Hasil untuk "Musical instruction and study"

W. Utomo, Kashardi Kashardi, Selvi Riwayati

This study aims to explore the ethnomathematical concept embedded in the traditional musical instrument Serunai Bengkulu, with a focus on its geometric and symmetrical elements. Serunai, a local cultural heritage, has a physical form that reflects mathematical concepts, such as a cylinder, a truncated cone, and a circle. Using a descriptive qualitative approach with ethnographic methods, data were collected through direct observation, interviews with cultural experts, and visual documentation. The results show that parts of the Serunai, such as the funnel, stem, and ornaments, exhibit vertical and rotational symmetry, as well as geometric shapes consistent with mathematics learning materials at the Junior High School (SMP) level. Integrating local cultural elements into mathematics learning can provide a contextual learning experience, increase student interest, and bring mathematics closer to everyday life. These findings support the importance of implementing ethnomathematics in education, particularly in efforts to preserve local culture and to strengthen understanding of mathematical concepts in more meaningful ways. This study also recommends using cultural objects, such as musical instruments. traditional in learning as a contextual medium to introduce the concepts of geometry and symmetry to students.

Rinu Pauly

This longitudinal study examines the effects of sustained music education on cognitive development and academic achievement among elementary and middle school students. The research tracked 1,286 students across 24 schools over four years, comparing students receiving intensive instrumental music instruction with matched comparison groups. Cognitive assessments measured executive function components including working memory, inhibitory control, and cognitive flexibility, while academic outcomes were assessed through standardized achievement tests in mathematics and language arts. The study employed a quasi-experimental design with propensity score matching to control for selection effects associated with music program participation. Findings reveal that students receiving sustained instrumental music instruction demonstrated significantly greater gains in executive function compared to comparison students, with effect sizes of 0.43 standard deviations for working memory and 0.38 for cognitive flexibility. Academic achievement analyses showed significant positive associations between music instruction duration and mathematics performance, with moderate effects on reading comprehension. Mediation analyses indicate that executive function improvements partially explain music instruction effects on academic outcomes. The research identifies practice intensity, instructional quality, and student engagement as moderators of music education effects. Results contribute to understanding of music training's cognitive benefits and inform educational policy regarding arts education.

S. Kong, Xiaoyu Xiong

Generalist kindergarten teachers often report insufficient theoretical and pedagogical preparation for music instruction in their teacher education, leaving them feeling underprepared. This study explores how pre-service kindergarten teachers in Hong Kong perceive their confidence in teaching music and how this perception influences their beliefs about the importance of music education. A total of 467 first-year pre-service teachers completed a questionnaire assessing their self-confidence in conducting music activities and their beliefs regarding the importance of music education for young children. Results showed that participants exhibited the lowest confidence in music teaching compared to other learning areas, particularly in activities requiring specialised musical knowledge and creativity, such as instrumental performance and music creation. A significant positive correlation was found between teachers’ perceived confidence and their belief in the importance of music education (rs(465) = 0.39, p < 0.001). These findings may offer insights into the influence of cultural values on their teaching belief. This study highlights the need for culturally responsive teacher education programmes that address the specific challenges faced by generalist teachers in early childhood music education within Hong Kong and broader Chinese educational contexts.

César Camilo Riveros Vásquez

Se destacan los aportes de Chalena Vasquez desde sus obras teóricas, el derecho a la cultura propia y los procesos de producción artística así como estudios de caso sobre la Danza de Negritos de El Carmen, las danzas de Paucartambo, el carnaval ayacuchano, la biografía del compositor Ranulfo Fuentes y reflexiones sobre luz y sonido en la obra de José María Arguedas.

Esther M. Morgan-Ellis, Reba Wissner

In recent years, there has been much public debate about the staging of operas that might perpetuate racist and misogynist ideologies. Students who are trained to read such texts in the light of contemporary race and gender politics often find these historical theatrical works shocking. However, what seems regressive to students today sometimes served liberatory ends for audiences and artists in other times and places. When teachers help students interpret such works through a historical lens, they provide insight into the oppressive structures and forms of resistance that have always shaped the production and reception of musical theater. In this essay, we take Giacomo Puccini’s Madama Butterfly (1904) as a case study. We introduce primary and secondary sources that students can examine to better understand the politics of this opera at its premiere and throughout the 20th century. In doing so, we lay out a framework for teaching any piece of music that has meant different things to performers and audiences across time and place.

Ida Knutsson

This study considers perceptions of group teaching among classical instrumental music teachers in Swedish art and music schools. Quantitative and qualitative data were collected using a survey of music teachers in a region of Sweden and analysed using a mixed methods approach. Communities of practice and communities of musical practice served as the theoretical framework for both the deductive and the inductive parts of the study. The literature indicates a tension between the demand for more group teaching and signs of reluctance on the teachers’ part. It is found that the respondents in this study value individual teaching over group teaching, but the difference is not as significant as indicated in previous reports: their general attitude to group teaching is in fact slightly positive. The results also show that although teachers generally have extensive training from their higher music education, 61.4% of respondents hoped for continued education in group teaching.

Peno Vesna Sara, Stevanović Sanja

The study deals with historical, social, cultural, and anthropological aspects of Roman Catholic liturgical music during the Second Vatican Council. After the Council’s closure, the determination of the boundary between sacred and secular music was postponed indefinitely. This was significantly contributed to by the activities of the Council for the Implementation of Decisions on the Holy Liturgy, professional church musicians, and their interaction. Insights into the process of preparation, Council’s decision-making, and implementation of the decisions in practice justified the need for an interdisciplinary approach in examining church music.

Aycan Özçimen, Tuğba Sahil

Bu araştırma, Türk Sanat Müziği ses eğitimi ve sözlü repertuvar eğitiminde türkü formunun kullanımına dair uzman görüşlerinin tespit edilmesi amacıyla yapılmış olup; “Ülkemizde Türk Sanat Müziği eğitimi veren Konservatuvar ve Güzel Sanatlar Fakültelerindeki Türk Sanat Müziği Ses Eğitimi bölümlerinde türkü formu kullanımı nasıldır?” probleminin çözümlenmesi bağlamında beş alt probleme yönelik veri toplanmıştır. Bu alt problemlere yanıt alabilmek için yarı yapılandırılmış bir görüşme formu hazırlanmıştır. Bu doğrultuda; ülkemizde mesleki müzik eğitimi veren yükseköğretim kurumlarından Konservatuvar ve Güzel Sanatlar Fakültelerindeki Türk Sanat Müziği Bölümlerine yönelik bir çalışma yürütülmüş olup Türk Sanat Müziği sözlü repertuvar eğitimi ve Türk Sanat Müziği Ses Eğitiminde türkü formunun kullanımına dair uzman görüşlerine başvurulmuştur. Araştırmanın çalışma gurubunu 2018-2019 eğitim öğretim yılında, rastlantısal yolla seçilen İstanbul, Afyon, Kocaeli ve Konya’daki Konservatuvar ve Güzel Sanatlar Fakülteleri Türk Sanat Müziği Ses Eğitimi bölümlerinde görev yapan, Türk Sanat Müziği Repertuvar Eğitimi ve Türk Sanat Müziği Ses Eğitimi derslerini yürüten 7 Öğretim Elemanı oluşturmaktadır. Bireysel ses eğitimi veya repertuvar dersini ilgili fakültelerde yürütmüş ve yürütmekte olan bu öğretim elemanlarına uygulanan yarı yapılandırılmış görüşme formu ile bilgiler elde edilmiştir. Literatür tarama ve ihtiyaç analizi doğrultusunda, betimsel tarama modeli ve nitel araştırma yöntemi kullanılarak ulaşılan veriler içerik analizine tabi tutularak sonuçlar kısmına ulaşılmıştır. Ulaşılan bu sonuçlar ışığında araştırmacı tarafından bazı öneriler sunulmuştur.

Kyungro Park, Kyung Wha Chun

Objectives The aim of this study is to analyze the correlation between the geographical distribution of multicultural music pieces included in music textbooks and the geographical distribution of resident foreigners and trading partner countries, at national, regional, and continental levels. This seeks to determine whether the geographical distribution of included pieces adequately reflects the geographical distribution of human and economic exchanges. Methods Multicultural musical pieces such as folk songs, children's songs, popular music, film music, and musical theater music included in three types of elementary, middle, and high school music textbooks published by companies like Geumseong Publishing, Jihaksa, and Bisang were classified by country, region, and continent. Data on the nationalities of resident foreigners and trade data by trading partner countries were utilized as proxies for human exchange and economic exchange, respectively. The correlation between the proportion of multicultural musical pieces included in music textbooks by country, region, and continent and the proportion of resident foreigners and foreign trade by country, region, and continent was analyzed separately. Results The correlation between the distribution of included musical pieces and the distribution of resident foreigners was not statistically significant at the continental and regional levels, and at the national level, there were some statistically significant cases across textbooks, although the coefficient values were below 0.5. The correlation between the distribution of included musical pieces and foreign trade was not statistically significant at the continental level, significant cases were observed at the regional level across textbooks, and statistically significant at the national level across all textbooks, although the coefficient values were below 0.6. Conclusions Firstly, for the promotion of multicultural understanding, the proportion of included pieces should reflect both economic exchange proportions and human exchange proportions, with priority given to the latter considering its more direct impact. Secondly, it is essential to prioritize the introduction of pieces from Central Asian countries where human exchange is rapidly increasing and North African countries where there is relatively high economic exchange. Additionally, efforts should be made to increase the proportion of pieces from Southeast Asian countries, which have relatively low inclusion rates compared to their levels of human and economic exchange.

Veronica A., Emmanuel O. A., Samuel A.

Numerous scholarly inquiries have underscored the influential role of music in the educational and developmental journey of young children. Musical engagements have demonstrated a capacity to foster intellectual, social, and multifaceted personal growth, including the cultivation of foundational reading skills such as heightened aural discrimination of sounds and letters. This study presents an exploration of the impact of musical activities on the developmental trajectory of kindergarten children in the Winneba community, with a particular focus on their intellectual and social growth. Grounded in the qualitative paradigm, the research employed a case study design, utilizing interview, observation and Focus Group Discussion (FGD) for data collection from a purposive sample which comprised four (4) teachers and twenty (20) kindergarten children. The findings revealed that while the primary intention behind organizing musical activities in the kindergarten classroom was to infuse joy and energy, these endeavors unwittingly yielded significant positive impacts on intellectual, social, and personal developmental domains. It is anticipated that educators will adopt a more purposeful approach to music pedagogy, expanding beyond traditional singing and dancing activities to incorporate instrument playing and active listening practices.

Augusta Arko-Mensah, Richard Arhin

The study sought to investigate the status of music education within the creative arts curriculum, with a specific focus on Nchiraa primary schools in the Wenchi municipality of the Bono Region of Ghana. The primary aim was to investigate the factors contributing to the limited attention given to music instruction by teachers in Nchiraa primary schools within the performing arts strand of the creative arts curriculum. Drawing on the Music Theory Learning by Edwin Gordon, the research adopted a qualitative paradigm with a case study design. Four schools were included in the study, within the Nchiraa circuit, selecting two teachers from each school. Purposive sampling was used to select the two teachers from each school making eight participants for in-depth exploration. Data collection involved semi-structured interviews and observation, with thematic analysis employed for data interpretation. The findings revealed that while teachers in Nchiraa primary schools acknowledge the importance of music in the creative arts curriculum, they lack the expertise due to a lack of formal musical training. Recommendations include sensitising the Ghana Education Service (GES) to the need for teachers with appropriate competencies in creative arts education and establishing training opportunities for generalist teachers in creative arts in the various schools.

Elke B. Lange, Lauren K. Fink

Affective sciences often make use of self-reports to assess subjective states. Seeking a more implicit measure for states and emotions, our study explored spontaneous eye blinking during music listening. However, blinking is understudied in the context of research on subjective states. Therefore, a second goal was to explore different ways of analyzing blink activity recorded from infra-red eye trackers, using two additional data sets from earlier studies differing in blinking and viewing instructions. We first replicate the effect of increased blink rates during music listening in comparison with silence and show that the effect is not related to changes in self-reported valence, arousal, or to specific musical features. Interestingly, but in contrast, felt absorption reduced participants' blinking. The instruction to inhibit blinking did not change results. From a methodological perspective, we make suggestions about how to define blinks from data loss periods recorded by eye trackers and report a data-driven outlier rejection procedure and its efficiency for subject-mean analyses, as well as trial-based analyses. We ran a variety of mixed effects models that differed in how trials without blinking were treated. The main results largely converged across accounts. The broad consistency of results across different experiments, outlier treatments, and statistical models demonstrates the reliability of the reported effects. As recordings of data loss periods come for free when interested in eye movements or pupillometry, we encourage researchers to pay attention to blink activity and contribute to the further understanding of the relation between blinking, subjective states, and cognitive processing.

M. Strenacikova

Abstract Introduction:The spread of the coronavirus brought necessary changes in education, including the abrupt transfer from classroom instruction to an exclusively online environment. The teachers and pupils/students adapted to the new conditions, and currently, virtual education elements are being implemented in face-to-face teaching to enhance its efficiency. The aim of our research was to monitor distant education in vocational music school environment, describe main difficulties in vocational music online classes, and identify elements of distance learning that can be implemented in music education after pandemics. Methods:The study utilized a mixed research design. The primary method of collecting data was through questionnaires (2020, 2021 and 2022), and analysing essays written by students from the Faculty of Performing Arts at the Academy of Arts in Banská Bystrica, Slovakia (2020). Results:Student respondents strongly believe that while in theoretically oriented courses, online education can replace face-to-face learning, it is no viable option for practically oriented courses in higher music education. More than half of the students do not support the inclusion of elements of distance education in face-to-face teaching. In spite of several challenges, the positive aspects of online education support the implementation of some distance learning elements in face-to-face music education. Discussion: Our findings about vocational music online education do not contradict other surveys (Yurdal, Sahin, Kosan, & Toraman, 2021; Wang, 2023; Al-Mawee, Kwayub, & Gharaibeh, 2021; Bakhov, Opolska, Bogus, Anishchenko, & Biryukova, 2021; Martha, Junus, Santoso, & Suhartanto, 2021). Limitations: The main limitation is the sampling, as it only included participants who had internet access and were willing to participate in the survey. Future studies should encompass more music educational institutions in Slovakia to achieve a larger sample size. Furthermore, in analyzing questionnaires, we did not make difference between participants´ music study fields. Conclusions:Although distance education has shown considerable improvement since 2019 and has undeniable advantages, students pursuing performing arts and composition at the Faculty of Music Arts at the Academy of Arts maintain rather sceptical attitude towards it. They strongly believe that in practical courses, the online teaching cannot fully replace the face-to-face instructions. However, teachers often incorporate certain online teaching elements into their regular classes.

Juanita Theresia Adimurti, Fery Virgiawan Tampatonda

This study aims to describe the structure and techniques of playing Pancula Ndeme by Justinus Hokey on classical guitar composition. This study uses a qualitative approach. The data analyzed is the sheet music of Pancula Ndeme. The results of this study indicate that the structure of this composition consists of several parts, namely Introduction – A – B – C – A – B – Coda. There are four motifs in section A (m1, m2, m3, m4), two sentences (sentences a and a'), and two themes in each sentence. Section B consists of three motifs (n1, n2, n3), two phrases (phrase b and b'), and two themes in each sentence. Section C consists of 2 motifs (o1 and o2). The guitar playing techniques contained in this composition are the right-hand technique and the left-hand technique. The right-hand techniques found in this composition include; apoyando, tirando, and strumming techniques. The left-hand techniques contained in this composition include; slur, barre, and harmonic.

Carla Cuomo

This article discusses audience education as a ‘third mission’ commitment, a specific institutional task assigned to universities by recent government legislation, as well as a preferred subject of recent debate among Italian musicologists. Starting from a distinction between various types of audiences, from the general public to the diverse group of university audiences, the article proposes two action perspectives for universities in their task of educating the public, both in a curricular and extracurricular setting, focusing in particular on the former. The notion of ‘education’ as Bildung is recalled and applied to the field of music education within the broader context of democratic education. The notion of a ‘knowledge society’, which lies at the heart of the social, political and economic development of Western societies, is also reconsidered as part of a reflection on the complexity of today’s knowledge production, in particular expert knowledge, and on the ways in which knowledge itself is acquired by the general public. Within this perspective, the article finally proposes four directions for university teaching in musicological subjects aimed at audience education: a rigorous disciplinarity, as the foundation of true cross-disciplinarity; an enhancement of historical training; laboratory teaching; the mutual support that universities can provide in their own research efforts, teaching and third mission initiatives, also thanks to Rete Universitaria per l’Educazione musicale [University Network for Music Education].

Kyoung-Yeon Lee, J. Kim

Objectives The purpose of this study is to investigate the effects of play-centered activities utilizing original children's songs on the musical expression abilities and playfulness of three-year-old children. Methods The study focused on 40 children aged 3, attending the preschool class at S Kindergartens in Seoul. In the experimental group, play-centered activities utilizing original children's songs were implemented for 16 weeks, while the comparison group engaged in music-centered activities based on the Nuri curriculum for the same duration. Measurement tools included the music expression ability assessment tool revised and refined by Kim Kwang-ja (2004), and the playfulness assessment tool revised and refined by Kim Young-hee (1995). To vali-date the educational effects of play-centered activities using age-appropriate songs, pre- and post-tests were conducted on children from both the experimental and comparison groups. The independent samples t-test was performed and analyzed using the SPSS 18.0 program. Results The research findings indicate that, firstly, play-centered activities utilizing original children's songs were effective in enhancing the musical expression abilities of children, including singing, playing musical instruments, body expression, and creating music. Secondly, these play-centered activities were also effective in improving children's playfulness, including physical spontaneity, social spontaneity, cognitive spontaneity, expression of joy, and sense of humor. Conclusions This indicates the significance of utilizing play-centered activities with original children's songs for enhancing the musical expression ability and playfulness of 3-year-old children. This study holds importance in moving away from the traditional teacher-centered approach of planned song instruction, and instead, assisting teachers to actively employ original children's songs, thus aiding in the understanding and implementation of child-led play activities.

Jessica Alves da Silva, G. Vagetti, Samantha Stefani Lino NobreNobre de Oliveira et al.

The Dalcroze Method of Music Education offers an innovative approach to music instruction, which could potentially benefit elderly individuals in exercising their physical and cognitive functions. The aim of this study was to explore the objectives addressed in studies focusing on the application of the Dalcroze method of music education to the elderly across various databases and journals. The JBI methodology for scoping reviews was utilized, involving searches in electronic databases and journals, using descriptors such as musical education and elderly, along with their Portuguese and Spanish counterparts, and keywords Dalcroze and eurhythmics. A total of 9 studies were selected. Common findings encompass enhance-ment of postural stability, dynamic agility, memory, gait, balance, physical function, and re-duction of fall risk. The Dalcroze Method emerges as an intriguing and pleasurable alterna-tive for promoting elderly health.

Isaac W. Shitubi, Mellitus N. Wanyama, Peter L. Barasa

Researchers across the globe have found huge support for music as a necessary component of an adolescent’s life. Since music seems to be such an important part of young people’s identity and it influences many aspects of their behaviour, the topic of formal music education remains critical and open to exploration and discussion. The discrepancy between ‘music at school’ and ‘music out of school’ is therefore often huge for students. The aim of this paper is to investigate the attitudes of learners in secondary schools towards practical musicianship. Adopting the use of descriptive survey design, the study targeted 19 teachers and 177 students of music from 15 purposively sampled secondary schools. Data was collected using personal interviews, observation schedule, document analysis and a questionnaire. The collected data was then analyzed descriptively based on emerging themes and quotas. The study established that majority of the students of music had a positive attitude towards practical musicianship. As a result, teachers are only required to encourage and motivate them towards attaining their desired career goals in musicianship. However, some students had also developed negative attitude about school music because of lack of instrumental and vocal provisions. The study recommends inclusion of music technology and popular music within the music curriculum to stimulate wider interest in the subject. More so, provision of opportunities for students to talk about their musical interests, likes and dislikes on a regular basis in order to better facilitate meaningful musical instruction should be encouraged.

Holdsworth Quinn Ashley

This article considers the reception of pianist Nikolai Orloff (1892-1964) by the British musical press through an analysis of reviews published by The Musical Times, and also by national and local newspapers held in digital archives. A hybrid methodology was used to identify, sift, and code relevant primary source material in a large digital archive within the context of existing Orloff scholarship. Examples of the reviews relating to Orloff’s performances are given, and sugges­tions for future projects made.

Young Ho Kim