Gotowe bibliografie tematyczne / Musical ability

Gotowa bibliografia na temat „Musical ability”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 30 lipca 2024

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Spis treści

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Musical ability”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Musical ability"

1

Sacks, O. "Musical ability". Science 268, nr 5211 (5.05.1995): 621–22. http://dx.doi.org/10.1126/science.7732360.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Treichler, F. Robert. "Testing musical ability". History of the Human Sciences 26, nr 5 (grudzień 2013): 48–68. http://dx.doi.org/10.1177/0952695113508121.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Hallam, Susan, i Vanessa Prince. "Conceptions of Musical Ability". Research Studies in Music Education 20, nr 1 (czerwiec 2003): 2–22. http://dx.doi.org/10.1177/1321103x030200010101.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Kuusi, Tuire. "Musical training and musical ability: Effects on chord discrimination". Psychology of Music 43, nr 2 (28.11.2013): 291–301. http://dx.doi.org/10.1177/0305735613511504.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Fine, Philip A., i Brian C. J. Moore. "Frequency Analysis and Musical Ability". Music Perception 11, nr 1 (1993): 39–53. http://dx.doi.org/10.2307/40285598.

Pełny tekst źródła
Streszczenie:
Soderquist (Psychonomic Science, 1970, 21,117–119) found that musicians were better than nonmusicians at separating out ("hearing out") partials from complex tones and proposed that this might be explained by the musicians having sharper auditory filters. In Experiment 1, the auditory filters of two groups, musicians and nonmusicians, were measured at three center frequencies by using a notched-noise masker. The filters were found not to differ in bandwidth between the two groups. However, the efficiency of the detection process after auditory filtering was significantly different between the two groups: the musicians were more efficient. In Experiment 2, the ability to hear out partials in a complex inharmonic tone was measured for the same two groups, using a tone produced by "stretching" the spacing between partials in a harmonic complex tone. Unfortunately, most of the nonmusicians were unable to perform this task. The ability of the musicians to hear out partials was not significantly correlated with the auditory filter bandwidths measured in Experiment 1. The musicians were also tested on the original harmonic complex tone (before "stretching"). For some partials, their performance was better for the inharmonic tone, reflecting the fact that the separation of the partials in frequency was greater for that tone. However, it was also found that those partials that were octaves of the fundamental in the harmonic series were identified better than corresponding partials in the inharmonic tone.
Style APA, Harvard, Vancouver, ISO itp.
6

Schlaug, G., L. Jäncke, Y. Huang i H. Steinmetz. "Response : Musical Ability". Science 268, nr 5211 (5.05.1995): 621–22. http://dx.doi.org/10.1126/science.268.5211.621.b.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Schlaug, G., L. Jäncke, Y. Huang i H. Steinmetz. "Response : Musical Ability". Science 268, nr 5211 (5.05.1995): 621–22. http://dx.doi.org/10.1126/science.268.5211.621-b.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Schellenberg, Glenn. "Musical ability and cognitive abilities." Journal of the Acoustical Society of America 126, nr 4 (2009): 2278. http://dx.doi.org/10.1121/1.3249333.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Swaminathan, Swathi, i E. Glenn Schellenberg. "Musical ability, music training, and language ability in childhood." Journal of Experimental Psychology: Learning, Memory, and Cognition 46, nr 12 (grudzień 2020): 2340–48. http://dx.doi.org/10.1037/xlm0000798.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Hallam, Susan. "21st century conceptions of musical ability". Psychology of Music 38, nr 3 (11.06.2010): 308–30. http://dx.doi.org/10.1177/0305735609351922.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Rozprawy doktorskie na temat "Musical ability"

1

Gudmundsdottir, Helga Rut. "Children's ability to identify two simultaneous melodies". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26735.

Pełny tekst źródła
Streszczenie:
The present study examined 1st, 3rd, and 5th graders' ability to hear two simultaneous melodies. Two familiar ("Frere Jacques" and "The Barney song") and one unfamiliar melody were used as the stimuli. The pairs of simultaneous melodies were presented in different registers and timbre combinations. The children were asked to press specially labeled keys on a computer keyboard to indicate which song(s) they heard. Responses were recorded by a computer. The older children identified two simultaneous melodies faster (df = 2, F = 12.803, p $<$.01) and more accurately (df = 2, F = 13.098, p $<$.01) than the younger ones. While 70% of the 1st graders reported hearing two melodies and identified them with 75% accuracy, over 95% of the 5th graders reported hearing two melodies and identified them with 97% accuracy. Children who were able to correctly identify two simultaneous melodies did not tend to identify the melody in the upper or the lower register in any particular order when the timbre was the same in both registers. When the melodies were played with contrasting timbres (trumpet and piano) they tended to identify the trumpet melody before they identified the piano melody. However, in terms of response-speed they identified the upper melody faster than the lower melody. Children who were only able to identify one melody tended to focus on the upper melody when the timbre was the same in both registers but when the melodies were played with contrasting timbres they would attend to the trumpet melody regardless of register.
Style APA, Harvard, Vancouver, ISO itp.
2

DeGraffenreid, George M. "The efficacy of pre-1965 and post-1965 musical aptitude and achievement tests for use with diverse groups /". Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/11332.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Gratton, Martine. "The effect of three vocal models on uncertain singers' ability to match and discriminate pitches /". Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59242.

Pełny tekst źródła
Streszczenie:
The purpose of this study was to investigate the effect of three different vocal timbres on uncertain singers' ability to match and discriminate pitches. Fifty-six children between six and eight year old were randomly assigned to one of four groups.
In the Own Voices group, subjects were training in pitch matching using subjects' own voices. They trained in pitch discrimination using a model child voice as stimuli. In the Model Child group, subjects were training in pitch matching and pitch discrimination using a model child voice of the same sex and age as that of the subject. Subjects in the Female Adult group were training in pitch matching and pitch discrimination using a female adult voice as stimuli. Subjects in the control group had no training.
It was found that timbre affected uncertain singers' ability to match and discriminate pitches. Pitch matching to one's own voice was more accurate than pitch matching to a child's voice.
The discrimination of high and low pitches was more accurate when a model child's voice was used than when an adult voice was used.
Style APA, Harvard, Vancouver, ISO itp.
4

Descombes, Valérie. "Discrimination of pitch direction : a developmental study". Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30159.

Pełny tekst źródła
Streszczenie:
The purpose of this study was to determine whether the ability to perceive pitch direction across a variety of melodic contours differs across grade levels. In addition, differences between responses to ascending versus descending patterns and between responses to two- versus three- versus four-note patterns were examined.
The main study involved two experiments; Experiment 1 examined children's ability to identify pitch direction using a visual aid; Experiment 2 examined children's spontaneous notations of the same melodic contours.
The results showed a subsequent increase in mean scores from grades 1 to 6 across both tests. The clearest increase in ability occurred within the first three grades with a plateau reached by grade four. Same-pitch patterns received the highest overall means. The ability to identify direction using a visual aid was easier for children than to write spontaneous notations. Melodic contours with larger intervals were more easily perceived.
Style APA, Harvard, Vancouver, ISO itp.
5

Mauney, Lisa M. "Individual Differences in Cognitive, Musical, and Perceptual Abilities". Thesis, Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/13972.

Pełny tekst źródła
Streszczenie:
The increasing use of auditory graphs and sonifications in technology is leading to a wider variety of system users, which, in turn, suggests a need for research in how differences between individual listeners affect sound interpretation. As a first step in this arena, the current study investigates the question of whether or not cognitive abilities and musical experience predict frequency and tempo discrimination in individuals. Participants in the study were 30 undergraduate students from Georgia Institute of Technology and 20 adults from the Atlanta, Georgia community. In the cognitive ability session, participants completed the Operation Span (Ospan) task as a measure of working memory capacity and the Ravens Progressive Matrices task as a measure of spatial reasoning. In the auditory discrimination session, participants performed a tempo and a frequency discrimination task. Demographics on age, gender, handedness, years of playing a musical instrument, and years of formal musical training were also collected. A correlational analysis of all variables was performed. Paired-samples t-tests on the Weber fractions of the six threshold means were also performed to determine if there were any significant differences between the frequency thresholds and the tempo thresholds. Lastly, multiple hierarchical regressions were performed on each of the six dependent variables to identify significant predictors of frequency and tempo discrimination. The paired samples t-tests show a significant difference between 250 Hz and 840 Hz and between 250 Hz and 1600 Hz, a violation of Webers Law. However, this violation of Webers Law may be explained by the small sample size used in the study. The t-tests also show a significant difference between the means of 150 ms and 250 ms and between the means of 250 ms and 350 ms. The results of the regression analyses show that good performance on Ravens seems to predict lower thresholds at 1600 Hz. The results also show that good scores on Ospan appear to predict lower thresholds at 350 ms ICI. In addition to these significant predictors from the regression analyses, there are many significant correlations that provide further support that cognitive abilities are related to frequency and tempo discrimination.
Style APA, Harvard, Vancouver, ISO itp.
6

Simon, Lothar. "Komplexitätsgrad von Musikstücken und Stufen der Spielfertigkeit Versuch einer mathematisch und empirisch gestützen Bestimmung /". München : Selbstverlag, 1985. http://books.google.com/books?id=HyFGAAAAMAAJ.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Rother, Sarah. "The correlation of music aptitude scores with mathematical achievement scores for high school seniors". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000rothers.pdf.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Johnston, Dennis A. (Dennis Alan). "Trained Musical Performers' and Musically Untrained College Students' Ability to Discriminate Music Instrument Timbre as a Function of Duration". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc935621/.

Pełny tekst źródła
Streszczenie:
The purpose of this study was to investigate the ability of trained musicians and musically untrained college students to discriminate music instrument timbre as a function of duration. Specific factors investigated were the thresholds for timbre discrimination as a function of duration, musical ensemble participation as training, and the relative discrimination abilities of vocalists and instrumentalists. Under the conditions of this study, it can be concluded that the threshold for timbre discrimination as a function of duration is at or below 20 ms. Even though trained musicians tended to discriminate timbre better than musically untrained college students, musicians cannot discriminate timbre significantly better then those subjects who have not participated in musical ensembles. Additionally, instrumentalists tended to discriminate timbre better than vocalists, but the discrimination is not significantly different. Recommendations for further research include suggestions for a timbre discrimination measurement tool that takes into consideration the multidimensionality of timbre and the relationship of timbre discrimination to timbre source, duration, pitch, and loudness.
Style APA, Harvard, Vancouver, ISO itp.
9

Ho, Kit-chun. "Development of pitch discrimination in preschool children". Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035723.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Hickok, Stephen Clyde Walls Kimberly C. "The relationships of parental involvement, motivating factors, and socioeconomic status to high school all-state choir and band membership". Auburn, Ala, 2009. http://hdl.handle.net/10415/1587.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Książki na temat "Musical ability"

1

Gordon, Edwin. Musical aptitude profile. Chicago, IL (8420 Bryn Mawr Ave., Chicago 60631): Riverside Pub. Co., 1988.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

J, Tafuri, red. Didattica della musica e percezione musicale. Bologna: Zanichelli, 1988.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Swanner, Diana Lee. Relationships between musical creativity and selected factors, including personality, motivation, musical aptitude, and cognitive intelligence as measured in third grade children. [Cleveland, Ohio: s.n.], 1985.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Francesco, Giannattasio, red. Come è musicale l'uomo? Milano: Ricordi, 1986.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Lostia, Marcello. Musica e psicologia: Analisi del comportamento musicale. Milano: Angeli, 1989.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Willingham, Lee. Evaluating musical growth. [Toronto: s.n.], 1992.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

McAnulty, Heather M. E. Correlation between musical ability and intelligence after correcting for attenuation. [s.l: The Author], 1988.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

W, Davidson Jane, i Faulkner Robert 1960-, red. Music in our lives: Rethinking musical ability, development and identity. Oxford: Oxford University Press, 2012.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Peters, G. David. Musical skills: A computer-based assessment (CMSAP). Urbana, IL (1114 West Nevada St., Urbana, IL 61801): Council for Research in Music Education, School of Music, University of Illinois at Urbana-Champaign, 1992.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Gordon, Edwin. Introduction to research and the psychology of music. Chicago: GIA, 1998.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Części książek na temat "Musical ability"

1

Sloboda, John. "Musical Ability". W Ciba Foundation Symposium 178 - The Origins and Development of High Ability, 106–18. Chichester, UK: John Wiley & Sons, Ltd., 2007. http://dx.doi.org/10.1002/9780470514498.ch7.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Dodds, Phil. "Musical Metropolis: Janelle Monáe’s Scalar Agility". W Music and the Cultural Production of Scale, 19–29. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-36283-5_2.

Pełny tekst źródła
Streszczenie:
AbstractJanelle Monáe—whose output spans the genres of R&B, psychedelic soul, hip-hop and Afrofuturist funk—is a prime example of a musician with scalar agility. Through a range of simple and complex musical techniques in a series of ‘Metropolis’ concept records, she has produced a multi-scalar ‘sonic fiction’. The scalar qualities and relations of this musical world—and her ability to musically subvert, split and reimagine the relationships between scales such as the body, the metropolitan, the global and the universal in tracks such as ‘Dance or Die’ and ‘Cold War’—make her work politically transgressive and capable of unsettling the present scaled reality.
Style APA, Harvard, Vancouver, ISO itp.
3

Wang, Zhiqi. "The Effect of Musical Ability on Chinese English as a Foreign Language Learners’ Phonetic Ability". W Proceedings of the 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022), 3201–7. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-31-2_376.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Zećo, Mirsada, Marina Videnović i Lejla Silajdžić. "5. Sound Experience and Imagination at Early School Age". W Psychological Perspectives on Musical Experiences and Skills, 99–122. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0389.05.

Pełny tekst źródła
Streszczenie:
This study describes a novel approach to facilitating children’s musical development, creativity, and imagination by introducing unconventional vibrational, percussive instruments (gongs, Himalayan singing bowls, and Koshi Chimes) in early music education. One of the advantages of these instruments is that children can very quickly become involved in music-making regardless of their previous knowledge and musical affinity. We traced children’s sound experiences during twelve workshops for 6–7-year-olds. Results showed that listening and improvisation with these instruments enhanced rich fantasy and careful listening. We argue for encouraging children to express their experiences, fostering their ability to focus attention and reflect on sound qualities. This research illustrates the strength of introducing listening and playing with simple but rich sounds in early music education.
Style APA, Harvard, Vancouver, ISO itp.
5

Shuter-Dyson, Rosamund. "Musical Ability". W The Psychology of Music, 627–51. Elsevier, 1999. http://dx.doi.org/10.1016/b978-012213564-4/50017-2.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Sloboda, John. "Musical Ability". W Exploring the Musical MindCognition, emotion, ability, function, 264–73. Oxford University Press, 2004. http://dx.doi.org/10.1093/acprof:oso/9780198530121.003.0015.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Sloboda, John. "Musical Expertise". W Exploring the Musical MindCognition, emotion, ability, function, 242–63. Oxford University Press, 2004. http://dx.doi.org/10.1093/acprof:oso/9780198530121.003.0014.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Davidson, Jane. "Developing the ability to perform". W Musical Performance, 89–101. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511811739.007.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Hallam, Susan. "Issues relating to musical ability". W The Psychology of Music, 65–77. Routledge, 2018. http://dx.doi.org/10.4324/9781315104362-6.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Boyle, J. David, i Rudolf E. Radocy. "Measuring Musical Aptitude and Ability". W Critical Essays in Music Education, 347–64. Routledge, 2017. http://dx.doi.org/10.4324/9781315095257-20.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "Musical ability"

1

Vyshpinska, Yaryna. "Formation of Creative Personality of Students Majoring in «Preschool Education» in the Process of Studying the Methods of Musical Education". W ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/38.

Pełny tekst źródła
Streszczenie:
The body of the article goes on to discuss the creative models of a student’s personality’s development in the process of mastering the course «Theory and methods of musical education of the preschool children». In general, the teacher's profession accumulates a big number of opportunities for the creative improvement of a would-be teacher's personality. All types of activities used while working with children in the process of mastering the artistic competencies (like fine arts, modeling, designing, appliqué work or musical activities) require not only technical skills, but also sufficient creative imagination, lively idea, the ability to combine different tasks and achieve the goals. Achieving this task is possible if students are involved into the process of mastering the active types of musical activities – singing, musical-rhythmic and instrumental activity, development of aesthetic perception of musical works. While watching the group of students trying to master the musical activity, it is easy to notice that they are good at repeating simple vocal and music-rhythmic exercises. This is due to the young man's ability to imitate. Musical and instrumental activities require much more efforts and attention. It is focused on the types and methods of sound production by the children's musical instruments, the organization of melodic line on the rhythm, the coherence of actions in the collective music: ensemble or the highest form of performance – orchestra. Other effective forms of work include: the phrase-based study of rhythmic and melodic party, the ability to hear and keep the pause, to agree the playing with the musical accompaniment of the conductor, to feel your partner, to follow the instructions of the partiture. All the above-mentioned elements require systematic training and well selected music repertoire. Students find interesting the creative exercises in the course of music-performing activities which develop musical abilities, imagination and interpretive skills of aesthetic perception of music, the complex of improvisational creativity in vocal, musical-rhythmic and instrumental activity. The experiments in verbal coloring of a musical work are interesting too. Due to the fact that children perceive music figuratively, it is necessary for the teacher to learn to speak about music in a creative and vivid way. After all, music as well as poetry or painting, is a considerable emotional expression of feelings, moods, ideas and character. To crown it all, important aspects of the would-be teacher’s creative personality’s development include the opportunities for practical and classroom work at the university, where they can develop the musical abilities of students as well as the professional competence of the would-be specialist in music activity. The period of pedagogical practice is the best time for a student, as it is rich in possibilities and opportunities to form his or her creative personality. In this period in the process of the direct interaction with the preschool-aged children students form their consciousness; improve their methodical abilities and creative individuality in the types of artistic activity.
Style APA, Harvard, Vancouver, ISO itp.
2

Fried, Bradford. "Musical Ability and Second Language Learning: What's the Connection?" W 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2003440.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Okada, Brooke M., i L. Robert Slevc. "What is "musical ability" and how do we measure it?" W Future Directions of Music Cognition. The Ohio State University Libraries, 2021. http://dx.doi.org/10.18061/fdmc.2021.0029.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Moon, Changyun, Chuyu Huang i Daiki Hashimoto. "The Effect of Japanese Pitch Accent System on Musical Cognitive Ability". W Speech Prosody 2022. ISCA: ISCA, 2022. http://dx.doi.org/10.21437/speechprosody.2022-180.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Pitsyna, A. A., i A. O. Korchagina. "DEVELOPMENT OF CREATIVE ABILITIES IN CHILDREN OF PRESCHOOL AGE BY MEANS OF MUSICALLY - THEATRALIZED ACTIVITIES". W Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/89.

Pełny tekst źródła
Streszczenie:
The article deals with issues related to the development of creative abilities of musical and theatrical activities. The approaches to the definition of the concepts of creativity, ability, musical and theatrical activity have been studied. The forms, methods, and techniques for the development of creative abilities in the process of musical and theatrical activity are revealed.
Style APA, Harvard, Vancouver, ISO itp.
6

Gao, Jia, i Chunmei Yu. "Practice and Research on Cultivating English Ability of Music Majors Students taking English Musical Movies as Carriers". W 2017 International Conference on Humanities Science, Management and Education Technology (HSMET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hsmet-17.2017.196.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

"ORGANIZATIONAL AND METHODOLOGICAL ASPECTS OF THE SELECTION OF MUSICAL ACCOMPANIMENT FOR SPORTS AEROBICS". W Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/26.

Pełny tekst źródła
Streszczenie:
Sports aerobics is a complex coordination sport characterized by the ability of athletes to perform, in accordance with musical accompaniment, a continuous complex of various combinations of high-intensity movements borrowed from traditional dances. The article presents materials on the organization of the selection of musical accompaniment for sports aerobics.
Style APA, Harvard, Vancouver, ISO itp.
8

Y.W., Liu. "China and Russia – «The Great Silk Road» - the interpenetration of cultures in composing in the 21st century". W SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2020. http://dx.doi.org/10.18411/sr-10-12-2020-54.

Pełny tekst źródła
Streszczenie:
The article is devoted to the premiere of the symphonic work of the Russian composer Viktor Pleshak "Dun Huang" held in China in 2018. In this regard, the problem of interpenetration of cultures on the basis of their integration and striving for peaceful cooperation is considered. The urgency of such cultural initiatives between countries is emphasized. The features of the musical language of this symphony are noted: the introduction of Chinese folk instruments (pipa, erhu, shen) into the classical composition of the symphony orchestra. As a feature of the musical language of the symphony, the ability of the Russian composer to penetrate into the essence of the characteristic modes of Chinese music and create a large symphonic work with a national flavor in the absence of direct quotation of Chinese folk melodies is noted.
Style APA, Harvard, Vancouver, ISO itp.
9

Grecu, Vasile. "Theoretical-methodological suggestions regarding musical thinking and the development of the creative potential of pianist students". W Conferința științifică internațională "Învăţământul artistic – dimensiuni culturale". Academy of Music, Theatre and Fine Arts, Republic of Moldova, 2022. http://dx.doi.org/10.55383/iadc2022.12.

Pełny tekst źródła
Streszczenie:
The rational logical beginning in musical thinking makes the musician’s life not only emotional, but also intellectual, and the artistic activity for musical thinking involves efficient performance communication. The performer tends to impress with his ability to create a magical world with events and transformations, cooperating with the human spirit and feeling. The expected result is the fertilization of the factors that are involved in the formation of a cultivated, balanced personality. At the same time, the phenomenon of thinking in the artistic activity becomes essential, determining the general objective of musical education, and with this musical thinking becomes a fundamental pillar of the piano school.
Style APA, Harvard, Vancouver, ISO itp.
10

Dzhumanova, Lola. "The melodic dictation in the traditions of Russian music education". W HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2576.

Pełny tekst źródła
Streszczenie:
In Russia solfeggio became an academic subject at the time of foundation of Saint-Petersburg and Moscow conservatories. Coming from Western Europe, in Russia solfeggio gained its own traditions of teaching. There were established three main activities – vocal and intonation exercises, hearing analysis and dictation. They were defined by the scientist of the ХХth century – professor of Moscow Conservatory I.V. Sposobin.It is a melodic dictation that became a comprehensive model for the development of prospect musicians’ skills. The reason is in the combination of various tasks, such as the ability to hear, realize, memorize and record a relatively complete musical part based on a certain number of replays. Over the years of evolution in the Russian teaching school the dictation obtained logical representation, enabling to teach and perceive music, tonal and atonal. The same dictation significantly differs in the Russian tradition from its French analogue.The report describes the evolution in the three-level system of music education, comparing it to the traditions of other countries.Key words: solfeggio, a melodic dictation, a comprehensive task, multilevel musical thinking.
Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "Musical ability"

1

Hizo - Bendezu, Genna, i Claudia Otazu - Aldana. Efficacy of music therapy for the control of anxiety and fear in pediatric patients aged 4 to 6 years who come to the dental office for the first time - a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, marzec 2023. http://dx.doi.org/10.37766/inplasy2023.3.0118.

Pełny tekst źródła
Streszczenie:
Review question / Objective: Will music therapy be effective compared to other modalities for the control of dental anxiety and fear in pediatric patients aged 4 to 6 years who come to the dental office for the first time? Condition being studied: Music therapy is a non-pharmaceutical intervention used in medical and educational settings to provide feelings of physical and mental well-being. Therefore, people who receive music therapy experience greater motivation and ability to develop defense mechanisms against anxiety. The population group of greatest interest are children from 4 to 6 years of age, who are the ones who experience the greatest anxiety and fear when going to a dental office.
Style APA, Harvard, Vancouver, ISO itp.
2

Gupta, Ravi, i Ignacio L. De León. The Impact of Digital Innovation and Blockchain on the Music Industry. Inter-American Development Bank, listopad 2017. http://dx.doi.org/10.18235/0007978.

Pełny tekst źródła
Streszczenie:
Analogous to the emergence of the internet, the introduction of blockchain technology augurs disruptive change to the music industry. Though in its infancy, the technology presents interesting policy issues related to registering and monetizing intellectual property, policing piracy, and creating and executing more flexible contracts between and among members in the music supply chain, among others. This paper assesses the ability of the distributed ledger technology to steer the industry toward a distributed model and its potential to drastically alter the entire music supply chain. It initiates a conversation about policy implications and how policymakers might address the issues related to adopting blockchain technology, including designing policies that support an environment that enables the well-deserved compensation of artists.
Style APA, Harvard, Vancouver, ISO itp.
3

Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, luty 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

Pełny tekst źródła
Streszczenie:
The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
Style APA, Harvard, Vancouver, ISO itp.
Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „Musical ability” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii