Hasil untuk "Musical instruction and study"

Lusi Wang, Krisada Daoruang

This study investigated the teaching materials for popular piano for undergraduate students at regular universities. First, through a review of the literature, we found that there are few studies on popular piano teaching materials in China, and existing research is insufficiently in-depth. Academic research primarily focuses on classical piano and popular music, whereas research on popular piano mainly focuses on social research. The few popular piano teaching materials focus exclusively on amateurs. Then, through surveys and in-depth interviews with students, teachers and administrators in colleges and universities, we found that there are several key challenges and needs in popular piano teaching, including the lack of professional tutorials, insufficient support for improvisation, and the mismatch between existing resources and the specific needs of Chinese students. To address these problems, we developed a new textbook for undergraduate students of popular music, focusing on improving students' grasp of various styles, beginning with rhythm, harmony, and accompaniment, and gradually advancing their performance skills across these styles. Based on these surveys, the study recommends strengthening the curriculum, localizing instructional materials, enhancing teachers' professional development, and expanding performance opportunities for students. This study emphasizes the importance of combining technical ability with creative expression in popular music education to cultivate long-term musical creativity and performance skills.

Bazrina Ramly, Wan Syariza Wan Yadri, Nur Afiqah Ab Latif et al.

The study aims at finding the effectiveness of Islamic songs in enhancing English vocabulary acquisition and improving attitudes toward English learning among kindergarten children. The researchers applied a quantitative design study. The sample consisted of 40 learners aged 5 to 6 from an Islamic kindergarten who participated in a pre-test and post-test survey. The intervention incorporated English Islamic songs designed with repetitive, meaningful, and culturally relevant lyrics. Paired-samples t-test results indicated a significant improvement in vocabulary acquisition. The Marginal Homogeneity Test further showed significant positive shifts in students’ attitudes, motivation, and reduced anxiety toward learning English. These findings support key principles from Krashen’s Input Hypothesis, Vygotsky’s Social Constructivism, and Gardner’s Multiple Intelligences Theory, demonstrating that Islamic songs provide comprehensible input, emotional comfort, and increased engagement. The study highlights the pedagogical value of culturally grounded musical instruction in early English language education and suggests implications for future research.

Sarawut Srihakhot, Pongpitthaya Sapaso, Chalemsak Pikulsri

This study aimed to develop a brain-based learning instructional package for Phin performance based on the teaching techniques of expert Phin masters in the Isan region of Thailand. The research was conducted in three phases: (1) analyzing the instructional methods of eight expert Phin masters through interviews and observations; (2) developing a brain-based instructional package using the data from Phase 1 and validating it with experts in music education; and (3) investigating the effectiveness of the package by comparing the Phin performance skills of undergraduate music students taught using either conventional methods or the developed package. The participants included eight Phin masters, five music education scholars, and ten undergraduate students. The findings revealed that students taught through the brain-based learning package achieved significantly higher performance scores than those taught through conventional methods. The study demonstrates the effectiveness of integrating neuroscience-informed pedagogy with traditional music instruction and provides a model for preserving and promoting local musical heritage through innovative teaching practices.

Ting Tu, Lu Zhu

Abstract Background and Aim: This study aims to explore a blended piano teaching model within the unique geographical context of Aba Tibetan and Qiang Autonomous Prefecture. As the only higher education institution in the region, Aba Teachers University combines traditional and modern approaches in its music education to address the challenges of local culture and limited educational resources. This study aims to utilize Ding Talk within a blended teaching framework to enhance teaching effectiveness, support the preservation of local music culture, and provide a more flexible learning experience. The research addresses the gap in applying blended teaching models in Aba and aims to contribute to the local education system and cultural heritage. Materials and Methods: The participants in this study were 72 sophomore students, comprising 20 males and 52 females, majoring in musicology at the School of Music and Dance, Aba Teachers University. They were divided into an experimental group and a control group, with the experimental group receiving instruction using a blended piano teaching model, and the control group receiving traditional teaching methods. Students' performance in musical memory, technical proficiency, and musical understanding was assessed through pre-tests and post-tests. Results: It was found that blended piano teaching for college students in the Aba ethnic area led to a significant improvement in their performance. This approach not only enhanced their scores in musical memory, technical proficiency, and musical understanding but also provided a solid foundation for their future musical careers. Conclusion: This study found that Aba Teachers University, by combining a hybrid piano teaching model with both traditional and modern methods and utilizing Ding Talk, effectively enhanced teaching effectiveness, supported the heritage of local music and culture, and contributed new practical experiences to education and culture in the Aba region.

Gakusei Sato, Hiroya Nakao, Riccardo Muolo

Timbre allows us to distinguish between sounds even when they share the same pitch and loudness, playing an important role in music, instrument recognition, and speech. Traditional approaches, such as frequency analysis or machine learning, often overlook subtle characteristics of sound. Topological Data Analysis (TDA) can capture complex patterns, but its application to timbre has been limited, partly because it is unclear how to represent sound effectively for TDA. In this study, we investigate how different time delay embeddings affect TDA results. Using both synthetic and real audio signals, we identify time delays that enhance the detection of harmonic structures. Our findings show that specific delays, related to fractions of the fundamental period, allow TDA to reveal key harmonic features and distinguish between integer and non-integer harmonics. The method is effective for synthetic and real musical instrument sounds and opens the way for future works, which could extend it to more complex sounds using higher-dimensional embeddings and additional persistence statistics.

Cheng-Yang Tsai, Tzu-Wei Huang, Shao-Yu Wei et al.

With the rapid advancement of Large Language Models (LLMs), AI-driven music generation has become a vibrant and fruitful area of research. However, the representation of musical data remains a significant challenge. To address this, a novel, machine-learning-friendly music notation system, YNote, was developed. This study leverages YNote to train an effective classification model capable of distinguishing whether a piece of music was composed by a human (Native), a rule-based algorithm (Algorithm Generated), or an LLM (LLM Generated). We frame this as a text classification problem, applying the Term Frequency-Inverse Document Frequency (TF-IDF) algorithm to extract structural features from YNote sequences and using the Synthetic Minority Over-sampling Technique (SMOTE) to address data imbalance. The resulting model achieves an accuracy of 98.25%, successfully demonstrating that YNote retains sufficient stylistic information for analysis. More importantly, the model can identify the unique " technological fingerprints " left by different AI generation techniques, providing a powerful tool for tracing the origins of AI-generated content.

Shangxuan Luo, Joshua Reiss

Procedural Music Generation (PMG) is an emerging field that algorithmically creates music content for video games. By leveraging techniques from simple rule-based approaches to advanced machine learning algorithms, PMG has the potential to significantly improve development efficiency, provide richer musical experiences, and enhance player immersion. However, academic prototypes often diverge from applications due to differences in priorities such as novelty, reliability, and allocated resources. This paper bridges the gap between research and applications by presenting a systematic overview of current PMG techniques in both fields, offering a two-aspect taxonomy. Through a comparative analysis, this study identifies key research challenges in algorithm implementation, music quality and game integration. Finally, the paper outlines future research directions, emphasising task-oriented and context-aware design, more comprehensive quality evaluation methods, and improved research tool integration to provide actionable insights for developers, composers, and researchers seeking to advance PMG in game contexts.

Kyla Ellahiyoun, Emma Jane Pretty, Renan Guarese et al.

This study explores the relationship between musical training, cognitive load (CL), and task accuracy within the virtual reality (VR) exergame Beat Saber across increasing levels of difficulty. Participants (N=32) completed a series of post-task questionnaires after playing the game under three task difficulty levels while having their physiological data measured by an Emotibit. Using regression analyses, we found that task difficulty and gaming experience significantly predicted subjective CL, whereas musical training did not. However, musical training significantly predicted higher task accuracy, along with lower subjective CL, increased gaming experience, and greater physiological arousal. These results suggest that musical training enhances task-specific performance but does not directly reduce subjective CL. Future research should consider alternative methods of grouping musical expertise and the additional predictability of flow and self-efficacy.

Ziyi Zhang, Devjeet Roy, Venera Arnaoudova

Bug localization is a critical skill, yet novices often lack systematic approaches. Prior work tested abstract guidelines and general concrete steps; the impact of context-specific instruction is unclear. We ran an eight-week longitudinal study with four conditions: no instruction (G1), abstract guidelines (G2), concrete steps (G3), and our context-specific instruction that pairs concrete bug-localization steps with problem-specific details (G4). Forty-four undergraduates participated; 41 completed all five sessions (S1-S5). Each session included 2-3 debugging tasks to identify the minimal code element containing a seeded logical fault. We measured correctness (binary), time to completion, self-perceived scores (stress, difficulty, satisfaction, and strategy adherence). G4 achieved higher correctness and shorter time to completion: it reached 80% correctness after one session (vs. 20-44% for other groups) and maintained 80% after three weeks, outperforming all groups (p < 0.05); its time to completion stabilized at 13-15 minutes in S1, whereas other groups took 2-3 sessions to stabilize at 22-27 minutes. Qualitative responses showed lower stress and higher satisfaction in G4, with participants internalizing strategies via contextual examples. We conclude that context-specific instruction yields faster skill acquisition and stronger retention than abstract guidelines or context-agnostic steps. Even 1-2 sessions produced significant gains, while extended practice optimized and stabilized performance. Integrating contextual examples with abstract principles may bridge theory-practice gaps in bug-localization education and provide a more equitable path for novices.

Zakiyah Zakiyah, Kantida Boonma, R. Collado

Purpose of the study: This study aims to develop and assess the effectiveness of a physics learning media based on songs and animations to enhance motivation and understanding among Grade VIII students on the topics of mirrors and lenses.. Methodology: The study employed a mixed-methods approach, utilizing a procedural development model by Borg and Gall. Tools and software used include Adobe Audition 1.5, Wondershare Filmora, and Adobe Flash CS6. Data collection methods included questionnaires and expert reviews. Main Findings: The song and animation-based learning media received a "Very Valid" rating from content experts (90%) and a "Valid" rating from media experts (70%), with teachers giving an average score of 90%. The t-test results showed a significant increase in students' motivation in the experimental group, with a mean score of 79.50 compared to 68.07 in the control group, indicating the positive impact of the developed media. Novelty/Originality of this study: This study introduces an innovative approach by combining musical and animated elements in physics education, thereby stimulating both the left and right brain hemispheres. This dual-hemisphere engagement fosters a more interactive and enjoyable learning experience, bridging the gap in traditional physics instruction by addressing both logical and creative aspects of student learning.

Dongwei Ren

This paper investigates the potential impact and benefits of integrating computer music technology into solfeggio teaching within university music programs. Solfeggio, as a foundational skill in music education, encompasses sight-singing and ear training, yet traditional teaching methods often encounter challenges in engaging students and providing personalized instruction. The paper explores the theoretical foundations of solfeggio teaching and the role of technology in music education, highlighting the potential advantages of incorporating computer music technology. Specific examples of technology applications, such as interactive software for ear training, digital music notation tools, and virtual reality applications, are examined for their potential to enhance student engagement and provide personalized feedback. Furthermore, the paper reviews case studies of successful technology integration in solfeggio instruction and presents empirical research findings on the impact of technology on learning outcomes. Pedagogical considerations for technology integration, including instructional design, assessment methods, and student engagement strategies, are discussed, along with recommendations for educators and institutions interested in adopting technology-enhanced solfeggio instruction. The paper emphasizes the broader significance of technology-enhanced music education and its potential to enhance students' aural skills and overall musical proficiency.

Mojca Kovačič, Urša Šivic

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Elvin Nurizki, Yudhistira Oscar Olendo, Chiristianly Yery Silaban

This study discussed the arts in Sambas, West Kalimantan, namely hadrah singing poetry praising the greatness of God and the 'Wave' drum pattern and techniques for playing the "Wave" drum pattern in the Hadrah art in Lubuk Dagang Village, Sambas Regency. The problem in the research is how the 'Wave' Drum Pattern and the Technique for Playing the 'Wave' Beat Pattern in Hadrah Art in Lubuk Dagang Village, Sambas Regency. The method in this research is descriptive analysis in the form of qualitative research. The approach used in this research is musicological. The data sources in this research are the results of interviews with various artists and actors in the "Hadrah" "Lubuk Dagang" arts, namely Afdan, Marzuki, and Iman. The data collection tools for this research are interview guides, observation guides, notebooks, and cameras. The technique for testing the validity of the data in this research is triangulation and extended observations. The result of this research is the "Wave" drum pattern using a 4/4-time signature. The instrument used in this game is tahar/tar. The drum pattern is parent, one child and two children. The "main" tahar functions to maintain the tempo and build rhythmic patterns which are formed into a variety of drumming patterns, the "child 1" tahar functions to interrupt the "main" tahar while the "child 2" tahar has a drum pattern that alternates between the "main" tahar and the "parent" tahar. Child 1”. The number of players consists of 3 to 5 people depending on the agreement that has been agreed on how many musicians and poets are desired in the performance. Conclusion Tahar is a traditional percussion musical instrument. The sound source of this instrument comes from a flat, circular membrane or skin with a combination of rattles on the sides of the musical instrument. Keywords: Analysis, Wave Tusing Patterns, Hadrah

Qian Liang, Yi Zeng, Menghaoran Tang

Musical mode is one of the most critical element that establishes the framework of pitch organization and determines the harmonic relationships. Previous works often use the simplistic and rigid alignment method, and overlook the diversity of modes. However, in contrast to AI models, humans possess cognitive mechanisms for perceiving the various modes and keys. In this paper, we propose a spiking neural network inspired by brain mechanisms and psychological theories to represent musical modes and keys, ultimately generating musical pieces that incorporate tonality features. Specifically, the contributions are detailed as follows: 1) The model is designed with multiple collaborated subsystems inspired by the structures and functions of corresponding brain regions; 2)We incorporate mechanisms for neural circuit evolutionary learning that enable the network to learn and generate mode-related features in music, reflecting the cognitive processes involved in human music perception. 3)The results demonstrate that the proposed model shows a connection framework closely similar to the Krumhansl-Schmuckler model, which is one of the most significant key perception models in the music psychology domain. 4) Experiments show that the model can generate music pieces with characteristics of the given modes and keys. Additionally, the quantitative assessments of generated pieces reveals that the generating music pieces have both tonality characteristics and the melodic adaptability needed to generate diverse and musical content. By combining insights from neuroscience, psychology, and music theory with advanced neural network architectures, our research aims to create a system that not only learns and generates music but also bridges the gap between human cognition and artificial intelligence.

Bolin Zhang, Jiahao Wang, Qianlong Du et al.

Instruction tuning is a vital step of training large language models (LLMs), so how to enhance the effect of instruction tuning has received increased attention. Existing works indicate that the quality of the dataset is more crucial than the quantity during instruction tuning of LLMs. Therefore, recently a lot of studies focus on exploring the methods of selecting high-quality subset from instruction datasets, aiming to reduce training costs and enhance the instruction-following capabilities of LLMs. This paper presents a comprehensive survey on data selection for LLM instruction tuning. Firstly, we introduce the wildly used instruction datasets. Then, we propose a new taxonomy of the data selection methods and provide a detailed introduction of recent advances, and the evaluation strategies and results of data selection methods are also elaborated in detail. Finally, we emphasize the open challenges and present new frontiers of this task.

Jiuding Yang, Shengyao Lu, Weidong Guo et al.

Large Language Models (LLMs) require precise alignment with complex instructions to optimize their performance in real-world applications. As the demand for refined instruction tuning data increases, traditional methods that evolve simple seed instructions often struggle to effectively enhance complexity or manage difficulty scaling across various domains. Our innovative approach, Task-Centered Instruction Evolution (TaCIE), addresses these shortcomings by redefining instruction evolution from merely evolving seed instructions to a more dynamic and comprehensive combination of elements. TaCIE starts by deconstructing complex instructions into their fundamental components. It then generates and integrates new elements with the original ones, reassembling them into more sophisticated instructions that progressively increase in difficulty, diversity, and complexity. Applied across multiple domains, LLMs fine-tuned with these evolved instructions have substantially outperformed those tuned with conventional methods, marking a significant advancement in instruction-based model fine-tuning.

Xingwei Qu, Yuelin Bai, Yinghao Ma et al.

In this paper, we explore the application of Large Language Models (LLMs) to the pre-training of music. While the prevalent use of MIDI in music modeling is well-established, our findings suggest that LLMs are inherently more compatible with ABC Notation, which aligns more closely with their design and strengths, thereby enhancing the model's performance in musical composition. To address the challenges associated with misaligned measures from different tracks during generation, we propose the development of a Synchronized Multi-Track ABC Notation (SMT-ABC Notation), which aims to preserve coherence across multiple musical tracks. Our contributions include a series of models capable of handling up to 8192 tokens, covering 90% of the symbolic music data in our training set. Furthermore, we explore the implications of the Symbolic Music Scaling Law (SMS Law) on model performance. The results indicate a promising direction for future research in music generation, offering extensive resources for community-led research through our open-source contributions.

Senim Çenberci, Enver Tufan

This study aims to determine the effect of music education based on Music Learning Theory (MLT) on children’s developmental music aptitude (DMA) and Social Emotional Learning (SEL) skills. For this purpose, an experimental procedure planned as 16 lessons was applied to primary school first-grade students (n = 92) aged between 6 and 7. The experimental group received music education based on MLT, and the control group received music education following the current curriculum in Turkey. Also, SEL objectives were integrated into MLT lessons. DMA was measured with the Primary Measures of Music Audiation test, and SEL skills were measured with Social Emotional Assets and Resilience Scale-Teacher Form-Turkish. In the musical dimension of the study, although the difference was not statistically significant, it can be said that the increase in the tonal, rhythmic, and composite scores of the experimental group are higher than the control groups’ scores and noteworthy for a short-term experiment. As for the SEL dimension of the study, the total SEL skills of the experimental group showed statistically significant improvement. These results suggest that music education in this direction can create opportunities and an effective learning environment for acquiring SEL skills; however further research is needed, particularly over a longer instructional period.

F. Chung

Abstract Schools have been considered crucial social contexts for character formation. Hong Kong’s recent education policy has put moral and character education on the agenda of early childhood education (ECE); it states that moral and character education should be integrated into the major kindergarten subjects. However, questions remain on how it should be integrated into the ECE subject areas. Music has been officially identified as part of kindergartens’ daily activities. Scholarship has established the inextricable interconnection between character development and music participation. This study aims to explore subject-based implementation of the moral education through the lens of musical instructions. Literature confirms school leaders’ impact on shaping the implementation of policy, hence, school leaders’ perceptions and challenges regarding the implementation of this newly emphasized policy was explored through semi-structured interviews with 12 purposively selected principals. The results reveal that the principals valued using music education to teach children about morals and ethics, but found that they faced hurdles in the implementation, e.g. teachers’ insufficient pedagogical content knowledge and parents’ attitude. This study identifies traditionalism as the most prevailing view in kindergarten principals’ conceptualizations of moral education. Musical activities for moral education that principals support are play-based but adult-guided.

P. Yalovskyi, Ruslana Lotsman, Kateryna Yurieva et al.

The aim of this research was to find and study the effectiveness of alternative ways of organizing practical classes in Musical Art for Pedagogy students in the context of distance learning. The research involved semi-structured interviews with teachers and student surveys using a close-ended questionnaire. The content analysis of the answers revealed the main difficulties that the teachers had to deal with when organizing distance practical classes in Musical Art. It also enabled finding optimal ways to eliminate them. Their high efficiency was verified by conducting a pedagogical experiment. It was established that traditional methods of education are impossible during distance learning. They need to be replaced with new ones that are effective in technology-mediated learning. It was found that music teachers used special software, digital musical instruments as an alternative to traditional ones. Teachers also recorded video instructions and video lessons, and students recorded video reports on the work done. Teachers began to use new teaching methods. Distance learning yielded higher learning outcomes than the traditional one, as technologies are interesting to students and contribute to their motivation and engagement. This article was reduced to the study of the peculiarities of the organization of distance learning of students — future teachers of Musical Art. Further research should be aimed at identifying ways of organizing Music Art education in general secondary educational institutions.