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Artykuły w czasopismach na temat „University of Queensland. School of Music”

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Data publikacji: 26 lipca 2024

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1

Klein, Eve, i 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, nr 4 (6.08.2019): 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, nr 2 (grudzień 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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3

Campbell, John, i Paul Gorecki. "Current Queensland archaeological research". Queensland Archaeological Research 6 (1.01.1989): 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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4

Garvis, Susanne. "Beginning generalist teacher self-efficacy for music compared with maths and English". British Journal of Music Education 30, nr 1 (26.11.2012): 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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5

NAIRN, M. E. "University of Queensland School of Veterinary Science—Looking both ways". Australian Veterinary Journal 65, nr 3 (marzec 1988): 80–82. http://dx.doi.org/10.1111/j.1751-0813.1988.tb07365.x.

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

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7

Rissman, Barbara, Suzanne Carrington i Derek Bland. "Widening Participation in University Learning". Journal of University Teaching and Learning Practice 10, nr 1 (1.01.2013): 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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8

Hamann, Donald L., i Joy E. Lawrence. "University Music Educators' Effectiveness as Determined By Public School Music Teachers". Update: Applications of Research in Music Education 12, nr 2 (kwiecień 1994): 21–27. http://dx.doi.org/10.1177/875512339401200204.

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9

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

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10

Soto, Amanda Christina, Chee-Hoo Lum i Patricia Shehan Campbell. "A University—School Music Partnership for Music Education Majors in a Culturally Distinctive Community". Journal of Research in Music Education 56, nr 4 (styczeń 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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11

Fenton-Smith, Ben, i Ian Walkinshaw. "Research in the School of Languages and Linguistics at Griffith University". Language Teaching 47, nr 3 (3.06.2014): 404–8. http://dx.doi.org/10.1017/s026144481400010x.

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Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research recently published or currently underway within LAL.

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12

Russell, Maureen. "The Polish Music Center, Thornton School of Music, University of Southern California". Music Reference Services Quarterly 15, nr 4 (październik 2012): 263–74. http://dx.doi.org/10.1080/10588167.2012.729491.

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13

Winterson, J., i M. Russ. "Understanding the Transition from School to University in Music and Music Technology". Arts and Humanities in Higher Education 8, nr 3 (23.09.2009): 339–54. http://dx.doi.org/10.1177/1474022209339962.

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14

Burak, Sabahat. "Self-efficacy of pre-school and primary school pre-service teachers in musical ability and music teaching". International Journal of Music Education 37, nr 2 (1.04.2019): 257–71. http://dx.doi.org/10.1177/0255761419833083.

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Pre-service non-music major teachers deem music and music teaching essential, but they do not perceive themselves to be competent in this field due to various reasons. This research aims to reveal the effects of factors such as gender, age, the year of study they are currently in at university, and musical experience on their self-efficacy in music skills and music teaching. The research was conducted with the participation of 395 pre-service teachers studying pre-school education and classroom teaching in the department of basic education in the faculty of education. The data were collected by employing the self-efficacy scale developed for musical abilities and music teaching. The findings of the research indicate that while the self-efficacy of the participants in musical abilities and music teaching does not show meaningful difference by gender, it does show meaningful difference according to the year they are in at university. According to the regression analyses, the important variables predicting perceived musical ability are music teaching self-efficacy, having previously played an instrument, and currently playing an instrument. However, the variable of music teaching self-efficacy is predicted meaningfully only by musical ability self-efficacy.

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15

Allen, Emily Ruth. "Interview with Judith Mair". Journal of Festive Studies 3, nr 1 (4.01.2022): 281. http://dx.doi.org/10.33823/jfs.2021.3.1.119.

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Emily Ruth Allen interviews Judith Mair on The Routledge Handbook of Festivals (2018). Interview Date: Sep 7, 2020 Dr. Judith Mair is Associate Professor and Discipline Leader of the Tourism Discipline Group in the University of Queensland Business School

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16

Burton, Suzanne L., i Gena R. Greher. "School-University Partnerships: Re-Envisioning Music Teacher Education: Foreword". Arts Education Policy Review 112, nr 3 (maj 2011): 105–7. http://dx.doi.org/10.1080/10632913.2011.566071.

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Brophy, Timothy S. "School-University Partnerships in Music Education: A Status Report". Arts Education Policy Review 112, nr 3 (maj 2011): 149–53. http://dx.doi.org/10.1080/10632913.2011.566092.

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18

Mayer, Constance A. "The Indiana University School of Music: A History (review)". Notes 58, nr 4 (2002): 848–50. http://dx.doi.org/10.1353/not.2002.0083.

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19

Roennfeldt, Peter. "The Power of Persistence: Musical Advocates North of the Tweed". Queensland Review 18, nr 1 (2011): 42–53. http://dx.doi.org/10.1375/qr.18.1.42.

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The establishment of higher education institutions in Australia is normally an initiative of government. However, in the case of the Queensland Conservatorium of Music, the journey towards establishment was delayed continually by a government that was either unable or unwilling to accede to the increasingly vociferous demands of its musically minded constituents. The long and tortuous journey towards its opening in 1957 was characterised by the dogged persistence of numerous individuals, who today might be termed lobbyists. Without their collective efforts, the institution's arrival might have been delayed even longer than the half-century that elapsed between the first suggestion of Queensland having a premier music school and that concept being realised. Themes of cultural deprivation amounting to a ‘state's rights’ catch-cry figure strongly in the Conservatorium's story. It also became a socio-political issue as families sent their musically talented children to study at conservatoria in Adelaide, Melbourne, Sydney or overseas. The stream of agitators for a Queensland conservatorium provides an interesting snapshot of the state's musical community during the early twentieth century. This article discusses the ‘power of persistence’ by a several musical advocates — some of them were well-known community leaders, while the contributions of others have faded from public memory, but were no less significant.

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20

Legette, Roy M. "The Role of University Music Educators as Perceived by Public School Music Teachers". Journal of Music Teacher Education 8, nr 2 (styczeń 1999): 21–28. http://dx.doi.org/10.1177/105708379900800205.

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21

Yang, Xuenan. "How to Promote National Music Culture in University Music Education". Advances in Higher Education 3, nr 3 (30.08.2019): 133. http://dx.doi.org/10.18686/ahe.v3i3.1484.

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<p>Music is closely related to culture. It is an important carrier of human culture inheritance and carries the essence of human civilization. Our national culture is extensive and profound, which is the treasure of Chinese culture. National music culture is an integral part of national culture. Education and cultural inheritance bring out the best in each other. Music education in school is an important means to promote national music culture. Music college is the main position of national music culture, so this paper focuses on discussing the significance and role of promoting national music culture in university music education and puts forward specific implementation methods and means.</p>

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22

McCullough, Ellen. "Project Experience". British Journal of Music Education 3, nr 2 (lipiec 1986): 181–84. http://dx.doi.org/10.1017/s0265051700005325.

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Children, who otherwise would not have had music teachers, experienced music though ‘Project Experience’, a co-operative music education laboratory designed by the University of New Mexico Department of Music and the Albuquerque, New Mexico, Public School District. ‘Project Experience’ provided university music students with the opportunity to teach music to children prior to student teaching practice; raised the consciousness of parents, teachers, and students about the importance of music in the schools; and assisted in easing the pinch upon a school district forced to tighten its financial belt.

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23

Temmerman, Nita. "An investigation of undergraduate music education curriculum content in primary teacher education programmes in Australia". International Journal of Music Education os-30, nr 1 (listopad 1997): 26–34. http://dx.doi.org/10.1177/025576149703000104.

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Primary school music experiences have been shown to impact not only on future adult attitudes to, but also interest and participation in music. Unfortunately, the current policy and practice of music in primary schools is still perceived to be unsatisfactory. According to teachers this can be attributed in the main to their undergraduate university training in music education. Music educators have a key role to play in breaking the apparent current cycle of unsatisfactory (or no) music practice at the primary school level. This paper investigates what curriculum content is currently included in compulsory undergraduate university music education programmes. It asks teacher educators, in light of recent research, to reflect critically on the adequacy of their current curriculum to prepare beginning teachers to teach primary school music.

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24

Gallagher, Hilary L., Ainsley Z. Doherty i Michael Obonyo. "International student experiences in Queensland during COVID-19". International Social Work 63, nr 6 (20.08.2020): 815–19. http://dx.doi.org/10.1177/0020872820949621.

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Penetrating perceptions and fostering cultural connections: Universities in Australia rely heavily on income from international students to stay financially viable, as international student income makes up the shortfall of government funding for Australian universities. However, during the COVID-19 pandemic, many international students studying in numerous countries faced racism, starvation, homelessness and an inability to pay their tuition fees. This article explores how staff and students in the School of Human Services and Social Work at Griffith University in Australia responded to these challenges during the pandemic in Queensland.

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Simoni, Mary. "Project Lovelace: unprecedented opportunities for music education". Organised Sound 8, nr 1 (kwiecień 2003): 57–60. http://dx.doi.org/10.1017/s1355771803001067.

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Project Lovelace is a school-based programme for students aged twelve to eighteen years interested in learning about making music by using technology. The programme is designed to encourage equal and equitable participation by male and female students through instruction in technology-enhanced music performance, improvisation, composition, analysis and notation. Project Lovelace is named in honour of the contributions of the female mathematician Ada Augusta, Countess of Lovelace, who in 1842 predicted that computers could be used for musical composition (Roads 1996).The goals of Project Lovelace are to develop collaborative-based methods for gender-balanced school music technology programmes, amass a gender-balanced repertoire suitable for school music technology programmes, nurture creativity and analytical skills in music technology, and conduct a longitudinal study that documents the changing attitudes and perceived competencies of participating students and teachers.The motivation to initiate Project Lovelace was the timely convergence of two vexing issues perennially facing music technology programmes in higher education, specifically at the University of Michigan: the proportionally small number of female applicants to university music technology programmes and the need to continually upgrade or replace laboratory equipment. Why not allocate second-generation university laboratory equipment to the schools with the intent of building school-based music technology curricula that lead to a gender-balanced university applicant pool?

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Hedgecoth, David M. "Collaborations: Partnerships Create Success for Charter School Students". Music Educators Journal 105, nr 2 (grudzień 2018): 51–56. http://dx.doi.org/10.1177/0027432118804868.

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A unique partnership between public charter schools, a civic chamber orchestra, and university school of music has brought music instruction to middle school students in central Ohio. This collaborative endeavor can serve as a model for charter schools administrators wishing to expand their curricular offerings to include music and other arts instruction.

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Kabataş, Mustafa. "How do we learn music? Collecting feedback from Kastamonu University music students". African Educational Research Journal 9, nr 1 (8.03.2021): 189–96. http://dx.doi.org/10.30918/aerj.91.21.018.

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The study studied how students studying music at Kastamonu University learn about music and whether they receive additional help in 2020. The first study detailed in this article focused on identifying student perceptions and how they learned music, and aimed to come up with suggestions on how to better meet the needs of music students. To do this, we conducted two focus group interviews with music graduate (N = 6) and undergraduate (N = 4) students. Participants said that the timing of the study should better reflect their work and that the studies should be more disciplinary and better designed for graduate students. They also felt that they did not get enough critical feedback and there was a lack of standardization in the training and concert work. However, the participants also felt that the teachers were helpful, the programming contributed well to their work and the support increased their confidence. Two unexpected findings were that students generally access some form of programming offered by the school rather than take advantage of the diverse offerings, and students have misconceptions about the possibilities the school offers and how to use them. It is hoped that this study will help inform other student academic support services about focus group research for the purpose of collecting music program evaluation and student feedback.

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Bradlow, Ann, Jennifer Cole i Matthew Goldrick. "Graduate studies in acoustics at Northwestern University". Journal of the Acoustical Society of America 152, nr 4 (październik 2022): A122. http://dx.doi.org/10.1121/10.0015751.

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Northwestern University has a vibrant and interdisciplinary community of acousticians. Of the 13 ASA technical areas, 3 have strong representation at Northwestern: Speech Communication, Psychological and Physiological Acoustics, and Musical Acoustics. Sound-related work is conducted across a wide range of departments including Linguistics (in the Weinberg College of Arts and Sciences), Communication Sciences & Disorders, and Radio/Television/Film (both in the School of Communication), Electrical Engineering & Computer Science (in the McCormick School of Engineering), Music Theory & Cognition (in the Bienen School of Music), and Otolaryngology (in the Feinberg School of Medicine). In addition, The Knowles Hearing Center involves researchers and labs across the university dedicated to the prevention, diagnosis and treatment of hearing disorders. Acoustics research topics across the university include speech perception and production across the lifespan and across languages, dialects and socio-indexical properties of speech; sound art and design; social and cultural history of the sonic world; machine processing of music; musical communication; auditory perceptual learning; auditory aspects of conditions such as concussion, HIV, and autism; neurophysiology of hearing; and the cellular, molecular, and genetic bases of hearing function. We invite you to visit our poster to learn more about the “sonic boom” at Northwestern University!

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Pampin, Juan, Fernando Lopez-Lezcano, Antonio Barata, Brian Belet, Richard Festinger, Joshua Freid, Allen Strange, William Trimble, William Walker i Dan Wyman. "San Jose State University (SJSU) School of Music Autumn Concert". Computer Music Journal 20, nr 3 (1996): 80. http://dx.doi.org/10.2307/3680827.

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Watanabe, Ruth. "Teaching Bibliography to Performers in a University School of Music". Music Reference Services Quarterly 2, nr 1 (14.12.1993): 195–202. http://dx.doi.org/10.1300/j116v02n01_11.

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Lebler, Don, i Donna Weston. "Staying in Sync: Keeping Popular Music Pedagogy Relevant to an Evolving Music Industry". IASPM Journal 5, nr 1 (29.01.2015): 124–38. http://dx.doi.org/10.5429/ij.v5i1.712.

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The Bachelor of Popular Music (BPM) program operates in purpose built facilities on the Gold Coast campus of Griffith University (Queensland, Australia). The degree design replicates how musicians progress outside formal learning contexts in an enhanced higher education environment, including self-directed and collaborative learning, participatory assessment, and critical listening as core activities. Graduates are independent musicians, having studied popular music history and analysis, audio production, songwriting and performance, ensuring competence in a broad range of popular music activities. While the structure of the degree remains constant, the content and processes remain fluid in response to the rapid changes in the music industry. Reflecting the increasingly artist-driven nature of the industry itself, student consultation has provided the impetus for many of these changes. The primary goal of the program was, and still is, to produce graduates who are multi-skilled and able to engage effectively with the popular music industry, prepared to adapt to the changes that are characteristic of this dynamic field. This paper documents this process of change over a fifteen-year period, showing how pedagogy can respond to continually changing industry demands.

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Ruismäki, Heikki, i Tarja Tereska. "Students' assessments of music learning experiences from kindergarten to university". British Journal of Music Education 25, nr 1 (marzec 2008): 23–39. http://dx.doi.org/10.1017/s026505170700770x.

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This article reports on a retrospective study of Finnish pre-service elementary teachers' assessments of their musical experiences in nursery school and elementary and secondary school and real-time study of their experiences in teacher training. The participants (N = 590) had received musical instruction in five age groups (4–6 years, 7–12 years, 13–15 years, 16–19 years, 20–25 years). The assessments were most positive in the 4–6 years group and thereafter declined until puberty in the 13–15 years group. A change in a positive direction was perceived in the 16–19 years group and also in the 20–25 years group (during teacher training). Gender differences were statistically significant except during upper secondary school. The most enjoyable activities in formal music education were singing and playing; music theory was experienced most negatively.

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Devenish, Louise, Cecilia Sun, Cat Hope i Vanessa Tomlinson. "TEACHING TERTIARY MUSIC IN THE #METOO ERA". Tempo 74, nr 292 (6.03.2020): 30–37. http://dx.doi.org/10.1017/s0040298219001153.

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AbstractOver the past two decades significant changes in approaches to gender equity have taken place in the fields of contemporary music and music research. However, women in music are still disadvantaged in terms of income, inclusion and professional opportunities. In Australia a national approach to improving gender equity in music has begun to emerge as once-controversial strategies trialled by four tertiary institutions have become established practices. This article discusses successful inclusion strategies for women in music, including the commitment to gender-balanced programming across all concerts at Queensland Conservatorium of Music by 2025, the introduction of mandatory quotas in recital programmes at Monash University, mentoring programmes for women composers at Sydney Conservatorium of Music, and the development of coursework devoted to women in music at The University of Western Australia, as well as other initiatives that have emerged from them, both within and beyond the institution. Each approach is examined in the context of broader global discussions around gender and feminism. The public willingness to engage in discussions over sexual harassment, sexual assault and gender discrimination in the workplace that has resulted from the #MeToo movement is cited as key in influencing the engagement of students and professionals with these strategies and subsequent influence on performance practices, project development and presentational formats in new music.

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Cox, Bernard. "Preparing Beginning Teachers The Postgraduate Diploma in Education at The University of Queensland". Aboriginal Child at School 23, nr 2 (czerwiec 1995): 28–32. http://dx.doi.org/10.1017/s0310582200006465.

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The Wiltshire Committee's Review of the Queensland School Curriculum produced some surprises. One of these was for teacher educators. The Committee had not originally intended to investigate the preparation of teachers, yet several recommendations were made. The Wiltshire group say that practising teachers made so many adverse references to the quality of their preservice training that comment and recommendation were justified. The committee's recommendations are interesting in that they focus quite heavily on the links that might exist between teacher preparation on campus and teacher preparation in schools.

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Ebie, Brian D. "Characteristics of 50 Years of Research Samples Found in the Journal of Research in Music Education, 1953–2002". Journal of Research in Music Education 50, nr 4 (grudzień 2002): 280–91. http://dx.doi.org/10.2307/3345355.

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The purpose of this study was to investigate and identify specific characteristics and frequencies of subject samples as found in the Journal of Research in Music Education from its inception in 1953 through the final issue of 2002. Seven research questions were analyzed with respect to research samples used during the past 50 years. Samples were analyzed in the following categories: school level (elementary, secondary, or college/university); grade in school; major in college/university; public school personnel; college/university personnel; public at large; and geographic location. Results indicated that 34 % of subject samples during the past 50 years have been drawn from college/university settings; 21 % of subject samples have been from elementary school settings; and 19% of subject samples have been drawn from secondary school settings. Gender- and race-specific samples are analyzed in this study, as were research samples by state and geographic location. Conclusions and implications for future research are discussed.

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Copley, Jodie A., Heather D. Allison, Anne E. Hill, Monica C. Moran, Judy A. Tait i Toni Day. "Making interprofessional education real: a university clinic model". Australian Health Review 31, nr 3 (2007): 351. http://dx.doi.org/10.1071/ah070351.

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Interprofessional education (IPE) is an emerging focus in the professional training of allied health students. To date, IPE has occurred in classroom teaching or case simulations, rather than in the provision of client services. At the University of Queensland, students in occupational therapy, speech pathology and music therapy participate in both on-campus and community-based IPE clinics conducted by university staff. These clinics are planned and implemented to promote interprofessional learning for students, and to provide integrated service provision for children and young people in the community. An adapted version of Bronstein?s model of interdisciplinary collaboration is used to guide IPE processes, including team orientation, joint goal-setting and intervention planning, and integrated delivery of therapy sessions. The development and implementation of these IPE clinics is described, together with challenges to clinical IPE in the university context.

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McPhail, Graham. "Pedagogic populism vs. opportunities to learn: university music students’ appraisal of their school music classes". Music Education Research 21, nr 3 (12.12.2018): 257–68. http://dx.doi.org/10.1080/14613808.2018.1553942.

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Drake, Adele, i Judith Robinson. "Music. Microtechnology and Handicapped People". British Journal of Music Education 7, nr 2 (lipiec 1990): 149–59. http://dx.doi.org/10.1017/s0265051700007658.

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The Drake Research Project (Music for Disabled People) is a registered charity which has links in London with Eltham College Sixth Form and the music departments at Deptford Green School, Charlton Park Special School and the City University. It is also associated with the Music Technology Group in the University of York, where a research programme is now in progress to develop new technological means to enable disabled children to take part in music making. On 24 November 1989 DRP held its inaugural seminar at Maria Assumpta House, Kensington, London. The seminar included a review of the Project's objectives, reports and demonstrations in the field of music and disability, and an open discussion which raised important questions about multi-disciplinary collaboration and the development of music software/ hardware for special needs users. This article summarizes the principal points to emerge from the seminar sessions.

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Viličić, Marina, i Nedjeljko Frančula. "Professor Emeritus Miljenko Lapaine - On the Occasion of his 70th Birthday". Kartografija i geoinformacije 21 (3.01.2023): 4–11. http://dx.doi.org/10.32909/kg.21.si.1.

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Miljenko Lapaine was born in Zagreb on 4 April 1952. After primary school and junior music school, he attended a mathematics gymnasium and music high school. He then studied mathematics and graduated in 1976 from the Faculty of Natural Sciences and Mathematics of the University of Zagreb, majoring in theoretical mathematics.

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Guo, Junyao, i Dickson K. W. Chiu. "Investigation into the Promotion and Instruction of Chinese Traditional Music in Liaocheng Peiwen School of Peking University". SHS Web of Conferences 183 (2024): 03011. http://dx.doi.org/10.1051/shsconf/202418303011.

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This research investigates the promotion and instruction of Chinese Traditional music in Liaocheng Peiwen School of Peking University. The first author, an alum with a decade of pedagogical experience, examined the challenges faced by private schools in providing tailored regulatory frameworks for Chinese Traditional music education. We share practical experience, drawing on the successful establishment of the school-based course "Chinese Folk Music and Geography." As the course is offered each year during the geography exam for students in their second year of junior high school, singing folk songs while learning geography enables students to explore China's beautiful landscapes while broadening their horizons. Students can understand the connection between folk music and geography, assisting their preparation for the exam.

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Brandfonbrener, Alice G. "History of Playing-related Pain in 330 University Freshman Music Students". Medical Problems of Performing Artists 24, nr 1 (1.03.2009): 30–36. http://dx.doi.org/10.21091/mppa.2009.1007.

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To understand what factors may contribute to the problems experienced by conservatory/music school students, we surveyed incoming freshman music students about their history of playing-related pain from four consecutive entering classes at a midwestern university school of music. A total of 330 students (46% male, 54% female) participated in the study and completed a 22-item questionnaire. Seventy-nine percent of students reported a history of playing-related pain. Pain frequency varied by instrument class, ranging from 61% among voice students to 100% for percussionists, but for strings, keyboards, woodwinds, and brass players, it was consistently 84 to 87%. There was no significant association between frequency of pain history and gender (76% for males vs 81% for females), years of instrument study, participation in regular exercise, or occurrence of performance anxiety. Although this study was unable to identify factors linked to playing-related pain, it does indicate that in a population of incoming freshmen, who are young people presumably in otherwise good health and with a “clean slate,” the majority had already encountered music-induced pain as high school students or younger.

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Zacharias, Nadine, i Geoffrey Mitchell. "The Importance of Highly Engaged School-University Partnerships in Widening Participation Outreach". Student Success 11, nr 1 (3.03.2020): 35–45. http://dx.doi.org/10.5204/ssj.v11i1.1458.

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In Australia, there has been a sustained investment in widening participation activities by the federal government through the Higher Education Participation and Partnership Program (HEPPP) and a sustained effort by universities and their partner schools to create high-quality widening participation programs. However, there is limited longitudinal evidence on if and how these widening participation activities influence the application rates to university by school leavers from low socio-economic status (SES) backgrounds. This article draws on a large mixed-methods study which aimed to investigate differences in university application rates between students from low SES backgrounds in urban versus rural, regional and remote (RRR) schools in Queensland. The research found that widening participation programs had a positive and statistically significant influence on application rates to university in highly engaged schools. We propose the concept of a virtuous circle of sustained widening participation activity to explain the positive results in highly engaged schools.

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York, Frank A., i Lyn Henderson. "Making it Possible: The Evolution of Ratep — a Community-Based Teacher Education Program for Indigenous Peoples". Australian Journal of Indigenous Education 32 (2003): 77–84. http://dx.doi.org/10.1017/s1326011100003847.

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AbstractSince 1990, the School of Education at James Cook University has produced and delivered a successful offcampus Bachelor of Education for Aboriginal and Torres Strait Islander people in their home communities through the Remote Area Teacher Education Program (RATEP):A community-based teacher education program for Indigenous peoples. This paper examines five key areas. One is the intersystemic management structure that has majority representation from Indigenous communities and peak education bodies as well as representation from the other three stakeholders: Education Queensland, the School of Education at James Cook University and the Tropical North Queensland Institute of Technical and Further Education (TAFE). A second area is RATEP’s innovative use of information and communication technologies in teaching and learning. A third theme is its dynamic evolution from (a) two dedicated RATEP sites in the Torres Strait to 12 sites throughout Queensland; (b) geographically remote sites to a combination of remote, rural, and urban sites; (c) a principle where students gather at a dedicated site with its own teachercoordinator to clusters where a number of students are living in different locations and the coordinator travels between these; (d) movement of sites from location to location depending on need and demand; and (e) a fixed program to a highly flexible one that allows multiple entry and exit points, including honours. A fourth area is the critical insights generated from research into the program by Indigenous and non-Indigenous researchers. The final theme is the retention of graduates from RATEP within the classroom and their promotion into the administrative and advisory teaching sectors.

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Taylor, Robert. "Assisting Disadvantaged People to Overcome Systemic Factors Limiting Tertiary Opportunities". Australian Journal of Career Development 6, nr 1 (kwiecień 1997): 11–12. http://dx.doi.org/10.1177/103841629700600104.

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This paper describes the Q-STEP program at the Queensland University of Technology (QUT). Q-STEP is an affirmative action program that aims to increase participation at QUT of people from socioeconomically disadvantaged backgrounds. The program raises awareness of higher education as an option among school students and mature age students, assists the entry of suitable students to QUT, and supports them while they attend university. Since 1991, almost 600 students have entered QUT through the program and have been found to achieve similar academic results to other students.

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Morton, Stephen, Amanda Mergler i Peter Boman. "Managing the Transition: The Role of Optimism and Self-Efficacy for First-Year Australian University Students". Australian Journal of Guidance and Counselling 24, nr 1 (13.12.2013): 90–108. http://dx.doi.org/10.1017/jgc.2013.29.

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Students making the transition from high school to university often encounter many stressors and new experiences. Many students adjust successfully to university; however, some students do not, often resulting in attrition from the university and mental health issues. The primary aim of the current study was to examine the effects that optimism, self-efficacy, depression, and anxiety have on an individual's life stress and adaptation to university. Eighty-four first-year, full-time students from the Queensland University of Technology (60 female, 24 male) who had entered university straight from high school completed the study. Participants completed a questionnaire assessing their levels of optimism, self-efficacy, depression, anxiety, perceived level of life stress and adaptation to university. In line with predictions, results showed that optimism, depression, and anxiety each had a significant relationship with students’ perceived level of stress. Furthermore, self-efficacy and depression had a significant relationship with adaptation to university. We conclude that students with high levels of optimism and low levels of depression and anxiety will adapt better when making the transition from high school to university. In addition, students with high levels of self-efficacy and low levels of depression will experience less life stress in their commencement year of university. The implications of this study are outlined.

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Geringer, John M., Michael L. Allen i Rebecca B. MacLeod. "Initial Movement and Continuity in Vibrato among High School and University String Players". Journal of Research in Music Education 53, nr 3 (październik 2005): 248–59. http://dx.doi.org/10.1177/002242940505300306.

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The purpose of the present study was to investigate aspects of vibrato performance among high school and university string players. The main questions were to determine whether students consistently initiate vibrato in an upward or downward direction and whether players vibrate continuously when performing slurs. Forty high school and university violin and cello students played exercises that included tones performed with and without vibrato. We measured direction and magnitude of change when initiating vibrato, pitch levels of vibrated and nonvibrated tones, and duration of nonvibrato when performing slurs. Results showed that these high school and university players did not reveal consistent initial vibrato movements in either direction or magnitude. Performers vibrated both above and below conceived pitch, rather than only upward or only downward. All performers stopped vibrating during the transition between slurred notes. Mean duration of nonvibrato portions of university students (0.42 second) was slightly less than that of high school students (0.50 second). Implications of these results for string pedagogy are discussed. March 28, 2005 June 7, 2005

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Dobrota, Snježana, i Ina Reić Ercegovac. "Music preferences with regard to music education, informal influences and familiarity of music amongst young people in Croatia". British Journal of Music Education 34, nr 1 (25.10.2016): 41–55. http://dx.doi.org/10.1017/s0265051716000358.

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The aim of this research was to investigate the relationship between music preference and music education, informal influences (attending classical music concerts and musical theatre productions) and familiarity of music. The research included students of the Faculty of Humanities and Social Sciences, University of Split (N=341)1. The results showed that participants usually listen to popular music in their leisure time and that popular music is their most preferred music style. A positive relationship between familiarity and preferences was found but this effect was not unambiguous. A relationship between music preferences and secondary school music education was not found, but those participants who attended music school preferred some music styles more than did those participants who did not attend music school. There was a significant correlation found between the frequency of attending classical music concerts and preferences for classical music, jazz and world music. Finally, the results indicated that people who frequently attend musical theatre productions have significantly higher preferences for jazz and world music. The authors pointed to the problem of unattractiveness of music lessons in secondary schools and suggest possible solutions to the problem.

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Canady, Valerie A. "Study: Half of people around the world at risk for mental disorder by age 75". Mental Health Weekly 33, nr 32 (13.08.2023): 1–7. http://dx.doi.org/10.1002/mhw.33749.

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Half of people around the world are at risk for developing a mental disorder by age 75, suggest researchers from Harvard Medical School and the University of Queensland in Australia, after analyzing the World Health Organization (WHO) surveys that have assessed the age of onset and lifetime prevalence for diverse mental disorders based on population‐based data from multiple countries. The new research is published in Lancet Psychiatry.

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Giddings, Jeff, i Barbara Hook. "The Tyranny of Distance: Clinical Legal Education in ‘The Bush’". International Journal of Clinical Legal Education 2 (18.07.2014): 64. http://dx.doi.org/10.19164/ijcle.v2i0.124.

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<p>This paper analyses the challenges faced by clients, students and teachers involved in a clinical program which uses new technology to deliver legal services in remote areas of Southern Queensland, Australia. A range of novel issues were addressed by Griffith University Law School, Learning Network Queensland and Caxton Legal Centre in their partnership development and delivery of this clinical program which involves the use of audio-graphics conferencing to enable students to provide legal advice and assistance to people hundreds of kilometres away. The ‘Advanced Family Law-Clinic’ program commenced in July 1999 with financial support from the Federal Attorney-General’s Department. The paper considers the range of issues which arose in development of the program.</p>

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Garvis, Susanne, i Donna Pendergast. "Storying music and the arts education: the generalist teacher voice". British Journal of Music Education 29, nr 1 (21.02.2012): 107–23. http://dx.doi.org/10.1017/s0265051711000386.

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For students in Years 1–10 in Queensland, Australia, The Arts (hereafter referred to as ‘arts’) is one of eight Key Learning Areas in the core curriculum. Yet, while arts – comprising five strands including music – is a mandatory component of the curriculum, implementation varies widely. This occurs for a range of reasons, one of which is the common practice that generalist teachers are allocated delivery of the arts programme in their teaching load. Furthermore, research reveals that music and the arts are frequently considered to be the ‘frills subject’ in a school's timetable, often the first to be removed from the timetable when time is short and the first to feel the impact of budget cuts, including the engagement of specialist arts educators (Russell-Bowie, 2004). This study highlights the gap between policy rhetoric for music and the arts and the pedagogical reality in generalist classrooms. Using a narrative informed case study methodology, a story constellation derived from a beginning generalist teacher and a school principal is revealed. The discussion which follows provides a focus, through the generation of key values statements derived from the data, on the tensions this beginning teacher has experienced in his practice as a teacher responsible for teaching music and the arts, juxtaposed with a similar narrative of the school principal.

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