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

The use of video recordings in the formative assessment process of Taksims 在 "塔克西姆斯 "的形成性评估过程中使用视频录像

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-10-30 DOI: 10.1177/02557614241292361

Burcu Avcı Akbel

{"title":"The use of video recordings in the formative assessment process of Taksims","authors":"Burcu Avcı Akbel","doi":"10.1177/02557614241292361","DOIUrl":"https://doi.org/10.1177/02557614241292361","url":null,"abstract":"In this research, I aimed to evaluate the effectiveness of using video recordings in the process of formative assessment of taksims performed within the maqams covered in a Turkish music theory course. Taksim entails a performance aligned with the melodic movement features of a given maqam, adhering to its rules, yet allowing for improvised expression without a rhythmic structure. Maqam can be defined as the creation of musical phrases with a number of special rules by using certain sounds. Taksim studies are carried out in Turkish Music Conservatories, generally in the third and fourth grades, for the practice of the maqams taught in Turkish music theory courses. In this study, participating students recorded taksims in specific maqams. I, also as the instructor, reviewed the taksims performed in the video recordings and engaged in discussions with the students to clarify any ambiguous aspects. In my study, I employed observation, retrospective verbal protocol analysis, and interviews. I analyzed data using the content analysis approach on ATLAS.ti software. From my investigation, I deduced that analyzing videos during the formative assessment stage proved beneficial in identifying errors and enhancing skills such as error recognition, intonation, musicality, melody creation, motivation, and confidence.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"15 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142555884","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

Creative musical activities in early childhood education: An analysis of teaching practices 幼儿教育中的创意音乐活动：教学实践分析

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-10-30 DOI: 10.1177/02557614241295740

Yolanda Trujillo Galea, Verónica Juárez Ramos

引用次数: 0

Guided listening as meaningful learning: A study of Israeli secular Jewish High School music programs 引导倾听是有意义的学习：以色列非宗教犹太高中音乐课程研究

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-10-29 DOI: 10.1177/02557614241292359

Sharon Lagon Rozenbaum, Atara Isaacson

{"title":"Guided listening as meaningful learning: A study of Israeli secular Jewish High School music programs","authors":"Sharon Lagon Rozenbaum, Atara Isaacson","doi":"10.1177/02557614241292359","DOIUrl":"https://doi.org/10.1177/02557614241292359","url":null,"abstract":"Guided listening is vital in music education, fostering self-expression, skill development, and academic achievement. Yet, its limited use in Israeli high schools creates a gap between its recognized value and practice. This mixed-method study examines guided listening integration in secular Jewish-Israeli high school music programs based on four philosophical and pedagogical approaches—esthetic, Praxial, active, and peer instruction—to understand teachers’ objectives, methodologies, implementation, and optimal learning environments. Data was collected from an online questionnaire, structured interviews, direct observations of Western Art Music History lessons, and the researcher’s reflective journal. Key findings: (1) teachers tend to use a repeated five-step teaching pattern (reviewing, lecturing, analyzing, listening while following a score, summarizing); (2) teachers usually do not write lesson plans with detailed, step-by-step guidelines; and (3) teachers use recommended guided listening approaches in a limited capacity, likely due to pressure from preparing students for exams, and the perception that such methods are not fully suitable for Israeli high school music students. The paper explores teachers’ challenges in adopting guided listening pedagogical methods while balancing curriculum demands and promoting inclusivity. It offers recommendations for policymakers and educators on professional development and curriculum revisions, emphasizing detailed lesson planning for effective learning outcomes.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"18 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142541372","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

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