Journal articles on the topic 'Music – Instruction and study – Psychological aspects'
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1
Li, Jiuchen. "Optimal Development Model of College Music Curriculum Based on Psychology and Big Data Analysis in a Quantitative Environment." Journal of Environmental and Public Health 2022 (September 16, 2022): 1–10. http://dx.doi.org/10.1155/2022/7455340.
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Psychology-based music education is an interdisciplinary field that incorporates pedagogy, psychology, and other academic fields. A stronger communication link between students and students can be created by incorporating music education psychology into college instruction. In order to provide a scientific foundation for the development of psychology of music education in colleges and universities, it is currently urgently necessary to break free from the constraints of methodology, give importance to both quantitative and qualitative research, and gradually develop diversified research methods. The study of positive psychology is still evolving. From the early psychological movement to the present, it has grown into a hugely significant profession. As a result, this essay presents the findings from research on psychologically based school music instruction reform and development remedies. In the end, Class B has more students with scores of 50 to 60, whereas Class A has more students with scores of 90 to 100, which is quite a contrast. The average grade for students in class A is 80.125, while that for students in class B is 71.45. The lowest Class B score is 51, the lowest Class A score is 58, and the maximum score in A is 98. It is clear that a crucial aspect is the sensible and appropriate use of psychiatric treatment.
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Linek, Stephanie B., Birgit Marte, and Dietrich Albert. "Background Music in Educational Games." International Journal of Game-Based Learning 1, no. 3 (July 2011): 53–64. http://dx.doi.org/10.4018/ijgbl.2011070104.
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Most game-designers likely stick to the assumption that background music is a design feature for fostering fun and game play. From a psychological point of view, these (intuitive) aspects act upon the intrinsic motivation and the flow experience of players. However, from a pure cognitive perspective on instructional design, background music could also be considered to be redundant information, which distracts from learning. The presented study investigated the influence of background music (present vs. not present) within an educational adventure game on motivational (intrinsic motivation, experienced flow) and cognitive variables (cognitive load, learning success). The results suggest a high motivational potential of background music. However, neither positive nor negative effects on learning were detected. Thus, background music can be considered as a motivating design element of educational games without negative side-effects on learning.
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Coss, Roger G. "Descriptions of expert jazz educators’ experiences teaching improvisation." International Journal of Music Education 36, no. 4 (June 11, 2018): 521–32. http://dx.doi.org/10.1177/0255761418771093.
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The tensions present in learning jazz improvisation are well recognized given the contextual shift from more informal environments such as jam sessions and apprenticeships towards academic settings such as school bands and college jazz programs. Research suggests that the development of instruction in music education be informed by and modeled after expert practitioners, yet scant evidence exists on the most effective strategies, methods, and/or approaches for teaching jazz improvisation, in particular against the backdrop of this shift in educational paradigms. In response, the purpose of this phenomenological study was to investigate seven jazz educators’ lived experiences teaching jazz improvisation. Seven expert jazz educators situated in a variety of teaching contexts throughout Northern California were recruited using purposeful, snowball sampling strategies. Data were collected through semi-structured interviews, observations of the participants in a teaching context, and documents such as syllabi, handouts, and recordings. Five themes in the form of vignettes describe these participants’ common experiences in teaching jazz improvisation: (1) Teacher as Guide; (2) Teacher as Motivator; (3) Psychological Aspects; (4) Navigating the Academic Chasm; and (5) Cultivating Lifelong Learners. Implications for practice and suggestions for future research are discussed.
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MURPHY, REGINA, and MARTIN FAUTLEY. "Editorial." British Journal of Music Education 30, no. 3 (October 25, 2013): 307–9. http://dx.doi.org/10.1017/s0265051713000259.
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We write curriculum documents that are full of good intentions – ambitious musical aims, the highest educational aspirations and holistic principles that place the learner at the centre. Yet, in many ways, curriculum writing is an exercise in asserting control of what and how we might teach. The notion of the intended curriculum, that is, explicit goals to determine the outcome of learning, has its roots in what became known as the Tyler Rationale and has continued to influence curriculum inquiry, planning, development, test construction and learning outcomes to the present day (Schubert, 2008). In Basic Principles of Curriculum and Instruction, Ralph Tyler (1949) formulated a deceptively simple structure that has guided curriculum developers and researchers for over fifty years. This entailed: (i) Defining appropriate learning objectives, (ii) Introducing useful learning experiences, (iii) Organising experiences to maximise their effect; and (iv) Evaluating the process and revising the areas that were not effective. According to Schubert (2008), many curriculum scholars and developers ignored several other aspects of Tyler's work and many of his other recommendations were lost in the tendency to follow his curriculum ‘recipe’ in schools, state departments or ministries of education. What Tyler had argued was that perspectives be sought from other philosophical and psychological positions, and that the influences of society, the individual, and other disciplines also be considered. He also believed that learning experiences were more important than activities or content. Moreover, he asserted that non-school experiences of students and their active social lives were also worthy of study and finally, he believed that the four steps in his model should not be used in the order presented in his text, but according to situation need. However, only the bones of Tyler's message survived while his more embodied emphasis on careful attention to context and nuance in student lives was overlooked in the process (Schubert, 2008).
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Sydoriv, Sergiy. "Pre-Service Training of Elementary School Teachers for Organization of Inclusive Learning Environment." Journal of Vasyl Stefanyk Precarpathian National University 9, no. 1 (April 27, 2022): 169–79. http://dx.doi.org/10.15330/jpnu.9.1.169-179.
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The paper highlights the ongoing challenges and barriers of training teachers to implement inclusive education in various types of schools. The study has identified theoretical aspects and the importance of professional training of future elementary school teachers to organize an inclusive educational environment. It has produced an analysis of the international and national legislative and normative documents that regulate and support inclusion in educational institutions of Ukraine. The author has performed a substantial analysis of scholarly texts and publications on the researched topic and defined the present challenges in psychological and pedagogical theory in historical and pedagogical context. Considerable attention is paid to the study of research of Ukrainian scholars on organization of education activities and use of innovative pedagogical technologies in the context of including persons with special educational needs and disabilities (SEND). Various aspects of training pre-service teachers for effective implementation of inclusive education have been outlined: individualization of instructing in an inclusive classroom, use of information and communication technologies, application of art and music therapy tools for special needs services and speech therapy activities for development of language and speech skills in preschoolers and elementary school students, organizational and methodological foundations of special education and rehabilitation settings of universities, teacher training institutes and colleges. It has been proved that the prerequisite for effective socialization and inclusion of students with special educational needs and disabilities (SEND) is the development and sustainability of a proper nurturing inclusive environment, and hence the multidisciplinary psychological and pedagogical support for students with SEND is vital. The emphasis is placed on the use of effective innovation strategies and practices, the development of a coordinated program of pre-service and in-service teacher training, mutual interaction and cooperation (local and international) in an inclusive educational community. It has been found that the creation of an effective inclusive educational environment in modern elementary schools is determined by the level of professional capacity and motivation of teachers to implement relevant tasks in practice.
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Mo, Wenwen, and Yuan Yuan. "Design of Interactive Vocal Guidance and Artistic Psychological Intervention System Based on Emotion Recognition." Occupational Therapy International 2022 (June 17, 2022): 1–9. http://dx.doi.org/10.1155/2022/1079097.
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The research on artistic psychological intervention to judge emotional fluctuations by extracting emotional features from interactive vocal signals has become a research topic with great potential for development. Based on the interactive vocal music instruction theory of emotion recognition, this paper studies the design of artistic psychological intervention system. This paper uses the vocal music emotion recognition algorithm to first train the interactive recognition network, in which the input is a row vector composed of different vocal music characteristics, and finally recognizes the vocal music of different emotional categories, which solves the problem of low data coupling in the artistic psychological intervention system. Among them, the vocal music emotion recognition experiment based on the interactive recognition network is mainly carried out from six aspects: the number of iterative training, the vocal music instruction rate, the number of emotion recognition signal nodes in the artistic psychological intervention layer, the number of sample sets, different feature combinations, and the number of emotion types. The input data of the system is a training class learning video, and actions and expressions need to be recognized before scoring. In the simulation process, before the completion of the sample indicators is unbalanced, the R language statistical analysis tool is used to balance the existing unbalanced data based on the artificial data synthesis method, and 279 uniformly classified samples are obtained. The 279 ∗ 7 dataset was used for statistical identification of the participants. The experimental results show that under the guidance of four different interactive vocal music, the vocal emotion recognition rate is between 65.85%-91.00%, which promotes the intervention of music therapy on artistic psychological intervention.
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Concina, Eleonora. "Effective Music Teachers and Effective Music Teaching Today: A Systematic Review." Education Sciences 13, no. 2 (January 19, 2023): 107. http://dx.doi.org/10.3390/educsci13020107.
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(1) Background: This systematic review focuses on identifying the main features of effective music teachers and teaching recently examined in the educational and psychological literature. It aims to identify how recent studies have discussed the promotion of effectiveness in the context of both preservice and in-service music teachers. (2) Methods: A search in the main scientific databases for educational research (Eric, Science Direct, WWS, Web of Science, JSTOR) was conducted using keywords associated with the topics of effective teachers and teaching in the field of music instruction. In the end, thirty-six papers were identified and analyzed. (3) Results: The main themes were related to various dimensions of music teaching and teachers: teachers’ personal characteristics (self-esteem, resilience, etc.) and personality traits; professional skills; cognitive and psychological aspects of teachers’ professional identity (self-efficacy, professional motivation, beliefs regarding teaching and learning music, etc.); training experiences (pre- and in-service); social competence and the interpersonal relationship between the teacher and the students. (4) Conclusions: These dimensions seem interrelated and contribute to simultaneously define the effective music teacher and effective teaching in music. Specific attention should be paid to the impact of learning contexts on teachers’ activities, leading to a contextualized definition of effective music teachers.
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Duke, Robert A., Carol A. Prickett, and Judith A. Jellison. "Empirical Description of the Pace of Music Instruction." Journal of Research in Music Education 46, no. 2 (July 1998): 265–80. http://dx.doi.org/10.2307/3345628.
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The present study was designed to assess novice teachers* perceptions of timing in music instruction and to identify the aspects of timing that are associated with positive perceptions of instructional pacing. We selected eight 1-3-minute excerpts from teaching-practicum videotapes of four novice teachers teaching in a choral rehearsal, a band rehearsal, and two elementary music classrooms. Each teacher appeared in two excerpts that differed with regard to the pace of instruction depicted in each. Novice teachers (N = 44) viewed the videotaped excerpts and evaluated the pace of instruction along six semantic differential scales: fast—slow; appropriate—inappropriate; tense—relaxed; smooth-uneven; too fast-too slow; good-bad. Subjects discriminated among the faster and slower examples on five of the six evaluation dimensions, and among teachers on all six dimensions. Subjects rated the pace of instruction more positively when the rates of student performance episodes and teacher activity episodes were higher rather than lower, and when the mean durations of teacher and student activity were shorter rather than longer. These variables may function as operational measures of the pace of instruction in music performance.
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Kiraly, Zsuzsanna. "Solfeggio 1: A Vertical Ear Training Instruction Assisted by the Computer." International Journal of Music Education os-40, no. 1 (May 2003): 41–58. http://dx.doi.org/10.1177/025576140304000105.
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The aim of this paper is to describe the process of solfège learning when assisted by computers. The research was conducted in the Länsi-Uusimaa Music Institute in Finland. The study focused on pupils’ attitudes, opinions, motivation, and learning-outcomes using computer-based music learning. We also examined how Solfeggio 1, the new electronic ear-training material, works. Jukka Louhivuori (1990) has examined the didactical questions of computer-assisted music education. He emphasized that learning music with a computer does not mean the replacement of “real” music. The notions of learning and teaching can change in quality, mainly in the area of “learning-by-doing” and “discovery learning” in the computer-assisted music classroom. It was found that computer-assisted music learning is more agreeable and effective than traditional music learning. Although results showed that we need a well-functioning, modern environment and a well-educated “researcher-teacher,” well-motivated pupils are the most important aspects.
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Montemayor, Mark, and Brian A. Silvey. "Conductor Expressivity Affects Evaluation of Rehearsal Instruction." Journal of Research in Music Education 67, no. 2 (March 5, 2019): 133–52. http://dx.doi.org/10.1177/0022429419835198.
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The purpose of this study was to examine the effect of conductor expressivity on the evaluation of rehearsal instruction. We video recorded two conductors in rehearsal with a university band. We extracted a 3.5-min excerpt of their rehearsals that featured alternation between conductor talk and expressive conducting. For one of the conductors (the “experimental” conductor), we also re-recorded the same rehearsal excerpt with the conductor using unexpressive gestures. In postproduction, we created two versions of the experimental conductor’s rehearsal—one unaltered and the other altered to show unexpressive conducting gestures. The footage of the experimental conductor’s verbal instruction was identical in both versions. Collegiate musicians ( N = 134) viewed the rehearsal excerpts of both the experimental conductor (either expressive or unexpressive) and the control conductor and evaluated both conductors on eight criteria related to instructional effectiveness. Significant differences were found between conditions in the composite evaluations of the experimental conductor. Further inspection revealed significantly higher evaluations favoring the expressive condition on seven of the eight criteria. Notable among these results is the influence of expressive gesture on the perception of distinctly verbal conductor behaviors. We suggest this may indicate the inseparability of gestural and verbal aspects of rehearsal instruction.
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Dong, Rui. "Music Teaching Management and Music Culture Communication Environment Based on Ergonomics." Journal of Environmental and Public Health 2022 (September 14, 2022): 1–10. http://dx.doi.org/10.1155/2022/4186092.
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Music education has a relationship that is mutually restraining and interdependent. The necessity of spreading music culture offers music education social relevance and existential value in the history of music culture’s growth, and the method of spreading music culture—music education—injects strength and life into the development of music culture. Music pedagogy is constrained by the evolution of music culture as a whole. In terms of music pedagogy, traditional culture and their peculiarities or qualities will have an impact on the creation of the curriculum content system, which is also the main topic of music teaching management. By using anthropometry, physiological and psychological measurement, etc. with the human body as the main body, ergonomics is the study of the reasonable coordination between the structure and function of the human body, psychology, mechanics, and music teaching methods in order to satisfy people’s physical and mental activities and achieve the best use efficiency. The focus should be on comfort, great performance, safety, and health. In order to create a model for evaluating the quality of music instruction, a back propagation neural network (BPNN) is optimised in this paper using an adaptive mutation genetic algorithm. According to the research, our approach outperforms the BPNN model optimised using conventional evolutionary algorithm by 20.21%. The convergence pace is 80.11% faster than the convergence speed of a conventional genetic algorithm. The comparative result demonstrates that the BPNN teaching quality evaluation model with genetic algorithm optimization based on adaptive mutation can produce a more logical scientific evaluation result for the quality of music instruction.
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Dong, Xinlei, Xin Kang, and Xiaolei Ding. "Influence and Analysis of Music Teaching Environment Monitoring on Students’ Mental Health Using Data Mining Technology." Journal of Environmental and Public Health 2022 (October 6, 2022): 1–10. http://dx.doi.org/10.1155/2022/1120156.
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Students currently mostly experience psychological issues like worry and fear, which are primarily brought on by the high demands placed on them. One psychotherapy technique is music therapy. The goal is to use music to enhance health, particularly as a tool to break down barriers both inside and outside the body. Based on data mining (DM) technologies, this paper examines the impact of music education on students’ psychological health. The study demonstrates that the DM algorithm utilised in this work has the lowest error rate, with an average error rate of only 6.90%, followed by the ACA method with an average error rate of 17.48%, and finally the AI algorithm with an average error rate of 29.35%. As can be shown, this approach is more suited to research the effects of music instruction on students’ psychological well-being. The functional module based on DM is developed through simulation experiments to confirm the application effectiveness of the DM algorithm. This is done by using the data source of DM and the structural model of the mining system to build this module on the foundation of the original psychological evaluation system.
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Cannon, James W., and Alinka E. Greasley. "Exploring Relationships Between Electronic Dance Music Event Participation and Well-being." Music & Science 4 (January 1, 2021): 205920432199710. http://dx.doi.org/10.1177/2059204321997102.
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While an increasing amount of literature highlights the psychological well-being benefits of musical participation, research focusing on electronic dance music (EDM) event contexts remains scarce. This exploratory mixed methods research draws influence from interdisciplinary research on EDM culture and psychological well-being research on music festivals that suggest EDM event attendance may have a positive influence on well-being. Two studies were implemented. Semistructured interviews with regular attendees of EDM events were undertaken and analyzed thematically (Study 1, n = 7). Four main themes were identified, namely the importance of social, musical, and emotional experiences, and shared values at EDM event. These themes were then used as a basis for developing a questionnaire which explored relationships between scores on facets of EDM event attendance and measures of subjective, social, and psychological well-being (Study 2, n = 103). Results showed that all four EDM event facets were positively associated with psychological and social well-being measures. Principal component analysis was utilized to elucidate nuanced aspects of the four themes and their links to well-being scores. A four-factor model (SMEV) that encapsulates the key psychological beneficial aspects of EDM event attendance has been suggested, and the implications of this model and findings are discussed within the context of future research avenues.
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Paney, Andrew S., and Nathan O. Buonviri. "Teaching Melodic Dictation in Advanced Placement Music Theory." Journal of Research in Music Education 61, no. 4 (November 20, 2013): 396–414. http://dx.doi.org/10.1177/0022429413508411.
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In this study approaches to teaching melodic dictation skills used by Advanced Placement (AP) Music Theory teachers were examined. Twelve high school teachers from four states were interviewed. Four themes emerged from the interview transcripts: cognitive frameworks, processing strategies, rhythm, and course design. Participants generally confirmed established understandings of aural skills pedagogy, particularly in areas of pattern instruction, connecting aural and written theory, connecting sight-singing and dictation, incorporating scale degree function, targeting melodic “bookends,” focusing on the big picture, sequencing curricula, and incorporating familiar melodies. Unique to the findings of this study were participants’ positive attitudes toward a standardized test and their concern for the students’ psychological barriers inherent in learning aural skills. A general indifference to rhythm counting systems and a common acknowledgment of students’ difficulties with rhythmic notation also were found. Recommendations for further research include a large-scale survey of melodic dictation strategies taught by AP Music Theory teachers, empirical investigation of the efficacy of specific counting systems, comparison of students’ reported dictation strategies and their success with dictation on the AP exam, and exploration of the influence of psychological fortitude on the dictation process.
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Denis, John. "Band students’ perceptions of instruction via videoconferencing." Journal of Music, Technology and Education 9, no. 3 (December 1, 2016): 241–54. http://dx.doi.org/10.1386/jmte.9.3.241_1.
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Geographic impediments and urbanicity are core aspects of distance learning, the latter of which was defined as the degree of population concentration in a community. As distance education was largely developed to reach students removed from urban centres, better understanding of music instruction through videoconferencing may help further develop approaches to distance music education. The purpose of this study was to examine potential perceptual differences between urbanicity groupings after ensemble instruction via videoconferencing. Participants were 134 seventh (N = 80) and eighth (N = 54) grade band students at five different schools in the Southwest United States, consisting of 63 females and 71 males. Participants completed the Pupils’ Attitude Towards Technology short form questionnaire (PATT-SQ) to establish group equivalency. After completing the PATT-SQ, participants engaged in a rehearsal with a guest teacher present via videoconferencing software and immediately completed the Skype Ensemble Instruction Questionnaire. Results revealed a statistically significant difference for urbanicity, F(2, 131) = 5.891, p = 0.004, η2 = 0.083. Post hoc (Tukey Honest Significant Difference) analysis indicated that the mean for rural participants significantly differed from urban and suburban means. Possible explanations, future implications and limitations were then discussed.
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Campen, Crétien van. "Artistic and Psychological Experiments with Synesthesia." Leonardo 32, no. 1 (February 1999): 9–14. http://dx.doi.org/10.1162/002409499552948.
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Artists and psychologists have been experimenting with synesthesia for centuries. The author provides a historical review to show that artists and psychologists have always had great difficulty manipulating and controlling the phenomenon of synesthesia. Within these limits, artistic experiments with color organs, musical paintings and visual music have primarily uncovered perceptual and emotional aspects of synesthesia. Psychological experiments have produced a variety of methodologies to aid the study of synesthesia. Currently, psychologists approach synesthesia foremost as a neurological phenomenon, while artists generally explore digital devices to simulate synesthesia.
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Duke, Robert A. "Teacher and Student Behavior in Suzuki String Lessons: Results from the International Research Symposium on Talent Education." Journal of Research in Music Education 47, no. 4 (December 1999): 293–307. http://dx.doi.org/10.2307/3345485.
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The investigation described in this report documents the types of behavior that take place in the studios of nationally and/or regionally acclaimed string teachers whose instruction is based on the principles of Shinichi Suzuki. The specific focus of the investigation was the time allocated to different aspects of teacher, student, and parent behavior as teachers and students worked to improve students' playing of repertoire in the context of individual lessons. The study also examined the relationships among various student characteristics and the lesson behavior observed. Each of 29 string teachers was observed teaching two or three different students across three consecutive lessons—a total of 246 lessons. A unique aspect of the investigation was the enlistment of 13 expert string pedagogues who were trained to evaluate videotaped instruction using systematic observation procedures designed specifically for this project. The observation procedures were designed to address specific research questions that had been identified at the International Suzuki Institute Research Symposium (Aber, 1990).
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Safonova, Tatiana. "Psychological aspects of the methodology of working on a musical text." PHILHARMONICA. International Music Journal, no. 4 (April 2022): 39–47. http://dx.doi.org/10.7256/2453-613x.2022.4.38043.
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The work is devoted to the process of preparing a piece of music for concert performance. The object of the study is effective methods of working with musical text, including consideration of the psychological component in the professional activity of musicians. The individual characteristics of the performer's psyche, the ability to perceive, analyze and memorize information from the position of the type of representative system defining it are considered. The possibilities of auditory, visual, kinesthetic ways of comprehending the text are revealed. Special attention is paid to the musical memory necessary for a successful performance on stage. Various methods of working with musical text aimed at increasing its effectiveness and intensity are revealed. The importance of knowing the individual characteristics of the performer's perception is emphasized, the methods that ensure the strength of memorizing the text and the stability of performance on stage are revealed. The idea of the essential importance for the performer of the visual channel of perception of information, underestimated in music pedagogy, is carried out. The necessity of an integrated approach involving the connection of all representative systems in the process of learning and mastering the work is substantiated. The work is based on theoretical developments and arguments of foreign and domestic musicologists and outstanding performers: D. Kirnarskaya, L. McKinnon, G. Neuhaus, F. Busoni. Special attention is paid to the results of the research of the scientist-psychologist B. Zeigarnik, the validity of their application in the performing practice of musicians is substantiated.
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Alhajri, Salman Amur. "Investigating Creativity in Graphic Design Education from Psychological Perspectives." Journal of Arts and Humanities 6, no. 01 (January 29, 2017): 69. http://dx.doi.org/10.18533/journal.v6i01.1079.
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<p class="Abstract">The role of creativity in graphic design education has been a central aspect of graphic design education. The psychological component of creativity and its role in graphic design education has not been given much importance. The present research would attempt to study ‘creativity in graphic design education from psychological perspectives’. A thorough review of literature would be conducted on graphic design education, creativity and its psychological aspects. Creativity is commonly defined as a ‘problem solving’ feature in design education. Students of graphic design have to involve themselves in the identification of cultural and social elements. Instruction in the field of graphic design must be aimed at enhancing the creative abilities of the student. The notion that creativity is a cultural production is strengthened by the problem solving methods employed in all cultures. Most cultures regard creativity as a process which leads to the creation of something new. Based on this idea, a cross-cultural research was conducted to explore the concept of creativity from Arabic and Western perspective. From a psychological viewpoint, the student’s cognition, thinking patterns and habits also have a role in knowledge acquisition. The field of graphic design is not equipped with a decent framework which necessitates certain modes of instruction; appropriate to the discipline. The results of the study revealed that the psychological aspect of creativity needs to be adequately understood in order to enhance creativity in graphic design education.</p>
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Bautista, Alfredo, Ma del Puy Pérez Echeverría, J. Ignacio Pozo, and Bárbara M. Brizuela. "Piano Students’ Conceptions of Musical Scores as External Representations: A Cross-Sectional Study." Journal of Research in Music Education 57, no. 3 (September 30, 2009): 181–202. http://dx.doi.org/10.1177/0022429409343072.
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Musical scores are some of the most important learning tools for musicians’ acquisition of musical knowledge. However, despite their educational relevance, very little is known about how music students conceive of these cultural external representations. Given that these conceptions might act as mediators of students’ learning approaches, the importance of knowing these conceptions seems evident in order to eventually change them. The general aim of this investigation was to study the conceptions of piano students at Spanish music conservatories by adopting a developmental-instructional perspective. The participants were 215 students at intermediate and tertiary degree levels, representing three levels of the collapsed variable age— level of instruction. Data were collected by means of a written open-ended task and analyzed by means of descriptive, parametric, and nonparametric statistical methods.The findings suggested that (a) students’ conceptions were more sophisticated at higher age and education levels, (b) each developmental-instructional group typically focused on different musical aspects, which reflected an inclusive and hierarchical logic, and (c) five increasingly sophisticated conceptions could be identified among these students.
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Reifinger, James L. "The Acquisition of Sight-Singing Skills in Second-Grade General Music." Journal of Research in Music Education 60, no. 1 (March 14, 2012): 26–42. http://dx.doi.org/10.1177/0022429411435683.
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This study was designed to examine two aspects of sight-singing instruction: (1) solfège syllables versus the syllable loo for singing patterns and (2) the use of related songs (songs that began with tonal patterns being studied) as compared with unrelated songs. Second-grade students ( N = 193) enrolled in general music classes participated in 25 minutes of sight-singing instruction for 16 sessions. In each session a new four-note pattern and song were introduced, and previously learned patterns were reviewed. Four levels of instructional treatment were examined as the independent variable: (1) related songs/solfège, (2) related songs/ loo, (3) unrelated songs/solfège, and (4) unrelated songs/ loo. Pitch and contour accuracy of familiar and unfamiliar patterns were examined as dependent variables on sight-singing pre-, post-, and retention tests. Results indicated significant pre- to posttest improvement in sight-singing skills. Most post- to retention test differences were nonsignificant, indicating skill retention. Sight-singing skills transferred to unfamiliar patterns. Treatment effectiveness differed by pattern familiarity. Solfège with familiar patterns and a neutral syllable ( loo) with unfamiliar patterns resulted in significantly greater contour accuracy. Relating patterns to songs had no significant effect on achievement.
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Elorriaga, Alfonso. "The construction of male gender identity through choir singing at a Spanish secondary school." International Journal of Music Education 29, no. 4 (October 11, 2011): 318–32. http://dx.doi.org/10.1177/0255761411421091.
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Several authors have recently investigated the psychological aspects that play a determinant role in choral singing during adolescence. One of these aspects is vocal identity, which influences the construction of gender identity according to adolescents’ needs and societal gender roles. This article focuses on gender aspects of vocal identity during adolescence and describes a case study carried out with male adolescent singers at a secondary school choir in Spain. Qualitative data were collected and analyzed in order to get a deeper knowledge about the relationship between boys’ vocal identity and their gender identity. There was enough evidence to show that male adolescents felt more engaged with choral singing when they realized that their vocal identity was a powerful tool for constructing their male gender identity.
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Bum, Chul-Ho, and Stephen H. Shin. "The Relationships between Coaches’ Leadership Styles, Competitive State Anxiety, and Golf Performance in Korean Junior Golfers." Sport Science Review 24, no. 5-6 (December 1, 2015): 371–86. http://dx.doi.org/10.1515/ssr-2015-0024.
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Abstract The purpose of this study was to determine whether Korean junior golf coaches’ leadership styles affect athletes’ competitive state anxiety before a game as well as their performance. In the Multidimensional Model of Leadership (MML), Chelladurai and Saleh (1980) identified five aspects of leadership behavior in coaching: training/instruction, democratic behavior, autocratic behavior, social support, and positive feedback. A survey was conducted with junior golfers participating in the 23rd Korean National Middle and High School Championship. Data from 216 questionnaires were used in the analysis. Multiple regression analyses were run on the data, revealing the following results. First, training/instruction and social support of coaches decreased cognitive anxiety before the game, whereas autocratic behavior increased it. Second, training/instruction and positive feedback of coaches increased self-confidence before the game. Third, training/instruction of coaches increased golf performance, whereas autocratic behavior decreased it. Finally, cognitive anxiety of golf athletes was found to reduce golf performance, whereas self-confidence increased it. Consequently, this study may deliver sport administrators and parents with understanding of how coaches’ leadership styles could influence on junior golfers’ psychological state and golf performance.
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Sujatashamkuwar, Dr, V. Ashokan, Yogita Shrivas, Pratibha Baghel, and S. Sujata. "Effect of Classical Music on Fetus: A Review." Journal of Ayurvedic and Herbal Medicine 8, no. 2 (June 30, 2022): 119–24. http://dx.doi.org/10.31254/jahm.2022.8211.
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Even before birth, music may have a significant impact on your child's development. Music stimulates all aspects of a child's growth when they are exposed to it. And doing so at a young age may assist guarantee that your child grows up to be healthy. In several psychological conditions, music therapy is known to be effective, but not much research has been done to ascertain the effect of classical Indian music on psychiatric disorders. The ascendant is the antenatal musical practice. With reference to evidence-based study, the paper supports 5 primary objectives: music therapeutic modulation of pre- and perinatal stress, anxiety, and depression; mental and physical birth planning related to music, including cognitive change, emotional regulation, physical exercise, maintenance of relaxation and discomfort, and social inclusion; music-related bonding and self-efficacy; prenatal sound enhancement. Traditional therapeutic tools include Raga Chikitsa, Vedic chanting, Garbha Sanskara (Learning in the Womb), Time theory of ragas (combining ancient Ayurvedic notions) and Cakra activation (music and breathing approach using ragas). Outcomes in clinical are studied to see how they impact biological, physiological, psychological, chronobiological, as well as spiritual factors.
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Wieser, Martin, and Florian H. Müller. "Motivation in Instrumental Music Instruction Before and During the Remote Learning Phase Due to COVID-19 Crisis." Music & Science 5 (January 2022): 205920432211329. http://dx.doi.org/10.1177/20592043221132938.
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This study, which is based on self-determination theory, compares the motivation and satisfaction of basic psychological needs of music students in instrumental lessons before and after the COVID-19-induced transition to online teaching and learning. We investigated whether, in addition to the satisfaction of students’ basic needs, teachers’ enthusiasm, experience with online teaching, and age can explain motivation in online lessons. Two independent groups of music students were surveyed: one group before (n = 856; Mage = 16.4, SD = 14.1) and the other group after the shift to enforced distance learning (n = 640; Mage = 16.7, SD = 13.8). The main findings are that intrinsic motivation in online learning was significantly lower, and controlled forms of motivation higher than before enforced distance learning. Furthermore, satisfaction of basic needs for autonomy, competence, and relatedness, which are essential for autonomous motivation, were lower in online learning. Regression analyses showed that 39% of the variance of intrinsic motivation for online learning could be explained by social relatedness, perceived teacher’s enthusiasm for teaching, and age.
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Fung, Annabella S. K. "Music enables the holistic development and discovery of self: A phenomenological study of two Christian musicians." Psychology of Music 45, no. 3 (September 16, 2016): 400–416. http://dx.doi.org/10.1177/0305735616665911.
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Music draws on body, space, time and relationships to offer a sacred experience. Musicking makes personal, social, emotional and spiritual connections with people. Cultural identity is formed through the arts, and the spirituality in music is a medium through which people explore their identities. This study examines how music facilitates the holistic development of two Melbourne-born Chinese-Australian Christian musicians. The Confucian Evolving Self Model, Maslow’s Hierarchy of Human Needs, and music education aims offer conceptualising scaffolds to illuminate their self-discovery. Interpretative Phenomenological Analysis was used to report on multiple semi-structured interviews undertaken over three years. This study considered the interaction of various value systems – the fusion of Confucianism, Christian and psychological cultures in the process of musical development and identity formation. It fills a research gap and complements existing approaches to understanding the social contexts influencing the acquisition of musical skills and musicians’ occupational choices. The permissive parenting that both participants experienced might account for them being able to follow a career in music without familial resistance. The current findings can advocate for music education because the spiritual aspects of musical experiences were perceived as a mirror in fostering the holistic development of both participants.
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Rui, Muxin. "Effective Application of Body Rhythm Teaching Method in Primary School Music Class." International Journal of Education and Humanities 5, no. 3 (November 16, 2022): 199–201. http://dx.doi.org/10.54097/ijeh.v5i3.2803.
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With the continuous reform of education in China, the development of music teaching has been gradually improved, and the body rhythm teaching method has been widely used in primary school music classes to further improve the quality of music classroom teaching. This paper makes an in-depth study on the effective application of body rhythm teaching in primary school music class. Firstly, it summarizes the content and composition of body rhythm teaching method. Secondly, it analyzes the present situation of primary school music classroom; Finally, the effective application of body rhythm teaching method in primary school music classroom is analyzed from three aspects: improving teachers' literacy and professional level, teaching with sound and movement, cultivating students' musical literacy, understanding the psychological characteristics of primary school students and giving full play to students' main role.
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Hash, Phillip M. "The Universal Teacher, by J. E. Maddy and T. P. Giddings (1923)." Journal of Research in Music Education 58, no. 4 (November 2, 2010): 384–410. http://dx.doi.org/10.1177/0022429410385869.
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The Universal Teacher for Orchestra and Band Instruments ( UT), a class method by Joseph E. Maddy and Thaddeus P. Giddings published by the Conn Musical Instrument Company in 1923, was the subject of this study. Research questions focused on (1) details surrounding the writing and publishing of the UT; (2) philosophical, psychological, and pedagogical principles behind the method; (3) the influence of the UT on class teaching and subsequent books; and (4) implications of this research for modern practice. Maddy and Giddings wrote the UT from 1920 to 1922 while teaching summer methods courses together at Chautauqua, New York, and at the University of Southern California. The authors designed the book to appeal to children by applying the song method from elementary vocal music to instrumental instruction. This pedagogy differed from previous instrumental methods in that instructional material consisted entirely of melodies rather than scales and exercises. The UT also employed a detailed, systematic series of procedures intended to maximize the use of class time, hold students accountable for their progress, and allow independent learning with as little teacher intervention as possible.
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Hussain, Muhammad Sabboor, Sheeza Akbar Khan, and Aisha Farid. "Role of Direct Method Vs Grammar Translation Method in Teaching English to Adult Learners in Pakistan." Global Language Review VII, no. I (March 30, 2022): 229–42. http://dx.doi.org/10.31703/glr.2022(vii-i).20.
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This paper traces the impact of Translation Method and the Direct Method on adult language learners in Pakistan. It points out the major emotional and psychological factors related to the medium of instruction in the class. It explores whether L1 use in the class negatively or positively impacts adult English language learners. Since it is a descriptive/quantitative study, a survey has been administered to the teachers and students. With the help of statistical data analysis, this research explores the impact of DM-GTM. The study highlights the current situation and gives food for thought to language learners, teachers,administrators, and policymakers to improve English language teaching/learning in Pakistani colleges and universities. The article opens the doors for future research on diverse aspects of the issue.
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Portman, Gordon, and David Playfair. "Integrated Training For The Singing Actor: Theory And Practice." Brock Review 12, no. 2 (February 19, 2012): 62–72. http://dx.doi.org/10.26522/br.v12i2.356.
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In the current world of voice training, the physical, emotional and dramatic aspects of the singer’s art are undergoing a thorough re-examination. Musicals, opera, performance art, “popera” – all are placing increasing, and increasingly varied, demands on the voice, body, mind, and spirit of the singing actor. In this context, how do teachers in both the classroom and the studio prepare young performers? Playfair and Portman address this question with commentary on both the theory and practice associated with their development of an innovative training program at the Brandon School of Music that systematically integrating movement, text study, and acting technique with vocal instruction.
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Delaney, Kelley, and Kristine Anthis. "Is Women's Participation in Different Types of Yoga Classes Associated with Different Levels of Body Awareness Satisfaction?" International Journal of Yoga Therapy 20, no. 1 (January 1, 2010): 62–71. http://dx.doi.org/10.17761/ijyt.20.1.t44l6656h22735g6.
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This study examined the relationship between women's participation in different types of Yoga classes and different facets of body image. Ninety-two women at five different sites of Yoga instruction completed assessments of Yoga experience, internalization of Yoga principles, body satisfaction, body awareness, body consciousness, and eating attitudes. Yoga experience was coded according to months/years of practice, self-rated expertise, and how much the classes attended emphasized the "mind" aspects of Yoga (e.g., meditation, breathing, mindfulness, and chanting) as well as the "body" aspects (postures, fitness). Participants in Yoga classes that included more emphasis on the mind showed significantly greater levels of internalizing the teachings of Yoga, as well as greater body awareness and satisfaction. Greater experience with Yoga was associated with lower objectified body consciousness. Greater internalization of Yoga principles was associated with greater body satisfaction and sense of control of the body. Greater self-rated expertise in Yoga was associated with greater body awareness and fewer body shape concerns. None of the Yoga measures was significantly associated with the Eating Attitudes Test, which is designed to measure attitudes and behaviors associated with eating disorders. Although correlational, the results of this study suggest that further attention be paid to how the psychological benefits of Yoga differ across different types of Yoga classes. Future experimental research on the psychological benefits of Yoga should examine the importance of emphasizing a fully integrated mind-body practice rather than only the fitness aspects of Yoga.
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Mazur, Iryna, Tеtіana Нrinchenko, Olena Teplova, Liudmyla Onofrichuk, and Olena Priadko. "Cognitive Determination of Musical Thinking and Musical Self-concept of Students and Musicians: Comparative Diagnostics, Aspects of Modeling and Forecasting." Harmonia: Journal of Arts Research and Education 22, no. 2 (December 31, 2022): 368–80. http://dx.doi.org/10.15294/harmonia.v22i2.39518.
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The article’s purpose is to define the cognitive determination of musical thinking and musical self-concept of students and musicians, considering the cognitive style of the individual, analytical-holistic thinking, and individual psychological abilities. The study applies the diagnostic technique for the cognitive style of individuality (T. Dudnikova, O. Volkova), analysis-holism scale (Choi, Koo, and Choi), Cattell test (16PF - C), musical thinking questionnaire developed by authors (I. Mazur, T. Нrinchenko, O. Teplova, L. Onofrichuk, O. Priadko). The study presents the first approbation of the musical thinking questionnaire developed by the authors, the integral indicator of which is measured on the following scales: emotional response to music, emotional-intonational (melodic) ear, harmonic ear for music, perceptual ear for music, musical-rhythmic sense, musical memory, performing emotionality, musical-creative imagination – insight into the essence of the musical image, musical-creative imagination – interpretation of the musical image, sense of the whole – sense of tempo-rhythm, sense of the whole – a sense of shape, sense of the whole – sense of style, sense of the whole – the sense of the logical development of the piece of music, cognitive activity, self-regulation, ability to work. The authors empirically determine that the musical thinking of students is based on advanced abilities in terms of the sense of the whole – the sense of shape, emotional response to music, and the sense of the logical development of the piece of music. Dominants in musicians’ musical thinking are the emotional response to music, musical-creative imagination – insight into the essence of the musical image, and high cognitive activity.
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Ando , Michiyo. "Effects of Music therapy on psychological aspects of family-caregivers and care staffs in palliative care ward as a pilot study." International Journal of Psychotherapy Practice and Research 1, no. 1 (May 17, 2017): 1–6. http://dx.doi.org/10.14302/issn.2574-612x.ijpr-17-1546.
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Ovchinnikova, Julia S. "Development of student’s research activity in the field of music and culture study." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 2, 2020 (2020): 135–45. http://dx.doi.org/10.31862/2218-8711-2020-2-135-145.
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The author concludes her 12 years’ experience of pedagogical support of research activity of university students (within a special course in Moscow State University (2007–2019)) and of high school students from Russia (during expeditions to Bashkiria, Khakassia and Altai (2012–2019)) and other countries (at XI International Research School in Yakutia (2018)). Through the case histories from practice the following aspects are examined: the specificity of culture study approach to traditional music of different peoples, thematic variety of regarded problematics, main steps of support of student’s research activity. In a teacher’s methodological accompaniment of students’ research work the following key elements are regarded: motivating students for research; creating conditions for discovering self-important meanings of music study; transformation of their cognition interests and hobbies into a research object; teacher’s independent study and problematization of research topic chosen by students; co-opperative development of the research algorithm; assistance in choosing methods for collecting and analyzing the material; orientation in work with theoretical sources after the student’s self-experience of an independent research activity; assistance in work with text of their research; correcting the work while a presentation preparation; psychological support of students on different stages of their research activity. Theoretical understanding of individual and group research work (also in a multinational audience) is also developed.
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Sarraf-Razavi, Mahdiyeh, Seyyed Mohammad Tabatabaei, Mahboubeh Eslamzadeh, Marjan Moradi, Zhaleh Feyzi, Ali Talaei, and Mohammad Reza Fayyazi Bordbar. "Psychological Strategies for Maintaining Mental Health During the Coronavirus 2019 Pandemic." Galen Medical Journal 10 (February 4, 2021): 2008. http://dx.doi.org/10.31661/gmj.v10i0.2008.
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The infection caused by the novel coronavirus (COVID-19) started from China and spread out to the whole world, and became a pandemic as the world health organization declared. COVID-19 has caused many challenges in all aspects of life, including mental health for the entire human beings. The current study has reviewed some important strategies based on individual care and social support. Maintaining healthy lifestyle and doing regular life activities such as enough sleeping, doing art, listening to music, doing yoga, and meditation could be practical for individual care. Some social support strategies may include talking to trusty people or counselors to share emotions, keeping in touch with family, friends, and colleagues, supporting people via calls and texts warmly, and taking care of the elderly, children, and especially medical workers. [GMJ.2021;10:e2008]
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Suharnah, Hijrianti, Fatma Jama, and Suhermi Suhermi. "Pengaruh Terapi Musik Klasik terhadap Tingkat Kecemasan Pada Ibu Hamil Primigravida Trimester III." Window of Nursing Journal 2, no. 1 (August 2, 2021): 191–200. http://dx.doi.org/10.33096/won.v2i1.370.
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Primigravida pregnancy is a condition that causes physical and psychological changes. One of the psychological aspects that affect pregnancy and can cause anxiety. This study aims to determine the effect of classical music therapy on anxiety levels in third trimester primigravida pregnant women at UPTD Puskesmas Turikale Kab. Maros. The research design used was a quasi experiment. The research design used was "One Group Pretest-Postest Design". The sample determination is done by total sampling technique with a sample size of 23 respondents. The intervention was given for 6 times of intervention for 2 weeks. The data analysis used was the Wilcoxon test data analysis with a significance level of α = 0.05. If the p value <0.05 then Ha is accepted, it means that there is an effect of the independent variable on the dependent variable The research results from statistical analysis using the Wilcoxon test obtained the value of ρ = 0.000, where the value of ρ is smaller than the value of α = 0.05, then Ha is accepted. The results of the study prove that there is an effect of classical music therapy on anxiety levels in Primigravida Trimester III pregnant women. The conclusion of this study is the effect of classical music therapy on the anxiety level of primigravida pregnant women. Before being given classical music therapy, the level of anxiety in the third trimester of primigravida pregnant women was mild anxiety, moderate anxiety and severe anxiety. Meanwhile, after being given classical music therapy intervention, there was a decrease in anxiety levels, namely not anxious, mild anxiety and moderate anxiety.
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ter Bogt, Tom F. M., Alessio Vieno, Suzan M. Doornwaard, Massimiliano Pastore, and Regina J. J. M. van den Eijnden. "“You’re not alone”: Music as a source of consolation among adolescents and young adults." Psychology of Music 45, no. 2 (July 7, 2016): 155–71. http://dx.doi.org/10.1177/0305735616650029.
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This study aimed at determining whether adolescents and young adults use music as an agent of consolation when dealing with daily sorrow and stress. We furthermore tested whether three aspects of music listening, i.e., the music itself, its lyrics, and experiences of closeness to artists and fans, were experienced as comforting. Third, we explored whether consolation through music listening was related to music use and psychological problems. Overall, 1,040 respondents, age 13–30 years ( M = 20.3, 70.7% female), responded to items measuring listening hours, music importance, music preferences, positive and negative affects elicited by music (PANAS), internalizing and externalizing problems, and consolation through music. Slightly over 69% reported that they (definitely) use music as a source of consolation. Furthermore, female respondents and respondents with higher levels of anxiousness/depression and lower levels of aggression sought consolation by music more often. The same result emerged for respondents with a preference for chart pop music, for those who found music important, and for those with stronger emotional reactions to music. Music’s consoling effects were reported as resulting particularly from the sound and texture of the music itself, from attribution of personal meaning to music’s lyrics, and, to a lesser extent, from perceptions of closeness to artists and other listeners.
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Hopkins, Michael T. "Teachers’ Practices and Beliefs Regarding Teaching Tuning in Elementary and Middle School Group String Classes." Journal of Research in Music Education 61, no. 1 (February 28, 2013): 97–114. http://dx.doi.org/10.1177/0022429412473607.
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The purpose of this study was to examine teachers’ practices and beliefs related to the teaching of stringed instrument tuning in elementary and middle school group classes. The aspects examined included the following: (a) teachers’ beliefs about teaching tuning in their string classes, (b) activities teachers used when teaching tuning in string classes, (c) methods for assessing students’ tuning skills, (d) the grade level that tuning instruction begins, (e) the amount of instructional time used for teaching tuning, (f) teachers’ goals for students’ tuning independence, and (g) teacher, program, or school characteristics that affect how and when tuning is taught. Participants ( N = 139) reported that the average time required to develop tuning independence is 4.5 years. The amount of instructional time available and the level of students’ aural skills were the greatest perceived obstacles to developing tuning independence. Significant differences were found in tuning activities, beliefs about students’ tuning abilities, and assessment procedures and were based on participants’ age, teaching experience, and grade levels taught. The findings indicate a need for further development of tuning pedagogy and greater use of formal assessment to determine if students have developed the prerequisite skills for tuning.
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Colprit, Elaine J. "Observation and Analysis of Suzuki String Teaching." Journal of Research in Music Education 48, no. 3 (October 2000): 206–21. http://dx.doi.org/10.2307/3345394.
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This study is an examination of teacher and student behavior in 48 violin and cello lessons taught by 12 expert Suzuki string teachers. One representative excerpt of work on a repertoire piece that had been introduced in a preceding lesson was extracted from each lesson videotape and analyzed in detail. Each excerpt was divided into segments (labeled “rehearsal frames”) that encompassed the instructional activities devoted to proximal performance goals (labeled “targets”) identified by the teacher. Targets were recorded for each rehearsal frame and categorized according to the teacher's description of the target and according to the aspect of performance to which the target pertained. Instructional activities within 338 rehearsal frames were examined in terms of the rates, durations, and proportions of time devoted to aspects of teacher and student behavior. Across all rehearsal frames ( N = 338), approximately 45% of the total time was devoted to teacher verbalizations, 20% to teacher modeling, and 41% to student performance. Episodes of teacher and student activity were frequent and brief, indicating a rapid pace of instruction. Lessons were characterized by high rates of approvals and a clear focus on one aspect of performance at a time.
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Clare, Amy, Paul M. Camic, Sebastian J. Crutch, Julian West, Emma Harding, and Emilie Brotherhood. "Using Music to Develop a Multisensory Communicative Environment for People with Late-Stage Dementia." Gerontologist 60, no. 6 (December 8, 2019): 1115–25. http://dx.doi.org/10.1093/geront/gnz169.
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Abstract Background and Objectives Research has indicated the benefit of music interventions on biological, psychological, and cognitive aspects of dementias, yet there is limited research focusing on music’s role in communication. This study developed a conceptual understanding of how people with late-stage dementia may express themselves nonverbally and interact with others during a live music group over time. Research Design and Methods Eight people with advanced dementias in residential care (aged 82–97 years), four care staff, and three musicians participated in 8-hr-long weekly live Music for Life sessions and listened to 1-hr-long recorded music session. Visual grounded theory was used to analyze video data collected nonintrusively via the Fly 360-degree camera. Results The live music group facilitated a multisensory communicative environment allowing for verbal and nonverbal communicative actions, social interactional components and agency to develop over time. These aspects were influenced by three factors: time, one-to-one interaction within a group setting and the characteristics of the music. Discussion and Implications Nonverbal communication in later-stage dementia may be overlooked or underestimated by busy care staff and families. Using music as an interactive way to communicate can help develop mirroring and turn-taking which has been shown to improve quality of life for people with communication impairment, increase their nonverbal communication and allow for a connection to be built between people. Although further research is recommended, individuals responsible for residential care should feel confident that the development of ongoing music groups for this population is warranted as part of ongoing care.
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Schwartzberg, Edward Todd, and Michael J. Silverman. "Effects of Instructor Gender, Visual, and Auditory Melodic Recorded Instruction on Sequential Working Memory Recall in Individuals with and without Autism Spectrum Disorder." Voices: A World Forum for Music Therapy 19, no. 2 (June 11, 2019): 16. http://dx.doi.org/10.15845/voices.v19i2.2598.
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There is a lack of empirical inquiry concerning the effect of the therapist’s gender and aspects of visual and auditory melodic instruction on working memory recall in individuals with Autism Spectrum Disorder (ASD). The purpose of this study was to examine the effects of instructor gender and visual and auditory melodic instruction on working memory in individuals with ASD. Participants (n = 38 individuals with ASD and n = 18 neurotypical [NT] university students) viewed or listened to four melodic sequences of seven randomized monosyllabic words sung by female and male instructors. To assess working memory, participants’ tasks were to sequentially recall the paired information presented within each condition. There was no significant within-group difference between both the male and female instructor conditions or the visual + auditory or auditory only melodic instruction. Although not significant, participants tended to have slightly higher mean recall for the male instructor with visual + auditory stimuli condition and lower mean recall for the female instructor with auditory only stimuli condition. There was a significant between-group difference with the NT group having greater recall accuracy than the ASD group. Regardless of group or condition, participants tended to have greater recall accuracy at primary and recency serial positions. As individuals with ASD may have unique learning challenges, information paired with music may be delivered in multi-sensory ways to increase the likelihood of recall and subsequent learning. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.
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Marochkina, Natalia V. "Experience of practical development of folk traditional culture in the children’s music school." Vestnik of Saint Petersburg State University of Culture, no. 2 (47) (2021): 148–53. http://dx.doi.org/10.30725/2619-0303-2021-2-148-153.
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The article presents the practical implementation of the additional educational program «Folk Music» at the St. Petersburg children’s music school № 34. The basic concept of teaching is presented, all the constituent elements of the educational program are examined and the main objective that the teaching staff of the school has been following for 30 years is formulated. It is stated that through the study of historical experience of the people, the quintessence of which is in the artistic forms of folk culture, as well as through the perception and broadcast of works of folklore, students perceive various aspects of socio-psychological processes. They go through socializing and self-identification and form values that determine the behavior of a modern person, a person who is indeed a culture bearer.
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BARBOSA, Gustavo Augusto Seabra, Cibele Oliveira Melo ROCHA, Camila Maria Bastos Machado de RESENDE, and Kelly Verônica de Melo SALES. "Effect of Watsu therapy on psychological aspects and quality of life of patients with temporomandibular disorder: case report." RGO - Revista Gaúcha de Odontologia 62, no. 3 (September 2014): 309–14. http://dx.doi.org/10.1590/1981-86372014000300000122409.
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Watsu therapy is a water relaxation intervention technique performed individually in a warm pool with music and peaceful settings involving harmonious rotational movements, stretching, tractions on the joints and pressures at the points of muscle tension. This study evaluated the effect of Watsu therapy on psychological aspects (anxiety and minor psychiatric disorders) and on the quality of life of a patient with temporomandibular disorders. The patient answered three questionnaires: STAI (State-Trait Anxiety Inventory) and GHQ (Goldberg Health Questionnaire) to assess anxiety and psychiatric disorders respectively, and WHOQOL- Brief (World Health Organization Quality of Life) to assess quality of life. Watsu therapy has been used in patients with temporomandibular disorders (TMD) such as myofascial pain diagnosed by RDC/TMD (Research Diagnostic Criteria for Temporomandibular Disorders). Psychological aspects and quality of life were assessed before and after Watsu therapy. The results after treatment showed relevant and significant improvement on all indices evaluated. Therefore, it was shown that Watsu therapy was effective in reducing anxiety and minor psychiatric disorders, as well as improved quality of life of patients with temporomandibular disorder.
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He, Rugui. "The Intervention of Music Therapy on Behavioral Training of High-Functioning Autistic Children under Intelligent Health Monitoring." Applied Bionics and Biomechanics 2022 (May 13, 2022): 1–12. http://dx.doi.org/10.1155/2022/5766617.
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Autism is a serious and widespread developmental disorder in children. With the increase of autistic children every year, it is necessary to study a set of effective music therapy activities that can penetrate into life to help autistic children’s rehabilitation training. This paper aims to study the behavioral training of high-functioning autistic children with music therapy intervention under intelligent health monitoring. The autistic children were selected and divided into experimental group and control group. According to the psychological and physiological characteristics of five autistic children aged 5-7 years in the experimental group, the music therapy activity plan was designed, and the experimental intervention was carried out by combining individual music therapy and group music therapy. Compared with the control group, this paper explores the effect of music on the treatment of children with autism. The experimental results of this paper show that the language, social, cognitive, and behavioral problems of autistic children under music therapy under intelligent health monitoring have been significantly improved, and their emotional response ability has improved the most, increasing by 34%. Communication ability was next, increased by 20.3%; motor coordination ability increased by 20%; and cognitive ability improved by 11%. It can be explained that the four aspects of language, social interaction, cognition, and behavior have been significantly improved after music therapy.
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Muslem, Asnawi, Ika Apriani Fata, and Inayatullah Inayatullah. "Factors Affecting Internship Students’ Speaking Anxiety." Al-Ta lim Journal 26, no. 2 (July 30, 2019): 204–12. http://dx.doi.org/10.15548/jt.v26i2.531.
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This study is sought to discover the English speaking anxiety factors in class of internship students and to investigate the students’ efforts to cope the problems. This research applied qualitative method in addition research subjects were 30 English internship students of Universitas Syiah Kuala in 2015. The data were collected through questionnaire and interview. Both of the instruments were adapted from (Tum Kunt, 2013). The study discovered that the major factors of students’ speaking anxiety divided into two interrelated groups; psychological and educational factors. Regarding to the psychological factors, the students were anxious and feeling fear of having misunderstanding teachers’ instruction and supervision. The educational factors were reflecting to the current bad performance of speaking skill aspects namely; inaccurate of fluency, inappropriate of vocabulary, inappropriate application of grammar rule, insufficient materials preparation and poor of pronunciation. Nevertheless, 16 internship students who were indicated high level of speaking anxiety used various efforts to solve the speaking anxiety such as; practicing, listening to native speaker’s utterance, reading English texts, memorizing words, keeping using English in class, learning grammar rule, making note, preparing the material and using audio dictionary. This study concludes that everyone has anxiety and it is common, yet this problem could be reduced by doing some efforts
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Hafid, Nurul Hakimah, and Isti Siti Saleha Gandana. "EFL Teachers’ Perception and Challenges in Implementing Collaborative Writing." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 9, no. 2 (December 18, 2021): 175–86. http://dx.doi.org/10.24256/ideas.v9i2.2173.
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Writing skill, compared to the other three language skills, namely listening, reading and speaking, tends to be more difficult and time-consuming to teach, and has not enough attention to teach and practice. Collaborative writing therefore can become one of the ways to help students develop their writing skills which reinforce them to produce a proper text. Hence, this study aims to investigate teachers’ perceptions and challenges in implementing collaborative writing in the EFL classroom. The study employed a phenomenology research design with five senior high school teachers who have experienced in applying collaborative writing in their teaching process. This study was conducted by using the interview section as a single data collection technique. In terms of teachers’ perception in utilizing collaborative writing, the findings revealed that teachers mentioned some positive perceptions toward the implementation of collaborative writing seen from four aspects; social, psychological, academic, and assessment. Meanwhile, in terms of challenges, it is classified into three segments; learners, instruction, and classroom management.
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Kurosawa, Kaori, and Jane W. Davidson. "Nonverbal behaviours in popular music performance: A case study of The Corrs." Musicae Scientiae 9, no. 1 (March 2005): 111–36. http://dx.doi.org/10.1177/102986490500900104.
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The aim of this study was to investigate performer nonverbal behaviour in popular music performance in order to understand the use and functions of gestures, postures, and facial expression. To this end, the study begins by reviewing relevant psychological and sociological research including Ekman and Friesen and Argyle's categorisations of nonverbal behaviour. Drawing on these specific categories, functions of nonverbal behaviours in popular music performance are proposed. These include: to maintain performer self-control; to provide musical, narrative, emotional and personal information; to regulate and manipulate relationships between performer, co-performer and audience. The investigative work focuses on a case study of The Corrs and is carried out by observing two commercially available film recordings of the band in live performance. The songs demonstrate that within this band, three of the four members take turns singing solos. In the first performance, What can I do? is sung by Andrea (principle vocal), and in the second performance, No frontiers is sung by Sharon and Caroline. Focusing on the soloists, all their nonverbal behaviours are classified in terms of types ( e.g., emblem, illustrator, regulator, adaptor, affect display) and frequency of behaviour. The results demonstrate that Ekman and Friesen and Argyle's categorisations provide a complete description of the nonverbal behaviours found in the performances. Moreover, the analysis reveals differences between individuals and the two songs. With these findings, the paper concludes that nonverbal behaviours in this type of performance are crucial to the development, production and perception of the musical performance. Though preliminary, the study indicates a need for much more detailed research of this topic if performers, educators and researchers are to understand and exploit the nonverbal aspects of a musical communication fully.
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Aprilia, Fitria, and Neisya Neisya. "Women’s Stereotypes in “Pretty Girl” Song Lyrics: A Critical Discourse Analysis Study." ENGLISH FRANCA : Academic Journal of English Language and Education 6, no. 2 (November 30, 2022): 461. http://dx.doi.org/10.29240/ef.v6i2.4902.
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One of the components in music or song which can be used as an access to the image of women is song lyrics. Woman image presents mental, spiritual, and daily behavior expression by women in many aspects; physical and psychological as women's self-image, family as well as community traits as part of social images. Through language written as song lyrics, a discourse can be expressed according to what the songwriter feels and thinks. The objective of this study is to find out how the image of women which becomes a stereotype is represented in the lyrics of the song "Pretty Girl" by Maggie Lindemann. This study was a qualitative study using the Critical Discourse Analysis (CDA) approach with Norman Fairclough's model. The model was used to analyze the feminist discourses contained in the lyrics of the song "Pretty Girl" by Maggie Lindemann. The analysis found that the song "Pretty Girl" sung by Maggie Lindemann contained discourses about Maggie Lindemann's rebuttal of women stereotypes.
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Adickalam, Evelyn Rita, and Melor Md Yunus. "Systematic Literature Review: Investigating Speaking Challenges Among ESL Learners During the Covid-19 Pandemic." Theory and Practice in Language Studies 12, no. 6 (June 1, 2022): 1145–56. http://dx.doi.org/10.17507/tpls.1206.14.
Full textAbstract:
Effective verbal communication in the English language poses many challenges for Malaysian students. As English is not their first language, the average Malaysian finds it difficult to attain the required speaking proficiency. COVID has only exacerbated this problem. Moving from a traditional classroom setting to an online one limits cohesive and effective verbal communication between the spreader and listener (s). Both students and teachers had to switch from traditional classroom instruction to online classroom instruction with various devices and technologies as their main means of communication. As a result, this study provides a systematic review of pertinent existing research into Investigating Speaking Challenges among English Language Learners (ESL) in Online Classrooms. We concentrated on 51 articles from the year 2006 to the year 2021, from a few databases. Google Scholar, ERIC, Microsoft Academic, and ResearchGate were referred to. The review begins with a search and scanning of suitable articles related to this study before selection. Most of these articles disclosed speaking challenges and provided positive solutions to overcome them during the COVID-19 pandemic. Both students and teachers dealt effectively with psychological issues such as shyness, lack of confidence, and anxiety, as well as technological aspects. Overall, this review gave some insights into the difficulties that ESL students have when they speak, as well as many ways to deal with them when learning online.
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Salarvand, Shahin, Masoumeh-Sadat Mousavi, and Yadollah Pournia. "Individual memories and coping with the COVID-19 lockdown: Family members’ experiences." Medwave 22, no. 09 (October 28, 2022): e2591-e2591. http://dx.doi.org/10.5867/medwave.2022.09.2591.
Full textAbstract:
Introduction Understanding the psychological and behavioral reactions to emerging infectious diseases is crucial in managing outbreaks. This study sought to explain family members’ experiences of individual memories and coping with the COVID-19 lockdown. Methods An exploratory, descriptive and qualitative research was conducted by content analysis in Lorestan province, Iran. The purposive sampling was continued by achieving data saturation, reaching 29 samples. In-depth semi-structured interviews were conducted to family members who stayed at home during the COVID-19-induced lockdown. The data was collected from October 2020 to February 2021. Content analysis presented by Graneheim and Lundman was used to analyze the data. Results The findings of this study contained 100 codes and five categories with its respective subcategories. Categories included taking advantage of opportunities (increasing intimate communication in the family; compensation and progress), coping mechanisms (creating fun and creativity at home; trying to spend leisure time; sports, reading books, music; increasing patience and tolerance; and forced Internet communications), social aspects (positive and negative), outcomes (gratefulness, pleasure, and happiness; concerns; psychological aspects; and damage and challenge to the foundation of families), and economic aspects (cost savings; recession/job loss/financial downturn; and low-income families' unaffordability to prepare electronics for education). Conclusion The COVID-19 pandemic and its induced-lockdown have affected various aspects of family life and its pros and cons have been presented by the participants. Policymakers must design and implement programs in line with this change in the public’s lifestyles so that families are not damaged.