Journal articles on the topic 'University music study'
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1
Li, Jia. "Towards the Feasibility of Instituting a Philippine Digital Audio Library: A Case Study." Journal of ICT In Education 8, no. 2 (July 4, 2021): 1–12. http://dx.doi.org/10.37134/jictie.vol8.2.1.2021.
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As a spearhead force in music research, especially in the area of South East Asia region, the University of the Philippines (UP) Center for Ethnomusicology (UPCE) caters to a gigantic collection of audio materials which covers different musics and musical traditions in the Philippines, South East Asia and representative areas from other continents. As an outcome of its former appellation, the “UP Ethnomusicology Archives”, UPCE hosts an ethnomusicological collection of about 2500 hours of recorded music in open reel and cassette tape formats, under the authorship of Jose Maceda whose visionary work of putting together these valuable recorded materials left a treasure for ethnomusicology scholarship and research. In recognition of his influential contribution that made the UCPE an archive and repository of materials on music, philosophy, anthropology and other cognate disciplines, these audio materials, together with field notes, music transcriptions, song texts, photographs, music instruments, music compositions, personal files, about 200 books and journals, all of which he personally initiated and developed as a unified institution resource for music research are called “Jose Maceda Collection”.
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Pastor, Elisa, and Bob Heath. "A Case Study on Songwriting in Music Therapy." Studia Universitatis Babeş-Bolyai Musica 67, no. 1 (June 30, 2022): 37–48. http://dx.doi.org/10.24193/subbmusica.2022.1.03.
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"This case study presents the process of music therapy sessions in three instances of one-to-one client sessions and one online group session. Mr. Bob Heath, a music therapist with over 20 years’ experience, musician, songwriter, and singer, supervised these sessions, providing feedback and clinical support alongside Dr. Lois Paula Văduva, a recent music therapy graduates from The University of The West of England and reader at Emanuel University of Oradea, Romania. This research also illustrates the challenges of every session and the importance of practicing songwriting in a music therapy session. In addition, this case study highlights three techniques used during the study period: client-led lyric and songwriting, improvisation, and song narratives in a music therapy session. Lastly, the therapist’s reflections are presented to complete the overview of the work. Keywords: music therapy, songwriting, singing, music therapy session, client "
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Yang, Xuenan. "The Study of Music Teaching in Universities and the Inheritance of National Music Culture." Advances in Higher Education 3, no. 2 (October 10, 2019): 159. http://dx.doi.org/10.18686/ahe.v3i2.1437.
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<p>With the development of the society and the progress of the time, the pace of China's education reform is more and more steady. The development of the education system is gradually perfect. Music teaching is an indispensable part of the teaching system of colleges and universities, which has a positive impact on the improvement of students' music literacy. However, due to the interference of various factors, the national music culture has not been well inherited and developed, leading to the increasingly westernized development of music in China. This paper analyzes and discusses the relationship between university music teaching and national culture in detail, and puts forward a series of strategies and programs that are conducive to the inheritance of national music culture, which plays a role of reference and reference for university music teaching.</p>
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Spahn, Claudia, Sandra Strukely, and Andreas Lehmann. "Health Conditions, Attitudes Toward Study, and Attitudes Toward Health at the Beginning of University Study: Music Students in Comparison with Other Student Populations." Medical Problems of Performing Artists 19, no. 1 (March 1, 2004): 26–33. http://dx.doi.org/10.21091/mppa.2004.1005.
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This study investigated the prevalence of psychological and physical symptoms and subject–related health problems and attitudes toward health and study on the part of music, psychology, medical, and sports students at the beginning of their university studies. The study investigated 247 music students, 266 medical students, 71 psychology students, and 71 sports students in their first semester at the University of Freiburg in the winter semester 2002–03. Health conditions were ascertained by the Giessen Symptom Questionnaire (GBB) and the Hospital Anxiety Depression Scale (HADS); individual questions were posed with regard to the major subject (Epidemiological [EPI] Questionnaire). Health attitudes were ascertained by the Questionnaire on Health Locus of Control, and attitudes toward study were ascertained by the Questionnaire on Study-Related Patterns of Behavior and Experience (AVEM). Of the music students, 25% indicated current playing-related symptoms (EPI). On the GBB, the music students indicated significantly more physical symptoms (total score) than the medical and sports students. Psychology students did not differ significantly from music students regarding the severity of physical symptoms. Music students rated 8.4% in the HADS depression scale, and 33.5% on the anxiety scale, which was significantly more than the other students and placed them in the borderline or elevated range. According to the results of the AVEM, the music students’ identification with their major subject was stronger, with high significance, than that of the other student groups. The music students were more convinced than other students that they could exercise influence on their own health. The higher prevalence of health problems in music students compared with other students requires specific prevention and health promotion measures for music students. Prevention programs for music students should be tailored to the specific situation at the outset of their university studies.
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Verrico, Kristina, and Jill Reese. "University musicians’ experiences in an iPad ensemble: A phenomenological case study." Journal of Music, Technology and Education 9, no. 3 (December 1, 2016): 315–28. http://dx.doi.org/10.1386/jmte.9.3.315_1.
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This phenomenological case study describes the lived experiences of eleven university music majors participating in an iPad ensemble. The research was guided by the following question: What are their perceptions of their experiences using technology to create and perform music in an iPad ensemble? Participants were six music education majors and five music therapy majors. They met for seven weeks and concluded with a performance that included original compositions, improvisations and cover songs. Data included weekly written reflections and interviews with each participant. The essence of their experience was a sense of freedom from restrictions imposed by previous formal training and a feeling of empowerment developed through collective exploration and creativity in an autonomous environment free from judgement. Four themes support the essence: (1) informal and judgement-free context; (2) exploration, socially constructed knowledge and collaboration; (3) democracy, shared leadership and autonomy and (4) process and enjoyment.
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Mallah, Mohammed, and Needal Nusirat. "The Extent of the Students' Response to Music Notation Programs in Computer and Music Subject in Art Schools of the Jordanian Universities." Dirasat: Human and Social Sciences 49, no. 1 (August 2, 2022): 554–67. http://dx.doi.org/10.35516/hum.v49i1.1681.
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This study aims to reveal the extent of the music students response to the computer subject and music for musical notation programs in Arts colleges in the Jordanian University, and the study used the descriptive and analytical approach, by collecting data and information's for this topic and analyzing it. The study consisted of all students of musical arts (BA) Bachelors degree 58 males and females in the second semester of the year 2019/2020 ,and due to the great importance of linking music learning and education in modern technology. These programs are considered among the many supporting factors for education, which don't rely on traditional method of education. This study was conducted on students who are currently studying in different academic levels and from both sexes, males and females. And to achieve this goal, the study sought to answer its questions. The study reached the following conclusions: First: The extent of the applied response of music students at Yarmouk University and the University of Jordan to the computerized music notation program was high. Second: The extent of educational response of music students at Yarmouk University and the University of Jordan to the computerized Sibelius music notation program was high. Third: The extent of the cognitive response of music students at Yarmouk University and the University of Jordan to Computer and Music subject was high
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Naz, Summaira, Anila Kamal, Mussarat Jabeen Khan, and Humaira Bibi. "Music Preference Dimensions and Personality Traits Among University Students." Volume 36, Issue 3 36, no. 3 (September 30, 2021): 357–73. http://dx.doi.org/10.33824/pjpr.2021.36.3.20.
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The present study explored the relationship between music reference dimensions and personality trait. This study comprised of three stages. In Stage-I, adaptation of Short Test of Music Preference Scale (STOMP; Rentfrow & Gosling, 2003) was done. In Stage-II the psychometric properties of adapted STOMP Scale and NEO-PI-R (Costa & McCrea, 1992) were determined on a sample of 60 students (20-25 years). Stage-III involved measuring the relationship between music preference dimensions and personality traits on sample of 250 students age range of 20-25 years. Results revealed that extraversion, openness to experience, and agreeableness showed positive association with intense and rebellious music, upbeat and conventional music, and reflective and complex music. Whereas extraversion and openness to experience was negatively associated with energetic and rhythmic music. Additionally, neuroticism was negatively related with reflective and complex music, and agreeableness has negative relation with intense and rebellious music. Conscientiousness has negative relationship with reflective and complex, intense and rebellious, and upbeat and conventional; while exhibited positive relationship with energetic and rhythmic music. Future implications of the study were also discussed.
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Naz, Summaira, Anila Kamal, Mussarat Jabeen Khan, and Humaira Bibi. "Music Preference Dimensions and Personality Traits Among University Students." Volume 36, Issue 3 36, no. 3 (September 30, 2021): 357–73. http://dx.doi.org/10.33824/pjpr.2021.36.3.20.
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The present study explored the relationship between music reference dimensions and personality trait. This study comprised of three stages. In Stage-I, adaptation of Short Test of Music Preference Scale (STOMP; Rentfrow & Gosling, 2003) was done. In Stage-II the psychometric properties of adapted STOMP Scale and NEO-PI-R (Costa & McCrea, 1992) were determined on a sample of 60 students (20-25 years). Stage-III involved measuring the relationship between music preference dimensions and personality traits on sample of 250 students age range of 20-25 years. Results revealed that extraversion, openness to experience, and agreeableness showed positive association with intense and rebellious music, upbeat and conventional music, and reflective and complex music. Whereas extraversion and openness to experience was negatively associated with energetic and rhythmic music. Additionally, neuroticism was negatively related with reflective and complex music, and agreeableness has negative relation with intense and rebellious music. Conscientiousness has negative relationship with reflective and complex, intense and rebellious, and upbeat and conventional; while exhibited positive relationship with energetic and rhythmic music. Future implications of the study were also discussed.
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Silverman, Marissa. "I drum, I sing, I dance: An ethnographic study of a West African drum and dance ensemble." Research Studies in Music Education 40, no. 1 (October 28, 2017): 5–27. http://dx.doi.org/10.1177/1321103x17734972.
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The purpose of this ethnographic study was to investigate the Montclair State University’s West African drum and dance ensemble. Analyses of the data revealed three themes related to individual participants and the “lived reality” of the group as a whole, and to the social-cultural teaching–learning processes involved: spirituality, community-as-oneness, and communal joy. My motivation for undertaking this inquiry arose from the fact that, beginning in the 1960s, music education scholars in the United States have been concerned about the widespread marginalization of non-Western musics in American music teacher education programs. This situation is still a major concern because American undergraduate and graduate music teacher preparation remains overwhelmingly dominated by Western classical styles. This situation runs contrary to the massive social, cultural, situational, and musical diversity of American students’ lives. As one small effort to advance musical diversity in my own university music school context, I developed the proposal for and initiated the Montclair State University’s West African drum and dance ensemble.
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Lasauskienė, Jolanta. "Bachelor Project as a Final Assessment of Study Outcomes." Pedagogika 109, no. 1 (March 26, 2013): 86–92. http://dx.doi.org/10.15823/p.2013.1837.
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Study projects are an important part of university studies. They are involved not only for estimating separate study subjects but also for estimating an overall study quality, final study outcomes. The article examines final projects of music pedagogy which are prepared at Lithuanian University of Educational Sciences: peculiarities, educational importance and possibilities to strengthen practical training of future music teachers, by developing project and research activities competencies at university. The abilities of development are being presented in the context of study quality, final study outcomes.
The aim of the research. To analyze music pedagogy projects defended in Lithuanian University of Educational Sciences and to determine the peculiarities of achieved project and research activity competencies (study outcomes).
Methods of the research. Analysis of scientific sources, document analysis, expert method, content analysis.
Results. Conclusions of the results reveal that competencies of project and research activities most often are only partially achieved by a music pedagogy students. The level of achievement of these competencies – study outcomes – is not the same: the easiest activities for bachelor’s students are to plan and organize independently the investigations of professional activities, to implement education projects; whereas, the most difficult ones are to formulate a research problem, to analyze and interpret research data, to prepare research report. The worst acquired abilities of project activities (study outcomes) are: to determine relevant problems of music education, to validate a project under the appropriate methods, to formulate a scientific report. Within research activities (study outcomes) group the graduates find most difficult tasks, such as: to choose a particular research strategy, to select or compose research instruments, to describe properly results of data analysis, research conclusions and recommendations. The research reveals essential factors, which caused the difficulties in preparing (writing) Bachelor’s projects (paper) on music pedagogy: the lack of various literacy and research skills. These competencies (study outcomes) ought to be improved both individually and during the modules of university studies, which particularly focusing on research skills and action research (projects).
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Jung, Hwanho. "An Exploratory Study on Developing Music Career Barrier Inventory for University Music Major Students." Korean Society of Music Education Technology, no. 44 (July 16, 2020): 23–41. http://dx.doi.org/10.30832/jmes.2020.44.23.
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Prof. Frederick B. J. A. NGALA; Prof. Mellitus N. WANYAMA, Joyce M. MOCHERE;. "The Relevance of University Music Curricula to the Requirements of Music Production Job Market in Kenya." Editon Consortium Journal of Curriculum and Educational Studies 2, no. 1 (October 7, 2020): 213–37. http://dx.doi.org/10.51317/ecjces.v2i1.160.
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Music production is one of the job markets that has gained popularity around the world, including Kenya. Universities have come up with music production programmes in order to prepare bachelor of music learners for this viable music job market opportunity. However, it is the observation of many studies that universities are not preparing job-ready graduates. With the advance of the digital era that is seamlessly permeating every sector of the music job market, attention needs to be given to the music production programs in Kenya. This study purposed to establish the relevance of university music curricula to the requirements of music production job markets in Kenya. Elliot’s (2005) praxial theory underpinned the study. The results revealed that music production curriculum of university X did not meet most of the job market requirements while that of Y met most of the requirements. The Simple Matching Coefficient (SMC) of university X was 0.59 while that for university Y was 1.00. This finding revealed that the music production university music curricula could not be entirely termed as 'irrelevant', but it depended on individual universities. The recommendation was that university music schools should revise and restructure their music curricula to accurately reflect the music production job market in Kenya to compete favourably, locally and internationally.
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özevin, banu. "Music Education and Postgraduate Study: The Case of Dokuz Eylül University." Journal of Higher Education and Science 11, no. 3 (December 31, 2021): 516–26. http://dx.doi.org/10.5961/jhes.2021.471.
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The purposes of this study are to shed light on postgraduate education in Music Teaching and draw inferences about the future by evaluating the Music Teaching Postgraduate Program in Dokuz Eylul University Institute of Educational Sciences. The research is a qualitative study modelled with a single-case embedded study. In accordance with the interlocking single case pattern, the Music Education graduate program was examined by focusing on student, graduate, faculty member, theses. The opinions of 10 students, 23 graduates and 6 faculty members were taken to evaluate the program, and 57 master’s and 20 doctoral theses were examined. As a result of the content analysis,opinions were collected under four main categories. These categories are defined as “institutional goals”, “content”, “program outputs” and “updates”. In the category of program outcomes, the theses were evaluated according to various categories and the professional orientations of the graduates were statistically shared. According to the results of the research, the following conclusions were made: students should be informed at the beginning of the program in order to understand the vision and mission of the institution and to make the process they spent in the education process meaningful; A “scientific research in music education” course should be added to the program in order to conduct qualified research in the field of music education; subjects and research groups in theses should be diversified; faculty members should be role models in preparing thesis and academic studies for their advisors; graduate programs should be updated according to the needs of the time and society.
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Blake, David K. "University Geographies and Folk Music Landscapes." Journal of Musicology 33, no. 1 (January 1, 2016): 92–116. http://dx.doi.org/10.1525/jm.2016.33.1.92.
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By examining folk music activities connecting students and local musicians during the early 1960s at the University of Illinois at Urbana-Champaign, this article demonstrates how university geographies and musical landscapes influence musical activities in college towns. The geography of the University of Illinois, a rural Midwestern location with a mostly urban, middle-class student population, created an unusual combination of privileged students in a primarily working-class area. This combination of geography and landscape framed interactions between students and local musicians in Urbana-Champaign, stimulating and complicating the traversal of sociocultural differences through traditional music. Members of the University of Illinois Campus Folksong Club considered traditional music as a high cultural form distinct from mass-culture artists, aligning their interests with then-dominant scholarly approaches in folklore and film studies departments. Yet students also interrogated the impropriety of folksong presentation on campus, and community folksingers projected their own discomfort with students’ liberal politics. In hosting concerts by rural musicians such as Frank Proffitt and producing a record of local Urbana-Champaign folksingers called Green Fields of Illinois (1963), the folksong club attempted to suture these differences by highlighting the aesthetic, domestic, historical, and educational aspects of local folk music, while avoiding contemporary socioeconomic, commercial, and political concerns. This depoliticized conception of folk music bridged students and local folksingers, but also represented local music via a nineteenth-century rural landscape that converted contemporaneous lived practice into a temporally distant object of aesthetic study. Students’ study of folk music thus reinforced the power structures of university culture—but engaging local folksinging as an educational subject remained for them the most ethical solution for questioning, and potentially traversing, larger problems of inequality and difference.
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Swanwick, Keith. "Music in Schools: A Study of Context and Curriculum Practice." British Journal of Music Education 6, no. 2 (July 1989): 155–71. http://dx.doi.org/10.1017/s0265051700007026.
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In autumn of 1985, the Music Department of the Institute of Education, London University initiated an enquiry into music in schools. During 1986 the Gulbenkian Foundation generously supported the project, facilitating the appointment of a research assistant. The aim was to map out the current context and practice of music teaching in a wide range of school classrooms and examine the role of music within the wider school community. This article is a distillation of the published Report on the research.1
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Tan, Yunshu, and Lauren Conti. "Effects of Chinese popular music familiarity on preference for traditional Chinese music: Research and applications." Journal of Popular Music Education 3, no. 2 (July 1, 2019): 329–58. http://dx.doi.org/10.1386/jpme.3.2.329_1.
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Teaching and learning popular music and world musics are prominent topics in music education but often play a supplement role in the classroom. The main purpose of this quantitative experimental study was to investigate the effects of Chinese popular music on students’ familiarity and preference for its traditional version. Participants were undergraduate students from a university in the northeastern United States who completed a pre-test, minimum four weekly treatments and post-test. Results suggest participation in a world music course may contribute to preference for Chinese traditional music, but short-term exposure to popular versions of Chinese traditional music does not seem to contribute to preference for Chinese traditional music. A reason for this may be that popular music has its own cultures and characteristics that are not necessarily transferable to music from other music genres. In addition, the personality traits of open-mindedness or closed-mindedness showed significant influence over preference for traditional or popular music, respectively.
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Lamont, Alexandra. "University students’ strong experiences of music." Musicae Scientiae 15, no. 2 (July 2011): 229–49. http://dx.doi.org/10.1177/1029864911403368.
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Research has begun to explore the nature of strong experiences of music listening, identifying a number of individual components from physiological through to psychological ( Gabrielsson & Lindström Wik, 2003 ), but this has not yet been considered in relation to mainstream theories of happiness. Drawing on positive psychology, Seligman’s (2002) framework for achieving balanced wellbeing includes the components of pleasure, engagement, and meaning. In the current study, 46 university students (median age 21) gave free reports of their strongest, most intense experiences of music listening. Accounts were analysed thematically using an idiographic approach, exploring the relevance of Seligman’s framework. Most strong experiences were positive, and occurred at live events with others. A wide range of mainly familiar music was associated with reported strong experiences, from classical through jazz and folk to old and new pop music, and experiences lasted for varying time periods from seconds to hours. Unexpected musical or non-musical events were sometimes associated with strong experiences. None of the accounts could be characterized by a single route to happiness: in addition to hedonism, engagement and meaning (particularly in terms of identity) were present in every description, and the findings thus emphasize the power of music to evoke a state of authentic happiness. The importance of taking account of the music, the listener, and the situation in order to fully understand these experiences is underlined.
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Feng, Chiao-Ting. "Exploring Chinese college chamber music education: a case study of students’ conceptions." British Journal of Music Education 37, no. 3 (September 1, 2020): 247–59. http://dx.doi.org/10.1017/s0265051720000194.
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AbstractThe purpose of this study was to examine the learning situation of Chinese students’ studying chamber music in universities. Therefore, students’ perspectives on learning chamber music were the main focus of this study. The study begins with a comprehensive description by educators of current Chinese college chamber music education and then details students’ cognition of and behaviour towards chamber music education. The survey participants (N = 23) were all music performance majors who had taken chamber music courses in one average-ranked Chinese university. Demographic data regarding students’ chamber music background, actual practical problems in classes, students’ expectations of their chamber music education and the relationship between practice and learning chamber music were collected. The results indicated that students all possessed positive and assertive attitudes towards learning chamber music and believed in the necessity and value of establishing chamber music education in Chinese universities.
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Woody, Robert H., Danni Gilbert, and Lynda A. Laird. "Music Teacher Dispositions: Self-Appraisals and Values of University Music Students." Journal of Research in Music Education 66, no. 1 (February 13, 2018): 111–25. http://dx.doi.org/10.1177/0022429418757220.
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For music teachers to be most effective, they must possess the dispositions that best facilitate their students’ learning. In this article, we present and discuss the findings of a study in which we sought to explore music majors’ self-appraisals in and the extent to which they value the disposition areas of reflectivity, empathic caring, musical comprehensiveness, and musical learnability orientation. Evidence from a survey of 110 music majors suggested that music education students possess and value the dispositions of reflectivity, musical comprehensiveness, and musical learnability orientation more highly after they have matured through their college careers. Additionally, based on their responses to music teaching scenarios, it appears that senior music education majors possess greater empathic caring than do their freshman counterparts.
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HÉÉBERT, SYLVIE, RENÉÉE BÉÉLAND, CHRISTINE BECKETT, LOLA L. CUDDY, ISABELLE PERETZ, and JOAN WOLFORTH. "A CASE STUDY OF MUSIC AND TEXT DYSLEXIA." Music Perception 25, no. 4 (April 1, 2008): 369–81. http://dx.doi.org/10.1525/mp.2008.25.4.369.
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IN THIS ARTICLE, WE FIRST REPORT the data of normal music readers on a new music-reading battery developed in our laboratory. The battery was inspired by the brain damage literature on music-reading deficits and comprised visual and auditory tasks. Second, we report the battery data of IG, a university musician who was referred to us as potentially dyslexic for music, and also her data on text reading and neuropsychological tests.We compare IG's data with those of normal readers.We suggest that IG might represent a case of associated music and text developmental dyslexia.Her results also indicate a dissociation between her pitch and rhythm reading abilities not quite the same as normal readers, as well as an interesting dissociation between reading and repetition, opposite to normal readers.
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Nam Jiyeon and 한재희. "A Study of Psychological Phenomena for University Music Major Students Who Experience Music Performance Anxiety." Korea Journal of Counseling 18, no. 2 (April 2017): 149–68. http://dx.doi.org/10.15703/kjc.18.2.201704.149.
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Kabataş, Mustafa. "How do we learn music? Collecting feedback from Kastamonu University music students." African Educational Research Journal 9, no. 1 (March 8, 2021): 189–96. http://dx.doi.org/10.30918/aerj.91.21.018.
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The study studied how students studying music at Kastamonu University learn about music and whether they receive additional help in 2020. The first study detailed in this article focused on identifying student perceptions and how they learned music, and aimed to come up with suggestions on how to better meet the needs of music students. To do this, we conducted two focus group interviews with music graduate (N = 6) and undergraduate (N = 4) students. Participants said that the timing of the study should better reflect their work and that the studies should be more disciplinary and better designed for graduate students. They also felt that they did not get enough critical feedback and there was a lack of standardization in the training and concert work. However, the participants also felt that the teachers were helpful, the programming contributed well to their work and the support increased their confidence. Two unexpected findings were that students generally access some form of programming offered by the school rather than take advantage of the diverse offerings, and students have misconceptions about the possibilities the school offers and how to use them. It is hoped that this study will help inform other student academic support services about focus group research for the purpose of collecting music program evaluation and student feedback.
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Chen, Jessie Hsiao-Shien. "Curriculum Analysis of University Music Departments in Taiwan." International Journal of Social Sciences and Artistic Innovations 1, no. 1 (September 30, 2021): 18–25. http://dx.doi.org/10.35745/ijssai2021v01.01.0004.
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This study analyzed and compared the curricula of university music departments in Taiwan through time. The curricula were collected from each university before and after the abolition of Martial Law (c.1987) as well as Education Reform (c.1997). The curricula were created by the music departments of Taipei National University of the Arts (TNUA), National Taiwan Normal University (NTNU), and Soochow University (SCU) which represent arts university, normal university, and comprehensive university, respectively. The trend of the curriculum in the three universities reflected the changes of music departments through time. Arts universities, normal universities, and comprehensive universities share commonalities but differentiate by specialties.
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Atay, Bilge, Tülün Malkoç, and Hakan Bağcı. "Investigation of the correlation of academic motivation and music performance anxiety levels." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1599–613. http://dx.doi.org/10.18844/cjes.v15i6.5320.
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This research was carried out to measure the academic motivation levels of pre-service music teachers as well as the music performance anxiety levels to investigate potential correlations between them. The sample group of this scanning modelled study is comprised of 241 students studying at departments of music education at Niğde Ömer Halis Demir University, Pamukkale University, Konya Necmettin Erbakan University and Karadeniz Technical University. To determine the demographic features of the students taking part in the study, a demographic information form was used. In order to measure students’ music performance anxiety and academic motivation levels, the data collected using the Music Performance Anxiety Scale and Academic Motivation Scale. The data was analyzed using percentage and frequency distributions. The Pearson Product Moments’ Correlation technique, which is commonly used to calculate the correlation between the variables, was used. As the result of the findings obtained from the study, a significant positive correlation was found between music performance anxiety and academic motivation levels of the students. The anxiety and academic motivation levels of pre-service teachers were found to be moderate.
Keywords: Music education; music teacher, music performance anxiety, academic motivation.
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Baker, Vicki D., and Nicki Cohen. "University Vocal Training and Vocal Health of Music Educators and Music Therapists." Update: Applications of Research in Music Education 35, no. 3 (March 15, 2016): 46–54. http://dx.doi.org/10.1177/8755123316638517.
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The purpose of this study was to describe the university vocal training and vocal health of music educators and music therapists. The participants ( N = 426), music educators ( n = 351) and music therapists ( n = 75), completed a survey addressing demographics, vocal training, voice usage, and vocal health. Both groups reported singing at least 50% of the work day; moreover, music educators complained of vocal fatigue and hoarseness at the end of the week. Music educators expressed concern about their vocal health, due to the unique demands of music instruction and large classes. A majority of participants, particularly instrumental concentration majors, expressed a desire for more career-focused vocal training. Results suggest that additional university training in vocal health could help prevent vocal abuse and misuse among music educators and therapists; furthermore, music educators may be better qualified to promote healthy singing among developing voices.
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Barrett, Michael, Roy Page-Shipp, Caroline van Niekerk, and Johan Ferreira. "Learning music theory en passant: a study in an internationally recognised South African University student choir." British Journal of Music Education 37, no. 2 (July 12, 2019): 155–68. http://dx.doi.org/10.1017/s0265051719000238.
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AbstractWhile mastery of aspects of music theory is relevant to rapid learning and understanding of a new choral part, many choirs comprise members with no formal education in music theory. Also, the language of music theory is not intuitive, with many terms having meanings different from those in common use, which can present obstacles for mature learners. The authors hypothesised that students joining an internationally recognised university choir might master aspects of music theory as a by-product of rehearsals. This was tested by having new admissions to such a choir complete a music theory test at the commencement and at the end of a year. The test evaluated the ability to name and write intervals and name notes and the duration of notes. Overall results did not reject the hypothesis. Subjects with no formal music training also showed most, and statistically significant, improvement in the questions related to intervals, which are arguably the most useful skills for choristers who do not sight-read. This appears to be a new finding: the literature shows occasional references to music theory skills, but their acquisition in a learning-by-doing style is not reported. Some insights into ways of enhancing choral performance are a by-product of the principal focus of the study.
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Küpana, Mürvet Nevra. "The relation between employment hope and emotional expression levels of music teacher candidates." Journal of Human Sciences 15, no. 1 (March 25, 2018): 451. http://dx.doi.org/10.14687/jhs.v15i1.5051.
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The objective of this research is to present the relation between employment hope levels and emotional expressivity levels of music teacher candidates. A total of 226 music teacher candidates studying Music Education in Faculties of Fine Arts in Marmara University, Trakya University, Karadeniz Technical University and Necmettin Erbakan University in 2015-2016 academic year constituted the study group of the research. Employment Hope Scale, Berkeley Expressivity Scale and Personal Information Form were used as data collection tool. Data acquired through these scales were analyzed through Pearson’s Product Moment Correlation Coefficient. In this study, a significantly relation was found between employment hope levels and emotional expressivity levels of music teacher candidates.
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Han, SuJeong, and KyungHoon Han. "A Study on Factors Affecting University Students' Life Adaptation through Music Liberal Arts Education －Focused on Music Interest, Education Satisfaction, and Stress Coping Strategy－." Korean Association of General Education 16, no. 6 (December 31, 2022): 261–75. http://dx.doi.org/10.46392/kjge.2022.16.6.261.
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The purpose of this study is to identify factors that influence life adaptation by using music interest, education satisfaction, and stress coping strategies as major factors among university students participating in music subject-based liberal arts classes. The subjects of this study were 96 male and female university students from A University in region C in Korea. Descriptive statistics, correlation analysis, frequency analysis, and multiple regression analysis were conducted using the SPSS program. As a result of multiple regression analysis, first, factors affecting university students’ adaptation to life were identified as gender difference, instructor satisfaction, and problem-solving-centered and avoidance-centered behavioral stress coping strategy factors. Music interest was not significant. Second, the study showed that the higher the instructor satisfaction was among the students, the higher was the students’ adaptation to life. Third, the study also showed that the higher the problem-solving-centered stress coping strategy was, the higher the students’ adaptation to life. It further confirmed that as the avoidance-centered behavior of students decreased, there was a significant positive effect on their level of life adaptation. Through the results of this study, we can see that we need to review and operate the music liberal arts curriculum through effective intervention and planning, and to establish differentiated liberal arts education goals using various music activities in order to improve university students’ adaptation to school life. In addition, we should conduct continuous research on music liberal arts education from multiple perspectives for effective music education class design, stress coping and alleviation, and the educational satisfaction of our students.
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Dai, Jinlai. "Development of University Music Education Based on Neural Network and the Reform of Music Education in Normal University under the Environment of Ability Education." Journal of Environmental and Public Health 2022 (September 23, 2022): 1–10. http://dx.doi.org/10.1155/2022/7605593.
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Competency education has grown in importance as a component of music education in teachers’ colleges in the modern era. This essay conducts a thorough investigation into the evolution of college music education and the reform of music education at teachers’ universities based on the notion of competency education. This essay highlights the crucial role that music education plays in competence education, with aesthetics at its center. It also examines the crucial part that music education plays in developing college students’ all-round abilities. This study evaluates the reform process and current state of the music education curriculum system in teachers’ universities based on these factors as well as the development trend of modern music curriculum reform, and it suggests various reform avenues. Additionally, a model for assessing the degree of music instruction is built in this research using the NN (Neural network) technique. This work employs MATLAB for empirical research in order to validate the validity of the method. According to experimental findings, this algorithm’s evaluation accuracy can reach 96.11%, which is almost 13% greater than that of the conventional NN technique. The outcomes demonstrate the accuracy and dependability of this methodology. This study is intended to serve as a reference for the advancement of collegiate music education as well as the reform and innovation of music in teacher education programs.
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Lund, Helle Nystrup, Lars Rye Bertelsen, and Lars Ole Bonde. "Sound and music interventions in psychiatry at Aalborg University Hospital." SoundEffects - An Interdisciplinary Journal of Sound and Sound Experience 6, no. 1 (November 30, 2016): 48–68. http://dx.doi.org/10.7146/se.v6i1.24912.
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This article reports on the ongoing project development and research study ‘A New Sound and Music Milieu at Aalborg University Hospital’. Based on a number of pilot studies in AUH-Psychiatry on how special playlists and sound equipment (sound pillows and portable players) can be used by hospital patients and administered by hospital staff supervised by music therapists, the new project aims to prepare the ground for a systematic application of sound and music in the hospital environment. A number of playlists have been developed, based on theoretical and empirical research in music medicine and music therapy. A special software and hardware design – ‘The Music Star’– has been developed, and installed in combination with a directional line array speaker in patient rooms in two ICUs at the AUH–Psychiatry. The aim of the project is to empower patients to choose music suited to their needs here and now. In the study we focus on how self-selected music may lead to a decrease in anxiety and pain or improved relaxation/sleep. The article describes and discusses the theory-driven development of the sound/music milieu, relevant empirical studies, the novel method of data collection, preliminary results of the project and implications for the future implementation of the model.
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Lesiuk, Teresa. "Personality and music major." Psychology of Music 47, no. 3 (March 27, 2018): 309–24. http://dx.doi.org/10.1177/0305735618761802.
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Early research investigating the personality of college-aged student and professional musicians examined traits of music performers, composers, and music teachers. Subsequent research studies followed with examinations of personality in university music programs, several of which employed the Myers-Briggs Personality Inventory (MBTI). The prevalence of MBTI types has not been examined amongst the diversity of music programs currently offered in many universities. The purpose of this study was to examine the prevalence of MBTI psychological type of university music students ( N = 217) across six different music majors (i.e., Music Business, Music Composition, Music Education, Music Engineering, Music Performance, and Music Therapy). The MBTI mental function of Intuitive–Feeling was found to be highly over-represented in the total music sample as compared to national norms, while several other personality preferences significantly dominated or were sparse in the music majors. The findings extend the personality and music research literature and have practical implications for music educators, academic counsellors, college-aged music students, and students who are considering music as a study and career.
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Ying, Lai Yi, and Ambusam Subramaniam. "IMPACT OF MUSIC AS MOTIVATION TO PERFORM EXERCISES AMONG UNIVERSITY STUDENTS – A SURVEY." Journal of Experimental Biology and Agricultural Sciences 9, Spl-1- GCSGD_2020 (March 25, 2021): S187—S195. http://dx.doi.org/10.18006/2021.9(spl-1-gcsgd_2020).s187.s195.
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The current study aimed to examine the association between music and motivation to do exercise among university students in Nilai, Negeri Sembilan, Malaysia. The demographics data, use of music during exercise, preferred type of music, and criteria to select music were assessed by a validated self-administered questionnaire. The motivation towards exercises was evaluated using the Behavioural Regulations in Exercise Questionnaire (BREQ-3) while the level of physical activity was assessed by Godin-Leisure Time Exercise Questionnaire (LTEQ). The demographics information, use of music during exercise, preferred type of music, and criteria to choose music were tabulated using descriptive statistics. A point-biserial correlation was used to analyze the relationship between music and motivation to do exercise while chi-square was utilized to determine the association between the use of music during exercise and physical activity level. The results of the current study showed that 80.3% of the participants listen to music during exercise. Energetic and rhythmic was the preferred type of music for exercise. Tempo/ speed/ bpm was the most popular factor to be considered during the exercise. Most of the participants prefer to listen to an individual music player during exercise rather than an open audio system.. Listening to music during exercise shown significant correlation with a motivation (p=0.006), external regulation (p=0.014), identified regulation (p=0.006), integrated regulation (p=0.002) and intrinsic regulation (p=0.015). There was a significant association between the use of music during exercise and physical activity level (p=0.003) in this study. Future research that involves the type of exercise performed with the music is encouraged to explore the significance of music as a motivational tool in exercise.
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Botha, Madaleen, and Clorinda Panebianco. "The role of parents in the perfectionistic tendencies of university music students." International Journal of Music Education 36, no. 2 (August 17, 2017): 217–29. http://dx.doi.org/10.1177/0255761417714607.
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Perfectionism is a complex multidimensional state with positive and negative outcomes. Research has identified that parents could influence perfectionistic inclinations, which may lead to increased levels of anxiety and ultimately lead to maladaptive tendencies. The aim of the study is to explore the role of parents in the experience of perfectionism in South African university music students. A total of 93 BA (Music) and BMus music students from four South African university music departments participated in the quantitative study by completing the Frost Multidimensional Perfectionism Scale (FMPS). The data were analyzed according to the variables of academic institution, type of music degree, academic year of study, gender, home language, and main instrument. The results showed significant differences in BA (Music) students who scored significantly higher than the BMus students in the dimensions Parental Expectations and Parental Criticism, along with students from the African language group. The study provides valuable insight into the perfectionistic trends of South African undergraduate music students, with particular emphasis on the parental dimensions of perfectionism.
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Prof. Mellitus N. WANYAMA; Prof. Frederick B. J. A. NGALA, Joyce M. MOCHERE;. "The Relevance of University Music Curricula to the Requirements of Church Music Job Market in Kenya." Editon Consortium Journal of Curriculum and Educational Studies 2, no. 1 (October 7, 2020): 250–74. http://dx.doi.org/10.51317/ecjces.v2i1.161.
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In the prevailing global church music job market, church worship ministers or music directors are on high demand as they play a crucial role in church liturgy and other church musical events. Globally, many universities offer programmes on music training and pastoral leadership. In Kenya, such training is predominantly in theological schools with few universities offering such programmes. Currently, there is a growing interest of church musicians in Kenya due to the need to spread the gospel beyond the church walls and to promote ecumenism. For example, churches participate in church crusades, church concerts, and inter-churches music festivals. This strengthens the need for church worship ministers with music and leadership training. Universities in Kenya are, therefore, obligated to offer church music programmes that will enable these worship ministers to fit in the current job market. The discourse on church music, though, is rare in Kenya hence limited literature on the same. The study had an objective of establishing the relevance of university music curricula to the requirements of church music job market in Kenya. Elliot's Praxial theory underpinned the study. The study found out that universities are not keen to include music programmes that are relevant to the music job market. The Simple Matching Coefficient (SMC) of university X and Y music curricula to the requirements of church music job market was 0.00. Both universities did not have a church music program hence missing all the requirements of the given job market. The study recommends that there is a need to develop church music programmes in universities in Kenya, and this can be done in collaboration with the Schools of Theology at the university.
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Floyd, Malcolm. "Music Makers: cultural perspectives in textbook development in Kenya, 1985–1995." British Journal of Music Education 20, no. 3 (October 29, 2003): 291–306. http://dx.doi.org/10.1017/s026505170300545x.
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This article draws on my other writings about developments in the teaching of music in Kenya, and on the decision to promote traditional musics and to make music one of the compulsory examinable subjects at the end of primary school. It considers two textbooks published by Oxford University Press in Nairobi: Music Makers for Standards 7 and 8, by Brian Hocking and me, was issued in 1985, and Music Makers for Standards 5 and 6, this time with George Mutura as co-author, was published in 1989. The music education syllabus was revised in 1993, and both books were adapted to adjust the placing and progression of the material. This case study sets out the background of developments in Kenyan educational policy, notes the changes in curricular music, explores how the adaptation happened in practice, tracks the process, comments on its implications and considers responses to the completed project.
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McLean, Don, and Dean Jobin-Bevans. "Survey of University-Based Music Programs in Canada." Notes from the Discipline 29, no. 1 (February 3, 2010): 86–104. http://dx.doi.org/10.7202/039112ar.
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Abstract This study provides a compact overview of university-based music programs in Canada based on information gleaned from surveys of institutional members of the Canadian University Music Society (CUMS)—universities, colleges, and conservatories. The surveys took place between 2005 and 2009. The current report focuses on the metrics of enrolment and staffing, and goes on to provide basic data on graduate and undergraduate programs. It is a first step in sharing information that can facilitate informed advocacy in support of music in higher education both within and beyond individual institutions.
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Matney, Bill. "The effect of specific music instrumentation on anxiety reduction in university music students: A feasibility study." Arts in Psychotherapy 54 (July 2017): 47–55. http://dx.doi.org/10.1016/j.aip.2017.02.006.
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Kilincer, Ozlem. "An Investigation of Pre-service Music Teachers’ Attitudes towards Online Learning during the COVID-19 Pandemic." International Journal of Technology in Education and Science 5, no. 4 (September 28, 2021): 587–600. http://dx.doi.org/10.46328/ijtes.304.
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The aim of this research is to determine the pre-service music teachers’ attitudes towards online learning during the COVID-19 pandemic. The study investigated the attitudes of music teacher candidates toward online learning and if they differed by the variables of gender, year of study and academic achievement. The “Online Learning Attitude Scale” was used to collect data for the study. The study was conducted with 164 pre-service music teachers studying at the education faculties of Aksaray University, Çanakkale 18 Mart University, and Necmettin Erbakan University in the 2020-2021 academic year. The independent groups t-test and one-way analysis of variance were used in the data analysis. Results from the study suggested that pre-service music teachers’ attitudes regarding online learning in the COVID-19 pandemic were negative to moderate. In addition, the study indicated that the attitudes of music teacher candidates towards online learning differed by gender, year of study, and academic achievement variables during the COVID-19 pandemic.
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Burnett, Jeffrey, Frederick Britten, and Laci Dearden. "Sound Intensity Levels of a University Wellness Center." Recreational Sports Journal 32, no. 1 (March 2008): 11–15. http://dx.doi.org/10.1123/rsj.32.1.11.
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The purpose of this study was to investigate the sound intensity levels of a university-based wellness center. This research was initiated in response to the explosion of wellness centers being renovated and constructed across the nation at the university level and the need to entertain participants during fitness activities with some type of auditory sound. Measurements were taken in the wellness center under three conditions: quiet, music on, and music on/active. The intensity levels varied depending on the condition. Although the sound intensity was at an acceptable level during the quiet and music on condition, intensity levels reached an unacceptable level during the music on/active condition when not controlled by an administrator. This study provides a heightened awareness of the risks of possible hearing loss and promotes a role for professionals in health and human performance to collaborate with professionals in communication disorders in setting a safe intensity level of all audio systems.
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Czajkowski, Anne-Marie Louise, Alinka Elizabeth Greasley, and Michael Allis. "Mindfulness for Singers: A Mixed Methods Replication Study." Music & Science 4 (January 1, 2021): 205920432110448. http://dx.doi.org/10.1177/20592043211044816.
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Objectives: Mindfulness has been explored in the clinical and educational fields but has rarely been studied in the music domain. This study investigated the effects of teaching eight-week Mindfulness for Singers courses on vocalists’ music education and performance. Methods: A mixed methods approach was utilized, which included controlled and randomized controlled trials using standardized and novel mindfulness measures pre- and post-intervention, interviews post-intervention and three months later, concurrent diaries, and a blinded teacher study. Participants included singing students (total n=52) and their teachers ( n=11) from a university and a music college over a period of two years. Results: Levels of mindfulness increased over the intervention for experimental participants in comparison to controls. Considering their total student cohort, teachers identified 61% of eligible mindfulness singing participants as having completed the mindfulness intervention. Experimental participants reported that learning mindfulness had positive effects in lessons, solo and group instrumental practices, and when performing on stage. They described more focus and attention, positive effects of increased body awareness on singing technique, enhanced socio-collaborative relationships, reductions in performance anxiety, and beneficial effects whilst performing, such as more expressivity and enjoyment. Conclusions: Learning mindfulness had positive holistic effects on vocal students and was well received by their mindfulness-naïve singing teachers. Findings suggest that it would be highly beneficial for mindfulness to be made available in music conservatoires and university music departments alongside singing lessons for singers to enhance their present experience as vocal students and their futures as performers and teachers.
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Bolívar-Chávez, Oscar-Elías, Joaquín Paredes-Labra, Yury-Vladimir Palma-García, and Yessenia-Anabel Mendieta-Torres. "Educational Technologies and Their Application to Music Education: An Action-Research Study in an Ecuadorian University." Mathematics 9, no. 4 (February 20, 2021): 412. http://dx.doi.org/10.3390/math9040412.
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Information and Communication Technologies (ICT) are tools that are part of the process of teaching and learning music. These didactic/pedagogical resources are widely used by teachers. They strengthen, motivate, and increase the student’s interest in learning. This study is an action-research (AR). It involves 12 teachers and 68 students in the subject of music education in an Ecuadorian university. A Holistic and Technological Model of Music Education (HTMME) was generated. The performance of the plan was evaluated by means of an original questionnaire and qualitative work. The AR procedure involved an analysis of data at the end of each implementation cycle. The appreciation of the new model was very positive. With the methodology implemented, new teaching experiences and relevant learning for students were achieved. Learning music with ICT induces creative-musical processes in students.
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Hahn,Kyung-Shin. "A Study on the Management of Printed Music in University Libraries." Journal of Korean Library and Information Science Society 41, no. 3 (September 2010): 205–24. http://dx.doi.org/10.16981/kliss.41.3.201009.205.
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Mccarthy, Marie. "The role of ISME in the promotion of multicultural music education, 1953-96." International Journal of Music Education os-29, no. 1 (May 1997): 81–93. http://dx.doi.org/10.1177/025576149702900112.
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This paper is the third in a sequence of studies that address the history of internationalism in music education, the first and second papers presented at ISME Conferences in Seoul (1992) and Tampa (1994). The study focuses on the role that ISME played in promoting the cultural dimensions of music in education, and in including diverse musical practices in the curriculum across cultures. Evidence is gathered from ISME archival materials housed at the University of Maryland at College Park – presidential papers, policy statements, journals, yearbooks, conference proceedings, to name some sources. This study provides an international context for furthering dialogue on world musics in education.
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Fournet, Adele. "Bit Rosie: A Case Study in Transforming Web-Based Multimedia Research into Digital Archives." American Archivist 84, no. 1 (March 1, 2021): 119–38. http://dx.doi.org/10.17723/0360-9081-84.1.119.
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ABSTRACT This article is a case study in transforming web-based multimedia research initiatives into digital institutional archives to safeguard against the unstable nature of the Internet as a long-term historical medium. The study examines the Bit Rosie digital archives at the New York University Fales Library, which was created as a collaboration between a doctoral researcher in ethnomusicology and the head music librarian at the Avery Fisher Center for Music and Media. The article analyzes how the Bit Rosie archives implements elements of both feminist and activist archival practice in a born-digital context to integrate overlooked women music producers into the archives of the recorded music industry. The case study illustrates how collaboration between cultural creators, researchers, and archivists can give legitimacy and longevity to projects and voices of cultural resistance in the internet era. To conclude, the article suggests that more researchers and university libraries can use this case study as a model in setting up institutional archival homes for the increasing number of multimedia initiatives and projects blossoming throughout the humanities and social sciences.
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Barneva, Reneta P., Kamen Kanev, Stuart B. Shapiro, and Lisa M. Walters. "Enhancing Music Industry Curriculum with Digital Technologies: A Case Study." Education Sciences 11, no. 2 (January 30, 2021): 52. http://dx.doi.org/10.3390/educsci11020052.
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Recent years have seen an increase in interest with regard to offering music industry undergraduate programs at institutes of higher learning. Such programs typically cover a mix of courses in both music and business areas. An emerging trend in the music industry is the rising application of digital technologies in all business aspects. This makes it necessary to enhance the curriculum with opportunities that familiarize students with various digital technologies and the possibilities they offer, so graduates are well-prepared for their future careers. This paper presents a case study conducted at the State University of New York—Fredonia. It revealed a need to enhance the school’s Music Industry program, in terms of course content, with information and communication technologies. A proposal of novel courses to enhance music industry student acquisition of technology competencies resulted from the study. Additionally, opportunities for the possible enrichment of existing courses with material on digital technologies applications are provided. This work is aimed not only at music industry educators but also at instructors in other disciplines willing to make their students aware of the latest technological trends.
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OSMANOĞLU, Devrim ERGINSOY, and Hüseyin YILMAZ. "The Effect of Classical Music on Anxiety and Well-Being of University Students." International Education Studies 12, no. 11 (October 12, 2019): 18. http://dx.doi.org/10.5539/ies.v12n11p18.
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Psychological and spiritual effects of music on people have been revealed by various studies and still continue to be investigated. The sound which has existed since the first formation of the universe; and music and music therapy which are as old as the history of mankind have constituted one of the treatment methods widely investigated at hospitals and universities. In the daily lives of people, anxiety, stress, well-being and similar phenomena clearly remain in the foreground. The current study is an experimental study designed to determine the effect of listening to classical music on anxiety and well-being. The sampling of the study is comprised of senior students in an education faculty. A total of 15 students (7 females and 8 males) participated in the current study. The data were collected with the State-Trait Anxiety Scale and the Psychological Well-being Scale. In the analysis of the data, Paired Sample t-Test was used.
The findings of the current study have revealed that while listening to classical music for a 60-day period (listening to classical music ever day according to a music listening schedule) did not have any significant effect on the students’ State Anxiety scores, it led to a statistically significant effect on their Trait Anxiety and Psychological Well-being scores (t=3,451 P
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Kakar, Ellaha, Erwin Ista, M. Klimek, and Johannes Jeekel. "Implementation of music in the perioperative standard care of colorectal surgery: study protocol of the IMPROVE Study." BMJ Open 11, no. 10 (October 2021): e051878. http://dx.doi.org/10.1136/bmjopen-2021-051878.
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IntroductionPerioperative music intervention has been proven effective in reducing anxiety, pain, neurohormonal stress response and medication requirement. Unfortunately, there is a gap between new effective interventions and their (interventions) integration in standard care protocols. The aim of this preimplementation and postimplementation study is to investigate the adherence to a music intervention in a tailored, multilevel, systematic implementation strategy and the initial impact of the implementation on postoperative pain in patients undergoing colorectal surgery.Methods and designA monocentre prospective preimplementation and postimplementation study was set up using The Consolidated Framework for Implementation Research to conduct a systematic implementation of music intervention in three phases. Primary outcomes are adherence to the music intervention and the initial impact of the music intervention implementation on postoperative pain scores on the first postoperative day. At least 100 patients will be included in the study. Secondary outcomes include adherence to the implementation strategy, penetration of music intervention in the standard care, assessment of the determinants for implementation, impact of the implemented music intervention on pain during the entire admission, anxiety, medication usage, complications, hospital and intensive care unit (ICU) length of stay.Ethics and disseminationThe Medical Ethics Review Board of Erasmus MC University Medical Centre Rotterdam, The Netherlands, has approved this protocol. The study is being conducted in accordance with the Declaration of Helsinki. Results of this trial will be published in peer-reviewed scientific journals and conference presentations.Trial registrationDutch Trial Register NL8071.
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Friesen, Christine Elizabeth, and Andrew Papadopoulos. "Personal listening habits and the potential for hearing loss of Canadian university students." Environmental Health Review 58, no. 4 (December 2015): 79–86. http://dx.doi.org/10.5864/d2015-026.
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Rationale: Personal and external factors, such as earphone type and music preference, can influence music volume adjustment beyond safe levels. The present study attempted to identify which factors are most influential on volume adjustment. Method: A cross-sectional survey of university students (n = 75) who use personal listening devices (PLD) was performed. Additionally, each participant's PLD music volume was measured through their earphones. Results: On average, participants listened to music at safe (<85 dB) but high levels (79.8 dB) for generally less than four hours per day. Nearly 60% of respondents used earbuds and half preferred “noisy” music genres such as hip-hop and rock/folk. The vast majority of respondents indicated listening to music while travelling by bus for the purpose of blocking out environmental noise or out of boredom. About 75% of the participants were categorized as “pro-noise”. Most students claimed to respond to changing noise environments by adjusting music volume, but few enabled PLD built-in volume controls. Impact: This study determined that earphone type, listening environment, music genre, and listening duration were influential on an participants’ adjustment of music volume. Further research is needed to assess earphone quality and to clearly elucidate more complex associations between external or personal factors and volume adjustment.
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Symon, Peter. "International Association for the Study of Popular Music (UK Branch) 2000 Conference." Popular Music 20, no. 2 (May 2001): 263–74. http://dx.doi.org/10.1017/s0261143001001453.
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For some reason, the working lives of music makers are not often given the attention in popular music studies which might be expected. The launch of the UK Year of the Artist – celebrating the role of artists in society – immediately before the 2000 conference of the UK branch of the International Association for the Study of Popular Music (IASPM), meant that it was especially timely, then, for the IASPM event to address this state of affairs. The conference, The Popular Musician: Performance, Poetics, Power, was held at the University of Surrey, 7–9 July 2000, and took as its central theme the position of musicians – in the music industry, in relation to fans and audiences and in the media, politics and society.
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Good-Perkins, Emily. "Arab students’ perceptions of university music education in the United Arab Emirates: A discussion of music education and cultural relevance." International Journal of Music Education 37, no. 4 (June 15, 2019): 524–35. http://dx.doi.org/10.1177/0255761419853627.
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The purpose of this study was to explore with five Arab young adults their perceptions of Western and Arabic musical cultures as well as their perceptions of the Western classical vocal teaching they experienced at an American-modeled university in the United Arab Emirates. Of interest were issues of cultural relevance and the role of music and music education in Arab society. Data collection methods for this study included individual, semi-structured interviews with each participant and three focus group discussions. This paper will explore the following four themes from the interviews: Theme 1: Western classical university music teaching was incongruent with Arabic classical music teaching. Theme 2: Despite the incongruencies, participants found the university music experience to be transformative. Theme 3: Participants have a strong personal connection to Arabic music. Theme 4: Lack of music education has cultural ramifications; however, it is a complex issue. Using Paris’ conception of culturally sustaining pedagogy as a theoretical lens through which to view participants’ perceptions of music and music education in the United Arab Emirates as well as the juxtaposition of heritage and emergent musical traditions within a globalized traditional society, issues of cultural relevance, personal transformation, and musical identity will be further discussed.