Recent advances in large language models (LLMs) and audio language models have significantly improved music generation, particularly in lyrics-to-song generation. However, existing approaches still struggle with the complex composition of songs and the scarcity of high-quality data, leading to limitations in audio quality, musicality, instruction following, and vocal-instrument harmony. To address these challenges, we introduce LeVo, a language model based framework consisting of LeLM and Music Codec. LeLM is capable of parallel modeling of two types of tokens: mixed tokens, which represent the combined audio of vocals and accompaniment to achieve better vocal-instrument harmony, and dual-track tokens, which separately encode vocals and accompaniment for high-quality song generation. It employs two decoder-only transformers and a modular extension training strategy to prevent interference between different token types. To further enhance musicality and instruction following ability, we introduce a multi-preference alignment method based on Direct Preference Optimization (DPO). This method handles diverse human preferences through a semi-automatic data construction process and post-training. Experimental results demonstrate that LeVo significantly outperforms existing open-source methods in both objective and subjective metrics, while performing competitively with industry systems. Ablation studies further justify the effectiveness of our designs. Audio examples and source code are available at https://levo-demo.github.io and https://github.com/tencent-ailab/songgeneration.
Este artigo apresenta um estudo das contradições, presentes na Fazenda Vista Alegre (município de Valença) e em outras propriedades vizinhas, entre a filantropia que envolveu os processos educacionais por meio da música e a violência escravocrata. O período estudado corresponde à segunda metade do século XIX. Pretendemos desenvolver um distanciamento crítico quanto à presença de escravos libertos na banda de música da Fazenda Vista Alegre por conta da educação dos ingênuos (formação das crianças pretas e pardas na mais tenra idade) após a Lei do Ventre Livre, simultaneamente às condições desumanas infringidas aos escravizados. Estas contradições, assim esclarecidas, nos permitem uma melhor compreensão dos encargos hierárquicos, os quais ainda persistiam nas últimas décadas da escravidão. Ou seja, temos aqui o paradoxo de um processo de humanização, por conta da formação musical infantil, convivendo com a desumanidade da senzala: os pais oprimidos pelo trabalho forçado, cujos filhos talvez tenham tido um destino mesmo indigno por conta da música.
Bu araştırmanın amacı, Ali Salâhi Bey’in “Hocasız Ud Öğrenmek Usulü” isimli metodunun çeşitli değişkenler açısından incelenmesidir. Metodun dilinin, Osmanlı Türkçesi olması nedeni ile öncelikle metodun günümüz Türkçesine (Latin alfabesine) çevirisi yapılmıştır. Araştırmanın sonuçları doğrultusunda, metodun içeriğinde 115 adet etüt-alıştırma-egzersiz ve 8 adet şarkı formunda eser olduğu; metot içerisinde yer alan etüt, egzersiz ve alıştırma konu başlıklarının, nota yerleri ve nota değerlerine yönelik (31 adet), parmak alıştırmaları (29 adet), makamsal dizi, etüt ve egzersizler (20 adet), aralık çalışmaları (16 adet) ve mızrap alıştırmaları (13 adet), usule yönelik çalışma (6 adet) olduğu ve bu bağlamda en fazla çalışmanın nota yerleri ve nota değerlerine yönelik, en az ise usule yönelik çalışmalar olduğu belirlenmiştir. Buna ek olarak, temel müzik teorisi bilgileri, nota yerleri ve değerlerine yönelik çalışmalar, çalgının temel teknik becerisini kazandırmaya yönelik mızrap, parmak ve aralık çalışmaları, Türk müziği öğretimine yönelik makamsal dizi, etüt ve egzersizlerle birlikte usul çalışmaları ve eser repertuvarının bulunmasından dolayı günümüzde kullanılan Türk müziği çalgı öğretim metotlarının oluşumuna önemli derecede katkı sağladığı ve ilgili alandaki ud metotlarına öncülük ettiği, ayrıca seviyeye uygun olarak genelden-özele, basitten-zora ilkesi doğrultusunda sistematik olması, yazıldığı döneme göre sade ve yalın bir dil kullanarak açık ve anlaşılır olması nedeni ile pedagojik özellikler barındırdığı sonuçlarına ulaşılmıştır.
Diego Calderón-Garrido, Josep Gustems-Carnicer, Salvador Oriola
et al.
La importancia de la música como herramienta didáctica en las aulas de educación primaria sitúa como primordial la necesidad que los futuros docentes reciban una formación musical básica durante sus estudios universitarios del Grado de Maestro para que así puedan dar una respuesta efectiva a las necesidades educativas actuales. La presente investigación ha partido de dos objetivos principales: conocer el desarrollo de competencias y contenidos relacionados con la asignatura XXX a partir de la autopercepción de los estudiantes; y determinar si dichas competencias guardaban alguna relación con la posterior elección de cursar la mención de educación musical, comparando su influencia antes y después de haber realizado la asignatura. Se empleó un diseño cuasiexperimental a partir de la evaluación de programas y un el diseño relacional factorial. La muestra estuvo compuesta por 559 estudiantes en el cuestionario inicial y 301 en el final. En los resultados se reportó un incremento significativo de los conocimientos adquiridos relacionados con el diseño de recursos y actividades musicales por parte de los estudiantes después de cursar la asignatura, si bien los contenidos de carácter más artístico-musical (canto, lenguaje musical, etc.) quedaron en segundo plano. En relación con la posterior elección de la mención de educación musical, se observó una reducción notable de variables que intervenían. Estas se concentraron alrededor de las aptitudes de interpretación vocal y conocimientos de los elementos básicos de la música. Del estudio realizado, destaca la importancia de revisión, por parte de los investigadores y docentes, de los futuros planes de estudio del grado y sus menciones.
This study focuses on establishing a standardized system for Mongolian three-string education, aiming to explore how to integrate modern aesthetic concepts into the inheritance of traditional techniques, thereby promoting scientific and standardized development of Mongolian three-string education. Through in-depth analysis of traditional three-string techniques and alignment with contemporary aesthetic demands and educational philosophies, this research identifies existing challenges in current Mongolian three-string education and proposes specific strategies for building a standardized system. These strategies encompass standardization in teaching content, instructional methods, and teacher training. The study demonstrates that creating a balanced system integrating traditional techniques with modern aesthetics can enhance the quality of Mongolian three-string education, facilitating both the preservation and innovation of this ethnic musical culture.
This article examines the role of music lessons in fostering emotional intelligence among school-age children. Emotional intelligence encompasses a child’s ability to recognize and regulate personal emotions, understand the emotions of others, and demonstrate appropriate behavior in social interactions. Music education is considered a powerful tool in this process, as it naturally cultivates expressiveness, attentive listening, empathy, creativity, and collaboration. The study identifies that methods such as rhythm-based games, musical improvisation, group vocal activities, and creating stories through music significantly enhance students’ emotional self-expression. Engaging with the character and mood of musical pieces, expressing emotions through melody, and collaborating during ensemble performance contribute to the development of empathy, social communication, and self-confidence. The findings suggest that systematically and purposefully structured music lessons make a substantial contribution to the development of children’s emotional intelligence. Therefore, it is recommended that music teachers integrate emotionally oriented pedagogical methods into their instruction and respond sensitively to students’ emotional experiences. Analyzing the emotional character of musical works plays a crucial role in enhancing children’s empathy. The integration of music education with emotional development not only improves instructional quality but also supports the formation of well-balanced and harmonious personalities.
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.
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.
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.
This study determined the state of music teaching in the elementary schools of East Butuan District I. Anchored with Thorndike’s Law of Readiness and Bandura’s Social Cognitive Theory, employing a descriptive-correlation research design, the study revealed that the majority of teachers have a solid understanding of music content. Despite this, many teachers reported low usage of musical instruments and a lack of interest in exploring diverse musical forms, highlighting a gap in practical application and engagement. The study also identified significant differences in teaching practices based on years of experience, with newer teachers exhibiting different approaches to lesson delivery compared to their more seasoned counterparts. The correlation analysis revealed that higher educational attainment was inversely related to the use of learning tools and materials, suggesting that additional training could enhance practical teaching skills. Teachers with relevant training demonstrated higher levels of content knowledge and effective assessment practices, underscoring the importance of continuous professional development. The “MusiKaGabay Training Program: Enhanching Teachers’ Readiness and Competence in Music Instruction” is a holistic and forward-thinking initiative designed to enhance the pedagogical and practical music skills of elementary educators. Recommendations highlight the importance of improving teacher readiness in elementary education in East Butuan District I.
The purpose of the research is to study various aspects of interpreting sonatinas by modern Azerbaijani composer Azer Dadashov. The author associates’ challenges of interpreting these works with the distinctive features of the composer’s style. Studying this style helps pianists uncover the musical and imaginative content of the compositions and create a unified concept of performance dramaturgy. The research methodology is based on following methods: comparison; analysis; synthesis; generalisation, summarising. The scientific novelty of this research grounds on the fact that for the first time, a thorough analysis of the interpretive possibilities of performing three piano sonatinas by Dadashov is conducted. The three piano sonatinas by Dadashov are undeniable achievements in the artistic repertoire of this renowned Azerbaijani composer. The diversity and richness of musical expression used by this master in the sonatinas serve as a source for pianists’ individual understanding and recreation in complete harmony of conscious and emotional elements. Conclusions. For every performer, strict adherence to the composer’s instructions in the score hides wide opportunities for crafting their own interpretation. To achieve this, it is essential to develop the pianist’s musical imagination, thinking, intuition, and artistic taste.
Instrument training is a fundamental component of music education, aiming to enhance musical understanding, develop skills, and foster creativity through learning to play an instrument. Over the past decades, rapid technological advancements have impacted various fields, particularly education, leading to new approaches, applications, and innovations. The widespread adoption of digitalization, an outcome of technological progress, has expanded and diversified educational tools, requiring educators to integrate them into their teaching methods. The Covid-19 pandemic in 2020, which posed serious health risks, made adaptation to digital education essential. The increasing integration of technology in education has enabled the development of new teaching and learning methods. One such approach, blended learning, combines face-to-face and online environments, merging traditional classroom activities with digital resources such as online study materials. In this context, the present study examines the role of QR codes in Kanun education, a traditional Turkish musical instrument, within the framework of digitalization. Following a case study approach, the research analyzes previous studies on QR code use in Kanun instruction. The study explores the effects of QR codes through sample exercises on digital platforms. Moreover, beginner-level exercises incorporating audiovisual support are proposed to enrich Kanun education and foster a more interactive learning experience.
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.
Objective: The study aimed to assess the quality of preschool piano education in Weifang, examining its goals, content, and learning outcomes. It also explored ways to enhance teaching efficacy through improved curricula, resources, and methodologies. Theoretical Framework: The theoretical framework for this study is grounded in educational and developmental theories, emphasizing the role of early childhood music education in fostering cognitive, emotional, and social development. It draws on the principles of constructivism, which highlight active learning through engagement and interaction, and Howard Gardner's theory of multiple intelligences, particularly the musical-rhythmic and bodily-kinesthetic intelligences. These theories support the idea that quality piano education can enhance preschoolers' overall development and learning outcomes. Method: The study employed a mixed-methods approach, combining quantitative and qualitative methods to gather comprehensive data. Questionnaires were administered to parents and piano teachers to collect quantitative data on their perceptions of the quality of preschool piano education. Additionally, interviews with teachers and parents provided qualitative insights into teaching methodologies, challenges, and outcomes. Data were analyzed using descriptive statistics for quantitative data and content analysis for qualitative data, ensuring a thorough understanding of the research problem. Results and Discussion: The study found that preschool piano education in Weifang met expectations, contributing to children’s cognitive, emotional, and social development. It enhanced skills like discipline, confidence, and creativity. Challenges included limited resources, inconsistent teaching methods, and rising demand impacting quality. The findings highlight the need for improved curricula, resources, and teacher training to sustain high-quality instruction. Research Implications: The study underscores the importance of prioritizing quality in preschool piano education by revising curricula, improving teaching resources, and standardizing methodologies. It highlights the need for professional development programs to equip teachers with effective strategies. These implications extend to policymakers, educators, and curriculum developers, emphasizing the role of structured and resourceful piano education in fostering early childhood development. Originality/Value: This study contributes to the existing body of research by focusing on the quality of piano education for preschoolers, a relatively underexplored area in early childhood music education. Its mixed-methods approach provides valuable insights into improving teaching practices, curricula, and resources. The findings offer practical recommendations for enhancing preschool piano education, benefiting educators, parents, and policymakers alike.
Understanding students’ multiple intelligences is crucial in designing effective teaching strategies that cater to diverse learning needs, particularly in Mathematics. However, there is limited research on how multiple intelligences influence the selection of instructional methods in this subject. This study investigated the multiple intelligences of high school students at Saint Ferdinand College and their implications for selecting appropriate teaching strategies in Mathematics. Utilizing a descriptive correlational research design, data were gathered from 455 randomly selected students across two campuses. The study employed the Multiple Intelligence Test based on Gardner’s MI Model, a teaching-style analysis questionnaire, and students' academic records. Statistical tools such as percentage and frequency counts, weighted mean, chi-square, and ANOVA F-test were used for analysis. Findings revealed that students exhibited diverse intelligences, with musical and bodily-kinesthetic intelligences being the most prominent. The study suggests integrating auditory and physical activities into mathematics instruction to enhance student engagement and learning outcomes. It recommends teacher training on multiple intelligences, incorporating music in lessons, and conducting further research on the interplay between learning styles, teaching strategies, and academic performance.
Objectives This study aims to propose a concrete instructional plan that integrates traditional Korean children’s songs (jeonlae dongyo) included in the 2022 revised elementary integrated curriculum textbook Joyful Life with Korean language education. Methods Focusing on 14 traditional songs presented in the Joyful Life textbook, the study analyzed the educational value and types of learning activities associated with these songs. Based on this, it proposed instructional strategies for the listening and speaking, reading, and writing domains of the Korean language curriculum. Results The findings revealed that using traditional songs in language-integrated lessons enhanced students’ communication skills, deepened reading comprehension through vocabulary expansion, and improved writing abilities by encouraging creative sentence construction. The results also suggest that traditional songs support language acquisition through rhythm and repetition while increasing learners’ motivation through play-based and participatory activities. Conclusions This study confirms not only the musical value of traditional songs but also their interdisciplinary applicability and educational potential. For more effective implementation of traditional song-based instruction, further research should consider grade-level differentiation, activity-centered lesson design, and the integration of digital learning tools. This study is expected to provide a foundation for such future research.
In post-1950 music, an important aspect of the rapid, boundary-pushing development in musical composition in all its dimensions, which did not hesitate to break ties with the past, is the revolutionary transformation and progress in instrumental playing techniques.Works written for the violin, one of the most popular instruments of polyphonic music, vividly exemplify the progress in playing techniques in the contemporary period. Finnish composer Kaija Saariaho’s violin works, which contain a rich set of contemporary/extended violin techniques, provide the opportunity to clearly observe the usage and development of violin techniques in contemporary music. Kaija Saariaho, one of the prominent composers of the post-1950 generation, closely witnessed and/or was directly involved in significant milestones in the evolution of contemporary music in the second half of the 20th century, and became one of the leading figures of Finnish music worldwide. In this study, firstly, Kaija Saariaho’s life was examined in terms of the musical sources she was influenced by, then, the extended violin techniques in contemporary music were examined from a historical perspective, and finally, the extended violin techniques featured in the composer’s examined violin works were analyzed with quotations from selected passages and conveyed with notation examples.
Information system reforms encompass a deliberate and methodical approach to improving the efficiency, effectiveness, and dependability of information systems within an organization or governmental body. The aforementioned reforms are being implemented in order to enhance data management, streamline information flow, optimize decision-making processes, and ultimately enhance the overall performance of the organization. Regarding music education, curriculum development, and institutional policy converge in a symbiotic relationship, the goal of these reforms is to improve data management, information flow, decision-making processes, and overall organizational effectiveness. Adoption of new technologies, improving current infrastructure, redefining workflows, and creating standardized procedures for data gathering, storage, and analysis are all common components of information system reform. A qualitative research methodology was used, with in-depth interviews serving as the major data collection method. The study enlisted the help of fifteen university students who had prior expertise in playing musical instruments. The interview process was created to investigate their experiences, perceptions, and attitudes toward the musical instruments and their impact on their musical journey. When students played the musical instruments, they expressed increased interest and attention to music education. They developed cross-cultural understanding and demonstrated a deeper respect for Chinese music traditions. The musical instruments also helped pupils develop their musical talents, creativity, and expressiveness. The findings emphasized the musical instrument's advantages in increasing student involvement, developing cultural appreciation, and supporting holistic development. The findings of the study have implications for curriculum development, instructional practices, and institutional policies, giving educators insights into creating inclusive and enriching music education environments. Music education may motivate students, nurture their musical ability, and cultivate a greater understanding of other musical traditions by embracing musical instruments and their cultural history.