International Journal of Music Education最新文献_第2页

Kayanapussana Satipatthana and the Buddhist practices of Samadhi and Sati as foundational practices in the development of Thai musical skills 将 Kayanapussana Satipatthana 和佛教的三摩地与舍提修行法作为发展泰国音乐技能的基础修行法

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-10-26 DOI: 10.1177/02557614241290830

Wanida Bhrammaputra, Jarun Kanchanapradit, John Garzoli, Stuart Grant, Neil McLachlan

{"title":"Kayanapussana Satipatthana and the Buddhist practices of Samadhi and Sati as foundational practices in the development of Thai musical skills","authors":"Wanida Bhrammaputra, Jarun Kanchanapradit, John Garzoli, Stuart Grant, Neil McLachlan","doi":"10.1177/02557614241290830","DOIUrl":"https://doi.org/10.1177/02557614241290830","url":null,"abstract":"The Buddhist Vipassana technique of Kayanupassana Satipatthana is used to develop samadhi (concentration) and sati (awareness) in the practices of Thai classical music (dontri Thai) teachers working in a Thai primary school and the specialist music school in a Thai university. While previous studies have explored the use of mediation as a means of alleviating stress or spiritual progress, the techniques described here are adapted in this dontri Thai pedagogy to help musicians optimize learning and performing through the cultivation of concentration, awareness, and bodily control. Within this pedagogy, sharpened concentration leads to heightened awareness which allows greater insight into the students’ state of mind, musical sounds, and sensory feelings in their bodies. This enable performers to reproduce what is conceptualized as the “ideal” sound. Students commence musical training by practicing meditation while producing a single note, a short melody, or a technical skill. The task is repeated until the tripartite goal of mental and physical immersion and the production of the ideal sound is achieved. The four key components of the method are integrated within a holistic and iterative learning process in which the student progressively develops the ability to focus on all relevant elements in a single moment.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"96 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Collaborative composing with inclusive music ensembles: What attitude, knowledge and skills do composers need? 与包容性音乐团体合作作曲：作曲家需要什么样的态度、知识和技能？

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-10-17 DOI: 10.1177/02557614241289442

Melissa Bremmer, Michiel Schuijer

{"title":"Collaborative composing with inclusive music ensembles: What attitude, knowledge and skills do composers need?","authors":"Melissa Bremmer, Michiel Schuijer","doi":"10.1177/02557614241289442","DOIUrl":"https://doi.org/10.1177/02557614241289442","url":null,"abstract":"Traditionally, composers create music individually and autonomously. The egalitarian relationships in inclusive music ensembles, with their blend of conventional and technological music instruments and their focus on collaborative composing processes, however, might challenge professional composers to work differently. This begs the question: Which attitude, knowledge, and skills do composers need to compose collaboratively with inclusive music ensembles? To answer this question, we set up a qualitative survey study in which participants of the project Collaborative Composing with Inclusive Ensembles at the Amsterdam Conservatoire were interviewed or completed an online questionnaire. The data were analysed thematically. Findings exemplified that composers need to develop attitudes, knowledge, and skills in both the social and musical domains. From a social perspective, they need to work from a sense of equity, develop an understanding of the construct of inclusion and draw on pedagogical skills. From a musical perspective, composers need to develop an open attitude towards collaborative composing, a broad understanding of the concept of music, and digital sound production skills. Integrating these attitudes, knowledge, and skills can bring about a shift from composing for instruments to composing with people.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"40 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142448533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A portrait of self-regulated musical learning behaviors among rock musicians: Applications in music education 摇滚音乐家自我调节音乐学习行为的画像：在音乐教育中的应用

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-10-08 DOI: 10.1177/02557614241282883

Tina Holmes-Davis

引用次数: 0

Collective and individual practices in popular music: Differences between semi-professionals and professionals in Austria and Germany 流行音乐中的集体和个人实践：奥地利和德国半专业人员与专业人员之间的差异

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-10-08 DOI: 10.1177/02557614241287318

Simon Schmidt, Hans Gruber

{"title":"Collective and individual practices in popular music: Differences between semi-professionals and professionals in Austria and Germany","authors":"Simon Schmidt, Hans Gruber","doi":"10.1177/02557614241287318","DOIUrl":"https://doi.org/10.1177/02557614241287318","url":null,"abstract":"Collective and individual practices are essential for popular music bands and their members when preparing for public performances. This study addresses the interplay of collective and individual practices in a sample of 82 members of semi-professional and professional popular music bands in Austria and Germany. Utilizing a structured questionnaire, practices were assessed within collective and individual practice contexts, and attributes and experiences pertinent to the current band and individual members were examined in terms of their reciprocal interplay, differences between semi-professionals and professionals, and relationships with the experience variables of groups and individuals. The results showed that collective and individual deliberate practices and the use of practice strategies were related in both practice contexts. Members of professional popular music bands invested significantly less time in collective practice for fun and significantly more time in individual deliberate practice. The results provide deeper insights into the interplay of collective and individual practices in music bands, the differences between semi-professional and professional practice designs, and the relevance of practice and professional experience for accomplishing professional music performance in general.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"2 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142386246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of peer-assisted learning on rhythmic and melodic sight-reading in a middle school chorus 同伴互助学习对中学合唱团节奏和旋律视唱的影响

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-10-08 DOI: 10.1177/02557614241288957

Marie F Graham

{"title":"The effects of peer-assisted learning on rhythmic and melodic sight-reading in a middle school chorus","authors":"Marie F Graham","doi":"10.1177/02557614241288957","DOIUrl":"https://doi.org/10.1177/02557614241288957","url":null,"abstract":"The purpose of this study was to investigate the ways that children engage in collaborative processes with adults and their peers in music sight-reading skill acquisition in a middle school chorus in the Southeastern United States. Intact groups of sixth-, seventh-, and eighth-grade choruses were assessed on melodic and rhythmic sight-reading using a quasi-experimental pretest/posttest non-equivalent control group design. The instruments to evaluate melodic and rhythmic sight-reading included an adapted version of the Vocal Sight-Reading Inventory and a researcher-developed Rhythmic Skills Hierarchy. A comparison of the effectiveness of three learning models on rhythmic and melodic sight-reading achievement occurred: teacher-only and two types of peer-assisted learning. Three Analyses of Covariance (ANCOVAs) compared differences between groups on adjusted posttest scores. There were significant differences between the teacher-only (T-O) and the symmetrical peer-assisted learning (SPAL) groups when compared to the asymmetrical peer-assisted learning group (APAL). The T-O and SPAL treatment types were effective learning models for melodic sight-reading achievement but with nonsignificant results on rhythmic sight-reading. Symmetrical peer-assisted learning strategies are a suggested practice as a complement to teacher-directed instruction.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"14 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142386250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Uncovering children’s experiences of emergent learning difficulties in the instrumental music studio 揭示儿童在器乐工作室中出现学习困难的经历

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-10-07 DOI: 10.1177/02557614241287824

Stephanie L R MacArthur, Jane W Davidson, Amanda E Krause

{"title":"Uncovering children’s experiences of emergent learning difficulties in the instrumental music studio","authors":"Stephanie L R MacArthur, Jane W Davidson, Amanda E Krause","doi":"10.1177/02557614241287824","DOIUrl":"https://doi.org/10.1177/02557614241287824","url":null,"abstract":"When children commence instrumental music tuition, learning difficulties can emerge to disrupt predictable learning processes and impact musical development. However, children’s experiences of learning difficulties, including how they present, are managed and can be supported, are rarely examined in music research. This longitudinal, qualitative study used Participatory Action Research and Interpretative Phenomenological Analysis methodologies to examine the lived experience of fourteen 7-year-old beginner cellists. It focussed on how children’s learning difficulties emerged in the music studio and affected their continued engagement, and how the instrumental music teacher supported children with difficulties. Unexpectedly, half ( N = 7) of the young learners encountered challenges, including memory and processing difficulties, impulse, attention and focus issues, intrusive synaesthesia, fine motor skill difficulty, dyslexia and persistent anxiety. Children’s highly individualised experiences of their learning difficulties were impacted by their motivations, self-perception and ratio of skill acquisition. A reflexive pedagogical approach by the teacher, together with pragmatic support and emotional guidance from parents, influenced the children’s learning behaviour and continued investment, contributing to their longer-term musical engagement. This study offers a unique contribution to the literature by providing a rare investigation of children’s emergent learning difficulties, as revealed in the instrumental music studio.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"122 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142384446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Collaborative learning and persistence in music education: Examining music self-perception as a mediator among adolescent students 音乐教育中的协作学习与坚持：研究音乐自我认知在青少年学生中的中介作用

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-09-30 DOI: 10.1177/02557614241282088

Lucy L Mawang

{"title":"Collaborative learning and persistence in music education: Examining music self-perception as a mediator among adolescent students","authors":"Lucy L Mawang","doi":"10.1177/02557614241282088","DOIUrl":"https://doi.org/10.1177/02557614241282088","url":null,"abstract":"Declining enrolments and low persistence in music education are universal concerns among music educators. Identifying social-cognitive constructs that might be predictive of adolescent student persistence may assist in the development of interventions aimed at promoting persistence in music education in a global context. Using quantitative measures, this study considers the relationships between collaborative learning, music self-perception and perceived task persistence among secondary music students in Kenya. Collaborative learning has been shown to effectively enhance students’ engagement by exposing them to diverse opinions and perspectives, which stimulates learning, persistence and performance. Positive music self-perception enhances students’ confidence, motivation and determination. However, peer appraisals and comparisons during collaborative learning may impact students’ music self-perception and how they are perceived by their peers, which consequently reflects on their learning behaviour. Results from multiple regression analyses revealed that collaborative learning and music self-perception had significant positive predictive values for perceived task persistence. The two variables jointly accounted for approximately 17% of the variance in perceived task persistence. Mediation analyses using PROCESS revealed that music self-perception partially mediates the relationship between collaborative learning and perceived task persistence.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"2 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142360531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Digital musicianship in post-pandemic popular music education 后流行音乐教育中的数字音乐家精神

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-09-30 DOI: 10.1177/02557614241287558

Lee Cheng, Zack Moir, Adam Patrick Bell, James Humberstone, Ethan Hein

{"title":"Digital musicianship in post-pandemic popular music education","authors":"Lee Cheng, Zack Moir, Adam Patrick Bell, James Humberstone, Ethan Hein","doi":"10.1177/02557614241287558","DOIUrl":"https://doi.org/10.1177/02557614241287558","url":null,"abstract":"The COVID-19 pandemic has brought about dramatic changes in popular music education, underscoring the importance of technology in both practice and transmission. Nevertheless, the celebration of technological integration as a one-stop solution has led to some challenges remaining overlooked and unsolved, resulting in an increasing mismatch between popular music education and the growth of online musical engagement among young people. Framed by the notion of digital musicianship, this position paper presents an overview of the adoption of technology in popular music education within the lockdown period, in the process raising concerns about whether such revisions can adequately address the challenges faced by popular music education. This leads to a discussion of a potential revamp of digital musicianship as a response to the continued and expanding presence of technology within popular music education and the post-pandemic teaching and learning environment. The authors assert that digital musicianship should encompass learners’ ability to perceive and adopt technologies for online and remote music-making, and critically evaluate their validity and quality in various contexts. Additionally, there is a need to critically address the homogeneity of musical cultures and technological determinism embedded within the design of music technology, alongside tackling the issues of inequality and accessibility.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"44 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142360285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An investigation of Korean music teachers’ perceptions of technology in music classes 韩国音乐教师对音乐课中技术的看法调查

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-09-30 DOI: 10.1177/02557614241286189

Jihae Shin, Joo Yeon Jung

引用次数: 0

Rethinking “musical excellence” from a decolonial perspective: Disruptive autobiographical experiences among doctoral scholars 从非殖民地视角反思 "卓越音乐"：博士学者的颠覆性自传经历

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-09-26 DOI: 10.1177/02557614241281992

Lu Liu, Sergio Garcia-Cuesta, Laura Chambers, Sergej Tchirkov, David G. Hebert

{"title":"Rethinking “musical excellence” from a decolonial perspective: Disruptive autobiographical experiences among doctoral scholars","authors":"Lu Liu, Sergio Garcia-Cuesta, Laura Chambers, Sergej Tchirkov, David G. Hebert","doi":"10.1177/02557614241281992","DOIUrl":"https://doi.org/10.1177/02557614241281992","url":null,"abstract":"This collaborative autoethnography was developed by recent doctoral students in music from Southern Europe, Eurasia, East Asia, and North America, along with a professor based in Northern Europe. Our primary research question is “What can disruptive autobiographical experiences teach us about the implications of the decolonization movement for redefining “musical excellence” in higher music education?” The co-authors interviewed each other for their respective personal narratives on this theme, then collaboratively coded, analyzed and developed their results and interpretations. Four sub-questions served as prompts: (1) What was your gateway into music and how did the music learning-tradition that you were exposed to affect your development as a musician? (2) In what ways was the concept of “musical excellence” a part of your (early) development as a musician? (3) How does the concept of “musical excellence” impact how being an “artist” is defined by you and people around you? (4) How did this perception of “what is an artist” affect your musical path (and even how others perceive your career)? We share our findings and discuss implications in terms of possible innovations to higher music education, definitions of “musical excellence,” approaches to evaluation, and the role of competition in education.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"3 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142325599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0