Hasil untuk "Musical instruction and study"

Frank Heyen, Michael Gleicher, Michael Sedlmair

We explore the potential of visualization to support musicians in instrument practice through real-time feedback and reflection on their playing. Musicians often struggle to observe the patterns in their playing and interpret them with respect to their goals. Our premise is that these patterns can be made visible with interactive visualization: we can make the unhearable visible. However, understanding the design of such visualizations is challenging: the diversity of needs, including different instruments, skills, musical attributes, and genres, means that any single use case is unlikely to illustrate the broad potential and opportunities. To address this challenge, we conducted a design exploration study where we created and iterated on 33 designs, each focusing on a subset of needs, for example, only one musical skill. Our designs are grounded in our own experience as musicians and the ideas and feedback of 18 musicians with various musical backgrounds and we evaluated them with 13 music learners and teachers. This paper presents the results of our exploration, focusing on a few example designs as instances of possible instrument practice visualizations. From our work, we draw design considerations that contribute to future research and products for visual instrument education.

Xiao Feng, Chao Kanwicha, Akachai Teerapuksiri

This study aimed to examine Li Qingzhao’s literary status and the historical and cultural context that shaped her poetic works, to explore pedagogical approaches related to ancient poetry art songs based on her poetry, and to develop and evaluate a corresponding teaching manual. Using qualitative research methods, data were collected through semi-structured interviews with two professional singers, three vocal teachers, and five university students. Content analysis revealed that Li Qingzhao holds a significant literary position as a renowned poet of the Song Dynasty, with her works having a lasting influence on Chinese poetry and music. The investigation into pedagogical approaches emphasized the integration of literary interpretation, musical analysis, and expressive singing, while also identifying challenges such as poetic comprehension, emotional expression, and vocal technique. The resulting teaching manual, developed through document review, sample selection, interviews, and field observations, was refined through expert validation and acknowledged as a systematic, professional, and practical instructional tool. It includes modules on vocal exercises, textual and musical analysis, singing techniques, and performance preparation. Experts affirmed its value in improving instructional quality and enhancing performance outcomes in Chinese vocal music education. Overall, this study contributes to the preservation and pedagogical advancement of classical Chinese art songs, offering a foundational resource for future vocal instruction grounded in Li Qingzhao’s poetic artistry.

Kompri, Wahyu Lestari, Mastikawati et al.

Background: Teacher competence in early childhood learning plays a crucial role in stimulating children’s creativity and developmental abilities. However, at TK Tunas Bangsa Desa Sinar Harapan, the competence of teachers in conducting music education remains relatively low compared to other subjects. Teachers frequently replace music lessons with visual arts activities such as drawing, indicating limited mastery of musical concepts and teaching strategies Objective: This study aims to analyze the level of teacher competence in music learning and identify the factors that influence the replacement of music lessons with visual arts. The scope of this paper focuses on pedagogical competence, mastery of teaching materials, learning implementation, and teachers’ readiness to deliver music-related activities. Methods: This research employs a qualitative descriptive method. Data were collected through interviews with teachers, classroom observations, and documentation review to obtain a comprehensive understanding of music learning practices in the classroom. Results: The findings reveal that teachers have limited skills in vocal techniques, rhythm instruction, and the use of simple musical instruments. As a result, teachers tend to avoid music lessons and shift to drawing activities, which they perceive as easier to manage. The study also shows that the lack of training, insufficient learning media, and minimal exposure to music pedagogy significantly affect teachers’ competence. Conclusion: The study concludes that teacher competence in music education at TK Tunas Bangsa is still inadequate and requires strengthening through targeted training, provision of musical learning resources, and continuous professional development. Improved competence is expected to encourage teachers to implement meaningful and consistent music learning in early childhood education.

Yijun Chen

This research addresses how an interactive digital tool might emotionally connect the youth with their culture, concentrating on one of the oldest and richest traditions of China - ancient music. The application enables the user to be the instrumentalist of the virtual world through playing the guqin, bianzhong and some popular songs as well, all this while getting step-by-step instructions, a scoring feature, a playback feature, and cultural insights presented in the form of trivia tied to high scores. The purpose of the app is to use the emotional and cultural aspects to bring the past into the young people's present time and thus get them more involved. It was the systematic measures of cultural and musical engagement together with emotional reactions to learning and music that I used for the research whose participants were thirty-six young adults aged 18 to 25 and who completed a 14-day study, where the influence of the traditional cultural activities was compared with this interactive gamified method. The data imply that the app users practice the culture more deeply than other users, so interactive digital instruments can become a powerful tool to revive cultural heritage and, at the same time, make it more fun and educational. The research outcome can shape not only the future of cultural preservation but also that of education.

Kejing Chen, Kovit Kantasiri

Background and Aims: Guzheng ensemble performance places demands that differ from solo training, yet university pedagogy in China remains largely solo-oriented. This study investigates whether an integrated pedagogical framework that emphasizes collaborative listening, shared interpretive decision-making, and aesthetic understanding can improve ensemble proficiency in university-level guzheng instruction. Methodology: An explanatory sequential mixed-methods design was used with 120 undergraduate music majors from several universities (experimental group = 60, control group = 60) over one semester. The experimental group received an integrated ensemble-focused pedagogy, while the control group received traditional technique-centered instruction. Data sources included pre- and post-performance assessments rated by independent experts using a structured rubric, structured classroom observations, and semi-structured participant interviews. Quantitative outcomes targeted technical precision, ensemble coordination, interpretive coherence, and expressiveness. Results: Compared with the control group, the experimental group showed statistically significant gains in ensemble coordination and interpretive coherence, with comparable levels of technical precision. Qualitative analysis indicated stronger musical communication, more active collaborative problem solving, and clearer aesthetic rationales for interpretive choices. Emotional expressiveness improved but remained an instructional priority. Conclusion: An integrated ensemble-focused pedagogy can strengthen key collaborative competencies without diminishing technical standards. The findings provide evidence-based guidance for guzheng programs in higher education and suggest practical steps for curriculum design, instructor development, and assessment practices.

Analyn M. Hubilla, Rolando F. Embile

This study investigated how music is integrated into the teaching practices of twelve teachers in Siuton Elementary School, Magallanes, Sorsogon, and examined its influence on learners’ focus, motivation, and retention. Using surveys, interviews, and classroom observations, the research explored the extent of music integration, the strategies teachers employ, and the challenges they encounter. Findings revealed that teachers commonly use music as a motivational tool and incorporate it into various subjects— including language, mathematics, and science—to enhance engagement and cooperation. In language learning, teachers emphasized that melodies, rhythms, phonics songs, and lyrics significantly support vocabulary development, reading skills, and expressive abilities. Despite its benefits, challenges emerged such as learners feeling shy or preferring non-musical activities, limited musical resources, inadequate training, and time constraints in lesson preparation. The study concluded that music is a powerful and versatile tool that enriches classroom instruction, fosters motivation, and improves literacy skills when used intentionally. A compilation of practical music-integrated teaching strategies was also developed to support diverse learners. Future studies are recommended to further explore music-enhanced learning, its long-term effects, and its role in learner engagement and teacher development.

Liheng Yang, Thanin Ratanaolarn, Sirirat Petsangsri et al.

This study aimed to develop a Problem-Based Learning (PBL) model integrated with peer assessment to enhance creative thinking and piano skills among non-piano college students. The study employed a research and development approach combined with a quasi-experimental design to evaluate the effectiveness of the developed instructional model. The participants consisted of 40 second-year non-piano major students from a university in Yuncheng City, China, who were divided into an experimental group (n = 20) and a control group (n = 20). The experimental group was taught using the PBL with peer assessment model, while the control group received traditional piano instruction. The intervention lasted for eight weeks. Data were collected through piano performance assessments and a creative thinking questionnaire, and analyzed using multivariate analysis of variance (MANOVA) and independent samples t-tests. The results indicated that students in the experimental group demonstrated significantly higher scores in both piano skills and creative thinking compared with the control group (p < .001). The experimental group achieved higher mean scores in rhythm and timing (M = 23) and style and mood (M = 8), compared with the control group (M = 18 and M = 6, respectively). Creative thinking scores increased to a mean of 4.46 in the experimental group, while the control group scored 2.97. These findings suggest that the developed PBL with peer assessment model effectively improves musical performance and creative thinking. Future research should examine the long-term impact of the model and explore its applicability in other music education contexts.

Christopher Liscio, Daniel G. Brown

Popular musicians often learn songs by ear, from recordings, using technology that provides control over playback events. However, we know little about these human-recording interactions, and our research goal is to develop novel and useful ones. Guided by a preliminary study of 18 YouTube videos of musicians learning by ear, we performed a grounded-theory analysis of 28 YouTube lessons and an instructional DVD that teaches by-ear learning. Based on our findings, we characterize the sub-tasks musicians follow to learn songs from recordings, their variations, and discuss how memory plays a role in ear learning. Armed with these insights, we offer recommendations for the design of four novel, memory-oriented human-recording interactions—facilitating active listening sessions, restricting playback to fit working memory, extracting musical sequences for memorization, and re-synthesizing the recording to play notes indefinitely—all of which are grounded in real-world observations, and studies in both neuroscience and psychology.

Yang Zhang

This study compares the effectiveness of video communication technologies and group chats in virtual reality (VR) as platforms for practising musical skills among students. Additionally, it examines the capacity to convey aesthetic characteristics of musical performance through these two forms of remote communication and the influence of these technologies on student motivation. The research involved 106 senior students from two higher educational institutions in China. Zoom and VRChat served as the instructional platforms for the two experimental groups. The findings did not reveal significant differences in performance mastery. Specifically, the perception of task value demonstrated the most substantial increase, scoring 5.65 compared to 4.81 out of a possible 7; all three pairs of values exhibited significant differences between the groups based on the results of the student’s t-test. Furthermore, a significantly higher sense of immersion and quality of aesthetic experience was observed within the VR group, scoring 4.81 compared to 3.70 out of a possible 5 in the videoconferencing group. Additionally, VR’s greater capability to convey characteristic emotional nuances of music was confirmed by the fact that within the VR group, two out of six distinctive features of Chinese folk music (lyrical, highly artistic aspects and intonation subtlety) were more pronounced than in the videoconferencing group. These results indicate the potential of VR technology to enhance the quality of aesthetic experience as well as the motivation for learning among students in music education, including those studying wind instruments.

A. Addaquay

This study analyses the interdisciplinary challenges and genre bias present in Ghanaian tertiary music education, specifically addressing music theory, composition, and sound engineering. The study employs a mixed-methods approach with 200 participants, including students, alumni, and instructors, revealing notable dissatisfaction with curricula that favour Western (in theory) and popular genres (in sound engineering) at the expense of other forms. This study, rooted in genre-neutral pedagogy and Freirean critical pedagogy, demonstrates that faculty specialisation, institutional rigidity, and uneven exposure across disciplines lead to structural inequities in music instruction. Quantitative data indicate significant student dissatisfaction, especially among those focused on theory and composition, whereas qualitative findings emphasise the influence of lecturer training on curriculum design. Participants suggested various reforms, such as modular course structures, interdisciplinary teaching teams, faculty development initiatives, and student participation in curriculum governance. The research advocates for a curricular philosophy that integrates global adaptability with local musical traditions. By focusing on student experience and addressing genre hierarchies, Ghanaian institutions can create a more inclusive and dynamic model for music education that aligns with cultural diversity and the practical needs of the 21st-century music environment.

Hanny Sarah Siregar, Nabila Putri Azmy, Raja Farhan Ansory Nasution et al.

This study investigates the potential of Spotify as a digital learning tool to support the development of phonological competence among students in English Language Education. As an increasingly popular platform among youth, Spotify offers not only musical content but also podcasts and speech-based audio materials that can be integrated into language learning strategies, particularly in phonology. Drawing from multiple previous studies, this research highlights that the use of Spotify especially through English songs with clear lyrics can enhance students’ pronunciation, listening comprehension, rhythm awareness, and their understanding of phonemes such as /?/, /?/, and /ð/, which are often difficult for EFL learners. Using a qualitative method involving student perceptions collected via questionnaires and focus group discussions, the study reveals that Spotify contributes to informal yet effective learning. Students report higher motivation and engagement due to the accessibility and emotional resonance of music-based learning. Unlike rigid textbook approaches, Spotify allows for repetitive, contextualized input that supports pronunciation mastery in a relaxed and personalized manner. In addition, the integration of digital tools like Spotify aligns with students’ daily habits, making phonological learning more practical and less intimidating. Although some studies show that Spotify may not always outperform traditional classroom instruction in terms of measurable pronunciation scores, its strength lies in improving learner autonomy, fostering a positive attitude toward language exposure, and making phonological learning more enjoyable. Therefore, Spotify is considered a promising supplementary resource for English phonology instruction in higher education settings.

Bartos Katarzyna

In an article titled ‘Ekomuzyka’ [Ecomusic], Polish composer Grażyna Pstrokońska-Nawratil states: ‘Music is an audio organism. Its existence unfolds in time and space. When stopped, it dies, similarly to other living earth organisms or stars in space. Music is entirely subject to the rules of life: it is born, it grows, fades – and dies. It is renewable (recurring with every performance), and it can reincarnate!’. The artist introduced the term ‘ecomusic’ not only to describe a cycle of her own compositions, but also as a trend in music that can be observed since prehistoric times. As a keen traveller, Pstrokońska-Nawratil has visited many countries on almost all continents. After coming back from her trips, she writes down her impressions and feelings, thus creating musical reportages. Her oeuvre includes seven such work, the latest of which – ‘Słowik i kamień’ [The Nightingale and the Stone] (2020) – was inspired by the soundscape of Japan. In this piece, written for two pianos and percussion, the composer depicts places that she visited, among them: tea fields, dry gardens called karesansui, and Aokigahara forest. The paper summarises Pstrokońska-Nawratil’s concept of ecomusic. The aim is to present the aforementioned composition by analysing sources of inspiration and signs that represent extramusical, Japanese reality.

Marco Sadiel Cuentas Peralta

La canción “Avenida Larco” del grupo Frágil es una pieza central del rock progresivo peruano, que refleja dinámicas culturales del Perú de los años ochenta a través del uso eficiente de diversos recursos musicales con fines comunicativos. Este análisis se enfoca en cómo la armonía, la rítmica relacionada con la fanfarria de cacería, y la influencia de la música militar refuerzan y amplifican los contenidos ideológicos presentes en la letra. A través de la combinación de estos elementos musicales, “Avenida Larco” transforma una narrativa de cortejo juvenil en una epopeya contemporánea que refleja tensiones propias de la modernidad peruana, mientras aborda aspectos de la cultura juvenil de la época, incluyendo actitudes hacia los roles de género.

Keshav Bhandari, Sungkyun Chang, Tongyu Lu et al.

Despite deep learning's remarkable advances in style transfer across various domains, generating controllable performance-level musical style transfer for complete symbolically represented musical works remains a challenging area of research. Much of this is owed to limited datasets, especially for genres such as jazz, and the lack of unified models that can handle multiple music generation tasks. This paper presents ImprovNet, a transformer-based architecture that generates expressive and controllable musical improvisations through a self-supervised corruption-refinement training strategy. The improvisational style transfer is aimed at making meaningful modifications to one or more musical elements - melody, harmony or rhythm of the original composition with respect to the target genre. ImprovNet unifies multiple capabilities within a single model: it can perform cross-genre and intra-genre improvisations, harmonize melodies with genre-specific styles, and execute short prompt continuation and infilling tasks. The model's iterative generation framework allows users to control the degree of style transfer and structural similarity to the original composition. Objective and subjective evaluations demonstrate ImprovNet's effectiveness in generating musically coherent improvisations while maintaining structural relationships with the original pieces. The model outperforms Anticipatory Music Transformer in short continuation and infilling tasks and successfully achieves recognizable genre conversion, with 79\% of participants correctly identifying jazz-style improvisations of classical pieces. Our code and demo page can be found at https://github.com/keshavbhandari/improvnet.

Weixuan Yuan, Qadeer Khan, Vladimir Golkov

In recent years, text-to-audio systems have achieved remarkable success, enabling the generation of complete audio segments directly from text descriptions. While these systems also facilitate music creation, the element of human creativity and deliberate expression is often limited. In contrast, the present work allows composers, arrangers, and performers to create the basic building blocks for music creation: audio of individual musical notes for use in electronic instruments and DAWs. Through text prompts, the user can specify the timbre characteristics of the audio. We introduce a system that combines a latent diffusion model and multi-modal contrastive learning to generate musical timbres conditioned on text descriptions. By jointly generating the magnitude and phase of the spectrogram, our method eliminates the need for subsequently running a phase retrieval algorithm, as related methods do. Audio examples, source code, and a web app are available at https://wxuanyuan.github.io/Musical-Note-Generation/

Rezza Fatwassani, Nur Azmi Rohimajaya, Aisyah Hafshah Saffura El-Muslimah et al.

This study investigates the influence of English songs on students’ spelling accuracy, a crucial component of effective written communication in language learning. As traditional spelling instruction often lacks engagement and contextual relevance, exploring innovative methods to enhance spelling skills is essential. While previous research has highlighted the benefits of songs for vocabulary acquisition, pronunciation, and motivation, limited attention has been given to their direct impact on spelling proficiency. The aim of this study is to explore how English songs support the development of accurate spelling among EFL learners and to identify the underlying mechanisms involved. Adopting an exploratory research design, the study involved 27 eleventh-grade students from a senior high school in Indonesia with intermediate English proficiency. Data collection comprised semi-structured interviews and reflective journal entries, allowing for a comprehensive understanding of students’ perceptions and experiences related to song-based spelling practice. Data analysis involved thematic coding to identify recurring patterns and insights concerning the cognitive and affective processes that facilitate spelling improvement through musical input. The findings reveal that songs contribute to spelling accuracy by reinforcing visual and auditory memory, providing repetitive exposure to correct spelling patterns, fostering motivation and engagement, and encouraging autonomous learning. Students reported increased confidence, better retention of spelling patterns, and heightened curiosity about unfamiliar words. The implications of this research highlight the pedagogical potential of integrating English songs into spelling instruction, offering an engaging, multimodal approach that supports both cognitive and emotional learning dimensions. The study suggests that utilizing music not only enhances language motivation but also provides a meaningful context for internalizing correct spelling, thereby contributing to more effective literacy development in EFL settings.

Avosuahi Deborah Arasomwan, Glynnis Daries

In South Africa, psychosocial problems resulting from child-headed families, orphaned children, violent homes, neglected children, and single parents have considerably grown. These problems including absenteeism, depression, adolescent pregnancy, and suicide can be prevented by teaching children socio-emotional skills, which are the information, abilities, and attitudes needed to identify and control emotions, set and achieve constructive objectives, empathy for others, and maintaining wholesome social connections. Several studies have examined the impact of songs on young children in both European and African contexts. This study thus examined how Early Childhood Care and Education (ECCE) educators utilize musical pedagogies to enhance students’ socio-emotional skills. Through a qualitative case study involving interviews and observations of MKOs (More Knowledgeable Others), the research explored the educators’ engagement with learners and the use of music in supporting socio-emotional development. Six ECCE educators were selected through purposive sampling, conducting interviews, and analyzing data using thematic analysis techniques. The findings confirm that music and rhymes are effective implementation techniques to support young children’s socio-emotional development, particularly those from rural contexts. The findings have demonstrated that music-based instruction improves ECCE learners’ development of these abilities. Practical implications have been provided for ECCE educators and policymakers, highlighting the importance of incorporating music and rhymes into the ECCE curriculum to support socio-emotional development. Future research can explore the impact of music on children’s socio-emotional development in different contexts and investigate the effectiveness of music-based interventions in supporting children’s all-around development. Keywords: songs and rhymes, rural context, socio-emotional, Early Childhood Care and Education

Kow Arkhurst, Peter Obeng, Richmond Yeboah

The integration of information and communication technology is significantly transforming how music is taught and learned and experienced in Ghana. Teacher preparation colleges are central to promoting digital literacy among future educators yet the adoption of ICT in music education remains uneven due to infrastructure limitations and unequal access and cultural influences despite supportive national policies. Teacher preparation colleges are central to promoting digital literacy among future educators. This study examines the effects of ICT integration on music instruction in three Ghanaian Colleges of Education which are Abetifi, Kibi, and Agogo. Using an interpretivist qualitative case study design data were collected through interviews and focus groups and classroom observations. The analysis identified three key themes which is ICT's role in fostering creativity, inclusivity and motivation, persistent challenges such as inadequate devices slow internet and limited training and cultural tensions arising from the intersection of technology and traditional musical practices that exists hence people take different approaches. Although ICT has the potential to revolutionize music education its advantages are not yet equally accessible to all students in these institutions. The digital divide creates barriers that prevents students from achieving their full potential in music learning. Addressing the digital divide through targeted training and context-aware pedagogy and policy support is essential to ensure all students benefit. This is more than important actually. The implementation of ICT tools must be done carefully to prevent further widening of educational inequalities in the digital era and to make sure traditional practices are not completely replaced by modern technology.

Merigrace Borromeo Luna

This study examined the impact of music on the listening comprehension skills of Grade 3 pupils at San Antonio Elementary School during the 2024–2025 school year. Using a pre-experimental research design, it assessed students’ performance before and after music-based instruction, identifying significant improvements in vocabulary, text comprehension, and response accuracy. Findings highlight music as an effective teaching tool, suggesting that enhanced lesson plans can further address specific competencies, ultimately strengthening literacy development in young learners. Findings: The study reveals significant differences in students' listening comprehension, as demonstrated by pre- and post-test results. The highest-performing competency, identifying elements of informational text, achieved a 74.43 performance level, while vocabulary skills through homographs and homonyms followed closely. Post-test findings showed substantial improvement, with performance levels reaching up to 88.55, confirming the effectiveness of music-based interventions. These results highlight music as a powerful instructional tool, benefiting teachers, learners, and curriculum developers by enhancing engagement and comprehension, strengthening literacy, and supporting holistic, child-centered education. The study underscores the need for refined lesson plans to address the least mastered competencies. Recommendations: Teachers should introduce and reinforce vocabulary and comprehension skills through homonyms, homographs, and informational text analysis. Various strategies can further develop key competencies, while integrating carefully selected musical pieces across subjects can enhance engagement and performance. Thoughtful selection of music ensures effective learning and mastery of targeted skills. Areas for Further Studies: Future research may explore English teachers' experiences with music integration, its impact on secondary core subjects, and its role in enhancing Araling Panlipunan and Mathematics performance. Investigating music as a motivational tool in lessons can further inform effective instructional strategies and contribute to the development of engaging, research-based teaching approaches.

Muhammad Solehudin Tukiman, Mohd Nizam Bin Nasrifan

The Gong music ensemble is a traditional musical genre of the Kadazan Dusun ethnic group in Sabah, distinguished by its unique historical context and performance style. This study was conducted to understand the musical culture and traditions, specifically on the Gong music ensemble, which has become a cultural heritage for the Kadazan Dusun people in Sabah. This cultural practice has been unofficially passed down through generations among the Sabah ethnic community. It has begun to decline amid the various behavioural changes in society that occur over time. This research provides a framework for analyzing the technical and aesthetic aspects of the Gong music ensemble, incorporating music education concepts, and resulting in the development of interactive multimedia materials for formal educational contexts. This study utilizes both quantitative and qualitative approaches, including questionnaires and semi-structured interviews for data collection, which are then evaluated by descriptive-analytical procedures. The Gong Music Ensemble, an interactive multimedia instructional resource, has been created and evaluated for its suitability in formal educational environments. The study's findings, based on feedback from educators, trainers, and students, indicate that this teaching and learning material demonstrates considerable utility and suitability for the Sabah Gong music ensemble in formal educational contexts.