Bibliografie tematiche / University of Queensland. School of Music

Letteratura scientifica selezionata sul tema "University of Queensland. School of Music"

Autore: Grafiati
Pubblicato: 26 luglio 2024

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Articoli di riviste sul tema "University of Queensland. School of Music"

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Klein, Eve, e James Lewandowski-Cox. "Music technology and Future Work Skills 2020: An employability mapping of Australian undergraduate music technology curriculum". International Journal of Music Education 37, n. 4 (6 agosto 2019): 636–53. http://dx.doi.org/10.1177/0255761419861442.

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This study explored how Australian music technology courses teach employability skills. A curriculum mapping of 63 undergraduate courses was conducted with course learning outcomes aligned against two benchmarks. The first benchmark was the Ten Skills for the Future Workforce which identifies key employability skills graduates will require in the coming decade. The second benchmark was the Australian Qualifications Framework Specification for the Bachelor Degree which defines the generic skills graduates must obtain through Australian Bachelor Degrees. This curriculum mapping reveals that Australian music technology courses teach Novel and Adaptive Thinking, Computational Thinking, New Media Literacy, and Design Mindsets universally. However, this curriculum mapping also reveals a deficit in employability skills related to Cross-Cultural Competency, Transdisciplinarity, Virtual Collaboration, and Collaboration more generally. The implications of this mapping is that Australian music technology educators seem to be prioritizing specific technical and creative skills over higher-order applications of skills and knowledge which are contextualized in their broader social and cultural contexts. Finally, this article shows how curriculum mapping can be implemented to embed employability skills progressively across a program sequence using a case study from the School of Music, University of Queensland.
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Hatherell, William. "Queensland man of letters: The many worlds of F.W. Robinson". Queensland Review 22, n. 2 (dicembre 2015): 143–56. http://dx.doi.org/10.1017/qre.2015.29.

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AbstractThis article offers the fullest discussion to date of the career, achievements and writing of Associate Professor Frederick Walter Robinson, one of the founders of the English program at the University of Queensland and a major figure in Brisbane and Queensland cultural life from the 1920s to the 1960s. Robinson's career is considered in the context of the development of English as a university and school discipline, the intellectual and cultural life of Brisbane and the University of Queensland, and national cultural developments during the middle decades of the twentieth century. Through his university teaching and vigorous participation in many cultural and educational groups within and outside the university, Robinson was a highly influential figure — particularly in his pioneering work in teaching, documenting and researching Australian literature, developing the Queensland school curriculum in English and championing the importance of Aboriginal anthropology. The article makes use of unpublished material in Robinson's extensive papers in the Fryer Library, and suggests that a true estimation of Robinson's achievements has been hindered by the fact that so much of his work remains unpublished.
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Campbell, John, e Paul Gorecki. "Current Queensland archaeological research". Queensland Archaeological Research 6 (1 gennaio 1989): 114–18. http://dx.doi.org/10.25120/qar.6.1989.141.

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The Division of Anthropology and Archaeology of the School of Behavioural Sciences is involved in a wide range of archaeological research in Australia and overseas. As befits the location of the University, most recent and current research concerns various aspects of the archaeology of North Queensland. This summary, however, takes a wider view on Northern Sahul.
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Garvis, Susanne. "Beginning generalist teacher self-efficacy for music compared with maths and English". British Journal of Music Education 30, n. 1 (26 novembre 2012): 85–101. http://dx.doi.org/10.1017/s0265051712000411.

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In 2008, 201 beginning generalist teachers throughout Queensland, Australia, responded to a questionnaire intended to create a snapshot of current self-efficacy beliefs towards teaching music. Beginning teachers were asked to rank their perceived level of teacher self-efficacy for music, English and maths. Results were analysed through a series of repeated measures ANOVAs to compare the mean scores for statistical difference. Findings suggest that generalist beginning teacher self-efficacy for music declines as years of teaching experience increase, while teacher self-efficacy for English and maths increases during this period. Results provide key insights for teacher educators, school administrators and policy makers into the likelihood of long-term music teaching in the generalist classroom. Greater support is required to reverse the documented snapshot of low teacher self-efficacy for music education in Queensland generalist teacher classrooms.
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NAIRN, M. E. "University of Queensland School of Veterinary Science—Looking both ways". Australian Veterinary Journal 65, n. 3 (marzo 1988): 80–82. http://dx.doi.org/10.1111/j.1751-0813.1988.tb07365.x.

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Window, Ken, e Ray Morley∗. "Admission of School Leavers to Higher Education in Queensland: the Influence of the University of Queensland". Journal of Tertiary Education Administration 12, n. 1 (maggio 1990): 307–22. http://dx.doi.org/10.1080/0157603900120108.

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Rissman, Barbara, Suzanne Carrington e Derek Bland. "Widening Participation in University Learning". Journal of University Teaching and Learning Practice 10, n. 1 (1 gennaio 2013): 5–25. http://dx.doi.org/10.53761/1.10.1.2.

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This paper reports how one Australian university and the Queensland Department of Education and Training (DET) are working together to increase the number of school students from low socio-economic backgrounds enrolling in undergraduate university degrees. This innovative program involves university lecturers and school teachers working together in the delivery and assessment of four Bachelor of Education units (or subjects) to a cohort of Year eleven and twelve students at a secondary school. Focus group interviews collected data from 26 students, 7 parents, 4 school and 3 university staff to assess the effectiveness of the program. All stakeholders viewed the program as a highly valuable opportunity to experience university learning with 31 high school graduating students being made offers to enter fulltime university in the 2010 and 2011. This positive result has particular significance in the current drive in Australia and elsewhere to increase the participation in higher education of young people from underrepresented groups.
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Hamann, Donald L., e Joy E. Lawrence. "University Music Educators' Effectiveness as Determined By Public School Music Teachers". Update: Applications of Research in Music Education 12, n. 2 (aprile 1994): 21–27. http://dx.doi.org/10.1177/875512339401200204.

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Nettl, Bruno, George M. Logan e Andrea Olmstead. "The Indiana University School of Music: A History". American Music 21, n. 4 (2003): 521. http://dx.doi.org/10.2307/3250578.

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Soto, Amanda Christina, Chee-Hoo Lum e Patricia Shehan Campbell. "A University—School Music Partnership for Music Education Majors in a Culturally Distinctive Community". Journal of Research in Music Education 56, n. 4 (gennaio 2009): 338–56. http://dx.doi.org/10.1177/0022429408329106.

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University—community collaborations are a fairly recent phenomenon, which has often been manifested through the establishment of university partnerships with schools. This research sought to document the process and outcomes of a university—school collaboration called Music Alive! in the Valley (MAV), a yearlong partnership between 33 university music education students and faculty with an elementary school within a rural location of a western state. MAV was intended to serve a Mexican American migrant community whose children frequently spoke only Spanish at home and to provide occasions for university students of music education to engage in positive social contact via music performances, participation, and training experiences. An ethnographic method was employed by which observations, interviews, and examination of material culture were assembled over the course of the school year, and an assessment was offered of the benefits and challenges in the creation of a music education partnership in distinctive (and remote) cultural communities.
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Tesi sul tema "University of Queensland. School of Music"

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O'Loghlin, Michael. "The Viola da gamba music of the Berlin School, 1732-1772 /". [St. Lucia, Qld.], 2002. http://adt.library.uq.edu.au/public/adt-QU20021223.153129/index.html.

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Factora, Miriam Beltran. "A model of sequential music teaching utilising Philippine vocal materials /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19166.pdf.

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Carfoot, Gavin Steven. "Deleuze and music : a creative approach to the study of music /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18365.pdf.

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Moe, Anders Grimso. "The economics of the music industry : uncertainty in demand and implications for economic organisation and strategy /". St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18083.pdf.

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Denniss, Graeme Wright. "Folio of compositions and critical commentary /". [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18251.pdf.

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Sabin, Nigel. "A critical commentary on a folio of original compositions /". [St. Lucia, Qld.], 2000. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe20241.pdf.

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Lewis, Bethan. "Interrogating the aesthetic : the 'historically informed performance' contribution /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18508.pdf.

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Otomo, Ayako. "Art, music and the harpsichord in seventeenth- and eighteenth-century France /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18614.pdf.

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Ling, Rebecca. "Department heads and School leadership : a narrative study of professional life space /". St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17489.pdf.

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Stanley, Glenda. "Aspirations of Pacific Island High School Students for University Study in Southeast Queensland". Thesis, Griffith University, 2020. http://hdl.handle.net/10072/397043.

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Abstract (sommario):
Although Australia is a nation of great opportunity, this is not always the case for many Pacific high school students from low socio economic status (low-SES) backgrounds in Logan City, Australia. Many Pacific Island young people continue to be under-represented in tertiary education and over-represented in low skilled, low paid employment (Kearney & Glen, 2017; Ravulo, 2015, 2018, 2019; Ravulo, Said, Micsko, & Purchase, 2020). This qualitative study explored the lives and experiences of Pacific high school students that shaped their (a) aspirations for university study, (b) pursuit of these aspirations, and (c) participation at university. Thirty-one students participated in six semi-structured year-level-specific focus groups referred to as talanoa circles. Of this group, eight students participated in semi-structured interviews three years later which provided rich data on their lived experiences that supported, or not, their participation at university. Van Manen’s (1990) phenomenological approach was applied to better understand the essences of participants’ lived experiences. It also examined the relationships and experiences influencing student aspirations, aligned with Bronfenbrenner’s (1995, 2005) bioecological model. The study found that while participants aspired to attend university to fulfil their parents’ migrant dream, their sense of responsibility to the collective group, more specifically their family and community, outweighed their aspirations. This greatly influenced the decisions and pathways young people pursued on completion of high school, many times at the expense of their participation at university. The learnings from this study contribute to the very limited literature on Pacific high school students’ experiences in Australia and adds to the body of knowledge available on the influences of aspiration for Pacific students. It also provides practical contributions for families, schools/universities and government to better support more positive outcomes for Pacific young people.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
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Libri sul tema "University of Queensland. School of Music"

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Bond University (Gold Coast, Qld.). School of Law. e Suncorp Insurance and Finance, a cura di. Bond University School of Law presents an insurance law conference, Saturday 20 July 1991, Bond University, Queensland, Australia. [Gold Coast, Qld.]: The University, 1991.

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Sandor, Edward Paul. International Trumpet Guild research library: School of Music, University of Georgia. [Athens, Georgia]: University of Georgia, 1990.

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Alderman, Pauline. We build a school of music: The commissioned history of music at the University of Southern California. Los Angeles: Alderman Book Committee, School of Music, University of Southern California, 1989.

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M, Jennings John. Music at Canterbury: A centennial history of the School of Music, University of Canterbury, Christchruch, New Zealand, 1891-1991 : together with a roll of graduates in music. Christchurch, NZ: School of Music, University of Canterbury, 1991.

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Marilyn, Mason, Thomsen Margarete, Bach Johann Sebastian 1685-1750, Dupré Marcel 1886-1971, Alain Jehan 1911-1940, Bach Johann Sebastian 1685-1750, Horst Anthon van der et al., a cura di. The Organ Department, School of Music, The University of Michigan: Reflections, 1947-1997. Ann Arbor, Mich: University of Michican [i.e. Michigan] School of Music, 1997.

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Australian Association for Research in Music Education. Annual Conference. Proceedings of the XXVIth annual conference, 25-28 September 2004, Southern Cross University, Tweed-Gold Coast Campus, Tweed Heads. A cura di Chaseling Marilyn e Australian Association for Research in Music Education. Melbourne, Vic: AARME, 2004.

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Black American Music Symposium (1985 University of Michigan). Black American Music Symposium, School of Music, the University of Michigan, Ann Arbor, Michigan, August 9-August 15, 1985. [Ann Arbor, Mich: School of Music, University of Michigan, 1985.

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Symposium, on Music Education (1989 Victoria B. C. ). Re-thinking music education in British Columbia: Proceedings of the Symposium on Music Education held at the University of Victoria, November 10-11, 1989. [Victoria, B.C.]: Dept. of Arts in Education, University of Victoria, 1989.

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Music in Early Childhood Conference (1984 Brigham Young University). The young child and music: Contemporary principles in child development and music education : proceedings of the Music in Early Childhood Conference, Brigham Young University, June 28-30, 1984, Provo, Utah. Reston, Va. (1902 Association Dr., Reston 22091): Music Educators National Conference, 1985.

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Marilyn, Mason, Thomsen Margarete e University of Michigan. School of Music. Organ Dept., a cura di. Reflections, 1947-1997. Ann Arbor: University of Michican [sic] School of Music, 1997.

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Capitoli di libri sul tema "University of Queensland. School of Music"

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Pfeiffer, Linda, Ondine Jayne Bradbury, Kathryn Tabone e Mirrin Rashleigh. "Stimulating Australian STEM Education in Regional Queensland Through a Novel School–University–Industry Partnership". In International Perspectives on School-University Partnerships, 105–18. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0807-3_8.

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Vogt, Tom C. "University-Community Links: Connecting Universities, Schools, and Communities Through Music Video Production". In School and Community Interactions, 227–35. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19477-6_14.

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Dalagna, Gilvano, Jorge Salgado Correia, Clarissa Foletto e Ioulia Papageorgi. "4. Teaching Musical Performance from an Artistic Research-Based Approach". In Teaching Music Performance in Higher Education, 107–32. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0398.05.

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This book chapter reports on a pedagogical intervention consisting of a new artistic research-based approach to teaching and learning music performance. Such an approach was offered as an extracurricular course (REACT training school) promoted by a strategic partnership, funded by ERASMUS+, involving 5 European higher music institutions. The chapter is structured in four parts. The first outlines the current paradigm of music performance education in European higher education institutions. This section explores the consequences of the values and expectations established in the context of the nineteenth-century Western Conservatoire model along with a summary of the career demands of professional music performers. From the insights arising from the issues discussed above, connections are drawn with the current state of artistic research in order to launch new pedagogical strategies. In the second part, the implementation of the REACT training school at a Portuguese university is described. Details about topics included in the programme, selection of participants, data collection and data analysis are presented. In the third part, the results of the data analysis are dealt with, considering the students' perspectives regarding their participation and the training school itself. In section 4, the theoretical and pedagogical implications of the study are discussed, with reference to the state of the art presented in section two, also addressing methodological limitations of the study itself, finally proposing possible directions for future research.
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Östersjö, Stefan, Carl Holmgren e Åsa Unander-Scharin. "1. A Swedish Perspective on Artistic Research Practices in First and Second Cycle Education in Music". In Teaching Music Performance in Higher Education, 13–46. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0398.02.

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This chapter seeks an understanding of in what ways practices of artistic research are contributing to developing the teaching and learning of music performance in Higher Music Education (HME). It is built on two of the authors’ long-term experience of teaching artistic research methods and supervising theses in first and second cycle programs in Sweden. The chapter consists of three main parts. First, we provide a brief historical overview of how artistic research in music was implemented in Sweden, with particular attention to knowledge claims and method development. Second, we consider the impact of the Bologna process on HME in Sweden, a process in which the authors have been personally involved. It has, among other things, demanded a shift from teacher-driven provision toward student-centred higher education. The third part presents an overarching qualitative and quantitative analysis of completed bachelor and master theses from 2020–2022 within the bachelor and master programs in music performance in the Piteå School of Music at Luleå University of Technology with regard to aims, research questions and methods. For each of the six identified categories, one thesis was selected for a more detailed qualitative analysis, after which the authors were interviewed. The study proposes three main implications for HME: artistic research has shown potential to enable more student-centred forms of teaching and learning, based to a great extent on its use of reflexive methods; the use of reflexive methods shows great potential to enhance life-long learning; and finally that the role of artistic experimentation, as expressed in the student theses, suggests that the notion of the artistic research laboratory may be a potential model for how the offerings of HME to teaching and learning may be reconsidered.
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Krüger, Heinz-Hermann. "Young Adults’ Exclusive Educational Careers in the Transition to Higher Education or Employment: Key Findings of a Qualitative Longitudinal Study". In Life Course Research and Social Policies, 71–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13512-5_5.

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AbstractThis paper examines the effects of changing modes of transition in a highly segmented education system that also provides designated spaces for the education of internationally mobile educational elites and future functional elites in the social fields of sport, dance, music, and art. It focuses on a—at least in the German context—little-researched example of the institutional modes of doing transitions available to students on such exclusive educational pathways in their transition from school to university or school to work. The results underscore that the provision of an excellent school infrastructure alone does not guarantee a promising career transition. How these career pathways are shaped depends crucially on the interplay between institutional demands, regulations, and spaces of opportunity and young adults’ biographical orientations and how they are embedded in different, milieu-specific spaces of experience.
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Moebius, Stephan. "Ups and Downs of Sociology in Germany: 1968–1990". In Sociology in Germany, 85–122. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71866-4_4.

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AbstractIn the 1960s, Germany was strongly marked by changes in cultural values and social concepts of order, by new developments in art, music, and film, as well as suburbanization; also, as in many other countries, in 1968 there were massive student protests in Germany. The student movement brought sociology into the limelight. The Frankfurt School and the more Marxist Marburg School in particular became closely connected with the student movement. As a subject of study, sociology gained enormously in importance, which was connected with the growing need for social reflection in all areas of life. A characteristic feature of sociology in this period was an increasing differentiation into specialized subfields. The number of academic positions for sociologists and the number of students increased, partly as a result of the founding of new universities and of reforms in higher education policy. The increasing number of non-university research institutions complemented sociological research at the universities. This expansion, which coincided with a highly visible public sociology, also led to counter-movements: Conservative sociologists criticized the growing social influence of sociology and propagated an “anti-sociology.” As far as empirical social research is concerned, quantitative research had become more professional; interpretative social research had slowly developed, reinforced by the increasing reception of symbolic interactionism. The “planning euphoria” of the 1960s and 1970s weakened, and many looked at 1968 with disappointment and some even turned away from sociology. There were debates, such as that between representatives of Critical Theory and systems theory (the “Habermas-Luhmann debate”) and the debate on “theory comparison,” and controversies regarding “postmodernism.” The 1980s was the great time for sociological theory in Germany. Also, a further increase in the differentiation and pluralization of the sociological field could be observed.
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Phillips, Michelle, e Ava Podgorski. "Best Practice Considerations for Arts Educators When Developing Intensive Online Courses for Creative Industries Higher Education Students". In FGF Studies in Small Business and Entrepreneurship, 183–97. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_13.

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AbstractThe 2-year StART Entrepreneurship Project (StART) aims to support creative industries students to develop skills and utilise real-world experience to build successful and sustainable careers. UK-based and funded by the Office for Students and Research England, StART is a collaboration between the Royal Northern College of Music (RNCM), the Royal Central School of Speech and Drama (RCSSD) and University of the Arts London (UAL). The project involves the development of new in-curricular and extracurricular content and events, tailored specifically for students studying for higher education degrees in these and other specialist creative arts institutions.This chapter explores one specific way of delivering entrepreneurship education to students, an intense period of contact time often referred to as a ‘boot camp’. The chapter outlines the planning stage of this event, including how existing research on entrepreneurial learning might be mapped onto the boot camp format and how aspects of the QAA (Enterprise and Entrepreneurship Education: Guidance for UK education providers, Quality Assurance Agency for Higher Education, Gloucester, 2018) guidance was to be integrated. The chapter will also detail how existing frameworks such as EntreComp (McCallum et al., Joint Research Centre Entrepreneurship and the creative economy (3):400–414, 2018) and the CLEAR IDEAS model (Birdi, European Journal of Work and Organizational Psychology 30(3):400–414, 2021) informed design and delivery and how input from external industry partners and students themselves (both event participants and members of the StART Student Advisory Board) was a key part of the planning.
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Hestekin, Kjellrun. "32. Another Viking Invades Newfoundland: The Music School". In Creating a University, 333–44. Memorial University Press, 2019. http://dx.doi.org/10.1515/9781894725583-033.

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"Teaching Bibliography to Performers in a University School of Music: Ruth Watanabe". In Foundations in Music Bibliography, 210–17. Routledge, 2012. http://dx.doi.org/10.4324/9780203058121-15.

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Wollenberg, Susan. "Music in the University and City, II". In Music at Oxford in the Eighteenth and Nineteenth Centuries, 130–41. Oxford University PressNew York, NY, 2001. http://dx.doi.org/10.1093/oso/9780193164086.003.0008.

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Abstract Accounts of the Oxford Professors of Music in the first half of the nineteenth century-from Crotch’s move to London in 1806 to Ouseley’s election in 1855-tend to stress the absentee character of their tenure.’ Ouseley and Corfe in 1877 described ‘the present endowment of the professorship’ as ‘little more than nominal’. To found a ‘complete school of music’ would in their opinion require ‘the endowment of a first-class professorship’.
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Atti di convegni sul tema "University of Queensland. School of Music"

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Stramkale, Ligita, e Laila Timermane. "Primary School Students’ Self-Regulated Learning Skills in Music Lessons". In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.12.

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The topicality of the study was determined by the increasing role of self-regulated learning (hereinafter SRL) in primary education. The aim of the study is to compare the teacher’s assessment with the students’ self-assessment, to identify whether there are differences in awareness of the required level of SRL skills in music learning. Previous researches on SRL have been analysed, and an empirical study involving 86 (N=86) 4th- grade students of primary school has been conducted to achieve the aim of the study. To determine the level of primary school students’ SRL skills in music learning, the SRL skills of each student during music lessons were observed by the music teacher and were recorded in the observation protocol according to four criteria: motivation, setting learning outcomes, monitoring of learning and outcomes assessment. The questionnaire provided an opportunity to reveal the self-assessment of each student’s SRL skills and compare them with the results obtained by pedagogical observation. The study found that there is no difference between the teacher’s assessment and students’ self-assessment. Both teacher and students believe that the students’ skill of setting learning outcomes in a music lesson is at a low level, while the skills of monitoring their learning and assessing the outcomes are at a medium level. The study concluded that primary school students understand their SRL skills level, which is a prerequisite of monitoring learning and outcomes assessment strategies for joint learning.
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Vilde, Ilze. "Transversal Skills for the Implementation of Competence Approach during a Music Pedagogy Process at Primary School". In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.76.

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Expertise-based (competence) approach is one of the approaches in pedagogy which in the 21st century can be applied to develop important value-based knowledge, skills and habits. Transversal skills help learners to use knowledge in a real-life context, be ready to take on responsibility for their own learning, constituting a complex achievement, and strengthening the link between knowledge and personal experience. These skills can be acquired by purposefully integrating them with the core skills in all subjects, music including. Transversal skills include such components as: cooperation, creative and entrepreneurial ability, civic participation, critical thinking and problem solving, digital literacy, and self-guided learning skills. It is essential to bring the above-mentioned skills into focus in music pedagogy – to substantiate them theoretically and give a practical guidance how they can be seen in a pedagogical reality and develop them within the frame of music teaching in primary school. Research aim: to describe and substantiate how to enhance the development of transversal skills by applying competence approach during a music pedagogy process at primary school. Materials and methods: this paper will provide the analysis of theoretical literature and education documents on the competence approach, examine possibilities of developing transversal skills in music at Music Primary School. Theoretical findings will be brought into foreground in connection with the pedagogical experience obtained while teaching at Jazeps Vitols Latvian Academy of Music and giving music lessons in general education institutions.
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Zitkeviciene, Daiva, e Ona Monkeviciene. "Music Teachers’ Communication Ways Helping Preschool Children to Engage with Learning Objects and to Explore their Critical Aspects". In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.75.

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This article aims to reveal the variation-theory-grounded ways that music teachers use to communicate with pre-school children and direct their attention to learning objects (sounds of music) and the critical aspects of learning objects (music sound qualities) while listening to music. Variation theory is a novel didactic approach in the musical education of pre-school children. A learning study based on the theory of variation as a phenomenographic approach and a strategy for a lesson study as a form of participatory action research were employed. While conducting the empirical research, attempts were made to identify the ways in which music teachers communicate with children, which are grounded in variation theory and direct children’s attention to learning objects and their critical aspects. The research distinguishes two groups of ways of music teacher communication that encourage children to listen to music: music teacher communication that directs children’s attention to feeling, understanding and discerning the learning object, i. e., sounds of music (group one) and the critical aspects of learning objects, e. g., pitch, duration of music (group two). These ways that apply variation theory are new and enrich the didactics of early music education.
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Kim, Karen. "Creating Interdisciplinary Synergies: How a University-School-Community Partnership Promotes Civic Learning Through Story and Music". In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2018376.

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Daliņa, Dace, e Vēsma Ozoliņa. "Problems of Group Management in Preschool Music Lessons and Possible Solutions". In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.15.

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The research was implemented within the framework of the University of Latvia master’s study program “Pedagogy” course “Effective classroom management”. During the action research, the researchers identified group management problems in music lessons at educational institution X, in group Y. Key problem identified was the insufficient attention of children at the beginning of the lesson. The research proceeded to also look for possible solutions. The aim is to analyse current methods of delivering effective music classes in a pre-school setting, and propose and validate new strategies to improve the beginning of a music lesson. The study involved 17 preschool children (11 boys and 6 girls), a music teacher, and two group teachers, and an observer. The study was conducted from October 2019 to March 2020. The first results of the action research show that as the teacher changed her classroom activities, introduced certain group management techniques, such as signalling and acoustic counting, and repeating these as a routine activity in each lesson, children’s attention improved significantly at the beginning of the music lesson and became more sustained.
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Zhu, Jia. "Research and Practice on the Talent Training Model of School-Enterprise Cooperation for Music Performance Major in University". In 2020 3rd International Seminar on Education Research and Social Science (ISERSS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210120.095.

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Dang, Weibo. "Study on Protection and Inheritance of Expressive Arts of the Oroqen Nationality A Case of Music School of Heihe University". In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.155.

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Challis, Vivien, Roger Cook e Pranit Anand. "Priming Numbas for formative assessment in a first-year mathematics unit". In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0145.

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This paper outlines an initiative that involved implementing ‘Numbas’ as a computer-based tool to support mathematics learning. ‘Numbas’ was implemented within the existing learning management system at Queensland University of Technology, where students engaged in formative assessment activities independently and were provided with automated feedback along the way. An initial evaluation was undertaken by learning designers using the ‘Assessment Design Decisions Framework’, and although more rigorous evaluation is underway, results indicate positive outcomes, and appropriate adjustment is likely to be made before rolling it out to other units within the School of Mathematical Sciences. This paper will be of interest to other educators looking for ways to embed independent computer-aided learning of mathematics.
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Tavares, Tiago, e Bruno Masiero. "Computer Music research at FEEC/Unicamp: a snapshot of 2019". In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcm.2019.10438.

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This is a lab report paper about the state of affairs in the computer music research group at the School of Electrical and Computer Engineering of the University of Campinas (FEEC/Unicamp). This report discusses the people involved in the group, the efforts in teaching and the current research work performed. Last, it provides some discussions on the lessons learned from the past few years and some pointers for future work.
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Zhu, Jia. "Research on the Cooperation between School and Enterprise and the Training of Applied Talents in Music Performance of Applied Marine University". In 3rd Annual 2017 International Conference on Management Science and Engineering (MSE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/mse-17.2017.5.

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Rapporti di organizzazioni sul tema "University of Queensland. School of Music"

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Kerrigan, Susan, Phillip McIntyre e Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Bendigo. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206968.

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Bendigo, where the traditional owners are the Dja Dja Wurrung people, has capitalised on its European historical roots. Its striking architecture owes much to its Gold Rush past which has also given it a diverse cultural heritage. The creative industries, while not well recognised as such, contribute well to the local economy. The many festivals, museums and library exhibitions attract visitors from the metropolitan centre of Victoria especially. The Bendigo Creative Industries Hub was a local council initiative while the Ulumbarra Theatre is located within the City’s 1860’s Sandhurst Gaol. Many festivals keep the city culturally active and are supported by organisations such as Bendigo Bank. The Bendigo Writers Festival, the Bendigo Queer Film Festival, The Bendigo Invention & Innovation Festival, Groovin the Moo and the Bendigo Blues and Roots Music Festival are well established within the community. A regional accelerator and Tech School at La Trobe University are touted as models for other regional Victorian cities. The city has a range of high quality design agencies, while the software and digital content sector is growing with embeddeds working in agriculture and information management systems. Employment in Film, TV and Radio and Visual Arts has remained steady in Bendigo for a decade while the Music and Performing Arts sector grew quite well over the same period.
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