International Journal of Music Education最新文献_第7页

Unlocking sound: New trends and innovations in intonation education over the past decade 开启声音：过去十年音调教育的新趋势和创新

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-03-04 DOI: 10.1177/02557614241237528

Hui Lu, Wee Hoe Tan, Ku Wing Cheong, Yuan Cong

{"title":"Unlocking sound: New trends and innovations in intonation education over the past decade","authors":"Hui Lu, Wee Hoe Tan, Ku Wing Cheong, Yuan Cong","doi":"10.1177/02557614241237528","DOIUrl":"https://doi.org/10.1177/02557614241237528","url":null,"abstract":"Intonation education plays a crucial role in music education. However, research in this field is relatively scarce. To address this research gap, this review conducts a comprehensive analysis by extensively searching the SCOPUS, WoS, and ERIC databases using the keywords “music,” “education,” and “intonation,” resulting in 326 retrieved articles. After rigorous selection, 13 highly relevant articles were chosen to analyze the trends and developments in intonation education over the past decade. This review focuses on three core themes in intonation education: drone accompaniment, multimodal feedback, and intonation strategies for short-term practice. Our analysis emphasizes the significance of employing diverse teaching methods and feedback strategies in intonation education. Furthermore, it is noteworthy that the current research on intonation education primarily focuses on Western educational contexts. This review also reveals that educational methods for intonation training in non-Western music environments remains an underexplored and underdeveloped area. These findings provide an indepth and comprehensive understanding for the future development of intonation education and offer insightful value to music educators and industry professionals.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"266 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140033165","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

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-03-04 DOI: 10.1177/02557614241237231

Silke Schmid

{"title":"Music-related wellbeing as a teaching objective? A critical interpretive synthesis","authors":"Silke Schmid","doi":"10.1177/02557614241237231","DOIUrl":"https://doi.org/10.1177/02557614241237231","url":null,"abstract":"Educational researchers increasingly focus on psychosocial factors, implying the need for an improvement of school settings regarding child wellbeing. However, so far, studies which focus music-related wellbeing of primary school aged children are rare. The paper explores the essential question which empirically based frameworks offer concrete foundations for corresponding educational practices in the music classroom. Hence, the research conducted a critical interpretive review of English-language publications. In a multi-stage process, it sampled publications between 2017 and 2020 targeting children of early primary school age and focussing on a connection between musical practices and well-being. For a full-text analysis, the research selected studies offering theoretical frameworks for synthetic theorisation. Findings show that until now, few studies have focussed on primary school-aged children. However, it also indicates that an integrative model such as the PERMA Well-being Cycle can function as point of reference for the design of educational settings. Departing from ongoing reflections of this research, the paper argues for a differentiated professional perspective on psychosocial processes in the music classroom and music-related wellbeing as an explicit teaching objective instead of following implicit ‘hidden’, yet powerful agendas. The outcome might serve as the clarification of strategies to foster child wellbeing in music education settings.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"34 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140033153","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

Poverty, adolescent males, and singing: A profile of schools in Bogotá, Colombia 贫困、青少年男性和唱歌：哥伦比亚波哥大学校概况

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-02-17 DOI: 10.1177/02557614241232400

Patrick K Freer

引用次数: 0

Teaching free improvisation: European higher music education teachers’ conceptual tools 自由即兴教学：欧洲高等音乐教育教师的概念工具

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-01-08 DOI: 10.1177/02557614231212579

Una M. MacGlone, Guro Gravem Johansen

{"title":"Teaching free improvisation: European higher music education teachers’ conceptual tools","authors":"Una M. MacGlone, Guro Gravem Johansen","doi":"10.1177/02557614231212579","DOIUrl":"https://doi.org/10.1177/02557614231212579","url":null,"abstract":"In higher music education (HME) contexts, free improvisation is currently a rapidly evolving field across musical genres. Previous research indicates that teaching and learning improvisation can be challenging, depending on students’ experience and how improvised music-making is facilitated, but few studies address free improvisation in HME. Our study has explored this field by utilising qualitative interviews with teachers of free improvisation in European HME institutions. Results provided insight into teachers’ motivation and the educational aims which informed their approaches to teaching improvisation. Some teachers referred to a canon of free improvised or experimental music and well-known improvisers, interpreted as a need amongst the teachers to position and legitimise a potentially marginalised subject within institutions. Teachers in our study used different types of frameworks to develop students’ ability to interact and listen. Focusing on musical parameters, limitations of choices or language metaphors were often used as tools for acquiring such aims. Results further indicate that free improvisation should be a safe space, enhance democratic values and disrupt hierarchies of knowledge. In sum, our study contributes to mapping and understanding contradictions and complexities of this developing area of pedagogy.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"16 7","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445458","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 ‘professional digital competence’: Exploring the perspective of primary music teachers in Spain 专业数字能力"：探索西班牙小学音乐教师的视角

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-12-30 DOI: 10.1177/02557614231219705

Daniel Mateos-Moreno, Paloma Bravo-Fuentes

{"title":"The ‘professional digital competence’: Exploring the perspective of primary music teachers in Spain","authors":"Daniel Mateos-Moreno, Paloma Bravo-Fuentes","doi":"10.1177/02557614231219705","DOIUrl":"https://doi.org/10.1177/02557614231219705","url":null,"abstract":"The terms ‘Digital competence’ or ‘Professional digital competence’ are frequently used, yet their understanding remains varied and elusive. Moreover, existing research in education heavily focuses on the study of digital competence among students, with comparatively limited attention given to teachers. In this study, we aim to investigate primary music teachers’ perspectives on ‘professional digital competence’ in Spain. This entails understanding their conceptualizations on (1) the term itself, (2) the cultivation of related skills and (3) its practical application with students. Additionally, we seek to compare primary music teachers’ viewpoints with those of teachers from other subjects. Through a qualitative multi-case study involving purposeful sampling of 20 participants, the results suggest that our music teachers, regardless of their self-stated technological skills, possess a limited understanding of the ‘professional digital competence’ and express negative or pessimistic beliefs towards its development and implementation. Furthermore, they feel compelled to use educational technology despite their reservations. Our findings similarly indicate that their beliefs are not meaningfully different from those of non-music teachers in the same context. In discussing the implications, we suggest that these beliefs may lead to stress and anxiety among participants, necessitating support from educational administrators. Additionally, we propose that future research should further investigate both why and how our participants feel/are pressured to use technology, and the particular disadvantages of technology in music education identified in our analysis of their beliefs.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":" 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140174","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

Exploring music integration: Early childhood and elementary teacher practices 探索音乐整合：幼儿和小学教师的实践

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-12-29 DOI: 10.1177/02557614231217793

Jennifer L Gee

引用次数: 0

The Way I Feel, the Way I Play? The role of affect in goal realization in musical practice 我的感觉，我演奏的方式？情感在音乐实践中实现目标的作用

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-12-04 DOI: 10.1177/02557614231212578

Zofia Mazur-Socha, Mariola Laguna

{"title":"The Way I Feel, the Way I Play? The role of affect in goal realization in musical practice","authors":"Zofia Mazur-Socha, Mariola Laguna","doi":"10.1177/02557614231212578","DOIUrl":"https://doi.org/10.1177/02557614231212578","url":null,"abstract":"We examined practice-related affect to determine the role it plays in four phases of goal realization in musical practice. Study 1 with a sample of 171 piano students and Study 2 with 235 students playing various instruments allowed for testing the relationships between four types of affect differing in valence and activation level based on the circumplex model and the phases of goal realization: practice intention, practice planning, actional phase of practice, and performance evaluation. In Study 2 we also analyzed longitudinal relationships between affect measured at Time 1 and actional phase of practice and performance evaluation measured 2 weeks later at Time 2. In both studies, highactivation positive affect was related to higher practice intention, while both high- and low-activation negative affect were related to more negative performance evaluation. The results are important for advancing affect and goal theories and for improving theoretical models of musical practice. They are relevant for music educators and music education researchers and can be used in screening and progressmonitoring efforts, shaping interventions to enhance students’ motivation to practice their instruments.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"14 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138603749","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

Where is Mi Gente? Codeswitching (Afro)Latinidad in the music classroom Mi Gente 在哪里？音乐课堂上的（非洲）拉丁编码转换

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-12-04 DOI: 10.1177/02557614231215807

Marjoris Regus, Teresa Satterfield

{"title":"Where is Mi Gente? Codeswitching (Afro)Latinidad in the music classroom","authors":"Marjoris Regus, Teresa Satterfield","doi":"10.1177/02557614231215807","DOIUrl":"https://doi.org/10.1177/02557614231215807","url":null,"abstract":"Musical codeswitching (CS) entails mixing musical ideas and genres. The term CS originated in linguistics, based on language alternations attested in bilinguals. Switches in sociocultural behaviors also now receive scholarly attention as CS. The current multiple case study explores CS domains (music, language, and behavior) in the context of music education programs, where CS remains under-researched. This study also fills a gap by examining historically underrepresented individuals’ (HURIs) participation in music education. Here, a CS-based account provides a deeper understanding of the complex sociocultural capital, linguistic resources and lived experiences that HURIs navigate. As part of an interpretive qualitative study design, semi-structured interviews were carried out with a HURI subpopulation (bilingual, [Afro]Latina/o/x faculty, and students) in music education. Findings show participants perceive CS to be mandatory for accessing dominant U.S. music school culture. Additional findings reveal HURIs must master CS in musical, linguistic, and behavioral domains to avoid negative outcomes, yet sustained multi-CS scenarios may have psychological and even physical costs. Insights from CS are thus critical for pinpointing institutional barriers to greater HURI involvement in music education.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"25 23","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138602761","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

Can the professional study of a musical instrument be associated with the development of cognitive processes? A meta-analytic study 乐器专业学习是否与认知过程的发展有关？一项元分析研究

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-11-30 DOI: 10.1177/02557614231211351

Miren Pérez-Eizaguirre, E. Vergara-Moragues, Jesús Privado

引用次数: 0

Didactic transposition in music education: Exploring didactical suitability in three Navarrese schools 音乐教育中的教学转换：探索纳瓦拉三所学校的教学适用性

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-11-20 DOI: 10.1177/02557614231204895

R. Angel-Alvarado, Olga Belletich, Miguel R. Wilhelmi

引用次数: 0