Literatura académica sobre el tema "Adolescents Music Life Project"

Music, as the backbone of artistic projects, can provide ideal spaces for adults, improving their quality of life. This proposal is part of a larger investigation, from a research stay. This research, of a synchronous and descriptive nature, used the narrative and descriptive perspective, but from the lived artistic experiences. Through interviews with experts, the desired information was obtained to write a report. The work was completed with a theoretical framework divided into different sections that include education, music and adults, didactic spaces for music education in adults, music and interculturality as an space for musical learning, and Sustainable Development Goals. The results confirmed the need to create spaces expressly for musical education and training for adults, regardless of whether or not they have previous musical training, since it is understood that adult profiles differ from children and adolescents, especially in terms of learning rhythms and needs. Among the conclusions, we can highlight the important relationship that is established between adults, society, music and culture. On the other hand, we are aware that there is a clear exclusion regarding access to artistic and cultural education.

Background: Diagnosis and treatment of cancer and blood disorders in childhood, adolescence and young adulthood has a significant impact on patients and families. The Psychosocial Standards of Care project, initiated in 2012, resulted in 15 Psychosocial Standards (PSS) that guide the care patients and families receive throughout treatment. As members of the multidisciplinary psychosocial care team, music therapists play an important role in the advancing the PSS. Most surveys have focused on other commonly provided services (e.g., social work, child life), leaving gaps in our understanding about the availability and use of music therapy services to advance PSS. This paper offers an initial description of how music therapy services contribute to the provision of care under these Standards. Methods: We analyze how music therapy services promote PSS through synthesis of a music therapy clinical practice survey, published literature, and scope of practice documents. A brief overview of music therapy services structure, PSS that music therapy services currently address, and two clinical program descriptions are included. Results: Music therapy services address 9 of the 15 PSS and are well integrated within the larger program of psychosocial care. Findings suggest integration of music therapy services can help ensure personalized, comprehensive care and efficient use of often-limited psychosocial care resources. Discussion: Nurses, as members of the psychosocial and medical teams are uniquely positioned to identify patient and family care needs and refer patients for services. Understanding how music therapy services address PSS and most importantly, the needs of patients and families, will optimize their care.

This article provides a critical overview of musical identities as a research topic. A broad distinction between identities in music (IIM) and music in identities (MII) highlights how musical engagement is central to identity construction. These concepts are integrated with recent advances in psychological theory derived from enactive cognition (4E cognition) to propose a new framework for understanding musical identities, Musical Identities in Action (MIIA). This framework foregrounds musical identities as dynamic (constantly evolving, dialogical, and actively performed), embodied (shaped by how music is physically expressed and experienced), and situated (emergent from interaction with social contexts, technologies, and culture). Musical identities are presented as fluid and constructed through embodied and situated action. Interdisciplinary research on music and adolescence is utilized to show how the MIIA framework can be applied to specific contexts and how musical identities interact with other aspects of life. Examples of the embodied nature of musical identities are provided from early interactions to professional performance and everyday informal engagement. Technology is highlighted as one topical and situated context, using digital playlists and a recent online improvisation project as examples. Implications of the MIIA framework for education and health are also presented, proposing that a key goal of music education is the development of positive musical identities. Recent advances in humanities research such as post-qualitative inquiry (PQI) and metamodern philosophical theory are proposed as useful multidisciplinary approaches for developing new knowledge related to musical identities.

Purpose – The purpose of this paper is to study the effectiveness of the international volunteer programme’s dance4life (D4L) in Russia. The programme aims to address taboos, stigma, discrimination, HIV/AIDS prevention and the promotion of sexual reproductive health and rights (SRHR) and a healthy lifestyle among adolescents. The programme uses an “edutainment” model that involves young people through music, dance and youth icons. Educated volunteers provide schoolchildren with comprehensive information on SRHR and demonstrate the practical application of life and leadership skills. The programme ends with a celebration event. Design/methodology/approach – Qualitative and quantitative methods were used. Only those who got as far as stage three of the process, 20 per cent of those who begun, were sampled. The qualitative research involved youth aged 13-19 (20 interviews, six focus groups), teachers (eight interviews), volunteer team members (eight interviews) and programme managers in four project regions and in Moscow (five interviews). In the quantitative research 105 respondents took part, of whom 48 per cent were 13-16 years old, 44 per cent were 17-19 years old and 8 per cent were 20-23 years old. Both boys and girls were included in the sample. Findings – Young people’s participation in D4L had a significant positive impact on perceptions of SRHR and knowledge levels, changed some misconceptions about HIV/AIDS and helped develop social and healthy lifestyle skills. The programme contributed to the growth of voluntary activity and the organizational skills of participants. Teachers’ perceptions of SRHR changed positively after their participation in the programme. Research limitations/implications – The fact that the sample is only those who completed all stages of the programme, 20 per cent of the overall population who began it, is clearly a source of bias. The size of the quantitative research sample (n=105) does not allow disaggregation of data by region nor by gender: this limitation was minimized by choosing four regions with relatively comparable socio-economic status, and through quota sampling in equal proportions for boys and girls. This is the first time such a study has been conducted, so it is not possible to draw conclusions about the long-term impact of the programme. Practical implications – The short implementation period allows for the dissemination of information and training to large numbers despite limited funding. Social implications – The D4L approach provides information on SRHR to youth, which arouses their interest, and is perceived as relevant and important. Programme participants use this information themselves and share it with their friends, parents and other adults. Originality/value – The D4L programme is unique in Russia: there is no regular sexual education in Russian schools. School programmes are rarely evaluated with the methods used in this study.

Radio and memory form a radical coupling, stitching together musical cultures with personal psychologies. I pursue such relations in Phantom Music by focusing on, and unpacking a project I developed for exhibition in 2005. The project, Phantom Radio, is based on forming a library of radio memory. Collecting stories from 105 individuals from around the world, the library consists of written statements and CDs of all the songs mentioned. Through the project, questions of broadcast technology, and the work of memory, are brought forward. To pursue such questions, the following article maps out the territory explored in the project. Reflecting on various threads, from habits of listening to the effects of music on individual lives, leads to a tracing out of the ‘phantasmic’ and the ‘social’ aspects of radio. And further, how music supplies a form of shared ground to the individual instances of unexpected experiences.

Science education often fails to address the actual range of adolescents' interests. One such interest is music. Research shows that young people devote large amounts of time and money to music. By tapping into students' interest in music, affective outcomes can be achieved in the biology classroom. This article describes a project-based learning activity that studies the influence of music on seed germination. Part of the student project is to conduct a literature search on the influence of music on plants, and possibly also on people (its biological, psychological, and social effects). The project is contextualized in the indigenous practice of making music while planting crops. There is a growing body of literature suggesting that music can improve crop yields. Students are required to follow the key features of project-based learning to plan and execute an inquiry to determine the influence of music on seed germination. Students undertaking a literature study will find research showing that music affects the viscosity of the plasmalemma and the availability of intercellular Ca2+, which, in turn, influences the activity of membrane-based enzymes. This can lead to larger amounts of water, nutrients, and growth regulators entering the plant cell. The article also reflects on data obtained from high school biology students as they engage in the learning activity.

This study aimed to determine the significance of music and music education to middle and high school adolescents, including those enrolled and not enrolled in school music programs. Of particular interest were their expressed meanings of music both in and out of school, with attention to adolescent views on the role of music in identity formation, the musical and nonmusical benefits for adolescents of their engagement with music, the curricular content of secondary school music programs, and the qualities of music teachers in facilitating music-learning experiences in middle and high school classes. An examination of essays, statements, and reflections in response to a national essay content was undertaken using an inductive approach to analyze content through the triangulation of interpretations by the investigators. Five principal themes were identified within the expressed meanings of music by adolescents: (a) identity formation in and through music, (b) emotional benefits, (c) music's life benefits, including character-building and life skills, (d) social benefits, and (e) positive and negative impressions of school music programs and their teachers. Overwhelming support was expressed for music as a necessary component of adolescent life, with support for and comments to probe concerning the work of music educators in secondary school programs.

This article describes how a group of music therapists and a music sociologist working on the AHRC-funded research project Care for Music responded to the situation they found themselves during the 2020‐21 COVID pandemic, both in terms of their practice and the ongoing research project they shared. In particular, the article outlines how the challenging situation has produced interesting new practical, methodological and theoretical perspectives ‐ functioning as a helpful ‘accidental experiment’. The article presents three vignettes of music therapists coping with the initial pandemic situation and how they adapted music therapy practice, followed by preliminary reflections on emerging themes from the ‘accidental experiment’ in relation to the central concern of the AHRC Care for Music research project: the co-creation of mutual ‘scenes of care’ through music within later life and end of life settings.

Nowadays, the close relationship between adolescents and music is a fact reinforced by new technology. Music, in general, reflects values and attitudes in society and serves different purposes in life, however the crisis of values is a constant threat that may be eased by using music as a tool to engage with young people and reinforced ethical values. This work aimed at assessing perceptions of explicit content in pop music by 16-year-old adolescents by means of a questionnaire with a series of short-open questions. The results confirmed a relaxed attitude towards current social values but yet a robust self-claimed personality in young people.