Hasil untuk "Musical instruction and study"

Music-based interventions have gained increasing attention as effective approaches for supporting social and motor development in children with autism spectrum disorder (ASD). This synthesis literature review examined the effectiveness of music-based interventions in enhancing social skills, motor skills, and engagement outcomes among children with ASD. Guided by the PRISMA 2020 framework, a systematic identification and screening process was conducted, resulting in the inclusion of nine peer-reviewed journal articles published between 2021 and 2025. A qualitative thematic analysis was employed to integrate findings from participant observations, parental perspectives, therapist reflections, and descriptive intervention data across the selected studies. Three overarching themes emerged: enhancement of social interaction and communication, development of motor skills through embodied musical engagement, and increased engagement, attention, and emotional regulation. The reviewed studies indicated that interventions such as piano instruction, improvisational music therapy, Orff-based approaches, and technology-assisted music programs contributed to improved social responsiveness, motor coordination, and sustained participation in children with ASD. Parental involvement and adaptive intervention delivery further supported positive outcomes. Overall, the findings highlight the value of music-based interventions as engaging, flexible, and developmentally appropriate strategies for supporting multiple developmental domains in children with ASD, and emphasize the need for continued qualitative research to explore long-term impacts and implementation practices.

Bernardina Viray Villarta, Julius T. Capili

This research, involving 209 Grade 3 learners from public elementary schools in Magsaysay, Misamis Oriental, explored learning difficulties, academic achievement, and coping strategies in music education. Results indicated significant challenges across all learning domains, the most pronounced being visual-auditory integration, followed by difficulties understanding melodies, reading rhythm, and musical notation. Despite these difficulties, the majority of students achieved a "Satisfactory" academic performance. When analyzed by profiles, younger students faced more challenges in understanding melodies, reading rhythm, and managing visual-auditory integration. Female students experienced greater difficulties in reading musical notation compared to males, while students with blue-collar backgrounds had more trouble reading rhythm. Roman Catholic students reported higher difficulty levels in certain areas than their non-Roman Catholic peers. No significant differences in academic achievement were found when grouped by age, sex, occupation, or religion, except for a notable association between difficulties in reading rhythm and academic performance, indicating rhythm challenges impacted achievement. The study highlights the need for targeted instructional strategies and specialized teacher training to address specific challenges faced by students. Implementing differentiated, multisensory teaching methods and focused teacher development programs can better support diverse learning needs. Introducing a program like "Harmonious Pathways" is recommended to enhance teaching practices and student outcomes, ensuring comprehensive support and improved academic achievement in music.

L. Pallavi, S. Balaji, Alugubelli Dheeraj Reddy et al.

The creation of a platform for collaborative music creation responds to the growing need for musicians all over the world to collaborate in real time. With this platform, users may work together in real time while uploading, layering, and editing audio tracks. In order to support skill development and music education, it has facilities for live tutorial sessions, audio conferencing, and real-time chat. The website provides instructional content spanning from fundamental music theory to sophisticated composition techniques, catering to artists of all skill levels. The platform incorporates cloud-based technology for smooth access, real-time audio synchronization, and multi-track editing capabilities in addition to its collaboration tools. Users are further encouraged to improve their musical abilities by the platform’s gamification features, which include challenges and progress tracking.By providing ideas for melody, rhythm, and harmony, the platform uses generative AI to help users compose music. For musicians of all skill levels, AI technologies make the creative process more efficient by enabling automatic track layering and editing. This study looks at how the platform is designed, what technical issues it has, and how it affects music instruction and real-time cooperation. The platform’s potential to develop a global community of musicians and improve music production and learning in a connected world is highlighted by user comments and system performance.

Nelli Papanyan

Key words: intonation, musical ear, memory, tonality, metre, interval, chord, cluster The article considers the issues of teaching “Solfeggio” in children’s music schools. It presents complex approaches and methods for developing intonation perception, a sense of metrorhythm, musical memory, auditory reproduction of what is heard, as well as the formation of aesthetic taste and artistic thinking. Particular attention is paid to the development of a sense of the national modal system in schoolchildren, knowledge of the modal structure. The development of intonation skills can be conventionally divided into two clusters: Instructional-preparatory – including intonation exercises and testing; Practical-targeted – including sight-reading, musical dictation, and aural perception. The article emphasizes the importance of relying on the national modal basis in solfeggio lessons, excluding alien foreign terminology (especially Turkic). An important component of solfeggio is also the simultaneous combination of singing and playing the piano. The study of metrorhythm should be based on pitch perception, which will contribute to the development of relative time perception. To develop a sense of rhythm and skills in creative improvisation, it is recommended to use measures with intentionally left rhythmic “gaps.” The assessment of the student’s work is also of great educational importance. We propose using a twenty-point system in four nominations, which most fully reflects the success of each student in all solfeggio indicators.

Yiming Gu, Chen Shao, Jingze Li

We propose Meta-Hierarchical Policy Gradients (MHPG), a novel adaptive meta-learning framework designed to optimize personalized music skill progression by dynamically decomposing and weighting sub-skills. Conventional methods frequently address skill development as a unified process, while MHPG distinctly structures the interaction of essential musical elements—rhythm, pitch, dynamics, and articulation—via a layered incentive framework. The system functions by means of two synchronized levels: concurrent sub-policies for distinct sub-skills and a meta-learner adaptively adjusting their inputs according to immediate outcomes. The meta-learner applies a GRU-based encoder to analyze learner trajectories, producing dynamic weights that adjust emphasis among sub-skills, thereby creating customized learning routes. Moreover, the system integrates a simplified MAML-inspired optimization strategy, where meta-parameters are updated to minimize expected loss across diverse music learning tasks while accounting for hierarchical rewards. The proposed method interacts with standard modules by means of state depiction, policy implementation, and reward modification, which guarantees compatibility with current music education tools. Experiments show that MHPG effectively identifies intricate, personalized learning behaviors and achieves better results than uniform methods in terms of flexibility and processing speed. This study contributes to personalized education by introducing a structured, hierarchical model for skill development, directly applicable in music instruction and extending to adaptive educational technologies.

Zhilin Wang, Zhe Yang, Yun Luo et al.

Enhancing the ability of Large Language Models (LLMs) and Multimodal Large Language Models (MLLMs) to interpret sheet music is a crucial step toward building AI musicians. However, current research lacks both evaluation benchmarks and training data for sheet music reasoning. Inspired by mathematics, where simple operations yield infinite verifiable problems, we introduce a novel approach that treats core music theory rules, such as those governing beats and intervals, as programmatic functions to systematically synthesize a vast and diverse corpus of sheet music reasoning problems. This approach allows us to introduce a data synthesis framework that generates verifiable sheet music questions in both textual and visual modalities, leading to the Synthetic Sheet Music Reasoning Benchmark (SSMR-Bench) and a complementary training set. Evaluation results on SSMR-Bench highlight the key role reasoning plays in interpreting sheet music, while also pointing out the ongoing challenges in understanding sheet music in a visual format. By leveraging synthetic data for RLVR, all models show significant improvements on the SSMR-Bench. Additionally, they also demonstrate considerable advancements on previously established human-crafted benchmarks, such as MusicTheoryBench and the music subset of MMMU. Finally, our results show that the enhanced reasoning ability can also facilitate music composition.

Annalyse Granowski

Xufeng Wang, Sayam Chuangprakhon, Shuying Jian et al.

This study delves into the cultural significance and educational potential of Hua'er folk songs within the Hui ethnic communities of Gansu and Ningxia in northwest China. By positioning Hua'er as an indispensable educational tool in folk song history, the research seeks to safeguard and elevate this revered musical tradition. Employing literature reviews, immersive fieldwork, questionnaire surveys, interviews with four significant contributors, and direct observations, the study sheds light on the importance of Hua'er music as a cultural legacy. These insights offer valuable guidance for educators, cultural institutions, and future research initiatives. Through a detailed exposition of the research methodology, this study enriches our understanding of the diverse landscape of Chinese folk song history, presenting avenues for further exploration and practical application in educational contexts.

Huan Zhang, Vincent K. M. Cheung, Hayato Nishioka et al.

Research in music understanding has extensively explored composition-level attributes such as key, genre, and instrumentation through advanced representations, leading to cross-modal applications using large language models. However, aspects of musical performance such as stylistic expression and technique remain underexplored, along with the potential of using large language models to enhance educational outcomes with customized feedback. To bridge this gap, we introduce LLaQo, a Large Language Query-based music coach that leverages audio language modeling to provide detailed and formative assessments of music performances. We also introduce instruction-tuned query-response datasets that cover a variety of performance dimensions from pitch accuracy to articulation, as well as contextual performance understanding (such as difficulty and performance techniques). Utilizing AudioMAE encoder and Vicuna-7b LLM backend, our model achieved state-of-the-art (SOTA) results in predicting teachers’ performance ratings, as well as in identifying piece difficulty and playing techniques. Textual responses from LLaQo was moreover rated significantly higher compared to other baseline models in a user study using audio-text matching. Our proposed model can thus provide informative answers to open-ended questions related to musical performance from audio data.

Vivienne Amm, Krishnan Chandran, Lars Engeln et al.

Head-mounted mixed reality interfaces, in which a user perceives a seamless blend of real, virtual or remote content, have great potential in a wide range of educational contexts. In this paper, we explore the use of mixed reality (MR) in piano education. We begin with a review of previous examples of virtual and mixed reality for piano teaching and learning, identifying four major categories of functionality: remote teaching, learning to read musical notation, providing alternative notation systems to Western musical notation, and enhancing users’ understanding and experience of music. Following this review, we present an application designed to demonstrate the use of MR for facilitating remote student-teacher piano lessons. Additionally, hand-tracking enables real-time, bi-directional visualization of both the student’s and teacher’s hand movements while playing, which is a crucial communication channel in piano instruction. We also present the Piano Theory Hub, an interactive area for independent learning and practice designed to compliment remote instructions. The Piano Theory Hub uses MR to provide spatial in situ explanations and exercises on notes, intervals, scales, and chords. User studies were conducted to evaluate both remote and solo aspects of the application. The first study with 10 participants revealed a strong sense of immersion and co-presence with the teacher during remote lessons. Trials also revealed that, in addition to virtual hands, visual highlighting of key-presses was found to improve visualisation of the remote users’ play. The second study, with 15 participants found the Piano Theory Hub to be helpful for beginners and some intermediate players, with feedback suggesting improvements in user experience and highlighting the limitations of replacing traditional piano teachers. Our experiments demonstrate that MR can be successfully employed for the following strategies for piano education: hand interaction coaching, flexible virtual hand and piano visibility, augmented feedback including key highlighting, gamified learning elements, and flexible teacher positioning options. Overall, the findings suggest that mixed reality holds promise as an effective tool for remote piano learning and music education, offering immersive and engaging learning experiences.

S. Yende

Abstract Load shedding in South Africa has a profound impact on various sectors, including education, and specifically, South African music education faces significant disruptions. One of the most notable effects is the interruption of music instruction, with load shedding frequently causing classes to be interrupted. This leads to gaps in learning and a disjointed educational experience for students. The aim of this article was to investigate the influence of load shedding on South African higher education, particularly in Schools of Music. The study utilized a qualitative research method and relied heavily on secondary data. It employed a data cleaning strategy and a triangulation approach to ensure data validity and minimized bias. Additionally, Critical Pedagogy Theory was used to address the exacerbated socio-economic disparities resulting from load shedding. The findings of the study highlighted that before the onset of load shedding, South African music education already faced an urban-rural divide, with urban institutions having better resources and opportunities than rural schools. Load shedding exacerbates these disparities, as students from disadvantaged backgrounds face increased barriers to accessing musical instruments and supplementary resources. In conclusion, the study emphasized the urgent need for concerted efforts to mitigate the impact of load shedding on music education. It underscored the transformative potential of inclusive, uninterrupted music instruction for students in South African rural-based Schools of Music.

Yiping Chen

Abstract:This paper studies of effective strategies and methods to elevate music practical teaching in higher vocational preschool education. Acknowledging the pivotal role of higher vocational preschools in shaping the foundational years of a child's development, the study navigates through a comprehensive exploration of the significance of music education. Grounded in a robust literature review, the paper highlights the importance of curriculum design, instructional techniques, assessment methods, and the seamless integration of technology in shaping impactful music education experiences.Theoretical frameworks, notably the Suzuki Method and Vygotsky's Sociocultural Theory, offer insights into pedagogical and socio-cultural aspects, emphasizing the creation of positive and immersive musical environments and collaborative learning experiences. Subsequently, the paper presents effective strategies, including the incorporation of technology, active learning approaches, and the customization of lessons to individual needs. The multifaceted benefits of music practical teaching in cognitive, emotional, and social domains are explored, emphasizing its role in holistic preschooler development. The study advocates for continuous professional development for music educators, stressing the importance of staying abreast of evolving pedagogical trends, engaging in collaboration and networking, and remaining informed about current trends and research in music education. By embracing these strategies, educators can cultivate a vibrant and enriching musical environment that fosters a lifelong love for music and nurtures the holistic development of preschool learners.

D. Saputra, Agus Cahyono, Udi Utomo et al.

The use of technology into conventional music education offers novel prospects for both preservation and creativity. This study examines the application of Digital Audio Workstations (DAWs) as an educational instrument for instructing and conserving traditional music, specifically within the setting of Desa Cisaat, Subang, West Java. The study included 25 young participants from the hamlet, with the objective of evaluating how DAW-based learning may enhance their involvement with traditional Sundanese music. The study illustrates how DAWs connect old musical traditions with contemporary digital approaches through workshops and instructional activities, allowing kids to engage with traditional music in more innovative and accessible manners. The research conducted used a type of qualitative research with a descriptive approach. The data collection techniques used are through observation, interviews, and literature studies. The analysis carried out adopted from miles and huberman where the process includes data collection, data reduction, data presentation, and conclusion. The results indicate that DAW-based learning cultivates creativity, increases student engagement, and facilitates a profound comprehension of musical legacy among younger generations. This technique facilitates the recording, adaptation, and widespread dissemination of traditional music, thus assuring its preservation in the digital era. The study indicates that the integration of tradition and technology via Digital Audio Workstations (DAWs) signifies a viable avenue for the future of music instruction and preservation, especially in rural regions.

Guo-Min Lin

The multimedia piano group class for early childhood education majors in universities represents an innovative teaching model that integrates digital pianos, multimedia teaching devices, and live-streaming technology, bringing significant transformation to piano instruction. This model not only enriches teaching resources and enhances instructional efficiency but also strengthens teacher-student interaction and students' practical abilities. By leveraging the accurate sound reproduction and weighted key touch of digital pianos, students can improve their techniques in an experience closely resembling traditional piano performance. The multimedia teaching device supports the presentation of musical scores and demonstration videos, assisting students in gaining a deeper understanding of musical works and improving their artistic appreciation. Additionally, the use of live-streaming technology enhances classroom interactivity, allowing students to observe the teacher’s demonstrations clearly and learn through precise imitation. However, the implementation of this teaching model faces challenges, including technical difficulties, limited teaching resources, significant student variability, and a shortage of qualified instructors. This study examines the advantages of the multimedia piano group class, such as fostering teacher-student interaction, improving teaching efficiency, and enabling personalized instruction. It also explores the applications and benefits of multimedia technology for both instructors and students. Furthermore, this research proposes measures to address existing challenges, including enhancing teacher training, enriching teaching resources, optimizing instructional strategies, and expanding the teaching workforce. The aim is to further optimize piano teaching for early childhood education majors in universities, improving teaching quality and the overall student learning experience.

Ben Duinker

This article explores how pedagogy of form can be situated to engage music performance, arguing that such a perspective could benefit students by reorienting theory instruction toward their musical vocations. Using three case studies drawn from my own teaching and performance practices, I demonstrate how performance and performers can serve as a central site for analysis pedagogy in ways that can be applied to any repertoire. Specifically, I explore how form relates to matters of memory, tension, and interpretive latitude in performance. Teaching form in this manner connects theory with practice, facilitates a holistic musical education for collegiate-level students, and more accurately reflects form???s status as a dialogic device between composer, performer, and audience.

Lingcao Wu

Abstract In the evolving domain of artificial intelligence and deep learning, the pedagogical applications of piano performance— specifically its artistic instruction and emotional expressiveness—have garnered increasing scholarly attention. This research leverages MIDI music file formats to mine necessary data, engaging in a detailed examination of the structural and characteristic elements of MIDI files. To optimize the precision of mathematical models applied in this study, MIDI music data underwent preliminary preprocessing steps, including hexadecimal encoding and feature filtering, which facilitated the transformation of MIDI features into vectors representing emotional attributes. The study introduced the development of a BiLSTM_BLS model tailored to articulate the nuances of piano performance and emotional expression. This model synthesis integrates features reflective of emotional states induced by piano playing. A mathematically derived loss function was utilized to gauge the model’s fidelity, thereby enabling an assessment of its efficacy in the realms of artistic instruction and emotional conveyance in piano performance. Findings indicate a proximity between the emotional states of Anger (0.392) and Stress (0.385), with Depressed (0.422) presenting a slightly elevated distance from these states. Moreover, the BiLSTM_BLS model achieved a performance score of 3.214 in the evaluation of artistic expression, which corresponds to 64.28 on a standardized 100-point scale. This investigation contributes to the enhancement of musical skills and theoretical knowledge among pianists, promotes cognitive development, augments emotional expression, and nurtures creativity.

Junda Wu, Zachary Novack, Amit Namburi et al.

Existing music captioning methods are limited to generating concise global descriptions of short music clips, which fail to capture fine-grained musical characteristics and time-aware musical changes. To address these limitations, we propose FUTGA, a model equipped with fined-grained music understanding capabilities through learning from generative augmentation with temporal compositions. We leverage existing music caption datasets and large language models (LLMs) to synthesize fine-grained music captions with structural descriptions and time boundaries for full-length songs. Augmented by the proposed synthetic dataset, FUTGA is enabled to identify the music's temporal changes at key transition points and their musical functions, as well as generate detailed descriptions for each music segment. We further introduce a full-length music caption dataset generated by FUTGA, as the augmentation of the MusicCaps and the Song Describer datasets. We evaluate the automatically generated captions on several downstream tasks, including music generation and retrieval. The experiments demonstrate the quality of the generated captions and the better performance in various downstream tasks achieved by the proposed music captioning approach. Our code and datasets can be found in \href{https://huggingface.co/JoshuaW1997/FUTGA}{\textcolor{blue}{https://huggingface.co/JoshuaW1997/FUTGA}}.

Jetal Panchal

This paper examined gender differences in multiple intelligences among secondary school students. 400 students (200 males, 200 females) studying in standard IX and X from Gujarati medium secondary schools of urban and rural areas of Central Gujarat were selected by a stratified random sampling method, out of which 200 students were from urban areas and 200 students were from rural areas. The present study employed the descriptive survey method to collect data. A Multiple Intelligences Assessment Scale (MIAS) (80 items, 3-point Likert scale), based on Gardner’s theory, was constructed and standardized by the researcher as a data collection tool to assess the multiple intelligences of secondary school students. The MIAS showed high reliability and validity. The t-test was used for the analysis of data. Results revealed significant gender differences in five intelligence types. Female students demonstrated significantly higher levels of linguistic, logical-mathematical, interpersonal, and intrapersonal intelligences compared to male students. Conversely, male students exhibited significantly higher naturalist intelligence. No significant gender differences were found in spatial, bodily-kinesthetic, and musical intelligences. These findings partially support some earlier studies but contradict others, demonstrating that cultural and contextual influences may shape different intelligence types. Schools should focus on specialized teaching approaches to improve males' language, math, social skills, and self-awareness, as well as girls' nature awareness. The study suggests multiple intelligences-based instruction, specialized teacher and student workshops, and field visits to build naturalist intelligence. This research helps educators, parents, and educational administrators recognize and foster secondary school students' unique intellectual strengths.

Christos Garoufis, Athanasia Zlatintsi, Petros Maragos

Contrastive learning constitutes an emerging branch of self-supervised learning that leverages large amounts of unlabeled data, by learning a latent space, where pairs of different views of the same sample are associated. In this paper, we propose musical source association as a pair generation strategy in the context of contrastive music representation learning. To this end, we modify COLA, a widely used contrastive learning audio framework, to learn to associate a song excerpt with a stochastically selected and automatically extracted vocal or instrumental source. We further introduce a novel modification to the contrastive loss to incorporate information about the existence or absence of specific sources. Our experimental evaluation in three different downstream tasks (music auto-tagging, instrument classification and music genre classification) using the publicly available Magna-Tag-A-Tune (MTAT) as a source dataset yields competitive results to existing literature methods, as well as faster network convergence. The results also show that this pre-training method can be steered towards specific features, according to the selected musical source, while also being dependent on the quality of the separated sources.

Abhishek Gupta, C. M. Markan

Chills or goosebumps, also called frisson, is a phenomenon that is often associated with an aesthetic experience e.g., music or some other ecstatic experience. The temporal and spatial cause of frisson in the brain has been one of the biggest mysteries of human nature. Accumulating evidence suggests that aesthetic, namely subjective, affective, and evaluative processes are at play while listening to music, hence, it is an important subjective stimulus for systematic investigation. Advances in neuroimaging and cognitive neuroscience, have given impetus to neuro-aesthetics, a novel approach to music providing a phenomenological brain-based framework for the aesthetic experience of music with the potential to open the scope for future research. In this paper, we present an affordable, wearable, easy-to-carry device to measure phenomenological goosebumps intensity on our skin with respect to real-time data using IoT devices (Raspberry pi 3, model B). To test the device subjects were asked to provide a list of songs that elicit goosebumps. Wireless earphones were provided, allowing participants to walk around and dance while listening to their music. (Some subjects moved during sessions). Results indicate that goosebumps were reliably detected by the device after visual inspection of the videos/music. The effective measurement when interfaced with neurophysiological devices such as electroencephalography (EEG) can help interpret biomarkers of ecstatic emotions. The second part of the study focuses on identifying primary brain regions involved in goosebump experience during musical stimulation.