Bibliografías temáticas / Counting – Songs and music

Literatura académica sobre el tema "Counting – Songs and music"

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Publicado: 26 de julio de 2024

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Artículos de revistas sobre el tema "Counting – Songs and music"

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Simeon, Jinky Jane C. y Jacqueline Pugh-Kitingan. "Bringing the Children’s Songs of the Rungus of Sabah into Malaysian Music Classrooms". Malaysian Journal of Music 10, n.º 2 (22 de noviembre de 2021): 54–73. http://dx.doi.org/10.37134/mjm.vol10.2.5.2021.

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The Rungus are one of the indigenous Dusunic ethnic groups of Sabah, most of whom reside in the administrative Districts of Kudat and Pitas. In Rungus culture, many different genres of intangible cultural heritage have been passed down orally over generations. These heritages are valuable resources for teaching cultural awareness and appreciation among children of different ethnicities in Malaysia. They have yet to be introduced in the national music education curriculum. The purpose of this research was to document, transcribe, analyse, and thereafter to select the appropriate longoi tanganak (children’s songs) and longoi pogondoi (lullabies) that are suitable to be introduced into the Malaysia primary school music curriculum based on the recommendations of the culture bearers. This research employed ethnographic field techniques including participant observations, in-depth and focus group interviews, as well as audio and video recording. This article taps on the suggestions of culture bearers in developing suitable song repertoires that serve as school music teachers’ resources. Findings show that culture bearers recommended counting songs performed in recited heighten speech, songs arranged in the do- re- mi- so and do- mi- so tone sets, and rhythmic motifs based on the and patterns as beginner repertoire for learning Rungus songs.
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Chopde, Abhay, Anuradha Lohar, Mitul, Swaraj Mane y Shaurya Mhaske. "Music Player u sing Emotion Recognition". International Journal of Innovative Technology and Exploring Engineering 11, n.º 3 (30 de enero de 2022): 59–64. http://dx.doi.org/10.35940/ijitee.c9761.0111322.

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Expression of humans has a very crucial role in determining the present state and the mood of a person. It helps in the extraction of the emotion by understanding the different features of the face like cheeks, forehead, eyes, or maybe the curvature of the smile. Music plays a crucial role in the daily lifestyle. It is essentially a kind of thing that soothes and calms the body, brain and soul of a human. During this fast-paced lifestyle, everyone goes through a roller coaster of emotions and changes in moods within seconds. People tend to listen to music according to their emotions. Hence, we have chosen emotion and music and combined them together. Our program will first detect facial expressions and using that it will recognize the emotion of a human being. This is done through counting of repeated integers in a trained model and playing music favorable with the mood detected. This will alleviate the mood or just calm the individual. It may also be able to fetch quicker songs consistent with the mood, saving time looking up for different songs. Parallelly developing a software which will be used anywhere with the assistance of providing the functionality of playing music consistent with the emotion detected. People tend to concentrate on songs consistent with their moods, and it feels very frustrating if a tragic song starts playing when you are happy. It seems like a burden to constantly visit the music application to vary the song. Therefore, in this work, we've come up with a solution in which we will use computer vision to detect the emotion of an individual and therefore the system shall play a song consistent with the mood of the client.
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Treacy, Danielle Shannon y Heidi Westerlund. "Shaping imagined communities through music: Lessons from the School Song practice in Nepal". International Journal of Music Education 37, n.º 4 (10 de junio de 2019): 512–23. http://dx.doi.org/10.1177/0255761419850251.

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This study attends to the global need to rethink how music education could provide opportunities for shaping imagined communities in times of intensifying societal complexity and diversity by exploring the practice of singing ‘school-specific songs’ in the Kathmandu Valley, Nepal. The methodology combines educational ethnography with Appreciative Inquiry, whereby individual interviews with school administrators, musician-teachers, a school founder and a composer were analysed and reflexively interpreted. Countering previous critical research on school-specific songs, this study shows that although the school-specific song practice originates outside Nepal, the songs are tailor-made to canonise each school’s unique vision and mission, and for teaching values and character, and were thus considered to be local. Through considering the new ideas and practices that emerge through a reflexive interpretation of the school-specific song practice, we discuss five perspectives that arose from the Appreciative Inquiry process: the universal right to aspire; developing reflexivity; the pedagogical paradox of rituals; a continuum from individual to collective goals; and a constantly changing ‘we’ in diversifying, complex societies. The study suggests that rituals in schooling, of which school-specific songs are a part, should be applied reflexively and subject to ongoing critical reflection and constant revision.
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Kovtun, Kateryna. "Oi u luzi chervona kalyna (“Oh, the Red Viburnum in the Meadow”) as an Anthem-Song: Social Roles and Genre Transformations in the Time of War". ARTISTIC CULTURE. TOPICAL ISSUES, n.º 19(2) (29 de noviembre de 2023): 74–79. http://dx.doi.org/10.31500/1992-5514.19(2).2023.294625.

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Countering the Russian invasion is the subject of many songs dating back as far as several centuries. Oi u luzi chervona kalyna (“Oh, the Red Viburnum in the Meadow”) is one of such songs. Intonation structure of this folk song, remarkably resembling an anthem, represents the mighty power of generations and unites the communities in their struggle against the enemy. Investigating the genre transformations of this piece and it communicative models that consolidate communities serving as an attribute of Ukrainian national identity as opposed to the enemy proves the importance of the subject of this paper. The objectives of this research were the following: to study the historical and genre reminiscences of the Oi u luzi chervona kalyna song, to analyze its impact on developing the new trends within the popular Ukrainian music and culture, to outline the communicative mechanisms used in the anthem-like pieces rooted in folk songs to influence and consolidate communities. The means of replication of this song may be identified, on the one hand, as a specifically targeted strategy, namely, seemingly random viral sharing in the Internet. On the other hand, the transformation of a genre of this song is evident. Heavy rotation of the Oi u luzi chervona kalyna song enables concluding that it became a part of the mainstream of the present time. The very idea of the song encourages the audience to collaboration and co-creation, be it singing along, making electronic covers, singing backing vocals, etc. The fact that its symbolic and semiotic fields influenced the intensification of cross-cultural interaction between similar worldviews and became a unifying factor in the struggle against the Ruscist evil in is an important feature of this song’s replication during the war
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Semik, Monika y Małgorzata Tęczyńska-Kęska. "Dziecięcy świat dźwięków — edukacja muzyczna dziecka w wieku przedszkolnym". Pedagogika Przedszkolna i Wczesnoszkolna, n.º 2 (18) (2021): 51–59. http://dx.doi.org/10.4467/23537159ppw.21.017.15177.

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Children’s world of sounds — musical education of a preschool child Music is around us — every day music is the noise of trees, the rustle of leaves, the sound of a passing tram, the barking of a dog. We learn it while studying in kindergarten and school, but above all at home. This is where the child learns the first melodies. Initially, these are sounds from the immediate environment, starting with the mother’s heartbeat and the melody of her words. Then we expand our knowledge of sounds with children’s counting, acoustic experiments, short song chants, kindergarten songs and music accompanying the game. It’s all a child’s world of sounds, but what’s the key to that? The natural musical development of humans is observed between the ages of 1 and 13, and this is when the most important changes take place in the body, including the maturation of the auditory analyzer and psychomotor performance. Therefore, a variety of musical activities of parents, and then teachers, which are aimed at developing the child’s musical abilities, are very significant at this time. They can be realized by singing together, listening to music of different styles, creating ostinato on instruments and simple instrumentation. Free and directed movement as well as instrumental improvisation are also important. To understand music, you need to be extremely sensitive to its beauty. This is a trait that cannot be taught to children just like that, but it is possible to create any conditions for them to experience music emotionally. This main goal of children’s music education should be realized with the use of five forms of musical activity, which will be discussed in detail in this article.
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Yulsyofriend, Mafardi, Tia Novela, Vivi Anggraini y Adi Priyanto. "Stimulating Children's Numerical Literacy: The Effectiveness of Singing Favorite Food Songs". JPUD - Jurnal Pendidikan Usia Dini 17, n.º 1 (30 de abril de 2023): 144–54. http://dx.doi.org/10.21009/jpud.171.11.

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Numerical literacy is the ability needed to use number ideas and arithmetic skills in everyday situations as well as the ability to analyze quantitative data around children. This study aims to determine the effect of the intervention of singing favorite food songs on children's numerical literacy. Using a pretest-posttest experimental design with a control group, this study involved 20 children as research objects, consisting of 10 experimental class children and 10 control class children. The results of the study showed that singing activities with the theme of favorite food influenced the numerical literacy of kindergarten children. This singing activity attracts children's interest, thus showing a significant difference between the experimental class and the control class. Therefore, for further research, it is suggested that early childhood educators can always take advantage of artistic activities such as singing to attract children's interest in any learning. Keywords: early childhood, numerical literacy, singing activities References: Anvari, S. H., Trainor, L. J., Woodside, J., & Levy, B. A. (2002). Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Experimental Child Psychology, 83(2), 111–130. https://doi.org/10.1016/S0022-0965(02)00124-8 Barrett, M. S. (2006). Inventing songs, inventing worlds: The ‘genesis’ of creative thought and activity in young children’s lives. International Journal of Early Years Education, 14(3), 201–220. https://doi.org/10.1080/09669760600879920 Batchelor, S., Keeble, S., & Gilmore, C. (2015). Magnitude Representations and Counting Skills in Preschool Children. Mathematical Thinking and Learning, 17(2–3), 116–135. https://doi.org/10.1080/10986065.2015.1016811 Dixon-Krauss, L., Januszka, C. M., & Chae, C.-H. (2010). Development of the Dialogic Reading Inventory of Parent-Child Book Reading. Journal of Research in Childhood Education, 24(3), 266–277. https://doi.org/10.1080/02568543.2010.487412 Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428 Goldstein, H. (2011). Knowing What to Teach Provides a Roadmap for Early Literacy Intervention. Journal of Early Intervention, 33(4), 268–280. https://doi.org/10.1177/1053815111429464 Haimson, J., Swain, D., & Winner, E. (2011). Do Mathematicians Have Above Average Musical Skill? Music Perception, 29(2), 203–213. https://doi.org/10.1525/mp.2011.29.2.203 Harrison, C. S. (1996). Relationships between Grades in Music Theory for Nonmusic Majors and Selected Background Variables. Journal of Research in Music Education, 44(4), 341–352. https://doi.org/10.2307/3345446 Helmrich, B. H. (2010). Window of Opportunity? Adolescence, Music, and Algebra. Journal of Adolescent Research, 25(4), 557–577. https://doi.org/10.1177/0743558410366594 Howse, R. B., Lange, G., Farran, D. C., & Boyles, C. D. (2003). Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children. The Journal of Experimental Education, 71(2), 151–174. https://doi.org/10.1080/00220970309602061 Jones, M. R., & Bergee, M. (2008). Elements Associated with Success in the First-Year Music Theory and Aural-Skills Curriculum. Journal of Music Theory Pedagogy, 22. Kleemans, T., Peeters, M., Segers, E., & Verhoeven, L. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27(3), 471–477. https://doi.org/10.1016/j.ecresq.2011.12.004 Lessard, A., & Bolduc, J. (2011). Links between Musical Learning and Reading for First to Third Grade Students: A Literature Review. International Journal of Humanities and Social Science, 1(7). Lyons, I. M., & Ansari, D. (2015). Numerical Order Processing in Children: From Reversing the Distance-Effect to Predicting Arithmetic. Mind, Brain, and Education, 9(4), 207–221. https://doi.org/10.1111/mbe.12094 Lyons, I. M., Price, G. R., Vaessen, A., Blomert, L., & Ansari, D. (2014). Numerical predictors of arithmetic success in grades 1–6. Developmental Science, 17(5), 714–726. https://doi.org/10.1111/desc.12152 Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692–703. https://doi.org/10.1016/j.ecresq.2013.05.004 Mehr, S. A., Schachner, A., Katz, R. C., & Spelke, E. S. (2013). Two Randomized Trials Provide No Consistent Evidence for Nonmusical Cognitive Benefits of Brief Preschool Music Enrichment. PLoS ONE, 8(12), e82007. https://doi.org/10.1371/journal.pone.0082007 Mol, S. E., & Neuman, S. B. (2014). Sharing information books with kindergartners: The role of parents’ extra-textual talk and socioeconomic status. Early Childhood Research Quarterly, 29(4), 399–410. https://doi.org/10.1016/j.ecresq.2014.04.001 Mundy, E., & Gilmore, C. K. (2009). Children’s mapping between symbolic and nonsymbolic representations of number. Special Issue: Typical Development of Numerical Cognition, 103(4), 490–502. https://doi.org/10.1016/j.jecp.2009.02.003 Neuman, S. B., Kaefer, T., & Pinkham, A. M. (2018). A Double Dose of Disadvantage: Language Experiences for Low-Income Children in Home and School. Journal of Educational Psychology, 110(1), 102–118. https://doi.org/10.1037/edu0000201 Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9 Peng, P., Namkung, J., Barnes, M., & Sun, C. (2016). A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics. Journal of Educational Psychology, 108(4), 455–473. https://doi.org/10.1037/edu0000079 Protzko, J. (2017). Raising IQ among school-aged children: Five meta-analyses and a review of randomized controlled trials. Developmental Review, 46, 81–101. https://doi.org/10.1016/j.dr.2017.05.001 Purpura, D. J., Hume, L. E., Sims, D. M., & Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110(4), 647–658. https://doi.org/10.1016/j.jecp.2011.07.004 Rauscher, F., Shaw, G., Levine, L., Wright, E., Dennis, W., & Newcomb, R. (1997). Music training causes long-term enhancement of preschool children’s spatial–temporal reasoning. Neurological Research, 19(1), 2–8. https://doi.org/10.1080/01616412.1997.11740765 Rohwer, D. (2012). Predicting Undergraduate Music Education Majors’ Collegiate Achievement. Texas Music Education Research. Santos-Luiz, C. dos. (2007). The learning of music as a means to improve mathematical skills. Sarnecka, B. W., & Wright, C. E. (2013). The Idea of an Exact Number: Children’s Understanding of Cardinality and Equinumerosity. Cognitive Science, 37(8), 1493–1506. https://doi.org/10.1111/cogs.12043 Singh, N. (2016). Mathematics and Music. INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH, 5(10). https://doi.org/DOI: 10.36106/ijsr Slusser, E. B., & Sarnecka, B. W. (2011). Find the picture of eight turtles: A link between children’s counting and their knowledge of number word semantics. Journal of Experimental Child Psychology, 110(1), 38–51. https://doi.org/10.1016/j.jecp.2011.03.006 Taylor, S. V., & Leung, C. B. (2020). Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning. Early Childhood Education Journal, 48(1), 1–10. https://doi.org/10.1007/s10643-019-00974-0 Vaiouli, P., & Friesen, A. (2016). The Magic of Music: Engaging Young Children with Autism Spectrum Disorders in Early Literacy Activities With Their Peers. Childhood Education, 92(2), 126–133. https://doi.org/10.1080/00094056.2016.1150745 Vaiouli, P., & Ogle, L. (2015). Music Strategies to Promote Engagement and Academic Growth of Young Children with ASD in the Inclusive Classroom. Young Exceptional Children, 18(2), 19–28. https://doi.org/10.1177/1096250614523968 Vaughn, K. (2000). Music and Mathematics: Modest Support for the Oft-Claimed Relationship. Journal of Aesthetic Education, 34(3/4), 149–166. JSTOR. https://doi.org/10.2307/3333641 Wagner, J. B., & Johnson, S. C. (2011). An association between understanding cardinality and analog magnitude representations in preschoolers. Cognition, 119(1), 10–22. https://doi.org/10.1016/j.cognition.2010.11.014 Whitehurst, G. J., & Lonigan, C. J. (1998). Child Development and Emergent Literacy. Child Development, 69(3), 848–872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x Wynn, K. (1990). Children’s understanding of counting. Cognition, 36(2), 155–193. https://doi.org/10.1016/0010-0277(90)90003-3
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Bennett, Betsy K. "Now & Then: Counting On the Air: Time through the Age". Mathematics Teaching in the Middle School 1, n.º 8 (enero de 1996): 630–36. http://dx.doi.org/10.5951/mtms.1.8.0630.

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Now … “I play music. I sing. I talk, but mostly I do math,” Kenny Curtis replies when asked about his work as a disc jockey. “Mostly math” is probably not what his audience expects this twenty-six-year-old entertainer to say, but when he describes the careful counting, adding, and subtracting of times essential to live radio broadcasting, his description of his work during his time on the air seems accurate. The preparation for his radio show includes selecting music, taping segments, gathering information from a variety of sources, and organizing them all into a show that will entertain and inform his audience. Once on the air, he is a disc jockey, actor, public speaker, comedian, director, and manager of the radio's stage. While presenting the content of the show, he constantly checks his computer clocks showing the current time and the times for airing pretaped commercials, adds and subtracts the exact times of songs and taped reports, and adjusts his live segments so that the time required for the material and the time available between commercials match exactly. His accurate arithmetic in units of minutes and seconds is extremely important because he has only a ten-second window of time during which he must act on the computer's directions to play a commercial. He is a talented entertainer who uses both his college training in theater and mass communication and his basic mathematics skills during every minute of the five hours each day that he is on the air.
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Figzał-Janikowska, Magdalena. "Od rytmizacji do oper i baletów. Wokół muzycznych inscenizacji Jana Dormana". Pamiętnik Teatralny 68, n.º 3-4 (18 de diciembre de 2019): 141–60. http://dx.doi.org/10.36744/pt.10.

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The paper addresses the issue of musicality in the theatre of Jan Dorman, in particular his last productions, in which music was a starting point for the staging concept. “Musical” thinking about the theatre always had a strong impact on Dorman’s creative process. His first productions included children’s songs and counting rhymes, and this led to a rhythmisation of the text in the subsequent ones. Composing the spectacle along the lines of a musical score, which became the hallmark of Jan Dorman’s theatre, is especially prominent in his last theatre works inspired by larger musical forms, such as concert, ballet and opera. These performances represent a synthesis of various musical tropes and signs that were so characteristic of Dorman’s theatre at various stages of its development.
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Coulter, Neil R. "Re-counting Knowledge in Song: Change Reflected in Kaulong Music". Asia Pacific Journal of Anthropology 14, n.º 3 (junio de 2013): 295–96. http://dx.doi.org/10.1080/14442213.2012.756798.

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Ho, Andrew Fu Wah, Zhenghong Liu, Win Wah, Stephanie Fook-Chong, Pin Pin Pek, Hong Yee Lo, Rui Ming Teo, Beng Hoong Poon, Yih Yng Ng y Marcus Eng Hock Ong. "Evaluation of culture-specific popular music as a mental metronome for cardiopulmonary resuscitation: a randomised crossover trial". Proceedings of Singapore Healthcare 28, n.º 3 (10 de enero de 2019): 159–66. http://dx.doi.org/10.1177/2010105818820544.

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Introduction: Bystander cardiopulmonary resuscitation (CPR) improves survival in out-of-hospital cardiac arrest. The use of certain songs as mental metronomes for CPR have been validated and recognised by contemporary guidelines. We hypothesise that the National Day song, Count on me Singapore (COMS CPR), is not inferior to standard ‘one-and-two-and-three-and-four’ counting (standard CPR) for timing CPR, in terms of the proportion of participants achieving the guideline compression rate of 100–120/minute. Methods: This was a prospective randomised crossover trial powered to demonstrate non-inferiority in the CPR rate. After a familiarisation session, volunteers were randomly assigned to two groups. Group A performed one cycle of standard CPR while group B performed one cycle of COMS CPR. Participants then crossed over to perform the other method. The Laerdal SkillReporter measured CPR quality. Four weeks later, participants attended a test scenario, using standard CPR or COMS CPR (randomly allocated). Results: Ninety subjects were recruited; 46 were randomly assigned to group A and 44 to group B. Baseline characteristics were similar; 41.1% of COMS CPR achieved 100–120/minute, versus 28.9% of standard CPR ( P=0.028). In mixed effects logistical regression, significantly more COMS CPR was performed at 100–120/minute compared to standard CPR (odds ratio 2.44, 95% confidence interval 1.01–5.9, P=0.047). The proportion of insufficient depth was higher in COMS CPR (80.59% vs. 68.01%, P<0.001). There were no differences in other aspects of CPR quality. There were no differences in CPR quality between standard CPR and COMS CPR during the follow-up. Conclusion: COMS CPR was not inferior in terms of the proportion of participants delivering a guideline-compliant rate of chest compression. COMS CPR may have applications to layman CPR education, such as in mass education events.
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Tesis sobre el tema "Counting – Songs and music"

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Hubbard, Colton M. "Tea Songs". University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116378208.

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Lanci, Michael P. "Songs for Joe Hill". University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149580760300849.

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Hung, Justin. "Songs about Words". Digital Commons @ Butler University, 2020. https://digitalcommons.butler.edu/grtheses/523.

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A song cycle for baritone and mixed chamber ensemble, "Songs about Words" consists of five songs for everyday concepts and subjects, and explores deeper themes of communication and identity. The ensemble consists of piano, accordion, tenor saxophone, percussion and double bass. The text was inspired by Pablo Neruda and written by the composer.
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Baron, Michael David. "The songs of Franz Liszt". Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1234717504.

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Hood, Errik M. "Teaching the Songs of Ivor Gurney:An Applied Studio Guide to the Utilization of Fourteen Songs". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448468099.

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Nguyễn, Xuân-Thaʼo Joseph. "Music ministry the inculturation of liturgical vocal music in Vietnam /". Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p033-0807.

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Jones, Reba Pestun. "An examination of coal mining song repertoire in the Virginia elementary music curriculum with the creation and incorporation of a suggested coal mining musical unit of study /". < Digital Thesis and Dissertation Collection > Username and password required for access, SU only, 2003. http://www.su.edu/library/digitalthesis/jonesreba.pdf.

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Wood, Kenneth Edward. "An investigation and analysis of selected Victorian art songs /". Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004204.

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Van, Rhyn Chris. "Towards a mapping of the marginal : readings of art songs by Nigerian, Ghanaian, Egyptian and South African composers". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85813.

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Thesis (PhD)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: African art music practices of western origin have oftentimes been excluded from general discourses on western art music practices. In this study, close readings of selected art songs by twentieth and twenty-first century Nigerian, Ghanaian, Egyptian and South African composers serve to ‘map’ this music through challenging existing general discourses on art music composition, and genre-specific discourses on art song composition in Africa. The readings also serve to create new discourses, including ones that promote African crossregional engagements. In the first part of this dissertation, the readings take place in the contexts of the selected countries. The second section presents pre-selected discourses and theories as points of departure. Chapter 2 proposes to question how the theory of African vocalism can be expanded, and how animist materialism could serve as an alternative context in which to read the composition of art music in Nigeria and Ghana. Chapter 3 aims to answer which strategies in anti-exotic self-representation have been followed in twentieth-century Egyptian art song. Chapter 4 asks how South African composers of art song have denoted ‘Africa’ in their works, and how these denotations relate to their oeuvres and general stylistic practices. Chapter 5 interrogates how composers have dealt with the requirements of tonal languages in their setting of texts in such languages to music. Chapter 6 probes possible interpretations of composers’ display of the ‘objects’ of cultural affiliation, positing expatriate African composers as diplomats. Chapter 7 asks what the contexts are in which to read specific examples of African intercultural art music, without which the analyst might make an inappropriate (perhaps unethical?) value judgement. The conclusion presents a comparison of trends and styles in African art song to those in certain western song traditions. A discussion on folk and popular song styles as art is followed by a consideration of African vocalism in the context of the dissertation as a whole. A continuation of an earlier discussion on the compositional denotation of ‘Africa’ leads to a consideration of the ‘duty to denote’ in the context of western modernity.
AFRIKAANSE OPSOMMING: Kunsmusiekpraktyke van westerse oorsprong in Afrika is gereeld van algemene diskoerse oor westerse kunsmusiekpraktyke uitgesluit. Stip-lesings van geselekteerde kunsliedere deur Nigeriese, Ghanese, Egiptiese en Suid-Afrikaanse komponiste dien in hierdie studie om die musiek op die ‘kaart te plaas’ deur in gesprek te tree met bestaande algemene diskoerse oor kunsmusiekkomposisie, asook genre-spesifieke diskoerse oor kunsliedkomposisie in Afrika. Die lesings dien ook om nuwe diskoerse te skep, insluitend diskoerse wat gesprekke óór die grense van verskillende streke in Afrika bevorder. Die lesings in die eerste helfde van die proefskrif vind plaas binne die kontekste van die geselekteerde lande. In die tweede deel word vooraf-geselekteerde diskoerse en teorieë as wegspringpunte gebruik. Hoofstuk 2 stel dit ten doel om te vra hoe die teorie van Afrikavokalisme (African vocalism) uitgebrei kan word, en hoe animistiese realisering (animist materialism) as alternatiewe konteks kan dien waarin die komposisie van kunsmusiek in Nigerië en Ghana gelees kan word. In Hoofstuk 3 word gepoog om uit te vind watter strategieë in anti-eksotiese self-uitbeelding gevolg is in twintigste-eeuse Egiptiese kunsliedkomposisie. Die doel van Hoofstuk 5 is om uit te vind hoe komponiste die vereistes van toontale in hul toonsettings van tekste in sulke tale hanteer het. Hoofstuk 6 ondersoek moontlike interpretasies van komponiste se aanbiedings van die ‘objekte’ van kultuuraffiliasie deur die postulering van geëmigreerde komponiste as diplomate. Hoofstuk 7 vra wat die kontekste is waarin spesifieke voorbeelde van interkulturele kunsmusiek uit Afrika gelees kan word, waarsonder die analis ‘n onvanpaste (dalk onetiese?) waardebeoordeling kan maak. Die slot bied ’n vergelyking van tendense en style in Afrika-kunsliedere met dié in sekere westerse liedtradisies aan. ’n Bespreking van volks- en populêre liedstyle as kuns word gevolg deur ’n oorweging van Afrika-vokalisme in die konteks van die proefskrif as geheel. ‘n Voortsetting van ’n vroeëre gesprek oor die komposisionele uitbeelding van ‘Afrika’ lei tot ‘n oorweging van die ‘plig om uit te beeld’ in die konteks van westerse moderniteit.
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Sigurjónsson, Jóhannes. "Reference Music As Guidelines : Using reference music to create better songs". Thesis, Linnéuniversitetet, Institutionen för musik och bild (MB), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-73989.

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This essay examines how reference music can be used as a tool to fix weaknesses within my own songwriting and production process. The weaknesses were found by analysing feedback from other students on my own music. Four reference artists were then analysed with the intent of finding solutions to these weaknesses. Four new songs were then written and produced by implementing the solutions from the reference artists into the creative process. The results were mostly positive, as the songs had improved on various issues found in the feedback analysis. However, the method restricted the creative process in some occasions rather than inspiring it. The reasons for this are in part due to the choice of reference artists and which aspects of their music were in focus for the analysis.
I detta arbete undersöker jag hur referensmusik kan användas som ett verktyg för att stärka svagheter i mitt eget låtskrivande- och produktionsprocess. Svagheterna hittades genom att analysera feedback från andra studenter på min egen musik. Därefter analyserades fyra referensartister med syftet att hitta lösningar på dessa svagheter. Fyra nya låtar skrevs sedan och producerades genom att implementera lösningarna från referensartisterna till den kreativa processen. Resultaten var mestadels positiva, eftersom låtarna förbättrades på olika svagheter som hittades i feedbackanalysen. Metoden begränsade dock den kreativa processen i vissa tillfällen snarare än att inspirera den. Anledningarna till detta beror dels på valet av referensartister och vilka aspekter av deras musik som analyserna var inriktade på.
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Libros sobre el tema "Counting – Songs and music"

1

ill, Mathieu Kristen y Publications International Ltd, eds. Counting songs. Lincolnwood, Ill: Publications International, 1998.

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Manushkin, Fran. My Christmas safari. New York, N.Y: Dial Books for Young Readers, 1993.

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Paley, Joan. One more river: A Noah's ark counting song. Boston, MA: Little, Brown, 2002.

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Ellwand, David. Clap your hands: An action book. Brooklyn, N.Y: Handprint Books, 2001.

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Ellwand, David. Ten in the bed: A counting book. New York: Handprint Books, 2000.

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Nikola-Lisa, W. No babies asleep. New York: Atheneum Books for Young Readers, 1994.

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Cabrera, Jane. Ten in the bed. London: Gullane Children's Books, 2006.

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Mills, J. Elizabeth. The spooky wheels on the bus. New York: Cartwheel Books, 2010.

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Raffi. Five little ducks. New York: Crown, 1989.

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Raffi. Five little ducks. San Diego: Harcourt, 2000.

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Capítulos de libros sobre el tema "Counting – Songs and music"

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Akuno, Emily Achieng’. "Children’s songs". En Music Education in Africa, 299–314. Abingdon, Oxon; New York, NY: Routledge, 2019. | Series: Routledge studies in music education: Routledge, 2019. http://dx.doi.org/10.4324/9780429201592-19.

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Thomas, Richard K. "Campfire Songs". En Music as a Chariot, 109–32. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315145631-6.

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Amos, Jonny. "Releasing Cover Songs and Remixes". En The Music Business for Music Creators, 167–68. London: Focal Press, 2024. http://dx.doi.org/10.4324/9781003452119-24.

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Archer, W. G. "Steps and Music". En Love Songs of Vidyāpati, 117. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003104216-79.

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Lal, Ananda. "Note on the Music Scores". En Songs of Tagore, 53–55. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003276869-5.

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Amos, Jonny. "Songwriters Pitching Songs to Recording Artists". En The Music Business for Music Creators, 268–76. London: Focal Press, 2024. http://dx.doi.org/10.4324/9781003452119-41.

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Flinn, Caryl. "The Songs of Music46". En The Sound of Music, 47–93. London: British Film Institute, 2015. http://dx.doi.org/10.1007/978-1-84457-910-5_3.

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Bolderman, Leonieke. "Sharing songs on Hirakata Square". En Contemporary Music Tourism, 40–57. Abingdon, Oxon; New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429318863-3.

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Tragaki, Dafni. "Acoustemologies of rebetiko love songs". En Music as Atmosphere, 184–201. [1.] | New York : Routledge, 2019. | Series: Ambiances, atmospheres and sensory experiences of spaces: Routledge, 2019. http://dx.doi.org/10.4324/9780815358718-10.

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Johansson, Ola. "An Analysis of Swedish Pop Music". En Songs from Sweden, 99–135. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2736-4_4.

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Actas de conferencias sobre el tema "Counting – Songs and music"

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Folorunso, S. O., O. O. Banjo, J. B. Awotunde y F. E. Ayo. "Machine Learning Analysis of Music Based on Music Information Retrieval Tasks". En International Workshop on Social Impact of AI for Africa 2022. AIJR Publisher, 2024. http://dx.doi.org/10.21467/proceedings.157.3.

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Music Information Retrieval (MIR) methods extracts from music high-level information like classification, musical feature extraction, song similarity and tonality. Musical genre is one of the orthodox methods of describing musical content and a significant part of MIR. At present, few MIR research has been done on Nigerian songs. So, this paper proposed to build a genre classification model based on Mel Spectrogram of audio songs. The process first converts ORIN audio dataset to Mel Spectrogram and extract numerical information from it using the Histogram of Oriented Gradient (HOG) and apply machine learning (ML) models to accurately categorize the songs into different genres of Apala, Fuji, Juju, Highlife and Waka. Support Vector Machine (SVM) with 4 different kernels, with 10- cross validation method were applied and assessed based on Accuracy and Receiver operating characteristics (ROC).
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Soleymani, Mohammad, Micheal N. Caro, Erik M. Schmidt, Cheng-Ya Sha y Yi-Hsuan Yang. "1000 songs for emotional analysis of music". En the 2nd ACM international workshop. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2506364.2506365.

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Cheng, Zhiyong, Jialie Shen, Lei Zhu, Mohan Kankanhalli y Liqiang Nie. "Exploiting Music Play Sequence for Music Recommendation". En Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/511.

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Users leave digital footprints when interacting with various music streaming services. Music play sequence, which contains rich information about personal music preference and song similarity, has been largely ignored in previous music recommender systems. In this paper, we explore the effects of music play sequence on developing effective personalized music recommender systems. Towards the goal, we propose to use word embedding techniques in music play sequences to estimate the similarity between songs. The learned similarity is then embedded into matrix factorization to boost the latent feature learning and discovery. Furthermore, the proposed method only considers the k-nearest songs (e.g., k = 5) in the learning process and thus avoids the increase of time complexity. Experimental results on two public datasets demonstrate that our methods could significantly improve the performance of both rating prediction and top-n recommendation tasks.
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Sridhar, Rajeswari y T. V. Geetha. "Music Information Retrieval of Carnatic Songs Based on Carnatic Music Singer Identification". En 2008 International Conference on Computer and Electrical Engineering (ICCEE). IEEE, 2008. http://dx.doi.org/10.1109/iccee.2008.118.

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Hishida, Hirotoshi, Yoshihiro Komatsu, Tomohiro Nomura, Yasuhiro Hishida y Keiko Hishida. "Music Database for Earphone Hearing Loss Prevention and Music Therapy - American Musical Songs -". En 13th International Multi-Conference on Complexity, Informatics and Cybernetics. Winter Garden, Florida, United States: International Institute of Informatics and Cybernetics, 2022. http://dx.doi.org/10.54808/imcic2022.02.40.

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Das, Nikhil, Esther Ramdinmawii, Ajit Kumar y Sanghamitra Nath. "Vocal Singing and Music Separation of Mizo Folk Songs". En 2023 4th International Conference on Computing and Communication Systems (I3CS). IEEE, 2023. http://dx.doi.org/10.1109/i3cs58314.2023.10127457.

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Garcia-Garcia, Dario, Jeronimo Arenas-Garcia, Emilio Parrado-Hernandez y Fernando Diaz-de-Maria. "Music genre classification using the temporal structure of songs". En 2010 IEEE International Workshop on Machine Learning for Signal Processing (MLSP). IEEE, 2010. http://dx.doi.org/10.1109/mlsp.2010.5589240.

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Liu, Yi y Yue Gao. "Acquiring Mood Information from Songs in Large Music Database". En 2009 Fifth International Joint Conference on INC, IMS and IDC. IEEE, 2009. http://dx.doi.org/10.1109/ncm.2009.311.

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Kuusi, Tuire, Ivan Jimenez y Matthew D. Schulkind. "Identifying Beatles songs from their chord progressions: New evidence of the effect of specialized harmonic familiarity, melodic cues, and transposition on the identification of songs from chord progressions". En Future Directions of Music Cognition. The Ohio State University Libraries, 2021. http://dx.doi.org/10.18061/fdmc.2021.0035.

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Oliveira, Gabriel P. y Mirella M. Moro. "Mining Exceptional Genre Patterns on Hit Songs". En Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/kdmile.2023.232412.

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The music industry has always been complex and competitive. Nowadays, combining different genres has become a common practice to promote new music and reach new audiences. Given the diversity of combinations between all genres, predictive and descriptive analyses are very challenging. Here, our goal is to mine frequent and exceptional patterns in music collaborations that have achieved success in both global and regional markets. We use the Apriori algorithm to mine genre patterns and association rules that reveal how music genres combine with each other in each market. The results show significant differences in the behavior of each market and a strong influence of the regional factor on musical success. In addition, we are able to use such patterns to identify and recommend promising genre combinations for such markets through the association rules.
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Informes sobre el tema "Counting – Songs and music"

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Berrian, Brenda F. Chestnut Women: French Caribbean Women Writers and Singers. Inter-American Development Bank, julio de 2001. http://dx.doi.org/10.18235/0007945.

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Manhiça, Anésio, Alex Shankland, Kátia Taela, Euclides Gonçalves, Catija Maivasse y Mariz Tadros. Alternative Expressions of Citizen Voices: The Protest Song and Popular Engagements with the Mozambican State. Institute of Development Studies (IDS), noviembre de 2020. http://dx.doi.org/10.19088/ids.2020.001.

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This study examines Mozambican popular music to investigate three questions: Are notions of empowerment and accountability present in popular music in Mozambique? If so, what can these existing notions of empowerment and accountability reveal about relations between citizens and state institutions in general and about citizen-led social and political action in particular? In what ways is popular music used to support citizen mobilisation in Mozambique? The discussion is based on an analysis of 46 protest songs, interviews with musicians, music producers and event promoters as well as field interviews and observations among audiences at selected popular music concerts and public workshops in Maputo city. Secondary data were drawn from radio broadcasts, digital media, and social networks. The songs analysed were widely played in the past two decades (1998–2018), a period in which three different presidents led the country. Our focus is on the protest song, conceived as those musical products that are concerned with public affairs, particularly public policy and how it affects citizens’ social, political and economic life, and the relationship between citizens and the state.
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Flanagan, Aidan y Robert Weldon. Overview of MUSiC and Neutron Multiplicity Counting Analysis with the NoMAD Detector. Office of Scientific and Technical Information (OSTI), agosto de 2023. http://dx.doi.org/10.2172/1994106.

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