Dissertations / Theses on the topic 'University music study'
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Carfoot, Gavin Steven. "Deleuze and music : a creative approach to the study of music /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18365.pdf.
Full textLorenzino, Lisa M. "Educational reform and the process of change in Canadian university music education programs." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30185.
Full textSpencer, Steven John. "Musicians at the margins : a case study of the role of instrumental music teachers in a university music department." Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/561191.
Full textBennett, Erin Kathleen. "Czech nationalism in music a study of Smetana's Czech Dances, Book 2 for Piano /." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1251230010.
Full textAdvisor: Jonathan Kregor. Title from electronic thesis title page (viewed Nov. 10, 2009). Includes abstract. Keywords: Smetana; piano; Czech; nationalism. Includes bibliographical references.
Ninmer, Andrew J. "Non-curricular elements to a successful university jazz performance program| A study of UNT, IU, and CSULB." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1528009.
Full textThis project report examines the importance of non-curricular elements in a successful collegiate jazz performance program. In order to understand what makes a program successful, this paper first reviews the history of three successful jazz programs—Indiana University (IU), University of North Texas (UNT), and California State University, Long Beach (CSULB)–and evaluates the components that led to their success. After a brief introduction of these three programs, the non-curricular elements that help to form each successful university jazz performance program are examined. Oftentimes, non-curricular elements are perceived as non-essential and therefore their benefits are not fully realized. Using IU, UNT, and CSULB as a benchmark, this project report examines their approaches to non-curricular ideas. This study will provide an understanding of how a prospective student might prepare for and benefit from these elements as part of a comprehensive collegiate jazz performance program.
Britton, Amy Christine. "A Study of Felix Mendelssohn's Piano Fugues." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1220458221.
Full textAdvisor: David Berry Ph.D. (Advisor), Catherine Losada Ph.D. (Committee Member), Melinda Boyd Ph.D. (Committee Member). Title from electronic thesis title page (viewed Jan. 18, 2009). Includes abstract. Keywords: Mendelssohn; fugue. Includes bibliographical references.
Burke, Donita Baham. "A Music Curriculum for the Non-Music Major Teacher of the Intermediate Grades." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/71.
Full textDaniels, Delia Josianne. "Keyboard tuition for adult beginners : investigating Practical Piano Study 171 at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/49730.
Full textENGLISH ABSTRACT: In 1999, two certificate courses were introduced at the Department of Music of the University of Stellenbosch, namely the BMus Foundation Programme (preparatory) and the Introductory Programme in Music. The BMus Foundation Programme aims to reach students who intend doing the BMus Programme but do not meet the required standard for the BMus Programme at the time of enrolment. On the successful completion of the BMus Foundation Programme, these students can then be promoted to the BMus Programme. The Introductory Programme in Music concentrates on students who have had little or no prior formal theoretical or practical training in music. These students aim to obtain, an understanding of the fundamentals off'music within the minimum period of one academic year. The Introductory Programme in Music is dual-functional: Students can terminate their studies on completion of the course or 11 Students who wish to continue their studies in music can enrol for the BMus Foundation Programme on completion of the Introductory Programme in Music. The Introductory Programme in Music. consists of the following modules: Music Skills 171, Choir Singing 179 and Practical Music Studies: Preparatory 17l. The Practical Music Studies: Preparatory 171 module concentrates on teaching students the basic practical skills required to play an instrument. The student decides which instrument he/she wants to study. This thesis focuses on piano and electronic keyboard instruction for Practical Music Studies: Preparatory 171. The course will be referred to as Practical Piano Study 171 throughout the thesis. At the completion of the Introductory Programme in Music, students need to have reached a Grade 3-4 (UNISA) level for Practical Piano Study 171. In this thesis, the present syllabus implemented for Practical Piano Study 171, is critically investigated. This investigation includes the following: the forms of tuition offered, that is, group and individual tuition, the curriculum material that is used and the curriculum itself Furthermore, the psychological, physiological and mental make-up of the student enrolling for this course in general will be discussed. In this instance, the umbrella term "adult" is used. Attention is also given to teaching aids that can assist in piano and electronic keyboard instruction. A demonstration video is included with the thesis in order to illustrate its potential as a teaching aid. Suggestions based on the conclusions drawn from this research are given for the improvement of Practical Piano Study 171.
AFRIKAANSE OPSOMMING: Die Departement Musiek van die Universiteit van Stellenbosch het gedurende 1999 twee sertifikaat kursusse ingewy, naamlik die BMus Basisprogram (Voorbereidend) asook die Inleidende Program in Musiek. Die BMus Basisprogram beoog om uit te reik na studente wat die BMus Program wil volg, maar wat nie tydens inskrywing aan die vereiste standaard van die BMus Program voldoen nie. Na die suksesvolle voltooiing van die BMus Basisprogram, kan hierdie studente tot die BMus Program bevorder word. Die Inleidende Program in Musiek konsentreer op studente wat min of geen teoretiese of praktiese opleiding in musiek ontvang het nie. Hierdie studente se doelwit is om 'n begrip van die grondbeginsels van musiek binne die minimale tydperk van een akademiese jaar te bekom. Die Inleidende Program in Musiek het 'n tweeledige funksie: Die student kan die kursus teen die einde van die akademiese jaar voltooi of 11 Studente wat na voltooiing van die Inleidende Program in Musiek graag met hul studies in musiek wil voortgaan, kan vir die BMus Basisprogram inskryf Die Inleidende Program III Musiek bestaan uit die volgende modules: Musiekvaardighede 171, Koorsang 179 en Praktiese Musiekstudie: Voorbereidend 171. Laasgenoemde kursus konsentreer daarop om studente die basisse praktiese vaardighede wat vir die bespeling van 'n musiekinstrument vereis word, aan te leer. Die student besluit watter instrument hy/sy wil bestudeer. Hierdie tesis fokus op klavier- en elektroniese klawerbordonderrig vir Praktiese Musiekstudie: Voorbereidend 171. In hierdie tesis sal deurgaans daarna verwys word as Praktiese Klavierstudie 171. Teen voltooiing van die Inleidende Program in Musiek behoort studente reeds 'n Graad 3 - 4 (UNISA) vlak in Praktiese Klavierstudie 171 te bereik het. Die huidige leerplan wat vir Praktiese Klavierstudie 171 geïmplimenteer is, word in hierdie tesis krities ondersoek. Dié ondersoek die volgende: die wyses waarop onderrig aangebied word, dit wil sê, groep- en individuele onderrig, die kurrikulêre inhoud wat gebruik word, sowel as die kurrikulum. Verder word die algemene psigiese, fisiese en verstandelike aspekte van die student wat vir hierdie kursus inskryf, bespreek. In hierdie instansie word die alomvattende term ''volwassene'' gebruik. Aandag word ook geskenk aan die onderrighulpmiddels wat tot klavier- en elektroniese klawerbord-onderrig kan bydra. 'n Demonstrasievideo word by hierdie tesis ingesluit om die potensiaal daarvan as 'n hulpmiddel te illustreer. Wenke ter bevordering van die Praktiese Klavierstudie 171 kursus wat op die gevolgtrekkinge van hierdie ondersoek gebaseer is, word ter afronding aan die hand gedoen.
Wright, Colin Richard. "Investigating aural : a case study of its relationship to degree success and its understanding by university music students." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:13100.
Full textCummings, Joanne. "Sold out ! an ethnographic study of Australian indie music festivals /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/35961.
Full textA thesis submitted in total fulfillment of the requirements for the degree of Doctor of Philosophy to the College of Arts, School of Social Sciences, University of Western Sydney. Includes bibliographical references.
Apostolaki, Artemis. "Working memory for music, pitch labels and solfège : a cross-cultural study of university students' aural and cognitive skills." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:10117.
Full textJohnson, Brandon Paige. "Elements of excellence: A study of musical and non-musical factors common within non-conservatory college and university choral programs recognized for excellence." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280289.
Full textFridley, Michael D. "Support materials for the use of Pygraphic's The music writer in the beginning music theory class at Sacramento High School Visual and Performing Arts Center : in partial fulfillment." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/2150.
Full textFu, Hui-Ju Camille. "A status and vision investigation of US university piano pedagogy programs." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3671/.
Full textStieler, Kathryn Ann. "Louis Durey's Le Bestiaire a performance study /." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1222939742.
Full textAdvisor: Mary Stucky. Title from electronic thesis title page (viewed feb.16, 2009). Includes abstract. Keywords: Durey; Le Bestiaire; Apollinaire; Dufy. Includes bibliographical references.
Rickey, Eunice L. "An investigation to observe the effects of learning style on memorization approaches used by university group piano students when memorizing piano literature." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285407.
Full textSchool of Music
McGahie, Paul Douglas. "THE CHORAL FUGUE: A COMPARATIVE STUDY OF STYLE AND PROCEDURE IN WORKS BY J.S. BACH AND W.A. MOZART." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1155660835.
Full textTitle from electronic thesis title page (viewed Oct.10, 2006). Includes abstract. Keywords: music, choral music, choral fugues, fugues, Bach, J.S., Mozart, W.A., choral Includes bibliographical references.
Irving, David Ronald Marshall. "Lamentation settings by Manuel José Doyagüe (1755-1842) recently rediscovered in Manila : a contextual study and critical transcription /." [St. Lucia, Qld.], 2003. http://adt.library.uq.edu.au/public/adt-QU20040816.171235/index.html.
Full textJimison, Zachary N. "The Effect of Music Familiarity on Driving: A Simulated Study of the Impact of Music Familiarity Under Different Driving Conditions." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/539.
Full textStewart, Michael John. "A study of first-year students within The Ohio State University and the factors influencing nonparticipation in band programs at the collegiate level." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180417443.
Full textGrant, Daniel Ross 1955. "The Texas Music Educators Association: A Historical Study of Selected Landmark Events Between 1938 and 1980 and the Decisions Which Influenced Their Outcomes." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331139/.
Full textLynch, John James. "A study of the methods of composition and transcription developed in Bartok's First Rhapsody for violin and piano (1928) with regard to its recent transcription for viola and piano /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17281.pdf.
Full textMcDonald, Courtney. "The effect of adapted musical instruments on the participation of children with severe and multiple disabilities : a mixed methods study." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/790.
Full textDavids, John W. R. "Engaged scholarship at the South African College of Music of the University of Cape Town: An exploratory study of the perceptions and practices of full-time music academic staff." Master's thesis, Faculty of Humanities, 2018. https://hdl.handle.net/11427/32091.
Full textMitchell, William Kenneth. "Teaching the Bass Tuba: A Survey of Current Trends in the College and University Applied Studio in the United States." Thesis, connect to online resource, 2006. http://www.unt.edu/etd/all/Dec2006/Open/mitchell_III_william_kenneth/index.htm.
Full textSystem requirements: Adobe Acrobat Reader. Accompanied by 4 recitals, recorded June 26, 2000, June 18, 2001, Nov. 4, 2002, and Oct. 2, 2006. Includes bibliographical references (p. 50-54).
Williams, Richard (Richard S. ). 1958-2001. "An Attributional Analysis of the Causes Cited by Junior High School Band Directors for Success and Failure at U.I.L. Concert/Sightreading Contest and Their Attitudes Towards Contest." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc500615/.
Full textSholl, Allan Coleman. "A conductor's study of the first movement of Gustav Mahler's Fifth symphony." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/495.
Full textBouwer, Renette. "A critical study of models implemented by selected South African university choirs to accommodate cultural diversity." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2783.
Full textThe goal of this study is to explore three different models that three selected university choirs chose to accommodate diversity: two choirs with different identities existing independently alongside each other on one campus (model A), one choir, implementing diversity (model B) and one choir with a Eurocentric character (model C). Each university was treated separately, collecting qualitative data to provide historical insight into the choir, to determine profiles of the relevant conductor(s) and choristers and to determine the management body’s views regarding the role of the choir(s) within the institution. Information on repertoire indicates preference for musical styles, favouring an African or Western perspective or showing measures of cultural adaptability. Data was collected from choristers, conductors, organisers and university representatives by questionnaires and personal interviews as well as historical data in the form of concert programmes of the selected university choirs. The research findings indicated that the three universities concerned chose to handle their cultural diversities in completely different ways, resulting in creating unique choral identities which are evident in aspects such as repertoire, choristers’ experience and the support from the institution.
Hess, Jonathan Lucas. "Professional success for music majors : understanding the experiences of those who have achieved." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/780.
Full textVangerud, James Karl. "Significant Norwegian choral music since World War II: A study of the compositional styles of Knut Nystedt and Egil Hovland." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185291.
Full textDuignan, Matthew. "Computer mediated music production : a study of abstraction and activity : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Computer Science /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/590.
Full textPrantl, Daniel, and Christopher Wallbaum. "The analytical short film in teacher education: Report of an accompanying research study in university teaching." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34631.
Full textPang, Sam I. "The rhythm of everyday life : a study on the impact of illegal music downloading and the life of adult women in Macau." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1874193.
Full text劉榕. "嵇康 聲無哀樂論 研究 = The study of Ji-Kang's On the Grieflessness and Joylessness of Music." Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1636188.
Full text張佩珊. "萌發式音樂智能發展家長教育課程探討研究." Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1636372.
Full textFahlén, Daniel. "I samklang : En longitudinell fallstudie om att skapa förutsättningar för tvärvetenskaplig forskning inom musikterapi vid universitetet i Bergen." Thesis, Uppsala universitet, Institutionen för ABM, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-266024.
Full text宋琨. "粵語流行曲歌詞語言特點研究 = Study on the linguistic characteristics of Canton Pop lyrics." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2151203.
Full text吳潔媛. "澳門初中音樂教科書之內容分析及衍生的問題." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2098398.
Full text周游. "澳門教育政策下的中等專業音樂教育 : 以澳門演藝學院音樂學校為例." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2178424.
Full textAhn, Byungkyu. "Journey for Jazz." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4245/.
Full text勞婉莎. "粵語流行曲詞研究 = The study of lyric of Cantonese popular song." Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1636194.
Full text陶然. "如何通過音樂課程的合理設計來提高學生學習的興趣." Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1636402.
Full textBoschi, Alberto. "L'avvento del sonoro in europa : teoria e prassi del cinema negli anni della transazione ; Alberto Boschi ; università degli studi di Bologna, dipartimiento di musica et spettacolo, sezione cinema." Bologna : CLUEB, 1994. http://catalogue.bnf.fr/ark:/12148/cb37475830t.
Full textLee, Hsin-Jung, and 李欣容. "A Study on University evaluation of the Department of Music – A Case Study on the Department of Music at National Taitung University." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/4x28yu.
Full text國立臺東大學
教育學系(所)
97
The purpose of this research is to study the improvement progress that National Taitung University made in response to the evaluation of university departmental improvement results, conducted by Taiwan Ministry of Educations. Study subjects include faculty members and students at the Department of Music of National Taitung University, and the questionnaire and interview methods are research methods of choice for this study. A questionnaire, designed exclusively for this research, is the research Instrument for the quantitative analysis to measure improvement performance of the Department of Music of National Taitung University. A total of 156 questionnaires were sent out, 113 effective copies were collected, and the rate of collection is 72.9%. All data were analyzed using such statistical analyzing techniques as descriptive statistics, t-test, and One-way ANOVA. Interviews, as the means for qualitative analysis, were conducted with 12 students using a purposive sampling approach. The study results indicate: 1.Female respondents understand the evaluation criterion of “goal, feature, and self-improvement” better than their male counterparts. 2.Female respondents understand evaluation criteria of “goal, feature, and self-improvement”, “student learning and affairs”, and “research validity and professional performance” better than their male counterparts. 3.Clear perception discrepancies for evaluation criteria exist among respondents of different categories. 4.No perception discrepancy for evaluation criteria exists between student respondents of different genders. 5.Clear perception discrepancies for evaluation criteria of “curriculum design and faculty teaching style” and “alumni development” exist among students of different grades. 6.Respondents perceive that senior students understand evaluation criteria better than junior students because of their seniority and experiences at school. 7.Respondents perceive more practice rooms and soundproof facilities should be arranged for student practices. 8.Respondents are willing to participate in music performance activities and interact with the department via emails, telephones, publications, and seminars after they graduate. The above analyses can provide directions for the department to focus their improvement efforts on future departmental performance evaluation improvement initiatives.
林良玉. "A Study on Learning Styles of University Music Majors." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/wq3a6q.
Full text國立臺灣師範大學
音樂學系
97
This research aimed to investigate the distribution and the affecting factors of the learning styles of undergraduate music majors. Samples came from 9 universities with music departments in Taipei areas. Using random sampling, this research sampled 20 sophomores and 20 senior students from each university, 360 samples in total. This research utilized the Kolb’s theory as the reference to design the questionnaire. There were two purposes of this research: 1. to understand the distribution of students’ learning styles of undergraduate music majors; 2. to investigate the differences in students’ learning styles due to the difference of student backgrounds. From this study, it was found that “accommodating” is the dominant style from the point of view of gender, grade, major, school system and whether the students are from the musically talented program or not. The factors affecting the learning style can be summarized as follows: (1) Gender can affect the dimensions of abstract conceptualization and reflective observation, and it was more obvious for male than female. (2) Year is irrelevant to the learning style. (3) The different majors have no effect on the learning style except there is a difference among the dimension of concrete experience: students majoring in string instruments tended to be more diverging and accommodating than piano majors. (4) Students from the art school system tend to be more diverging and accommodating than the students from normal systems, and tend to be more diverging as compared with the students from comprehensive school systems. (5) Whether the students are educated from the musically talented program in their elementary and junior high school studies or not has no effect on their learning style. The students from senior high school musically talented program tend to be more diverging and accommodating. (6) Grades in their majors are correlated with the grades of concrete experience, reflective observation and active experimentation; therefore, the higher the grades in their majors, the more tendency to be diverging or accommodating. According to the results of this research, some suggestions are proposed for the teachers and students, and future studies.
Jones, Garry Robert. "‘Music is my Oxygen’: an Exploration of Bioecological Influences on Pathways to University Music Study in Australia." Thesis, 2020. http://hdl.handle.net/2440/124957.
Full textThesis (Ph.D.) -- University of Adelaide, School of Education, 2020
Chen, Mei-Yu, and 陳美妤. "A Study on Reflective Thinking of University Music Majorsin “Harmony”." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/7cn288.
Full text國立臺灣師範大學
音樂學系
105
This paper discusses the characteristics of Harmony, and the degree and difference of reflective thinking of music major freshmen. This is a survey study which the questionnaire was mainly method and the interview was applied as assist. The research subjects were three teachers and 139 students from three different universities in music department. First of all, the researcher interviews the three teachers to take on the characteristic of Harmony. The next,“Questionnaire of reflective thinking of university music majors in Harmony” is taken to understand the degree and difference of student’s reflective thinking, receiving a total of 121 effective questionnaires, which rate of return is 87%. Results of this study are as following: 1. The teaching strategy of teachers of Harmony is oriented towards course objectives, applying different teaching methods. The main teaching material is Harmony and Voice Leading, using the catalogue of the book as the course outline. The learning concepts include basic music elements and the distribution of chords, emphasizing the training of pitch. 2. The degree of reflective thinking of freshmen in Harmony is higher in “understanding” and “reflection,” and lower in “habitual action” and “critical reflection.” 3. The degree of reflective thinking is nothing but positive correlation between the dimension of “ensemble learning” and the dimensions of “habitual action,” “understanding,” “reflection, and “critical reflection.” Furthermore, the high positive correlation is between “ensemble learning” and “reflection.” In addition, the learning experience of different music talented class makes a great difference in “understanding” in reflective thinking of the students. 4. The degree of reflective thinking is merely up to “habitual action” and “understanding.” The results of the interview which speculated from the researcher may be caused by the bad attitude and lack of learning motivation of students. 5. The teaching strategy of the teachers of Harmony and the practicing of learning concepts may make students enhance the degree of reflective thinking, but the more subtle influencing factors could be further studied. Finally, based on the research results of the study, suggestions are presented for teachers of Harmony, university music majors, and future research. Keywords: reflective thinking, Harmony, music major students
CHEN, YO-CHIA, and 陳又嘉. "The Study of Music Preferences of University Music Major Students in Taipei Area in Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/94083102399032897203.
Full text臺北市立教育大學
音樂學系碩士班
98
Abstract The study is aimed at the freshman students of University music major in the Taipei Area as the research subject, to understand the effects on music preference with music instrument category majored, learning time of music instrument and background variables such as sex, and family, social & economic status. The study is adopted with Questionnaire investigation, with implementation on freshman students of music major in the nine major universities of Taipei Area. The implementation is taken place from the beginning of May to June of 2010. In order to understand the effects of music preference from instrument learning experiences for freshman students who are music major in the Taipei Area, there are two research tools compiled in the study: first, the researcher refers to relevant studies and documentaries both domestic and aboard, to put music styles into 5 categories, including Classical music, World music, Popular music, Folk Music and Jazz & Blue Music. To pick out several songs from each style music, then to record a music CD for the implementation of “music preference scale.” Second, with “music instrument learning experience” questionnaire. The researcher will do actual test in person in the related schools. The data obtained by way of scale will be analyzed through methods such as Descriptive Statistic, Standard Deviation, Independent- Samples T Test, and one-way ANOVA of independent samples. To sum up the research results, with conclusions as below: 1.For the degree of music preference on various kinds of music styles from University freshman students of music major in the Taipei Area, the sequential order of preference from high to lower degree is “Classical Music”, “Popular Music”, “Folk Music”, “Jazz & Blue Music” and “World music”. With the overall situations of music preference from students on “Classical Music” and “Jazz & Blue Music”, there are no reactions such as dislike, indicating a positive correlation on the students ‘reactions. 2.There are significant discrepancies on the music preference between different sex of University freshman students with music major in the Taipei Area, and the male music preferences on “World music” and “Folk Music” are higher than those of female; Also, there are significant discrepancies on music preference for students of music major with different family, social & economic status background, for which the occupations of both parents are related with student’s preference on “Popular Music”; moreover, the educational level of the mother is related with preference on “Popular Music”. 3. For the University students with music major who are specialized in percussion in Taipei Area, their preference on “Jazz & Blue music” are higher than those who are specialized in other music instruments; for students who are taking up vocal music, their preference on “Popular Music” are higher than those who are specialized in other music instruments; for students whose major instrument are Plucked String (Classical guitar), or as Applied Music group, and with traditional music instruments, their preference on “Folk Music” are higher than those who are specialized in other music instruments. 4. For the University freshman students with music major who are specialized in different music instruments in Taipei Area, there are no significant discrepancies between music instrument practice time and their preferences of various kinds of music. According to the conclusions, from three aspects- educational practices, related units in education and future researches, the researcher would like to make several recommendations as reference for the related educational workers and relevant studies in the future. Keywords: music preference, music instrument category major, music learning experience, social economic status, University music of the freshman students, Taipei Area
McFadden, Jeffrey James. "Fretboard Harmony for University Study: Method and Historical Context." Thesis, 2010. http://hdl.handle.net/1807/24825.
Full textYang, Jun-Yen, and 楊潤彥. "A Study on Music Learning Experiences of the University Students in the Department of Chinese Music." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/8vtbj5.
Full text國立臺北藝術大學
藝術與人文教育研究所
105
Music learning has become a common experience. A professional music talent is a long time to cultivate. Family is the first important learning environment to children. The major teacher affects the students'' willingness to learn music, Students are all majoring in music, and for a long time in the same class, by music competition or performance to learn experience from each other, in the process, through music examinations, music competitions and music performances, to increase students'' confidence. The main purpose of this study is to explore the music learning experiences of the students in the Department of Chinese Music in Taipei. The research methods are questionnaires and interviews. The subjects of the study are Taipei National University of the Arts, National Taiwan University of Arts, and Chinese Culture University, first grade to fourth grade students, the number of questionnaires is 265 and the number of interviews is 6. And self-compiled questionnaire, the music learning experience is divided into the five dimensions: "Learning Environment", "Personal motivation", "Music Competition", "Music Performance" ,"Physical and Psychological Condition of Learner", and make a statistical analysis . The results of the study are as follows: (1) Music learning experiences, the highest degree of agreement is music performance, followed by personal motivations, music competitions, Physical and Psychological Condition of Learner, and learning environment. (2) Music learning experiences are different according to gender and grade. (3) the support and encouragement of parents, let me learn music is full of joy and enjoyment, my positive intentions on the music curriculum are influenced by the major teachers. (4) Peer behavior, so I want to get my music dreams and self-goal, Peer behavior, so I am concerned about the music scores. (5) Participation in music performance, so I have the opportunity to learn from other students, Participation in a music competition made my music performance better. (6) learning music, to help me develop on the personality, I was injured in music practice.