The participants in this study is patients with AD; 3) There is no significant difference among age, gender and education background in sorted groups before analysis which make these groups comparable; intervention: 1)Intervention Modality Music-based intervention; comparison: 1) All data were sorted into two groups: the music intervention group and the control group without any music intervention; outcome: 1) The indicators evaluated in the literature included the score of QOL-AD or WHOQOL-BERF scale, at least one of the two scales summarized in selected publications; language: 1) Only articles published in English and Chinese were considered. Exclusion criteria: 1) The participants were not diagnosed with AD; 2) Non-musical intervention;3) Non-RCTs; 4) No specific values for outcome variables; 5) Articles lacking original data; 6) Repeat published reports; 7) Full text could not be obtained.
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Loveless, Jerry. The Use of Music as a Pedagogical Tool in Higher Education Sociology Courses: Faculty Member Perspectives and Potential Barriers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1100.

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

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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Nucera, Diana J., and Catalina Vallejo. Media-making Pedagogies for Empowerment & Social Change: An Interview with Diana J. Nucera (AKA Mother Cyborg). Just Tech, Social Science Research Council, February 2022. http://dx.doi.org/10.35650/jt.3022.d.2022.

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" As part of our “What Is Just Tech?” series, we invited several social researchers–scholars, practitioners, artists, and activists—to respond to a simple yet fundamental question: “What is just technology?” This interview was conducted by Just Tech program officer Catalina Vallejo, who spoke with Diana J. Nucera, AKA Mother Cyborg, a multimedia artist, educator, and organizer based in Detroit, Michigan. Nucera (she/her) uses music, performance, DIY publishing, community-organizing tactics, and popular education methods to elevate collective technological consciousness and agency. Her art draws from and includes eleven years of community organizing work in Detroit. In their conversation, Vallejo and Nucera spoke about the history of independent media and the internet, the potential of media-making pedagogies for empowerment and social change, and being optimistic about opportunity in the midst of great challenges."
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Kiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn, and Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4629.

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This paper outlines the importance of using Augmented Reality (AR) in physics education at the university as a valuable tool for visualization and increasing the attention and motivation of students to study, solving educational problems related to future professional activities, improving the interaction of teachers and students. Provided an analysis of the types of AR technology and software for developing AR apps. The sequences of actions for developing the mobile application AR Physics in the study of topics: “Direct electronic current”, “Fundamentals of the theory of electronic circuits”. The software tools for mobile application development (Android Studio, SDK, NDK, Google Sceneform, 3Ds MAX, Core Animation, Asset Media Recorder, Ashampoo Music Studio, Google Translate Plugin) are described. The bank of 3D models of elements of electrical circuits (sources of current, consumers, measuring devices, conductors) is created. Because of the students’ and teachers’ surveys, the advantages and disadvantages of using AR in the teaching process are discussed. Mann-Whitney U-test proved the effectiveness of the use of AR for laboratory works in physics by students majoring in “Mathematics”, “Computer Science”, and “Cybersecurity”.
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Nyman, Matt, Nancy Staus, and Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, September 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency of teaching time for both arts and science instruction. One important outcome was that we formulated questions around “dedicated” teaching time where instruction was only focused on science or art content and “integrated” teaching when teachers combine science or art with other instructional areas (such as math or literacy). We also learned that there was a lot of nuances in trying to capture the science and art teaching data; for example, some schools have large blocks of time when they have a particular focus on a science content area and then equally large blocks when science teaching is replaced by instruction in other fields, such as social science. It can be difficult to reduce this instructional framework to a weekly allotment of science teaching.
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McIntyre, Phillip, Susan Kerrigan, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Coffs Harbour. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.208028.

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Coffs Harbour on the north coast of NSW is a highway city sandwiched between the Great Dividing Range and the Pacific Ocean. For thousands of years it was the traditional land of the numerous Gumbaynggirr peoples. Tourism now appears to be the major industry, supplanting agriculture and timber getting, while a large service sector has grown up around a sizable retirement community. It is major holiday destination. Located further away from the coast in the midst of a dairy farming community, Bellingen has become a centre of alternative culture which relies heavily on a variety of festivals activated by energetic tree changers and numerous professionals who have relocated from Sydney. Both communities rely on the visitor economy and there have been considerable changes to how local government in this region approach strategic planning for arts and culture. The newly built Coffs Harbour Education Campus (CHEC) is an experiment in encouraging cross pollination between innovative businesses and education and incorporates TAFE NSW, Coffs Harbour Senior College and Southern Cross University as well as the Coffs Harbour Technology Park and Coffs Harbour Innovation Centre all on one site. The 250 seat Jetty Memorial Theatre is the main theatre in Coffs Harbour for local and touring productions while local halls and converted theatres are the mainstay of smaller communities in the region. As peak body Arts Mid North Coast reports, there is a good record of successful arts related events which range across all genres of music, art, sculpture, Aboriginal culture, street art, literature and even busking and opera. These are mainly managed by passionate local volunteers.
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Taela, Kátia, Taela, Kátia, Euclides Gonçalves, Catija Maivasse, and Anésio Manhiça. Shaping Social Change with Music in Maputo, Mozambique. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/ids.2021.020.

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In Mozambique, development programmes have traditionally drawn on music as a means to promote social transformation by educating citizens on key social development issues. Shifting the focus from music as a teaching medium to music as a rich source of information can provide vital insights into public opinion and political ideas, and significantly impact the development of citizen engagement projects. Maximum gains for development and civil society agencies can be achieved by mainstreaming gender into mutual learning activities between singers, audiences, and academics.
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De Jesús, Dyanis, Alejandra Luzardo, and Michelle Pérez. Orange Economy: Innovations you may not know were from Latin America and the Caribbean. Inter-American Development Bank, June 2017. http://dx.doi.org/10.18235/0006354.

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Who would have said that in the hands of creatives, designers, artists and entrepreneurs would be part of the response to the development challenges of Latin America and the Caribbean? This report is part of the Inter-American Development Bank's (IDB) Demand Solutions: Ideas for Improving Lives, which aims to give visibility to the region's creatives and to position creativity as an integral element of economic and social development. In 2015 the cultural and creative industries (CCI), which are part of what the IDB calls the Orange Economy, generated 1.9 million jobs in Latin America and the Caribbean, and revenues of $124 billion. It is estimated that by 2020 creativity will be the third most demanded skill by companies when selecting their employees. It should be noted that most startups in the region, although little known, have a high social and economic impact in traditional sectors such as health, education and transportation. This report discusses how creativity continues to be the main protagonist to face challenges upon the changes in the way of working and producing goods and services, as well as the indispensable convergence between the analogue and digital. This report highlights 50 of the 300 innovative projects with the greatest social impact in the region, grouped according to 8 sectors of the CCI’s: Architecture, Handcrafts, Design, Media, Fashion, Music, Creative Services and Software / Digital Platforms, in 12 Countries: Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, El Salvador, Guatemala, Jamaica, Mexico, Peru and the Dominican Republic. At the same time it also describes the most important trends in these 8 sectors.
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