Bibliografías temáticas / Music teaching

Literatura académica sobre el tema "Music teaching"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Music teaching"

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Botstein, L. "Teaching Music". Musical Quarterly 80, n.º 3 (1 de enero de 1996): 385–91. http://dx.doi.org/10.1093/mq/80.3.385.

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Asmus, Edward P. "Music Teaching and Music Literacy". Journal of Music Teacher Education 13, n.º 2 (enero de 2004): 6–8. http://dx.doi.org/10.1177/10570837040130020102.

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Volkmann, Roberta. "Teaching Music Globally". Music Educators Journal 91, n.º 2 (noviembre de 2004): 52–53. http://dx.doi.org/10.2307/3400051.

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Shirley, Ian. "Teaching primary music". Education 3-13 45, n.º 6 (7 de julio de 2017): 757–58. http://dx.doi.org/10.1080/03004279.2017.1351146.

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Oren-Chazon, Dorly. "Music teaching instrument". Journal of the Acoustical Society of America 112, n.º 1 (2002): 23. http://dx.doi.org/10.1121/1.1500929.

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Wayman Davis, Virginia. "Teaching general music". Music Education Research 19, n.º 3 (29 de agosto de 2016): 352–53. http://dx.doi.org/10.1080/14613808.2016.1225557.

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Nolan, Karin K. "SMARTer Music Teaching". General Music Today 22, n.º 2 (7 de octubre de 2008): 3–11. http://dx.doi.org/10.1177/1048371308324104.

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Tuinstra, Beth. "Embracing identity: An examination of non-Western music education practices in British Columbia". International Journal of Music Education 37, n.º 2 (21 de febrero de 2019): 286–97. http://dx.doi.org/10.1177/0255761419827359.

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Although traditional music programs and university music and music education training programs have mostly incorporated Western classical music, British Columbia’s new curriculum signifies a shift from the Western classical framework to one that is more inclusive of the cultural diversity that exists in Canada. Using the frameworks of decolonization, non-Western music education, and music education and identity, I researched the current practices, experiences, and attitudes of British Columbian kindergarten to Grade 12 (K–12) music educators. I used a mixed-methods questionnaire to gain an understanding of the practices, experiences, and attitudes of these educators ( N = 80). Through this examination, I discovered that although 84% of respondents felt that it was important for students to receive a diverse, non-Western music education, only 63% currently utilized non-Western musics in their teaching practices. Respondents included the benefits or difficulties that they have experienced while including non-Western musics in their teaching practices, but they also talked about the barriers that have prevented them from including non-Western musics into their teaching practices. However, educators reported that by including non-Western musics, students showed greater joy, self-expression, engagement, open-mindedness, and empathy for others, causing a positive shift in classroom culture.
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Terrien, Pascal. "For a Didactical Approach to Electroacoustic Musics: The example of Metallics by Yan Maresz". Organised Sound 18, n.º 2 (11 de julio de 2013): 161–69. http://dx.doi.org/10.1017/s1355771813000071.

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This paper observes the conditions of reception and understanding of music using the theoretical concepts of learning (Chevallard 1985; Brousseau 1998) adapted to the teaching of these various musics (Terrien 2006). We verify, in the light of an epistemological questioning, the nature of electroacoustic music, and if the didactic transposition (Verret 1975; Chevallard 1985) applied to Yan Maresz's Metallics allows us to understand the phenomena of music (listening, intention-reception: issues of perception and interpretation), and identify issues of language. Our contribution is a tool for reflection on a teaching approach that relies on new teaching methods in the teaching of this music.
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Zhang, Yang. "The Value of Orff's Music Teaching Method in College Music Teaching". Learning & Education 9, n.º 1 (15 de marzo de 2020): 29. http://dx.doi.org/10.18282/l-e.v9i1.893.

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<p>As an innovative music teaching method, under the background of educational reform, Orff's music teaching method has increasingly attracted the attention and attention of university teachers. By applying the Orff teaching method in university music teaching, it can not only effectively promote the improvement of teaching quality, but also promote students to develop deep music exchanges and effectively cultivate students' musical literacy and innovative thinking.</p>
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Tesis sobre el tema "Music teaching"

1

Li, Zheng. "Teaching Chinese Traditional music with Generative instruction and Effective music teaching". Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34617.

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This text is the carefully adapted transcription of the recording of the presentation of Zheng Li and Huo Gua at the symposium in Leipzig 2014. Prof. Dr. Zheng Li read parts of her presentation in Chinese language alternating with her assistant Huo Gua, who translated into English. Only the English part is printed in this book. The title is given from the editor.
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Johnson, Sherry Anne. "High-school music teachers' meanings of teaching world musics". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22326.pdf.

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Cusano, Janice M. "Music specialists' beliefs and practices in teaching music listening /". Electronic version Electronic version, 2004. http://wwwlib.umi.com/dissertations/fullcit/3209909.

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Thesis (Ph. D.)--Indiana University, 2004.
Computer printout. Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0878. Adviser: Mary Goetze. Includes bibliographical references (leaves 205-223), abstract, and vita.
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Higginbotham, Lee Ann M. "Teaching techniques : suggested techniques in teaching music through performance in choir /". View online, 2008. http://repository.eiu.edu/theses/docs/32211131459702.pdf.

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Cromwell, Robert G. "Consuming music and teaching music : a case study in creativity". Thesis, Loughborough University, 1995. https://dspace.lboro.ac.uk/2134/7001.

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Kangron, Ene. "Teaching music through active participation and involvement in music making". Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34623.

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The development of Estonia’s national music culture has really taken place over the last 145 years, thanks to the national choral song festival tradition that began in 1869 and has continued until today. Song festivals have been always important as a form of non-political resistance confirming Estonian identity and self-confidence. Many have characterized Estonia as a “singing nation” and we know that a great contribution to this is provided by music teachers at schools.
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LaLonde, Kirsten M. "Teaching Music to the Hearing Impaired". Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10684252.

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Elementary music teachers often have students who are hard-of-hearing participating in their classes. Teachers need to be aware of what hearing impairments are and how these hard-of-hearing students have entered the music classroom. The present text explores assistive hearing technology, general music education for students with hearing loss, adaptations for the general music classroom, instrumental music for students with hearing loss and a brief explanation of song signing. The author attempts to better understand which strategies can be used to improve the music education of hard-of-hearing students.

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Packard, Jonathan Frederick. "Released-time music teaching in Kansas". Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9944.

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Yuasa, Aya. "Teaching and learning music in Japan". Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399390.

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This research aims to identify the role of compulsory music education in the formation of Japanese society and identity. It investigates the teaching and learning of music in Japan at· grassroots level within an holistic context. In order to place school music education within the historical and sociological contexts of Japanese society, it focuses upon four schools and eight organisations of music teaching and learning outside the school system. It discusses the relationship (or lack of a relationship) between such contexts, which is determined, for example, by political, personal, social and cultural factors. It also highlights that much of what happens in classrooms today is related to wider social issues which have their origins in the past. The research suggests that the present system of music education needs further review and change if it is to claim convincingly its value within Japanese schools. It argues that a scheme is needed to assure the quality of teachers and teaching. The absence of an inspection system means that policy is regularly formulated at grassroots level, largely in a way that is governed by personal beliefs, experiences and peer pressures, rather than by government itself. It also outlines the lack of a relationship or even understanding between the different systems of music education in Japan, notwithstanding the finding that pupils' musical experience outside school influences their attitudes towards music lessons in school. It argues that the school system needs to acknowledge the existence of musical le,a r.n ing outside schools and needs to accommodate pupils' musical experiences outside school. The research also discusses issues such as the place of Japanese music in schools, the role of specialist music teachers in elementary schools, the role of music in schools, and the aims and objectives of music education in schools.
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Arnold, Amber Wily. "Teaching Outside a Specialty| An Examination of String-Trained Music Educators Teaching Winds in California". Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840573.

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In California, music teachers are credentialed to teach all subjects in music with a single, broad credential. This practice as well as district hiring practices may result in many teachers working outside of their specialty. The purpose of this study is to determine techniques for building knowledge specifically for string-trained teachers to find fulfilment teaching students who are learning wind instruments. This study addresses the motivation for these teachers to teach students who learn wind instruments, experiences that contribute to teach students learning wind instruments, and how non-specialized teaching impacts student outcomes.

Six string-trained music educators who taught students learning to play wind instruments in California were interviewed from December 1–December 10, 2017. Despite these teachers having limited knowledge at the outset, they found teaching students learning wind instruments satisfying as they increased their own knowledge in this area. Some activities for increasing competence in teaching winds included: collaborating with colleagues, attending conferences, and referring to instrument-specific collegiate course content. Additionally, these teachers indicated that non-specialized teaching did not negatively influence student outcomes.

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Libros sobre el tema "Music teaching"

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Gary, Spruce y Open University, eds. Teaching music. London: Routledge in association with the Open University, 1996.

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Newman, Grant. Teaching children music. 4a ed. Madison, Wis: Brown & Benchmark, 1995.

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Roberts, Brian A. Learning & teaching music. 2a ed. St. John's, Nfld: Binder's Press, 2002.

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Teaching choral music. Englewood Cliffs, NJ: Prentice Hall, 1993.

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Teaching choral music. 2a ed. Upper Saddle River, N.J: Prentice Hall, 1999.

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Price, Jayne y Jonathan Savage. Teaching Secondary Music. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2012. http://dx.doi.org/10.4135/9781446288900.

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Tripathi, Rupali. Teaching of music. New Delhi: Mohit Publications, 2004.

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Stevens, Blake. Teaching Electronic Music. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367815349.

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Cain, Tim y Joanna Cursley. Teaching Music Differently. Abingdon, Oxon; New York, NY: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315533452.

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Burnard, Pamela, Regina Murphy, James Biddulph, Deborah Blair, Jenny Boyack, Marcelo Giglio, Gillian Howell et al. Teaching Music Creatively. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315643298.

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Capítulos de libros sobre el tema "Music teaching"

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Leigh, Martin. "Teaching music". En Becoming an Outstanding Music Teacher, 88–125. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003112402-6.

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Burnard, Pamela. "Teaching Music Creatively". En Teaching Music Creatively, 1–11. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315643298-1.

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Mackinlay, Elizabeth. "Teaching Music Interculturally". En Teaching Music Creatively, 170–82. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315643298-13.

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Guillot, Claudia, Rébecca Guillot, Vive Kumar y Kinshuk. "MUSIX: Learning Analytics in Music Teaching". En State-of-the-Art and Future Directions of Smart Learning, 269–73. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-868-7_31.

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Battier, Marc. "Analyzing Electronic Music". En Teaching Electronic Music, 58–74. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367815349-5.

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Court, Suzanne. "Teaching Music Theory Fundamentals Creatively". En Teaching Creatively and Teaching Creativity, 87–100. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5185-3_7.

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Pike, Pamela D. "The Music Major". En Dynamic Group-Piano Teaching, 69–83. New York ; London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315280370-6.

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Davidson, Robert. "Music Literacies: Teaching Diversity". En Literacy in the Arts, 161–73. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04846-8_10.

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Chandler, Kim. "Teaching Popular Music Styles". En Teaching Singing in the 21st Century, 35–51. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8851-9_4.

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Liu, Annie Yen-Ling y Blake Stevens. "Teaching Global Music History". En Listening Across Borders, 53–64. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429027215-4.

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Actas de conferencias sobre el tema "Music teaching"

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Vidulin, Sabina. "MUSIC TEACHING AND LISTENING TO ART MUSIC IN THE FUNCTION OF STUDENTS’ HOLISTIC DEVELOPMENT". En SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.391v.

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Music is a part of a child’s everyday life. In family and in preschool institutions, its function is different from the one in school. Music teaching influences the overall students’ development, which can be seen from a pedagogical and artistic perspective. It is aimed at acquiring knowledge and developing students’ skills in the field of art; it encourages aesthetic education, but also the preservation of historical and cultural heritage. The domain in which this is mostly realized is listening to music and music understanding. With the intention of bringing art music closer to children and young people, its more intense experiencing and understanding, the paper points to the necessity for an interdisciplinary and correlative relationship of music with other subjects, but also musical activities with each other. Since the author intends to indicate the importance of creating new didactical strategies for music teaching lessons, the Stage-English-Music concepts, the Listening to Music-Music Making model and the Cognitive-emotional approach to listening to music are briefly described. These strategies for the improvement of music listening are based on an interdisciplinary and intradisciplinary approach, depending on whether they include extracurricular activities in the work (e.g. English and drama education), or the work is carried out within musical activities such as singing, playing, or dancing with musicologically, but also humanistically oriented outcomes. Practice and research indicate that in addition to acquiring musical knowledge and developing musical skills, multimodal approaches affect students’ holistic development.
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Egizova, E. D. "Studying and teaching music". En ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-10-2018-117.

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Istrakova, Maria A., Taisia I. Larkina y Yulia V. Zubkova. "TEACHING SPANISH THROUGH MUSIC". En Current Issues in Modern Linguistics and Humanities. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/09321-2019-239-255.

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Gomez, Leticia Silva, Valeria Farinazzo Martins y Vitor Puzzelo Ruiz. "Music-AR: Software for teaching children music perception". En 2014 9th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2014. http://dx.doi.org/10.1109/cisti.2014.6876865.

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November, Nancy. "Teaching Music Historical Literacy Using Video Clips". En Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9395.

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Four professionally-created, student-presented, three- to five-minute videos were integrated into two undergraduate music history courses at the University of Auckland, to support the development of key historical literacy skills. These include crucial skills and understandings that music students need to master in their first two years: identifying different kinds of music scores; understanding the difference between primary and secondary sources for music historical topics; finding one’s way around critical, “complete works” editions of music; and finding and assessing music-related literature on the Internet. The intervention led to marked improvements in student learning in each of the four areas.
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"On Characteristic Music Teaching in Kindergartens with National Music". En 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.111.

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Li, Qingxun. "Application of Regional Music Culture in College Music Teaching". En 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.401.

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Zhang, Hao. "Aesthetic Education of Vocal Music Teaching in Music Education". En 2018 8th International Conference on Social science and Education Research (SSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.4.

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Liu, Shiguang. "Music Tutor: Application of Chord Recognition in Music Teaching". En 2021 International Conference on Signal Processing and Machine Learning (CONF-SPML). IEEE, 2021. http://dx.doi.org/10.1109/conf-spml54095.2021.00038.

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Guo, Wei. "The Practice and Research of Orff's Music Teaching Method in Contemporary Chinese Music Teaching". En 2018 3rd International Conference on Humanities Science, Management and Education Technology (HSMET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/hsmet-18.2018.85.

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Informes sobre el tema "Music teaching"

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Taela, Kátia, Taela, Kátia, Euclides Gonçalves, Catija Maivasse y Anésio Manhiça. Shaping Social Change with Music in Maputo, Mozambique. Institute of Development Studies (IDS), febrero de 2021. http://dx.doi.org/10.19088/ids.2021.020.

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In Mozambique, development programmes have traditionally drawn on music as a means to promote social transformation by educating citizens on key social development issues. Shifting the focus from music as a teaching medium to music as a rich source of information can provide vital insights into public opinion and political ideas, and significantly impact the development of citizen engagement projects. Maximum gains for development and civil society agencies can be achieved by mainstreaming gender into mutual learning activities between singers, audiences, and academics.
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Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska y Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], septiembre de 2019. http://dx.doi.org/10.31812/123456789/3265.

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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity of distance learning methods in the future music teachers’ instrumental and performance training is substantiated and three main methods are distinguished. The method of involving information and communication technologies, including multimedia; project method, and features of knowledge and skills controlling are elaborated. The results of implementation and experimental research of using distance learning courses for developing future music teachers’ instrumental performance competence are described. The influence of different methods use on students’ success is explored.
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Kiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn y Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], julio de 2021. http://dx.doi.org/10.31812/123456789/4629.

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This paper outlines the importance of using Augmented Reality (AR) in physics education at the university as a valuable tool for visualization and increasing the attention and motivation of students to study, solving educational problems related to future professional activities, improving the interaction of teachers and students. Provided an analysis of the types of AR technology and software for developing AR apps. The sequences of actions for developing the mobile application AR Physics in the study of topics: “Direct electronic current”, “Fundamentals of the theory of electronic circuits”. The software tools for mobile application development (Android Studio, SDK, NDK, Google Sceneform, 3Ds MAX, Core Animation, Asset Media Recorder, Ashampoo Music Studio, Google Translate Plugin) are described. The bank of 3D models of elements of electrical circuits (sources of current, consumers, measuring devices, conductors) is created. Because of the students’ and teachers’ surveys, the advantages and disadvantages of using AR in the teaching process are discussed. Mann-Whitney U-test proved the effectiveness of the use of AR for laboratory works in physics by students majoring in “Mathematics”, “Computer Science”, and “Cybersecurity”.
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