Lov'st thou in the blithe hour of April dawns—nay marvelest thou not—to hear the ravishing music that the small birds make in garden or woodland, rapturously heralding the break of day; when the first lark on high hath warn'd the vigilant robin of the sun's approach, and he on slender pipe calleth the nesting tribes to awake and fill and thrill their myriad-warbling throats ? Hast thou then thought that all this ravishing music, that stirreth so thy heart, making thee dream of things illimitable, unsearchable and of heavenly import, is but a light disturbance of the atoms of air, whose jostling ripples, gather'd within the ear, are tuned to resonant scale, and thence by the enthron'd mind received as heralds of high spiritual significance ?
One of the fundamental goals of education is to recognise a child’s creative abilities and to create conditions for acquiring and expanding these competences. The success of education of children with behavioural and/or emotional difficulties highly depends on the education system’s ability to provide inclusive, high-quality education and services, as well as create an environment that meets the individual needs of each learner. It is relevant to find positive attitudes within the educational community, teachers’ willingness to work, and the ways to develop creativity in children with behavioural and/or emotional difficulties. This article explores teachers’ experiences of creativity development for preschool children with behavioural and/or emotional difficulties. The research method employed was semi-structured interviews with eight preschool teachers who have experience working with children with behavioural and/or emotional difficulties. The findings of the study have revealed that important factors in the education of children include: a creative teacher, democratic relationships among the participants in the educational process, a safe environment, and motivating the child to be creative; barriers to creativity are related to the child’s lack of self-confidence and negative reactions or criticism from adults; creativity of preschool children with behavioural and/or emotional difficulties is most stimulated by providing support, respect, encouragement, and privacy; the most frequent ways of fostering creativity in preschool children are through the activities of art, music, dance, drawing, etc. The results of the study are important in the context of inclusive education and point to directions for further research on the possibilities of creativity development.
The value of music to society has been researched in terms of social good and change, positive economic contribution, and the successful educational impact on young people’s cognitive development. Despite this, the government exhibits variable support for music education. An open and closed question survey resulting in 186 mostly Australian musically educated adults pursuing non-music professions enriches the current instrumental music education value discourse. Irrespective of attained music standard, participants identified their instrumental music education developed the foundational transferable skills used and scaffolded within their non-music professions. Through sustained, active, formal and structured learning of complex instruments their transferable music skills cultivated confident, productive, highly focused, team-oriented professional employees representing excellent role models for their peers. Such transferable skills align with current, and future employment skills requirements as recognised by the World Economic Forum. Methods for data interpretation included using the Global Skills Taxonomy revealing there is scope for revision of many international skills frameworks to accurately represent music skill value. Through the lens of transferable music skills, it is possible to communicate the relevance of instrumental music education, contributing to a future-proofed capable workforce building a stronger economy. This study is the largest of its kind and offers a robust foundation for future international studies that may capture the cultural and historical contexts surrounding skill classifications.
Piano fingering estimation remains a complex problem due to the combinatorial nature of hand movements and no best solution for any situation. A recent model-free reinforcement learning framework for piano fingering modeled each monophonic piece as an environment and demonstrated that value-based methods outperform probability-based approaches. Building on their finding, this paper addresses the more complex polyphonic fingering problem by formulating it as an online model-free reinforcement learning task with a novel training strategy. Thus, we introduce a novel Elite Episode Replay (EER) method to improve learning efficiency by prioritizing high-quality episodes during training. This strategy accelerates early reward acquisition and improves convergence without sacrificing fingering quality. The proposed architecture produces multiple-action outputs for polyphonic settings and is trained using both elite-guided and uniform sampling. Experimental results show that the EER strategy reduces training time per step by 21% and speeds up convergence by 18% while preserving the difficulty level and result of the generated fingerings. An empirical study of elite memory size further highlights its impact on training performance in solving piano fingering estimation.
Background and aimClassical music students, as a key group of professional ear users (PEUs), rely heavily on their auditory perception, making ear health critical to their education and careers. However, significant gaps in their knowledge of hearing health and protection have been previously identified, while data on non-noise-related risk factors and broader aspects of ear health remain scarce. This study aimed to evaluate classical music students’ knowledge of ear health, including ear anatomy, common ear disorders, and non-noise-related risk factors such as ototoxic medications and cardiovascular risk factors, as well as attitudes toward specialized ear health care. The goal was to inform the development of tailored educational programs and evaluate the need for specialized ear health care in performing arts medicine.MethodsA questionnaire specifically designed for the purpose of the present study (Professional Ear User Questionnaire) was distributed to classical music students at music schools in Switzerland and Germany, as well as to medical and general students at a Swiss university. Statistical analyses, including Fisher’s exact test and principal component analysis, explored response patterns and identified factors influencing ear health knowledge and behavior.ResultsData were collected from 209 music students and two control groups of 65 medical students and 40 general students. Significant gaps in ear health knowledge were identified, with only 37.8% familiar with common ear disorders. A total of 52.4% rarely or never used hearing protection, despite 84.4% expressing concerns about potential hearing deterioration. Many were unaware of non-noise-related risk factors, such as ototoxic medications. Only 27.4% knew of an ear specialist for PEUs, yet 72.1% preferred a hearing exam at a specialized clinic.ConclusionThe study highlights the need for comprehensive ear health education tailored to the unique needs of classical music students and other PEUs. Educational programs should cover both noise and non-noise-related risk factors and promote early hearing protection. The preference for specialized care underscores the importance of establishing dedicated ear health clinics for PEUs. Collaborations between (university) music schools, healthcare providers, and policymakers is crucial to protect the ear health of music students, musicians, and other PEUs, ensuring their ability to perform without preventable ear disorders.
<b>Background:</b> Preterm infants often have unstable vital signs and prolonged hospital stays that can hinder parent–infant bonding, especially under COVID-19 restrictions. This study aimed to evaluate whether listening to songs recorded by parents was effective in stabilizing the condition of premature infants. <b>Methods:</b> This randomized controlled study was conducted at the University of Miyazaki Hospital from October 2022 to March 2024 during the COVID-19 pandemic period. The participants were preterm infants born at less than 33 weeks gestation and their parents, all of whom recorded songs. The recorded songs were played daily to the infants in the intervention group, while the control group received usual care. Primary outcomes included vital signs (respiratory rate, pulse oximetry saturation, heart rate) and activity level. <b>Results:</b> Data for 33 preterm infants (intervention, <i>n</i> = 17 [total 749 sessions]; control, <i>n</i> = 16 [total 721 sessions]) were analyzed for changes in vital signs and activity levels. The intervention reduced infants’ respiratory rates (4.1 [95% CI: 2.5–5.6], <i>p</i> < 0.001) and slightly but statistically significantly increased pulse oximetry saturation (0.6 [95% CI: 0.02–1.2], <i>p</i> < 0.044). <b>Conclusions:</b> Recorded parental songs were found to safely stabilize the respiratory status of preterm infants and may serve as an accessible intervention to support parent–infant attachment, particularly in settings with restricted parental visitation.
W artykule przedstawiam problematykę wykonania muzycznego w badaniach muzykologicznych. W pierwszej części artykułu analizuję zagadnienie wykonania muzycznego z perspektywy muzykologii jako prymarnej nauki o muzyce i jej źródłach. W drugiej części artykułu przeprowadzam filozoficzną analizę źródła. W trzeciej części artykułu analizuję główne aspekty wykonania muzycznego, znajdujące się w horyzoncie zainteresowania muzykologii filozoficznej. Celem artykułu jest zwrócenie uwagi na potrzebę interdyscyplinarnego dialogu muzykologiczno-filozoficznego wokół problematyki wykonania muzycznego.
Rifdah Fadhillah, Dewi Meyrasyawati, Johny Alfian Khusyairi
This study analyzes music's role in shaping visitors' hyperreal experiences in Kampung Jelita, Surabaya. Using a qualitative case study approach, the research focuses on the Japanese and Balinese thematic zones and applies Jean Baudrillard's theory of hyperreality. Data were collected through in-depth interviews, direct observation, literature review, and documentation conducted in the Kampung Jelita area, Manukan Lor IV E Street, RT 05/RW 01, Banjar Sugihan Subdistrict, Tandes District, Surabaya. The findings reveal that instrumental music is a cultural simulator that evokes illusion and fantasy, supporting Baudrillard's view that simulation can substitute reality. The soundscapes in each thematic zone, Japanese and Balinese, enhance the immersive experience by harmonizing with visual ornaments, prompting visitors to engage emotionally, experience nostalgia, and participate in performative acts such as renting traditional costumes. However, some visitors noted inconsistencies between the music and the intended cultural themes. Theoretically, this study contributes to hyperreality discourse by emphasizing the role of music in reinforcing sensory simulation within thematic tourism village contexts. Practically, the findings suggest that curating culturally coherent soundscapes can strengthen visitors' emotional attachment and enhance destination branding. Thus, music should be regarded as a strategic medium in constructing cultural identity and tourist experience.
Hiperrealitas Musik di Kampung Jelita: Studi Kasus Tematik Wisata di Surabaya
Abstrak
Penelitian ini menganalisis peran musik dalam membentuk pengalaman hiperreal pengunjung di Kampung Jelita, Surabaya. Dengan menggunakan pendekatan studi kasus kualitatif, penelitian ini berfokus pada zona tematik Jepang dan Bali serta menerapkan teori hiperrealitas Jean Baudrillard. Data dikumpulkan melalui wawancara mendalam, observasi langsung, studi pustaka, dan dokumentasi yang dilakukan di kawasan Kampung Jelita, Jalan Manukan Lor IV E, RT 05/RW 01, Kelurahan Banjar Sugihan, Kecamatan Tandes, Surabaya. Hasil penelitian menunjukkan bahwa musik instrumental berfungsi sebagai simulator budaya yang membangkitkan ilusi dan fantasi, mendukung pandangan Baudrillard bahwa simulasi dapat menggantikan realitas. Lanskap bunyi (soundscape) di setiap zona tematik Jepang dan Bali memperkuat pengalaman imersif dengan menciptakan keselarasan antara elemen audio dan visual, sehingga mendorong pengunjung untuk terlibat secara emosional, merasakan nostalgia, serta berpartisipasi dalam tindakan performatif seperti menyewa kostum tradisional. Namun, beberapa pengunjung mencatat adanya ketidaksesuaian antara musik yang diputar dengan tema budaya yang dimaksudkan. Secara teoretis, penelitian ini memberikan kontribusi terhadap wacana hiperrealitas dengan menekankan peran musik dalam memperkuat simulasi sensorik dalam konteks kampung tematik wisata. Secara praktis, temuan ini menyarankan bahwa pengelolaan lanskap bunyi yang selaras secara budaya dapat memperkuat keterikatan emosional pengunjung dan meningkatkan citra destinasi wisata. Dengan demikian, musik perlu dipandang sebagai media strategis dalam membangun identitas budaya dan pengalaman wisata.
Kata kunci: hiperrealitas musik; Kampung Jelita; musik instrumental tradisional; simulakra
Hot Executive Function (hot EF) refers to cognitive process involved in high emotion or motivation, and the operation of this function is related to the activities of the ventromedial prefrontal lobe and orbitofrontal lobe. Meanwhile, rhythmic-movement activity is a musical activity in which one expresses and feels music with one’s own body movements which involves cognitive abilities such as adjusting and understanding emotions among children. To explore how rhythmic-movement activity with rewards influences the development of hot EF in children of 5–6 years old, the organization principles of rhythmic-movement activity with rewards intervention on hot EF were designed, and 62 children of 5–6 years old in a kindergarten in Yantai of China were selected as research participants (M = 5.80 years old, SD = 0.37 years old) for pre-test and post-test experimental design. The experimental group received rhythmic-movement activity with rewards three times a week for 6 weeks, while the control group did not. The gift delay task and the children’s gambling task were used to measure two sub-components of hot EF before and after the intervention, and the results show that rhythmic-movement activity with rewards has a significant effect on gratification delay and affective decision-making ability of children. Finally, the effects and enlightenment of rhythmic-movement activity with rewards on hot EF are discussed.
O presente artigo aborda a importância da Fundação de Educação Artística (FEA) no contexto da música contemporânea erudita de Belo Horizonte. Como estudo de caso, o trabalho examina os quase 500 concertos realizados em seu teatro nos dez anos que antecederam à pandemia de COVID-19. Ao se verificar a quantidade de compositores representados e a diversidade de obras executadas, o estudo destaca a importância de se compreender melhor como o fechamento de seu espaço cultural em 2020, devido à pandemia, afetou a cena musical da cidade.
This case study presents the process of music therapy sessions in three instances of one-to-one client sessions and one online group session. Mr. Bob Heath, a music therapist with over 20 years’ experience, musician, songwriter, and singer, supervised these sessions, providing feedback and clinical support alongside Dr. Lois Paula Văduva, a recent music therapy graduates from The University of The West of England and reader at Emanuel University of Oradea, Romania. This research also illustrates the challenges of every session and the importance of practicing songwriting in a music therapy session. In addition, this case study highlights three techniques used during the study period: client-led lyric and songwriting, improvisation, and song narratives in a music therapy session. Lastly, the therapist’s reflections are presented to complete the overview of the work.
REZUMAT. STUDIU DE CAZ PRIVIND SCRIEREA CÂNTECELOR ÎN SESIUNILE DE MUZICOTERAPIE. Acest studiu de caz prezintă un studiu de caz a patru ședințe de muzicoterapie, trei sesiuni cu un singur client și o sesiune online de grup. Dl. Bob Heath, muzicoterapeut cu experiență de peste 20 de ani, muzician, terapeut muzical, compozitor și cântăreț, a supravegheat aceste sesiuni, oferind feedback și sprijin clinic alături de dr. Lois Vaduva, absolventă a studiilor de master în muzicoterapie la Universitatea West of England și conferențiar universitar la Universitatea Emanuel din Oradea. Această cercetare ilustrează, de asemenea, provocările fiecărei sesiuni de muzicoterapie și importanța compoziției muzicale în diverse instanțe terapeutice. În plus, acest studiu de caz evidențiază trei tehnici utilizate în timpul perioadei de studiu: compoziția condusă de client, improvizație și narațiuni de cântece într-o sesiune de terapie prin muzică. În cele din urmă, reflecțiile terapeutului sunt prezentate pentru a completa prezentarea generală a lucrării.
Cuvinte cheie: muzicoterapie, scriere de cântece, cânt, sesiune de terapie prin muzică, client.
COVID-19 pandemic has resulted in an emergency transition to distance education in Turkey as well as other countries in the world; and as in all levels and fields of education, the distance education model has been widely used in undergraduate level music instrument education. This practice has brought certain issues that are required to be addressed to and problems to be solved in instrument education. The main purpose of this study was to determine the perspectives of the instructors regarding the undergraduate instrument lessons conducted with distance education during the pandemic. For this purpose, survey model was adopted with the participation of a total of 201 lecturers. The data was collected using a questionnaire composed of 26 items developed by the researchers. The results revealed that the majority of the instructors had no prior distance education experience, and that those who wanted to employ both synchronous and asynchronous methods together constituted up the majority of the instructors. It was also discovered that the most common issues were connected to internet infrastructure, instrument access, student motivation, and socialization. Furthermore, it is recognized that most of the time, remedies to these issues could not be provided. It was discovered that the majority of instructors thought distance instrument education was a disadvantage. However, when the shift in teachers' perspectives on distance education was evaluated before and after the pandemic, it was reported that positive attitudes toward distance education improved when compared to attitudes prior to the epidemic. Some suggestions were made to increase the quality of distance instrument education.
Alice Cancer, Daniela Sarti, Marinella De Salvatore
et al.
The COVID-19 outbreak necessitated a reorganization of the rehabilitation practices for Learning Disorders (LDs). During the lockdown phase, telerehabilitation offered the possibility to continue training interventions while enabling social distancing. Given such an advantage of telerehabilitation methods for LDs, clinical research is still needed to test the effectiveness of diverse teletraining approaches by comparing their outcomes with those of face-to-face interventions. To compare the effectiveness of telerehabilitation vs. in-presence rehabilitation of dyslexia, a rhythm-based intervention for reading, called Rhythmic Reading Training (RRT), was tested in a small-scale clinical trial during the lockdown phase of the COVID-19 pandemic. Thirty children aged 8–13 with a diagnosis of developmental dyslexia were assigned to either a telerehabilitation or an in-presence rehabilitation setting and received RRT for 10 biweekly sessions of 45 min, supervised by a trained practitioner. The results showed that both telerehabilitation and in-presence rehabilitation were effective in improving reading and rapid automatized naming in children with dyslexia and that the effects were comparable between settings. Therefore, RRT was found to be effective in spite of the administration method (remote or in-presence). These results confirm the potential of telemedicine for the rehabilitation of LDs. Clinical Trial ID: NCT04995471.