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Artykuły w czasopismach na temat "Music – Psychological aspects"
Mirka, D. "Hearing in Time: Psychological Aspects of Musical Meter". Journal of Music Theory 48, nr 2 (1.01.2004): 325–36. http://dx.doi.org/10.1215/00222909-48-2-325.
Pełny tekst źródłaJatmika, Ovan Bagus. "Musician Problem: Internal and External Aspects". Journal of Music Science, Technology, and Industry 3, nr 2 (21.10.2020): 103–23. http://dx.doi.org/10.31091/jomsti.v3i2.1151.
Pełny tekst źródłaWatt, Roger J., i Roisin L. Ash. "A Psychological Investigation of Meaning in Music". Musicae Scientiae 2, nr 1 (marzec 1998): 33–53. http://dx.doi.org/10.1177/102986499800200103.
Pełny tekst źródłaLin, Xiao. "Psychological and Educational Research on Physical Development in Music and Dance Education". Yixin Publisher 2, nr 2 (30.04.2024): 57–61. http://dx.doi.org/10.59825/jhss.2024.2.2.57.
Pełny tekst źródłaZHURAVLOVA, Natalia. "PSYCHOLOGICAL ASPECTS OF INTERACTION OF MUSICIANS-INSTRUMENTALISTS IN ENSEMBLE MUSIC MAKING". Fine Art and Culture Studies, nr 1 (2022): 65–70. http://dx.doi.org/10.32782/facs-2022-1-9.
Pełny tekst źródłaZhao, Yiran. "The Effects of Music on Psychological Well-Being". Journal of Education, Humanities and Social Sciences 22 (26.11.2023): 71–76. http://dx.doi.org/10.54097/ehss.v22i.12289.
Pełny tekst źródłaSabath, Brill Obed, i Ni Wayan Ardini. "The Influence of Music on Adolescent Psychology under Construction at Corpus Christi Lawang, Malang, East Java". Journal of Aesthetics, Creativity and Art Management 3, nr 1 (1.04.2024): 61–68. http://dx.doi.org/10.59997/jacam.v3i1.3702.
Pełny tekst źródłaBergeson, Tonya R. "Book Review: Hearing in Time: Psychological Aspects of Musical Meter". Psychology of Music 34, nr 3 (lipiec 2006): 405–7. http://dx.doi.org/10.1177/030573560603400309.
Pełny tekst źródłaZHURAVLOVA, Natalia, i Irina KALENYK. "Psychological aspects of the concertmaster’s activity in the sphere of music art". Humanities science current issues 1, nr 36 (2021): 74–78. http://dx.doi.org/10.24919/2308-4863/36-1-10.
Pełny tekst źródłaKasai, Shigeki, Kaito Kotorii, Ayumu Sano, Gakuto Nakazawa, Ryoshin Mihara i Daisuke Ando. "Effects of listening to different music on sprint performance and psychological aspects". Japanese Journal of Physical Fitness and Sports Medicine 72, nr 6 (1.12.2023): 387–98. http://dx.doi.org/10.7600/jspfsm.72.387.
Pełny tekst źródłaRozprawy doktorskie na temat "Music – Psychological aspects"
McDonald, Jennifer Ann. "Music and me : measuring and understanding real-life music preferences". Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608208.
Pełny tekst źródłaKirsch, Simone Hillary. "Psychological aspects of one-on-one instrumental teaching at the tertiary level". Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/17372.
Pełny tekst źródłaENGLISH ABSTRACT: Of an inter-disciplinary nature, this thesis examines certain pertinent psychological aspects with regard to one-on-one instrumental teaching at the tertiary level. It is apparent that this area has not been the focus of much investigation. However, in recent years, together with research into new, forward-thinking philosophies in music education, there has been an examination of some psychological aspects pertaining to instrumental teaching by researchers such as Mackworth-Young (1990), Kennell (2002), and Creech & Hallam (2003). Although most researchers have focused primarily on students of school-going age, more recently attention has begun to be given to tertiary level instrumental teaching. There are many ways to approach one-on-one instrumental teaching. There is no doubt that these have been tried and tested, and, in their own way, have been successful. They range from the traditional to the master-apprenticeship model, the latter most commonly used in university music departments. While it is not the purpose of this thesis to discuss pedagogical principles per se, the researcher proposes a student-centred model based on humanistic trends in psychology, with particular reference to Rogers. This model emphasises the importance of the teacher/student relationship and a holistic view of students. In addition, the developmental stage of university students is investigated in order to provide more insight and understanding of students’ place in the life cycle. Such psychological knowledge can equip teachers with skills, which would assist them to deal with sensitive issues that may be beyond their common sense and expertise. Consequently, the application of these psychological principles to instrumental teaching at the tertiary level is investigated by examining both the teacher/student relationship and a student-centred approach in the studio. A student-centred focus is one where the teacher has a facilitative function. Such a teacher leads students to be proactive and to be full participants in their own learning process. Consequently students would develop critical thinking and problem-solving skills. At the same time they would learn how to take responsibility for their actions. In such a milieu they are given the freedom to express themselves without fear of reprisal, and are made aware that they are valued and accepted unconditionally as unique individuals. This kind of environment should encourage the development of both cognitive and affective aspects of their personalities while simultaneously being conducive to optimal learning and to the maximising of their full potential at this stage. This researcher believes that the student-centred approach offers a more humanizing view than the traditional view of teaching. It is not the intention of the researcher to reject other styles of teaching, since it is fully appreciated that there are diverse views, which have their merit and should be recognised. However, there is a need to investigate whether student-centred teaching can be used exclusively, or whether it can offer an alternative to more conventional approaches, working independently of or perhaps complementarily to these.
AFRIKAANSE OPSOMMING: Hierdie tesis is van interdissiplinêre aard en eksamineer daarom pertinente psigologiese aspekte met betrekking tot individuele (een-tot-een) instrumentale onderrig op tersiêre vlak. Klaarblyklik het navorsing nog nie veel op hierdie terrein gefokus nie. In die onlangse verlede is navorsing egter wel gedoen oor nuwe, progressiewe musiekopvoedingsfilosofieë, onder andere in verband met psigologiese aspekte van instrumentale onderrig, deur navorsers soos Mackworth-Young (1990), Kennel (2002), en Creech & Hallam (2003). Hoewel die meeste navorsers primêr op studente van skoolgaande ouderdom gefokus het, is daar meer onlangs begin om aandag te skenk aan instrumentale onderrig op tersiêre vlak. Individuele instrumentale onderrig kan op baie maniere geskied. Ongetwyfeld is hierdie metodes deeglik beproef en is hulle, in eie reg, suksesvol. Dit sluit uitgangspunte in wat strek vanaf die tradisionele- tot die meester-vakleerlingmodel. Laasgenoemde is die model wat oorwegend in musiekdepartemente van universiteite gebruik word. Omdat die primêre doelstelling van hierdie tesis nie die bespreking van pedagogiese beginsels as sodanig is nie, stel die navorser 'n studentgesentreerde model, gebaseer op humanistiese tendense in die sielkunde met besondere verwysing na Rogers, voor. Dié model beklemtoon die belangrikheid van die dosent/studentverhouding asook 'n holistiese siening van studente. Daarbenewens word die persoonlike ontwikkelingsfaktore van universiteitstudente ondersoek met die oog op verkryging van insig in en begrip van die plek wat die studentfase in die lewenssiklus beklee. Sielkundige kennis van dié aard kan dosente vaardighede bied wat kan help om doeltreffend om te gaan met sensitiewe kwessies wat dalk buite die grense van ouderwetse gesonde verstand en vakkennis val. Gevolglik word die toepassing van hierdie psigologiese beginsels op instrumentale onderrig op tersiêre vlak nagespoor deur 'n ondersoek na die dosent/studentverhouding en 'n studentgesentreerde benadering in die onderrigstudio. 'n Studentgesentreerde pedagogiese fokus behels dat die dosent 'n fasiliterende funksie moet verrig. So 'n dosent lei studente om pro-aktief te wees en om volledige deelnemers in hul eie leerproses te word. Studente sal gevolglik kritiese denke en vaardighede in probleemoplossing ontwikkel. Terselfdertyd leer hulle verantwoordelikheid vir hul aksies aanvaar. In so 'n milieu word aan hulle vryheid van selfuitdrukking, sonder vrees vir vergelding, gebied en raak hulle bewus daarvan dat hulle, as unieke individue, onvoorwaardelik aanvaar en waardeer word. Hierdie soort omgewing behoort die ontwikkeling van beide die kognitiewe en affektiewe persoonlikheidsaspekte aan te moedig terwyl dit terselfdertyd bevorderlik is vir optimale leer en die maksimale ontplooiing van hul volle potensiaal op hierdie stadium. Hierdie navorser glo dat die studentgesentreerde benadering 'n meer humaniserende gesigspunt bied as dié van die tradisionele onderrrigmodel(le). Die navorser beoog nie om ander onderrigstyle te verwerp nie, want daar is waardering vir die feit dat diverse merietedraende sienings bestaan wat erkenning verdien. Tog bestaan die behoefte om na te vors of studentgesentreerde onderrig eksklusief gebruik kan word en of dit 'n alternatief kan bied vir meer konvensionele benaderings waarmee dit òf onafhanklik òf dalk komplimenterend in verhouding kan staan.
Novak, Jennifer J. Doud. "Music Preferences 1980 Versus 1989 and Their Relationship With Selected Environment and Listener Variables". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278214/.
Pełny tekst źródłaMarshall, Daniel N. "Music With and Without Lyrics Increases Motivation, Affect, and Arousal during Moderate-Intensity Cycling". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011790/.
Pełny tekst źródłaQuinn, Sandra. "The perception of time in music". Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/17763.
Pełny tekst źródłaChiu, Wing-sze Ivy, i 趙詠詩. "Effect of music on anxiety management during dental procedures". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45171695.
Pełny tekst źródłaHutchins, Sean. "Implicit memory for music : factors affecting musical priming and their time courses". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115889.
Pełny tekst źródłaMa, Duan-yang, i 馬端陽. "Music and emotions reconsidered : towards a holistic approach to understanding musical experience". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193468.
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Cherry, Harriet Rose. "Music-a structural way of thinking". Thesis, Georgia Institute of Technology, 1986. http://hdl.handle.net/1853/23939.
Pełny tekst źródłaVines, Bradley W. "Seeing music : integrating vision and hearing in the perception of musical performances". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86058.
Pełny tekst źródłaKsiążki na temat "Music – Psychological aspects"
L, Harwood Dane, red. Music cognition. Orlando: Academic Press, 1986.
Znajdź pełny tekst źródłaGabrielsson, Alf. Strong experiences with music: Music is much more than just music. Oxford: Oxford University Press, 2011.
Znajdź pełny tekst źródłaKramer, Richard. Unfinished music. New York: Oxford University Press, 2007.
Znajdź pełny tekst źródłaRadocy, Rudolf E. Psychological foundations of musical behavior. Springfield, Illinois: Charles C. Thomas, 2012.
Znajdź pełny tekst źródłaWillems, Edgar. Psychological foundations of musical education. Wyd. 4. Provo, Utah: BYU Creative Works, 2012.
Znajdź pełny tekst źródłaClarke, Eric F. Music and mind in everyday life. Oxford: Oxford University Press, 2010.
Znajdź pełny tekst źródłaClarke, Eric F. Music and mind in everyday life. Oxford: Oxford University Press, 2010.
Znajdź pełny tekst źródłaC, Sebald David, red. Music in the human experience: An introduction to music psychology. New York, NY: Routledge, 2011.
Znajdź pełny tekst źródłaJähnichen, Gisa, i Julia Chieng. Music and memory. Serdang: Universiti Putra Malaysia Press, 2012.
Znajdź pełny tekst źródłaNelson, Peter. Exploring music through neuroscience. Basingstoke: Taylor & Francis, 2009.
Znajdź pełny tekst źródłaCzęści książek na temat "Music – Psychological aspects"
Greenberg, Yeshaya David M. "7. From the Sacred to the Ordinary through the Lens of Psychological Science". W Music and Spirituality, 139–58. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0403.07.
Pełny tekst źródłaHabe, Katarina, i Michele Biasutti. "15. Theoretical and Practical Challenges in Dealing with Music Performance Anxiety". W Psychological Perspectives on Musical Experiences and Skills, 323–50. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0389.15.
Pełny tekst źródłaJovanović Milanović, Olja, Ana Altaras Dimitrijević, Dejana Mutavdžin i Blanka Bogunović. "13. The Lived Experience of Radical Acceleration in the Biographical Narratives of Exceptionally Gifted Adult Musicians". W Psychological Perspectives on Musical Experiences and Skills, 281–304. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0389.13.
Pełny tekst źródłaHettich, Katja. "Can You Hear the Love Tonight? Creating Cinematic Romance with Diegetic Songs". W When Music Takes Over in Film, 203–24. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-89155-8_11.
Pełny tekst źródłaBowen, Meirio. "Aspects of Belief". W Tippett on Music, 237–44. Oxford University PressOxford, 1995. http://dx.doi.org/10.1093/oso/9780198165415.003.0020.
Pełny tekst źródłaNorton, Naomi. "Ensemble musicians’ health and wellness". W Together in Music, 200–209. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198860761.003.0025.
Pełny tekst źródłaBernstein, Zachary. "Poetic Form and Psychological Portraiture in Babbitt’s Early Texted Works". W Thinking In and About Music, 125–95. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190949235.003.0005.
Pełny tekst źródłaHiggins, Kathleen. "Ethics and Music". W The Oxford Handbook of Ethics and Art, 407—C26P105. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780197539798.013.27.
Pełny tekst źródłaHuang, Chih-Fang, Chih-Hsiang Liang i En-Ju Lin. "A Study on Emotion Releasing Effect with Music and Color". W Advanced Research and Trends in New Technologies, Software, Human-Computer Interaction, and Communicability, 23–31. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4490-8.ch003.
Pełny tekst źródłaLinek, Stephanie B., Birgit Marte i Dietrich Albert. "Background Music in Educational Games". W Developments in Current Game-Based Learning Design and Deployment, 219–30. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1864-0.ch016.
Pełny tekst źródłaStreszczenia konferencji na temat "Music – Psychological aspects"
Izbyshev, S. I. "The Impact of Musical Texts on Foreign Language Learning: Psychological, Theoretical, and Practical Aspects". W Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-39.
Pełny tekst źródłaROMAN, Diana. "The Actor, Between the Self from Theatre and the Other from Music". W The International Conference of Doctoral Schools “George Enescu” National University of Arts Iaşi, Romania. Artes Publishing House UNAGE Iasi, 2023. http://dx.doi.org/10.35218/icds-2023-0021.
Pełny tekst źródłaMilić, Ivana. "VEŽBE DISANjA U FUNKCIJI RAZVIJANjA POJMA PRIRODNIH BROJEVA". W Metodički aspekti nastave matematike. University of Kragujevac, Faculty of Education in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.225m.
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