International Journal of Music Education最新文献_第8页

Rent-a-crowd! Understanding how applause magnitude impacts music performance appraisal 租借人群了解掌声大小如何影响音乐表演评估

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-11-17 DOI: 10.1177/02557614231201918

Olivia Utharntharm, Helen F Mitchell

{"title":"Rent-a-crowd! Understanding how applause magnitude impacts music performance appraisal","authors":"Olivia Utharntharm, Helen F Mitchell","doi":"10.1177/02557614231201918","DOIUrl":"https://doi.org/10.1177/02557614231201918","url":null,"abstract":"Applause is ubiquitous in the reception of music performance. Applause magnitude can reveal and sway audience reactions, and it is critical for musicians and educators to understand how audiences and evaluators respond to this extramusical effect in the appraisal of music performance. This study investigated how listeners respond to applause magnitude and prompted discussions about extramusical effects and social influence. Three applause levels (polite, strong and vocal) were added to two identical solo trumpet performances (one Fanfare and one Vocalise). Thirty listeners rated these six performances for overall quality and five performance dimensions (intonation, expression, balance, rhythmic accuracy and dynamic control). Vocal applause significantly impacted ratings of overall quality, expression and dynamic control compared to polite applause. Listeners were aware of varying applause levels and the majority were susceptible to unconscious or conscious bias in their evaluations. Most listeners were unaware of the identical audio and found the experiential learning process ‘enlightening’. Listeners became cognisant of their susceptibility to extramusical effects and reflected on evaluation strategies. Future studies should employ experiential learning to inform emerging music professionals about perceptual vulnerabilities and enhance critical thinking and expert evaluation skills.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"97 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139263166","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

Teacher expectation effects on vocal and instrumental performance: A focus on student gender 教师期望对声乐和器乐表现的影响：关注学生性别

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-11-16 DOI: 10.1177/02557614231208235

Shangpeng Li, Yu Sun, Zheng Li

{"title":"Teacher expectation effects on vocal and instrumental performance: A focus on student gender","authors":"Shangpeng Li, Yu Sun, Zheng Li","doi":"10.1177/02557614231208235","DOIUrl":"https://doi.org/10.1177/02557614231208235","url":null,"abstract":"In this study, the researchers examined teachers’ differential expectations for male and female students and the effects on music performance within the higher education context. The participants were 91 teachers and 480 second-year undergraduate students majoring in vocal and instrumental performance from two universities. Data of teacher expectations and students’ prior achievement were collected at the beginning of the 2021–2022 school year as well as students’ later achievement at the end of the school year. Researchers found that teachers held higher expectations for female students learning vocal performance than for males, and higher expectations for male students learning instrumental performance than for females. With students’ prior achievement being controlled, teacher expectations had significant effects on student year-end musical performance. Furthermore, the magnitude of teacher expectations was moderated by student gender. Specifically, males learning vocal performance and females learning instrumental performance were more susceptible to teacher expectations than their counterparts. Implications for addressing gender inequity in music education were also discussed.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"67 10","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139267327","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

Perceived preparedness to teach over time: A longitudinal case study of instrumental music teachers 随着时间的推移，教学的感知准备:器乐教师的纵向案例研究

3区教育学

International Journal of Music Education Pub Date : 2023-11-10 DOI: 10.1177/02557614231204440

John Denis

{"title":"Perceived preparedness to teach over time: A longitudinal case study of instrumental music teachers","authors":"John Denis","doi":"10.1177/02557614231204440","DOIUrl":"https://doi.org/10.1177/02557614231204440","url":null,"abstract":"Music teacher education programs are an integral part of preparing novice music teachers for a successful start to their careers. Despite that, many studies show that music educators often feel unprepared by their education. This three-and-a-half year longitudinal case study examined instrumental music educators’ perceptions of the preparation provided by their education as they completed university coursework and entered the profession. Participants were four instrumental music education majors who were in their upper-level courses at the beginning of the study and participants completed five focus group discussions. Participants were four instrumental music education majors who were in their upper-level courses at the beginning and participants completed five focus group discussions starting at the end of their third year, continuing through both semesters of their final year, and at the end of their first 2 years in the classroom. I identified three emergent themes from the data: the importance of authenticity and contextualization; the core practices of classroom management, secondary instrument knowledge/skills, and rehearsing ensembles were central to feelings of preparedness; and a shifting focus over time. Findings indicated various perceptions of preparedness and their connection to music teacher education experiences, including implications for future research.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"113 52","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135138064","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

Orchestrating gender equality: How Australian female musicians navigate bias and achieve career success 编曲性别平等:澳大利亚女音乐家如何克服偏见并取得事业成功

3区教育学

International Journal of Music Education Pub Date : 2023-11-08 DOI: 10.1177/02557614231208233

Emily R Green, Helen F Mitchell

{"title":"Orchestrating gender equality: How Australian female musicians navigate bias and achieve career success","authors":"Emily R Green, Helen F Mitchell","doi":"10.1177/02557614231208233","DOIUrl":"https://doi.org/10.1177/02557614231208233","url":null,"abstract":"Women’s participation in professional orchestras has changed the gender dynamics in the Australian music workplace. Traditional binary gender bias is pervasive in all industries, but little is known about how women in music navigate misogyny to achieve equality and realise career success. Thirteen Australian female principal players took part in semi-structured interviews to explore their experiences of the Australian musical workplace. Female principal players felt they encountered unconscious and conscious bias from tertiary training to their professional lives. The audition process, designed to promote impartiality, left women feeling disempowered with opaque and confusing criteria for job selection. Women believed they were treated differently to men and often felt isolated and unsupported. navigated prejudice and stereotyping within established male cultures and promoted inclusivity and diplomacy to achieve the best musical outcomes. Female principal players balanced family responsibilities with their professional careers and recognised more efficient ways of working. Women overcame self-doubt and fostered equality in the workplace. They were undeterred by the lack of female role models and determined to be strong female role models for the next generation. Future studies will investigate how awareness of bias in music can equip young musicians to demand and promote change in the industry.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"30 46","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135390445","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

‘Wayfarers: Confronting the past through traditional music in schools’ “旅行者:通过学校的传统音乐面对过去”

3区教育学

International Journal of Music Education Pub Date : 2023-10-31 DOI: 10.1177/02557614231205307

Philip Tonner, Oscar Odena, Joshua Dickson, Angela Jaap, Dougie Pincock, Rosalyn Potter

引用次数: 0

Music diversity in music education: A multiple case study of music teacher training programs in Thailand 音乐教育中的音乐多样性:泰国音乐教师培训计划的多个案例研究

3区教育学

International Journal of Music Education Pub Date : 2023-10-25 DOI: 10.1177/02557614231200615

Suthicha Boonno, Dneya Bunnag Udtaisuk, Natthawut Borriboonviree

{"title":"Music diversity in music education: A multiple case study of music teacher training programs in Thailand","authors":"Suthicha Boonno, Dneya Bunnag Udtaisuk, Natthawut Borriboonviree","doi":"10.1177/02557614231200615","DOIUrl":"https://doi.org/10.1177/02557614231200615","url":null,"abstract":"Awareness of social and cultural diversity is one of the concepts inherited from the 1997 Constitution of the Kingdom of Thailand, which led to the subsequent revision of several related laws, including the National Education Act of 1999. Despite the country’s strong cultural diversity, centralized governance has resulted in culture from the Central region becoming representative of the nation’s culture. Likewise in music, Thai music education has been dominated by music from the Central region, so-called Thai classical music, and Western music. This study is interested in the response of the music teacher training curriculum to the principles of cultural diversity. Thailand has music teacher training courses distributed throughout institutions across the country, which can be divided into three groups: 1) teacher colleges; 2) research universities; and 3) music conservatories. Nine teacher training courses from different regions of the country with local cultural differences were selected. The results showed that music teacher training programs in Thailand place importance on cultural diversity at different degrees depending on their missions and social and cultural contexts. Importantly, the adaptability of folk music to changing social and cultural contexts remains an important factor affecting the survival of folk music in Thai society.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"414 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135218025","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 cognitive-emotional music listening in ear training on acquired knowledge and liking of the lessons 听力训练中认知情感型音乐聆听对习得知识和喜爱程度的影响

3区教育学

International Journal of Music Education Pub Date : 2023-10-25 DOI: 10.1177/02557614231204442

Sabina Vidulin, Valnea Žauhar, Marlena Plavšić

{"title":"The effects of cognitive-emotional music listening in ear training on acquired knowledge and liking of the lessons","authors":"Sabina Vidulin, Valnea Žauhar, Marlena Plavšić","doi":"10.1177/02557614231204442","DOIUrl":"https://doi.org/10.1177/02557614231204442","url":null,"abstract":"Previous research has shown that a cognitive-emotional approach (CEA) to music listening can improve music teaching in general education schools. This study tested it in music school ear training lessons. The aim was to compare the standard teaching approach (STA), which focuses more on cognitive and analytical tasks, and CEA, which also incorporates emotional, multimodal and interdisciplinary elements, on children’s knowledge acquisition and their liking of the lessons. Both approaches involved Dvořák’s music (an excerpt from the 4th movement of Symphony No. 9 in E minor, op. 95 ‘From the New World’) and had the same learning outcomes in two lessons, one related to the E natural minor scale and the other to rhythmic elements and duration. The sample consisted of 423 pupils, who were on average 10.5 years old and attended third grade in 16 Croatian music schools. Half of them participated in lessons prepared in STA, while the other half received lessons in CEA. Findings reveal that implementing CEA in ear training results in increased liking of the lessons, while the knowledge acquired in the lessons remains similar or better than that gained in STA. The implications of including music listening in ear training lessons were further discussed.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135216604","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

Synchronous online instrumental music teaching in cross-cultural learning contexts 跨文化学习背景下的同步在线器乐教学

3区教育学

International Journal of Music Education Pub Date : 2023-10-03 DOI: 10.1177/02557614231201916

Marianne Løkke Jakobsen, David G Hebert, Rikke Ørngreen

{"title":"Synchronous online instrumental music teaching in cross-cultural learning contexts","authors":"Marianne Løkke Jakobsen, David G Hebert, Rikke Ørngreen","doi":"10.1177/02557614231201916","DOIUrl":"https://doi.org/10.1177/02557614231201916","url":null,"abstract":"This scoping review addresses two questions: (1) How can previous research inform approaches to synchronous online instrumental music teaching for cross-cultural learning in the field of Western classical music? and (2) What does the corpus of existing studies suggest about Chinese student experiences with western instrumental pedagogy and synchronous online teaching? Based on a systematic examination of 100+ articles from refereed journals in English across the past two decades, the review reveals cultural differences in autonomy and student-centeredness in classical instrument pedagogy traditions. In China, new pragmatic concepts appear as Confucian-Dewey fusion approaches and a distinctive music pedagogy tradition influenced by Russian and Germanic traditions and Chinese philosophy. The review also found that synchronous online instrumental music teaching can be efficient despite technical issues and latency, and the format may enhance forms of dialogue between students and teachers. The review shows little research on intercultural aspects of synchronous online musical instrument teaching, particularly addressing interaction and communication between students and teachers. Moreover, there is a widespread need for competence development for effectively approaching the diversity of music teaching and learning cultures worldwide in the online learning environment.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739953","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 many ways of Puerto Rican community music 波多黎各社区音乐的多种方式

3区教育学

International Journal of Music Education Pub Date : 2023-09-30 DOI: 10.1177/02557614231188127

Francisco Luis Reyes Peguero, Lisa Lorenzino, Bronwen Low

{"title":"The many ways of Puerto Rican community music","authors":"Francisco Luis Reyes Peguero, Lisa Lorenzino, Bronwen Low","doi":"10.1177/02557614231188127","DOIUrl":"https://doi.org/10.1177/02557614231188127","url":null,"abstract":"For several decades, scholars in the field of community music have largely concentrated on community music practices in the Global North. Such interest has not been as prevalent in certain parts of the world, like the Caribbean. Consequently, this qualitative multiple case study focuses on three Puerto Rican community music initiatives that foster the country’s indigenous music: Bomba, Plena, and Música Campesina. Scholars have documented the evolution and characteristics of these musical traditions. In contrast, this article centers around the practices of Taller Tambuyé, a female-led Bomba organization, Decimanía, a national Música Campesina initiative that funds other community music projects, and La Junta, a community-based project tied to the sector of El Machuchal in the capital of Puerto Rico. This paper presents and analyzes their practices through the lens of Australia’s Sound Links project and its nine domains of community music. The multiple case study methodology’s cross-case analysis revealed notable divergences among the projects in terms of learning practices, promotion of the indigenous music tradition, and the connection between the musical initiative and their community. Additionally, researchers found the framework established by Sound Links to be a comprehensive tool to analyze community music practices outside of Australia.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136336471","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

Development and Validation of The Anadolu University Music Perception Test 阿纳多卢大学音乐感知测试的开发与验证

3区教育学

International Journal of Music Education Pub Date : 2023-09-27 DOI: 10.1177/02557614231193422

Ozan Evrim Tunca, Evrim Genc Kumtepe, Sukru Torun, Yusuf Zafer Can Ugurhan

{"title":"Development and Validation of The Anadolu University Music Perception Test","authors":"Ozan Evrim Tunca, Evrim Genc Kumtepe, Sukru Torun, Yusuf Zafer Can Ugurhan","doi":"10.1177/02557614231193422","DOIUrl":"https://doi.org/10.1177/02557614231193422","url":null,"abstract":"In Turkey, children are accepted to conservatory music departments after fourth grade and fine arts high school music departments after eighth grade by taking a musical talent test. For students with high musical aural skills to know about their potential and be directed to the related education institutions there needs to be a valid test. This study was, therefore, conducted to develop a valid internet-based test to assess music perception of children with design-based research. Design-based research includes a series of iterative stages that involve continuous data collection, analysis, and improvement, rather than a linear process in development and implementation activities. Voluntary-basis selected schools in the pilot city’s first through fourth grades (both public and private schools) were invited to join the preliminary test. A total of 433 students participated in the online test. The test has seven categories including pitch discrimination (single, two, and multiple tones), tempo, length, melody, and rhythm. For item analysis, two separate sequential samples were collected. The results were evaluated according to psychometric test development principles. The initial results show that the music perception test (AMAT) is a valid and reliable instrument. The test is open to public use and can be reached at: https://aummat.anadolu.edu.tr/amat/","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135539183","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