Music Education Research Papers - Academia.edu (original) (raw)

2025

Silva -UFRB (Brasil) Isabel Carvalho Viana -UMINHO (Portugal) O processo educativo brasileiro tem sido marcado por significativas influências relacionadas ao racismo e preconceito contra o negro, consequentemente, contra toda a sua contribuição e potencial educativo, em espaços formais, para nossos jovens e crianças. Neste sentido, realizamos uma investigação, em programa de doutoramento, sobre a contribuição da cultura corporal, em particular, da capoeira, samba e maculele, no processo de educação formal, explorado através de um conjunto de ações que designamos de enriquecimento curricular (AEC), considerando o impacto na formação de questões ligadas à prática pedagógica, formação de professores e atuação social, com motivo da utilização da matriz afro-descendente como principio para construção do conhecimento, articulada através de um processo de desenvolvimento curricular integrado. 90 Este trabalho foi financiado por Fundos Nacionais através da FCT (Fundação para a Ciência e a Tecnologia) e co-financiado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 -Programa Operacional Competitividade e Internacionalização (POCI) no âmbito do CIEC (Centro de Investigação em Estudos da Criança da Universidade do Minho) com a referência

2025, Journal of Music, Technology and Education

The benefit of higher education institutions working with industry professionals has received significant attention in literature and policy. Despite this, the challenges in institutions themselves, and the nature of the music industry makes this concept challenging to manage. In response to this, a project was funded by the Higher Education Academy for Coventry University to examine a model for embedding the involvement of industry professionals in the development and assessment of Music Technology student portfolios. This article explains the background, the rationale, realization and outcomes of the project. First, it outlines the issues of employability within music and creative industries courses as reflected in the literature. It then examines the contextual challenges of the music industry and higher education. It continues by describing how the project embedded industry professionals in student portfolio development and assessment. Finally, it outlines the outcomes of the project, its implications and the key risk factors to its implementation in other disciplines and institutions.

2025

An 8-month practicum was developed to eliminate the communication gap experienced by parents moving from the multi-communicative atmosphere of the elementary school to the relatively incidental reporting environment of the junior high school. The practicum sought to i cease home-school communication through parental awareness and involvement. An unexpected outcome was the intensity of teacher resistance to parental involvement, causing a shift in the practicum's focus from awareness to political involvement. Subjects were 72 parents of sixth-through ninth-grade students, and an unspecified number of teachers and students. Parents collaborated on publishing a newsletter, writing letters, and organizing educational forums to foster debate on issues of education specific to their children and the school environment. Increased parental involvement led to the establishment of school committees seeking to replace the junior high school with a middle school. Results of the practicum indicated that the solutions to many of the problems with the school were political, and that understanding the power base of both teachers and the union is a necessary precept to any parental action for improved home-school communication. (Ten appendices include questionnaires and post-program surveys, workshop handouts, a home-school relations checklist, and a letter from parents to the newspaper. Contains 26 references. (SM)

2025

I would like to record my grateful thanks for the excellent guidance and support provided by my supervisor Andy Pratt. The 6 plus years that this research spanned involved many twists and turns. Andy's questions and challenges were vital in helping me navigate these challenges and bring the research to a successful conclusion. This thesis owes a debt to the producers, engineers, studio owners and managers, and record label representatives who generously gave their time and thoughts for this project. I am also grateful to the Association of Professional Recording Services for allowing me to contact their members and thus begin the process of collecting and gaining the required interviews. To preserve confidentiality all names and places of work have been changed.

2025, Revista De Economia Mundial

2025

A JP Extension and Adult Education in the United States In the Colonial period of our American history, while emphasis was placed on the education of children as indicated by laws passed in the several states and especially in Massachusetts as early as 1647, no thought was given to adults except for the so-called Sunday School Movement. Credit for emphasis upon the need for education in a democracy, where the people are the rulers, goes to Thomas Jefferson, author of the Declaration of Independence and the Virginia Statutes on education. This concept took hold in all areas of the new republic. The early leaders of the State of Texas were college-trained men in large parts and laid the foundation of an enduring system of schools in this great empire. The sentiment which inspired all these leaders is beautifully expressed in the words of Sam Houston and Mirabeau B. Lamar, presidents of the Republic of Texas. Sam Houston said, "The benefits of education and of useful knowledge, generally diffused through a community, are essential to the preservation of a free government." Mirabeau B. Lamar said, "Cultivated mind is the guardian genius of Democracy and, while guided and controlled by virtue, the noblest attribute of man. It is the only dictator that freemen ac.knowledge, and the only security which freemen desire." The progress towards an efficient system of education was slow and fraught with many difficulties and problems in the colonies which were to become the United States of America, as well as in Texas. For about 150 years little progress was made among the colonists, and education for the masses languished. Even after the Republic was established in 1789, it was nearly 50 years before any state had a real system. The leadership in establishing a system of public schools within the state, supported by public taxation, belongs to Horace Mann who was made Secretary of the Massachusetts State Board of Education in 1837. One by one the several states followed 1Frederick Eby, The Development of Education in Texas (New York: The Macmillan Company, 1925), p. 80.

2025

CO SM O S + TA X IS 20 Understanding is often significantly aided with metaphor and analogy. In this paper, we will argue that the process of jazz music provides a powerful analogy for understanding distributed theories of cognition and systems approaches to biology. Fields like cognitive science and biology often conceive of a difference between “nature” and “nurture”—between organism and environment or between the brain’s cognitive process and the environment it thinks in. Distributed theories of cognition and systems biology both propose a unique take on the interaction between “nature” and “nurture,” essentially arguing that these two cannot meaningfully be separated. Distributed theories of cognition suggest that cognition is shaped by an interaction between brain and external tools that aid the brain’s cognitive process (be it a calculator, cell phone, or paper and pencil). Systems biology similarly conceives of phenotypic development as a deeply interactive process where geno...

2025

Από τα πιο χαρακτηριστικά γνωρίσματα του ελληνικού λαϊκού πολιτισμού, σύμφωνα με τον Πούχνερ, είναι τα «παραστατικά φαινόμενα» όπως οι εθνικές επέτειοι, οι θρησκευτικές τελετές και τα πανηγύρια , τα οποία δεν είναι απλώς εορταστικές συναθροίσεις· αποτελούν ζωντανούς φορείς πολιτισμού, τρόπο έκφρασης συλλογικής ταυτότητας και μηχανισμό μετάδοσης εθίμων. Τα τρία βασικότερα είδη πανηγυριών ιστορικά, είναι η εμποροπανήγυρης, η ζωοπανήγυρης και η ιεροπανήγυρης. Τα πανηγύρια αντλούν τη δύναμή τους από το πάντρεμα του ιερού με το κοσμικό, της θρησκευτικής λατρείας με το κοινωνικό γλέντι, και λειτουργούν ως άτυποι θεσμοί που ενισχύουν τη συνοχή της κοινότητας. Παρά τις κοινωνικές και τεχνολογικές μεταβολές των τελευταίων δεκαετιών, τα πανηγύρια συνεχίζουν να κατέχουν ενεργό ρόλο στη λαϊκή κουλτούρα και να είναι προσαρμοζόμενα στα σύγχρονα δεδομένα.

2025

Depuis une vingtaine d’années, la littérature française contemporaine connaît une repolitisation marquée, s’attachant à représenter divers groupes sociaux et une pluralité de formes de vie. Certains critiques littéraires et sociologues estiment que cette évolution contribue à dynamiser la vie démocratique. Toutefois, ces approches semblent parfois négliger les rapports de domination présents dans les processus de production et de réception des biens culturels. Cette journée d’étude propose d’explorer les enjeux de cette nouvelle politisation de la littérature et des récits contemporains. Elle invite à interroger les vertus démocratiques souvent présupposées de ces récits, en mettant l’accent sur les tensions entre consensus et conflictualité, ainsi que sur les formes de domination à l’œuvre.

2025

Osmanlı İmparatorluğu, Batı müziğiyle, 16. yüzyıldan itibaren gerek Avrupa ülkelerinden gelen ya da kendisinin gönderdiği elçiler vasıtasıyla gerekse padişahlara Avrupa Kralları tarafından hediye olarak gönderilen müzik topluluklarıyla aşina olmaya başlamıştır. Her ne kadar Batı müziğinin Osmanlı topraklarında aktif olarak eğitimi, üretimi ve icrası 19. yüzyılın başlarında ancak gerçekleştiyse de bu ilk temaslar, Batı sanatının ciddi anlamda ele alınmasına zemin oluşturmuşlardır. Bu temaslardan en ilgi çekici olanı ve bugüne kadar Türkiye'de bu konuda yapılan araştırmalarda hiç bildirilmediğini tespit ettiğimiz, ünlü besteci Johann Sebastian Bach'ın kendisi gibi müzisyen olan kardeşi Johann Jacob Bach ile yine aynı dönemin Avrupa'sının en ünlü flüt virtüözü ve bestecilerinden Fransız Pierre Gabriel Buffardin'in farklı sebeplerle geldikleri İstanbul'da bir araya gelmiş olmaları ve Bach'ın Buffardin'den bu süreçte İstanbul'da flüt dersleri almasıdır. Bu makalede Bach ve Buffardin'in buluşmasının tarihi boyutu, her iki müzisyeni İstanbul'a getiren tarihsel olaylar bazında irdelenecektir. Bu bağlamda, Osmanlı topraklarında Batı müziği temaslarının Türk müzik tarihinde bilinmeyen bir cephesinin ortaya konulması ve Osmanlı'ya Batı müziği enstrümanı olan "flüt"ün girişinin bilinenin çok daha öncesine dayandığının altının çizilmesi amaçlanmaktadır.

2025, V CONNEPI- …

Sistema de Gerenciamento de Conferências (OCS), V CONNEPI - 2010. ...

2025

Seguindo a tendencia de retomada das pesquisas que buscam o aprimoramento da acustica da clarineta iniciado por volta da decada de 1950, particularmente essa pesquisa teve como foco de investigacao cientifica o estudo da importância e influencia do Barrilhete na estruturacao do timbre da clarineta. Para isso foram utilizado 4 diferentes modelos de barrilhetes, 3 deles fabricados pelo autor, onde 7 diferentes parâmetros ligados ao timbre foram a base da classificacao.Atraves de testes auditivos utilizando o software MEDS e posteriormente a ferramenta metodologica MDS. Multidimension Scaling foram gerados graficos bidimensionais que representavam espacialmente as similaridades/dissimilaridades entre os barrilhetes nos parâmetros do timbre. Apos a analise detalhada dos resultados concluiu-se que os modelos experimentais fabricados pelo autor distinguem-se singularmente do modelo comercial na grande maioria dos parâmetros confirmando assim os testes de performance realizados antes mesmo...

2025, comunidadesvirtuais.pro.br

GT 2 -Jogos eletrônicos e educação A introdução de recursos pedagógicos no ambiente escolar não é prática recente. Os livros didáticos, o quadro negro, giz e outros elementos se transformaram ao longo do tempo, mas continuam sendo imprescindíveis no cotidiano escolar. Além desses recursos os Objetos de Aprendizagem e o Jogo Digital com características educacionais surgem com o mesmo intuito de favorecer a práxis do professor e o aprendizado do estudante. Este artigo relata a experiência do desenvolvimento do Jogo Educacional Tartarugas e sua aplicação com crianças do ensino fundamental de uma escola particular. Propõem-se também a discutir elementos que constituíram esse jogo como o mapa conceitual, baseado na Teoria Ausubeliana e a própria concepção de objeto de aprendizagem.

2025

The early stimulation in infants during their first years of life is crucial to improve psychomotor skills and development. The present study proposes to apply the program of early stimulation by physiotherapeutic focusing in children from 0 to 3 years old at the Yacucalle Children's Center." From the Ibarra canton, Imbabura province. The research had a qualitative-quantitative approach, with a descriptive and field scope, the design was quasi-experimental, longitudinal. The results were obtained using the Nelson Ortiz Abbreviated Scale and the UNICEF Early Stimulation Program, applied to 35 children, and evaluating the changes caused before and after the intervention through the use of the third level of the Kirkpatrick Scale. The obtained data indicate that the predominance of the masculine gender between 25 and 36 months; before the intervention, the evaluation of children prevailed in the middle level and some were located in the alert level; after the application of the program, the majority escalated to higher levels, being represented in the medium high level and a small minority maintained the level alert, depending mainly on the area of audition and language. Based on the transition of the results, it can be affirmed that the application of the program allowed to modify the output effectively with regard to the input of the children, reaching effectiveness indices that placed in the numerical range of the environment they are evaluated as optimal and upward respectively.

2025

Pots forçar a algú a jeure, Però no pots forçar a dormir. Pots forçar a algú que et senti, Però no pots forçar-lo que t'escolti. Pots forçar a aplaudir, Però no pots forçar l'emoció ni l'entusiasme. Pots forçar que et besin, Però no pots forçar que et desitgin. Pots forçar un gest de somriure, Però no pots forçar a riure. Pots forçar un elogi, Però no pots forçar que t'admirin. Pots forçar que et diguin un secret, Però no pots forçar l'inspirar confiança. Pots forçar que et serveixin, Però no pots forçar a ningú que t'estimi. Sentir gana, dormir, escoltar, emocionar-nos, entusiasmar-nos, desitjar, riure, sentir admiració, sentir confiança, estimar... són accions que no augmenten la força ni la obligació. Són accions meravellosament inconscients". El relacionar-nos de manera assertiva és un aspecte que es pot anar millorant. Per tal de fer-ho cal esser conscients de com ens comuniquem i de la nostra influència en aquesta interacció, perquè no és el mateix dir: "No m'entens!" que dir "Potser no m'he explicat bé!". -No fer generalitzacions -No culpar a l'altre/s -No penjar etiquetes -Parlar des del "Jo" -Assumir la responsabilitat personal. No hi ha res a fer Ara no veig que puc fer. Per la meva experiència fins el moment, considero que no funcionarà així. Ets un desastre M'agradaria que milloressis en... No comparteixo la vostra opinió. Has actuat de manera poc generosa. M'has decepcionat Jo em sento decepcionat per... Em costa trobar sentit a això Dintre de la proposta es treballen algunes activitats com "Què faig bé jo?"(veure activitat 4 del bloc de coaching de l'annex 8.1) en la qual l'alumne ha d'escriure allò que ell fa bé. El mestre hauria de conèixer algunes de les fortaleses o habilitats de cada un dels seus alumnes, i no solament els defectes o aspectes que ha de millorar, és a dir, hauria de ser capaç de poder reforçar els aspectes positius del seu alumnat, en comptes dels aspectes negatius. Molts nens coneixen millor Recordem:

2025, FLUMINENSIA : časopis za filološka istraživanja

2025, Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM

La educación musical formal está presente en un gran número de escuelas primarias y secundarias a lo largo de las Américas, aunque tanto las políticas educativas, planes de estudios y su implementación varían según regiones, estados e instituciones educativas. El conocimiento de las condiciones actuales de la educación musical en un hemisferio, cada vez más interconectado e interdependiente, podría ofrecer ideas para resolver desafíos de acceso, igualdad, y equidad hacia una educación artística de calidad. Este artículo ha sido escrito para proporcionar una sintaxis general, no exhaustiva, de la investigación sobre programas y políticas de música escolar a lo largo de las Américas. Más específicamente, dentro de un marco socioeconómico, hemos tratado de determinar de qué manera factores externos afectan las prácticas docentes así como el impacto de los docentes de aula en estas fuerzas. Se espera que esta examinación ofrezca ideas a quienes elaboran y promueven políticas educativas ...

2025

En el documento, Framework for 21 st Century Learning, diseñado para preparar a los estudiantes de primaria y secundaria para el éxito en una economía global, la creatividad y la innovación es esencial. En todas las materias, los alumnos deben pensar en forma creativa lo que significa que deben utilizar una amplia gama de técnicas y generación de ideas, crear ideas nuevas y que valgan la pena, y elaborar, refinar, analizar y evaluar sus propias ideas con el fin de mejorar y maximizar los esfuerzos creativos. También se espera que estudiantes trabajen creativamente con otros en el proceso de innovar. Los estudiantes deben comunicar sus ideas de manera efectiva a los demás, ser sensible a las diversas ideas y puntos de vistas, demostrar originalidad, reconocer restricciones y limitaciones, y aprender de los errores y fracasos. Además, deben innovar, es decir, crear algo útil y tangible como resultado de su pensar y de su trabajo en conjunto (Partnership for 21 st Century Skills, 2011). Esta visión del plan de estudios, con un ojo hacia la creatividad y la innovación, tiene como meta orientar a los profesores de primaria y secundaria. Desafortunadamente, muchos de estos profesores no fueron educados en sistemas que valoran o se practican estas ideas, lo cual puede haber limitado su propia creatividad o innovación. Es lógico asumir que estos profesores se sienten incómodos en incorporar estos hábitos de la mente y la práctica en sus propias aulas. Esto podría explicar la razón por la cual composición e improvisación, la escucha creativa e interpretación imaginativa en las escuelas tienden ser menos importante que las experiencias de aprendizaje más directivos. Este artículo ofrece ideas a los profesores que preparan a estos maestros, que se encuentran responsable para facilitar el empleo de la creatividad en pensamiento y la práctica musical. De esta manera, maestros del mañana podrán alcanzar un mayor nivel de creatividad e innovación, que les ayudara a estar mejor preparados para guiar a sus propios estudiantes.

2025, Journal of Research in Music Education

The purpose of this study was to profile secondary school music programs in the United States and investigate principals' perceptions of those curricula. A survey form was sent to 1,000 secondary school principals, yielding a 54% response rate. That form was designed to answer the following questions: What is the profile of secondary music programs in the United States? How effective do principals think music programs are in helping students attain specific learning outcomes and broad educational goals? To what degree do certain variables (e.g., standardized tests, teachers, parents) impact a given music program? Ninety-eight percent of respondents indicated that their schools offered music courses, yet 34% required music. There were significant differences in the diversity of course offerings based on school socioeconomic status profiles. Standardized tests and No Child Left Behind were thought to have the most negative impact on music programs.

2025, Journal of Research in Music Education

This study is an examination of school principals 'perceptions of the elementary school music curriculum. A survey, mailed to 350 elementary school principals (61 % response rate), was designed to answer the following questions: What are principals' perceptions of music learning outcomes and broad educational goals that result from school music instruction at their respective schools? How do they believe these should exist in ideal conditions ? Is there a difference between principals' ratings for current and ideal conditions ? To what degree do certain variables affect the music program? Results revealed that principals were generally satisfied with their music programs' ability to meet music education standards and broad educational goals. However, significant differences between the current and ideal conditions imply that they believe improvement is possible. Principals reported that the No Child Left Behind Act, budgets, standardized tests, and scheduling had the most negative effects on their music programs.

2025

The purpose of this exploratory study was to examine perspectives of experienced university faculty and cooperating teachers in general music education. The co-authors' four guiding research questions were: (a) What are the ideal components of preservice general music teacher preparation; (b) What do cooperating teachers and university supervisors expect of preservice music teachers; (c) How may preservice general music teacher preparation be improved; and (d) What are the possible roadblocks and solutions for improving preservice music teacher preparation? For this case study, 11 university faculty and 19 cooperating teachers completed a researcher-designed, open-ended survey (N = 30). Using a downward coding process to identify diversity within the data, followed by upward coding to determine synthesis within the data, three themes emerged: enabling conditions, inhibiting conditions, and curriculum reorganization. Research questions (a) and (b) matched with enabling conditions, when present, and inhibiting conditions, when absent. Curricular reorganization responses matched with question (c), while inhibiting conditions and elements of curricular reorganization matched with question (d). The co-authors discuss implications of their findings for music teacher education and make recommendations for further research to extend this exploratory study.

2025

The concept of a "People's University", which prompted the foundation of the University of Queensland, would at first sight appear to have not extended to the development of a Department of Music, except for an early commitment to the administration of the Australian Music Examinations Board in Queensland. This is not to say that no music existed on campus, but organised teaching at a high level was not part of the original plan. Financial constraints, and the effects of World War One and the Great Depression, prevented the University from moving swiftly in the provision of a Faculty of Music or a Conservatorium, despite unceasing pleas from outside the University as well as from its lone Music Lecturer and AMEB Organiser, Mr. Sydney May. By 1939 provision existed in the B.A. for limited studies in History of Music and Harmony and Counterpoint, but not as a full major and with no accompanying practical component. To compensate for the lack of an intensive course leading to a Degree in Music, a Diploma in Music was established within the Faculty of Arts in 1938, but this never attracted sufficient interest to make it a viable proposition. The period after the Second World War saw great expansion in the University. This included the organisation of a series of Music Summer Schools which IV were unique in Australia at the time until, for reasons unexplained, the.University withdrew its support in 1950. The AMEB system was becoming a huge enterprise and a fouryear Honours music stream became available in the B.A.in 1962. The foundation of the Queensland Conservatorium of Music in 1957 mollified those in the community who had waited forty years for the University to act, but by now the moves to establish a Faculty of Music and B. Mus . degree had gained their own momentum. The present Department and Faculty are the end results of a determined effort nearly sixty years ago to realise the needs of Music training at tertiary level in Queensland. A fully comprehensive history of Australian Music, if it is ever to be written, will be largely a sum of many parts. It would, or should, draw on the available material that covers even the smallest, most insignificant aspects of Australian music. That is the rationale behind the selection of a topic that on a superficial level appears to be of only local interest. Originally this thesis was to cover the period from 1910 up to 1984, but it soon became apparent that this would be impossible and the area was restricted to an earlier span of years. University files and documents form by far the largest source of information and for access to them I must record my grateful thanks to the Registrar, University of Queensland, for granting me permission to use them, to University Archivist Ms. Glenda Acland, and to Mr. Eric Boothby and the staff of the Records Section, University of Queensland. Thanks are also extended to the staff of the Fryer Library, University of Queensland, for making available the then un-catalogued scrapbooks of the family of Mr. Sydney May, and to the office staff of the Music Department, University of Queensland, for providing papers of Mr. Hugh Brandon. Photographs were provided by the Photography Section, University of Queensland, and The Courier Mail. Thanks must also be extended to the staff of the VI John Oxley Library in William Street, and to the attendant at the Costin Street storehouse of the State Library, for their assistance in checking back-issues of various newspapers. Mention must be made of the fact that the various newspapers referred to are not entirely preserved on microfilm. For example. The Toowoomba Chronicle from 1946 to 1953, covering the period of the Summer Schools of Music, is kept in paper form at Costin Street. More seriously. The Telegraph is not held at Queensland University, and is only partially on microfilm at the John Oxley Library (1911 to 1922 and c. 1952 to 1968). It is kept in paper form at Costin Street for the period 1948 to 1955. The period of the 1930's is entirely lacking as the paper deteriorated too badly to allow microfilming, and is not accessible for reference. This explains some problems of incomplete citations, although other problems, like imprecise attributions on source files, made citation difficult. This thesis was undertaken too late to record the impressions of people who were most associated with the early Department -in particular Mr. May and Mr. Brandonand in part it may be dedicated to their memory. Grateful thanks are also extended to my supervisor, Dr. Gordon D. Spearritt, for his patience when my illness forced several extensions of time. I must also record my thanks to Mr. Mark Barton for his assistance in the use of a micro-computer and word-processing program to produce the thesis.

2025

In this research study, the effects of educational games on achievement and retention has been investigated in teaching social science subjects. During the research which has been carried out on two different groups and social studies classes with pupils of grade 5 at Atatürk Elementary School and Koç Elementary School in Bolu, while the experimental group was taught in educational games, the control groups was taught in traditional method. Data have been collected by applying pre-test, post test, retention test. This data are analyzed by using arithmetic means and standard deviation and V test.

2025, Revista Lex Enlace

Las ciencias de la educación desde hace más de cinco décadas, se encuentran debatiendo en lo relativo a sus estrategias de enseñanza y aprendizaje, pues lo que se ha evidenciado a nivel histórico, es que las tecnologías y las culturas cambian con el paso del tiempo, sin embargo, el uso de herramientas didácticas sigue siendo el mismo desde hace muchos siglos, llegando a verse incluso que, las escuelas e instituciones más prestigiosas y reputadas del mundo, mantienen su renombre por causa de la preservación de sus más primitivas y anticuadas formas para educar, lo cual es un grave error. El objetivo de este estudio de revisión, consistió en tomar una serie de estudios de los últimos 6 años, con el propósito de indagar sobre las herramientas más innovadoras y con evidencia de su utilidad desde la didáctica, pues se ha encontrado que, es necesario que se implementen los nuevos métodos de trabajo dentro del aula de clase, ya que los índices de deserción escolar y universitaria van en aumento y lo están haciendo de manera acelerada y sin cesar su crecimiento. Esta investigación concluye que, varios campos científicos están realizando aportes valiosos y altamente eficaces para mejorar la didáctica, tanto desde las ciencias del comportamiento como desde las ciencias de la salud, pero paradójicamente, donde menos avances aplicados se evidencian, es en los entornos educativos y escolares tradicionales.

2025, International journal of humanities and arts

2025, Journal of Historical Research in Music Education

2025, Journal of Music Teacher Education

While observing exemplary in-service teachers is important, researchers suggest there may be benefits to observing peers as well. Much of the peer observation literature is focused on the process of peers observing peers in the same institution. The authors of this study brought together undergraduate music education peers from two separate institutions to observe and discuss music teaching and learning via videoconferencing software. Using qualitative analysis techniques, we identified three emergent themes: (a) technology as a tool for diverse experiences, (b) self-reflection and questioning assumptions, and (c) evolving issues of identity. Participants believed the experience was uniquely valuable when compared with traditional observations of peers within their own institutions. While all participants reported growth in self-awareness and ability to question assumptions, those who were observed developed stronger teacher identities and those who were observing learned vicariousl...

2025

Argomenti:

Acustica e Misurazioni‬
‭Attrezzature e Componenti‬
Tipi di Segnale e Connessioni‬
‭Software e Formati‬
‭Registrazione e Produzione
Effetti e Processamento
Mastering & Mix

2025

This paper presents a sensor-augmented saxophone mouthpiece which promotes data collection from musicians. The collected data aims to unveil the mechanics of saxophone tone formation from the embouchure and air flow control—for which only limited knowledge exists due to its occlusion concealed by the players’ mouth. Ultimately, by grasping and modeling how musicians play, we aim to develop intelligent music tutoring systems. Towards this aim, we provide the first steps of a sensor-augmented mouthpiece from which we compute air pressure, air flow, and mouthpiece-reed tip opening indicators of a performance. Di↵erent strategies to capture these indicators have been studied under controlled lab conditions as a basis to develop a prototype mouthpiece which is evaluated by an expert saxophonist.

2025

This paper presents a comparative study of the critiques of modernity articulated by René Guénon and Taha Abdurrahman, two influential thinkers who, despite their distinct intellectual genealogies, converge in diagnosing modernity as a condition of spiritual and ethical disconnection. Guénon, writing from a metaphysical-traditionalist perspective, identifies modernity as the culmination of the "Reign of Quantity," a cosmic inversion in which the sacred order has been eclipsed by materialist and rationalist reductionism. His remedy lies in esoteric initiation and the recovery of perennial metaphysical principles. Taha Abdurrahman, grounded in Islamic ethical philosophy, frames modernity’s crisis through the concept of faṣl—the severance of reason, knowledge, and speech from ethical trusteeship (i’timāniyya). In contrast to Guénon’s contemplative withdrawal, Taha proposes a reformist project rooted in higher reason (ʿAql Ālī), moral witnessing (ishhād), and institutional renewal. The paper examines their respective anthropologies, epistemologies, and strategies for renewal, highlighting both their irreducible differences and potential complementarities. It argues that the dialectic between transcendence and trusteeship, as embodied by Guénon and Taha, offers a more holistic lens through which to critique and navigate the spiritual and ethical crises of modernity.

2025, Education Sciences

This study explores the impact of soundscapes on the emotional and academic experiences of preservice teachers enrolled in music education courses within an elementary education degree program. It focuses on the framework of critical music education and future teachers' reflections on soundscapes, emphasizing the importance of fostering awareness of the acoustic environment. The study uses a mixed-methods approach, including a quasi-experimental design and group discussions, to assess the emotional and cognitive effects of listening to natural versus urban soundscapes among preservice teachers (n = 89). The results indicate that listening to natural soundscapes significantly increases positive emotions and reduces negative emotions, while urban soundscapes have the opposite effect. Group discussions revealed that university campus soundscapes, often dominated by traffic and construction noise, negatively impacts students' socialization, relaxation, and concentration, potentially affecting their academic performance. The study suggests incorporating soundscape awareness and critical listening into music education programs to foster both environmental and social awareness among students and to support the development of critical consciousness in future educators and citizens.

2025

O dossiê aqui apresentado é fruto de uma rede de colaboração, aproximação e amizade formada por docentes e discentes, indígenas e não indígenas, lideranças e ativistas que se vinculam ao debate e à ação nos campos da interculturalidade crítica, nos processos de contra colonização e na consolidação de metodologias participativas na América Latina. Trata-se de um precioso processo de interaprendizagem. Esta rede de colaboração tem como espaços geradores o Núcleo Takinahakỹ de Formação Superior Indígena (NTFSI), da Universidade Federal de Goiás, que conta com cerca de 300 docentes pertencentes aos povos originários, mais de 100 egressos indígenas em nível de graduação e mais 100 de pós-graduação, assim como o Centro de Investigaciones y Estudios Superiores em Antropologia Social (CIESAS), importante instituição de ensino e pesquisa no México. Nesta rede, destacam-se igualmente outros Cursos de Licenciatura Intercultural Indígena no Brasil, como o da Universidade Federal do Amapá, da Universidade Federal de Santa Catarina e da Universidade Federal do Acre. Outros espaços referenciais na América Latina, no campo da interculturalidade, como a Universidade de Santiago/Chile (USACH) e a Universidad Veracruzana Intercultural/México (UVI), as quais participam e indicam aportes, limites, desafios e avanços sobre a questão indígena. E, também, projetos desenvolvidos com base em premissas similares como o Milpas Educativas: Laboratórios Socionaturales para el Buen Vivir, que atua junto a dezenas de

2025

a Dados (GPTAD) em conjunto com o Projeto Competências Digitais para Agricultura Familiar (CoDAF). O evento é realizado na Faculdade de Ciências e Engenharia (UNESP/Tupã), e tem como objetivo proporcionar debates e reflexões a partir de seminários apresentados por professores e pós-graduandos, abordando, de forma interdisciplinar, problemas e temáticas correlatas às áreas de Administração, Engenharia de Biossistemas, Ciência da Informação, Ciências Agrárias, Tecnologia da Informação e Comunicação (TIC), entre outras. Em sua 9º edição, ocorrida no dia 18 de outubro de 2019, o evento contou com duas palestras que abordaram a temática Tecnologias para obtenção de dados imagéticos. A primeira, intitulada "Competição Fórmula Drone -Aero IF Tupã", foi ministrada pelo professor Dr. Esdras Nicoletto da Cunha

2025, Psihologijske teme

In this study, we examined differences in music-evoked emotions and music liking between two approaches to teaching ear-training in music school. Participants were 423 pupils (60% female; Mage = 10.55 years, SDage = 0.92) in the third grade. In two ear-training lessons prepared either by the standard (STA) or the multimodal and interdisciplinary cognitive-emotional approach (CEA), pupils listened to a 2-minute excerpt from the 4th movement (Allegro con fuoco) of the Symphony no. 9 in E minor, Op. 95 (“From the New World”) by Antonín Dvořák. The Geneva Emotional Music Scale (GEMS-9, Zentner et al., 2008) was translated and adapted to measure music-evoked emotions. Pupils also reported their music liking. In this study, the original three-factor structure of the GEMS-9 was not replicated, and instead a two-factor solution with factors labelled Activation and Calmness emerged. The results showed that in both groups the music evoked moderate to moderately high Activation and low Calmnes...

2025, Bosnian / Croatian / Serbian

U radu se elaborira uloga i važnost provođenja aktivnosti sviranja u redovitoj nastavi glazbene kulture. Iako je sviranje bilo zastupljeno kao ravnopravna aktivnost u većini nastavnih programa, tek se programom iz 2006. godine omogućuje njegova kvalitetnija realizacija. Proučavanjem literaturnih jedinica i anketiranjem učitelja, sistematizirane su prednosti i ograničenja sviranja u redovitoj nastavi. Autorica donosi novi model provedbe sviranja u razredu.

2025

This paper describes the possibility of shaping the cultural identity of the individual and school by implementing musical activities. In addition to studying the term culture, particular attention is paid to the analysis of school culture, today a key factor of positive changes in education. School culture is promoted by subjects that are a part of the artistic field, like music culture/art. Music art is a part of general culture and is a possibility for artistic education and development of children’s cultural identity, a direct factor of (co)creation of culture and the possibility for raising the level of school culture. School culture is also affected by cultural and public activity and extracurricular activities have the greatest role in this, enabling a more intensive music engagement, and the final outcomes are definitely a step towards culture: greater aesthetic possibilities of perception and reception of music, encouraging creativity and creation, expressing oneself throug...

2025

Music is a part of a child’s everyday life. In family and in preschool institutions, its function is different from the one in school. Music teaching influences the overall students’ development, which can be seen from a pedagogical and artistic perspective. It is aimed at acquiring knowledge and developing students’ skills in the field of art; it encourages aesthetic education, but also the preservation of historical and cultural heritage. The domain in which this is mostly realized is listening to music and music understanding. With the intention of bringing art music closer to children and young people, its more intense experiencing and understanding, the paper points to the necessity for an interdisciplinary and correlative relationship of music with other subjects, but also musical activities with each other. Since the author intends to indicate the importance of creating new didactical strategies for music teaching lessons, the Stage-English-Music concepts, the Listening to Mu...

2025, Metodički obzori

Music preferences can be related to many groups of factors, as LeBlanc’s Interactive theory of music preference suggests. In this research four factors from the model were explored in relation to students’ preference towards classical music: students' age, their gender, their attendance of extracurricular music activities and familiarity of music pieces. Fifteen excerpts of classical music pieces from different musical-historical periods were presented to a sample of 516 students, 7 to 18 years old. Results reveal moderate negative correlation between age and preference towards classical music. Higher preference was found in female students and for familiar pieces. Students that attended extracurricular music activities preferred only some excerpts more. Findings provide strong support to LeBlanc’s model. Implications for teaching are proposed.

2025, Hungarian Educational Research Journal

In the last 30 years Croatia has been involved in an intensive period of educational reforms. Music teaching, as a compulsory subject, underwent some positive and negative changes. The so-called open model and contents remake bring the possibility for teachers to be more creative and for students to be involved to a greater extent, but unfortunately, music lessons come to just 1 h per week. As a part of the Croatian school system, the extracurricular music activities are implemented in the school curriculum which affects the acquisition of new knowledge developing students’ musical skills. This paper aims to present the today’s situation of attending music classes in regular and extracurricular lessons in Croatia. Moreover, it discusses the international research project Schools@Concerts: Tuning up for the Music Experience which influences the idea how to carry out another kind of extracurricular musical activity which suits the worldwide environment. The intention is to familiarize...

2025, Metodički ogledi

Cilj je slušanja glazbe u školi oblikovati kulturno-umjetnički svjetonazor učenica i učenika te doprinijeti njihovom estetskom odgoju. U hrvatskim osnovnim školama realizira se prema tzv. standardnom modelu kojemu je težište na spoznajnoj dimenziji. Kako bi se povećali pozornost, motivacija, slušalačke navike i prihvaćanje umjetničke glazbe, predlaže se spoznajno-emocionalni pristup koji višemodalno povezuje glazbene i izvanglazbene sadržaje. Cilj istraživanja bio je usporediti utjecaje spoznajno-emocionalnog i standardnog pristupa u nastavi glazbene kulture na spoznajni i emocionalni aspekt slušanja glazbe. Sudjelovalo je 557 učenika i učenica iz 30 petih razreda. Slušali su Hačaturjanovu Maskaradu, Beethovenovu Wellingtonovu pobjedu, Rimski Korsakovljevu Šeherezadu i Fauréovu Pavanu te odgovarali na pitanja vezana za spoznajni i emocionalni aspekt slušanja glazbe. Petnaest razreda imalo je nastavu po standardnom, a 15 razreda po spoznajno emocionalnom pristupu. U spoznajnom aspekt...

2025, Arti Musices Hrvatski Muzikoloski Zbornik

Otvoreni koncepcijski model nastave glazbene kulture specifiËan je po tome πto uËitelji, izuzev zadane i dominantne aktivnosti sluπanja i upoznavanja glazbenih djela, sami odabiru koju Êe drugu aktivnost, u skladu s interesima i aeeljama uËenika te vlastitim afinitetima, realizirati. 2 Andrew LIPSMAN: Social Networking Goes Global, 2007. . comscore.com/press/ release.asp?press=1555 (4. 1. 2012). 3 Nastavna/obrazovna tehnologija opisuje se i tumaËi sljedeÊim izrazima: sredstva, pomagala, tehnika, postupci, pristupi, metode, oblici, programi, sadraeaji (viπe u: Sabina VIDULIN-ORBANI∆ -Lada DURAKOVI∆: MetodiËki aspekti obrade muzikoloπkih sadraeaja: mediji u nastavi glazbe, SveuËiliπte Jurja Dobrile, Pula 2012).

2025, City

Abstract: Udžbenik ima pet poglavlja te dodatak i koncipiran je u dva dijela: 1. Teorijski aspekti-poglavlja u kojima se analizira metodika suvremene nastave te ističe važnost posjedovanja općih i stručnih kompetencija za život i rad u... more

2025

Resumo O objetivo desta pesquisa foi identificar as percepcoes dos estudantes surdos quanto ao desenvolvimento do projeto de trabalho aliado as tecnologias moveis, como ambientes inovadores de aprendizagem na sala de recursos. A metodologia utilizada foi a pesquisa qualitativa, constituindo-se em uma pesquisa-intervencao. A pesquisa contou com seis desses estudantes de uma escola da rede publica estadual de Presidente Pudente/SP. Adotou-se como instrumentos para a coleta de dados: observacao participante e grupo focal. Como resultado, verificou-se que o desenvolvimento de projetos articulados aos dispositivos moveis ocasionou transformacoes na pratica educativa, especialmente no que diz respeito ao uso desse recurso com autonomia pelos estudantes. Palavras-chave: Sala de recursos para estudantes surdos. Tecnologias moveis. Projeto de trabalho. Work projects articulated for the use of mobile technology: educational possibilities in the perception of deaf students Abstract The aim of ...

2025

Débora Andrade. (Bourdieusando) práticas de seleção vocal em coros escolares.

2025

No ano de 1990 foi constituido o coral infantil no Colegio Presbiteriano Mackenzie Sao Paulo. O Coral Infantil deu inicio ao programa de coros graduados da educacao basica da instituicao extrapolando em alguns anos, os seus limites do colegio e se estendendo ate a Universidade. O grupo seguiu sua trajetoria ate se tornar um grupo musical independente chamado Vox Mix, em 1999. Durante toda uma decada, a construcao da experiencia em arte se fundamentou em pressupostos pedagogicos nao tradicionais, e sim progressistas. O presente trabalho se propos a realizar uma analise dessa experiencia em arte a fim de gerar uma reflexao sobre a importância da presenca da musica e do seu ensino na escola, seja como um componente curricular ou como uma atividade extracurricular. Tambem discutiu como essa analise pode contribuir para a reflexao das politicas publicas educacionais, especificamente, da educacao musical na contemporaneidade apos a promulgacao da lei 7.689/08 que tornou obrigatorio o ensi...

2025

Vibrato is one of the most widely studied musical features over years. From singing voice to numerous instruments, vibrato shows both very characteristic and also distinctive behavior within instruments. However, there is no detailed vibrato dataset available to MIR research to the best of our knowledge. In this research, we present an extendable vibrato dataset including musical techniques and musical expressions. We further present the ongoing automatic detection algorithm and derivative trajectory analysis of pitch contours. In addition to algorithm’s easiness in implementation and short run-time duration, the quantitative evaluation shows success rate of 89.7% in detecting the vibrato presence among 173 vibrato sounds and 112 no-vibrato sounds. The parameters extracted from the derivative trajectories are also included with the sound files and source code to have a reproducible analysis. With prior instrument detection; it will offer an enhanced analysis, detection method and an...