Music Education Research最新文献_第10页

Proposing an assessment framework for Cantonese operatic singing after reviewing the current practices in Hong Kong and Guangdong, China 通过对香港和广东粤剧演唱现状的回顾，提出粤剧演唱的评价框架

IF 2.3 3区教育学

Music Education Research Pub Date : 2022-12-10 DOI: 10.1080/14613808.2022.2156490

Yue-feng Luo, B. Leung

引用次数: 1

Sound teaching: a research-informed approach to inspiring confidence, skill, and enjoyment in music performance 健全的教学:以研究为依据的方法来激发信心，技能和音乐表演的乐趣

IF 2.3 3区教育学

Music Education Research Pub Date : 2022-11-11 DOI: 10.1080/14613808.2022.2146355

R. Powell

引用次数: 0

Becoming a ‘Trans Synth Queen’: YouTube, electronic music composition, and coming out 成为“跨合成女王”:YouTube，电子音乐创作，出柜

IF 2.3 3区教育学

Music Education Research Pub Date : 2022-11-11 DOI: 10.1080/14613808.2022.2143489

Christopher Cayari

{"title":"Becoming a ‘Trans Synth Queen’: YouTube, electronic music composition, and coming out","authors":"Christopher Cayari","doi":"10.1080/14613808.2022.2143489","DOIUrl":"https://doi.org/10.1080/14613808.2022.2143489","url":null,"abstract":"ABSTRACT Educators can develop musical learning experiences that help trans students explore, develop, and celebrate their genders and identities through music. This case study explored how a well-established YouTube musician, Amie Waters, used social media platforms and her music to express herself as she came out as a trans non-binary femme person to her audiences online. Amie found trans resources and role models on online platforms, which helped her develop her identity as a non-binary person. Through observation of Amie’s YouTube videos and the comments left on her channel, conducting semi-structured interviews, and analyzing digital artifacts such as text blogs and screen captures, I found that she used online media, particularly YouTube, to present her self-image while interacting parasocially with others who provided her with emotional, creative, and financial support. Amie’s online content creation helped her understand her gender and emotions through music and text. This study might help musicians who are transgender, gender non-conforming, and non-binary as well as their teachers to see how social media and online content creation can lead to developing a support system as they express their genders and emotions through music.","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"25 1","pages":"60 - 73"},"PeriodicalIF":2.3,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47397218","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

Secondary music teachers: a case study at a time of education reform in Wales 中学音乐教师:威尔士教育改革时期的个案研究

IF 2.3 3区教育学

Music Education Research Pub Date : 2022-11-01 DOI: 10.1080/14613808.2022.2128320

Thomas Breeze, G. Beauchamp, N. Bolton, Alex McInch

{"title":"Secondary music teachers: a case study at a time of education reform in Wales","authors":"Thomas Breeze, G. Beauchamp, N. Bolton, Alex McInch","doi":"10.1080/14613808.2022.2128320","DOIUrl":"https://doi.org/10.1080/14613808.2022.2128320","url":null,"abstract":"ABSTRACT Current international trends in curriculum design tend to advocate an approach which defines broad ‘competences’ rather than disciplinary content or skills, encouraging the making of connections between subject disciplines. This article discusses the results of a survey of 75 secondary music teachers in Wales, a nation which is in the early stages of implementing a new curriculum framework. The survey sought to form an impression of the musical backgrounds and training of the teachers, their pedagogic beliefs about classroom music, and their attitudes towards the values embodied in their new national curriculum. The responses from music teachers suggested that the majority had been musically educated in the Western ‘classical’ tradition at university, but their beliefs about teaching music in the classroom indicated that they had moved beyond the conception of the subject embodied in their own higher education, to a more holistic, practical conception in which pupils learn by doing. While a significant body of literature suggests the existence of a gap between the musical values of classroom music teachers and those of their pupils, the teachers surveyed for this research indicated that they tend to prioritise the development of transferable creativity skills over the production of excellent musicians. .","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"25 1","pages":"49 - 59"},"PeriodicalIF":2.3,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43971150","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: 1

Stepping into the unknown: the experiences of tertiary piano students studying improvisation 走进未知：钢琴专业大学生学习即兴创作的体会

IF 2.3 3区教育学

Music Education Research Pub Date : 2022-10-20 DOI: 10.1080/14613808.2022.2138844

A. Sutherland, Stewart J. Smith

引用次数: 0

Promoting awareness of unconscious gender bias in the evaluation of harp performance 提高对竖琴演奏评价中无意识性别偏见的认识

IF 2.3 3区教育学

Music Education Research Pub Date : 2022-10-20 DOI: 10.1080/14613808.2022.2138843

Kate Moloney, Helen F. Mitchell

{"title":"Promoting awareness of unconscious gender bias in the evaluation of harp performance","authors":"Kate Moloney, Helen F. Mitchell","doi":"10.1080/14613808.2022.2138843","DOIUrl":"https://doi.org/10.1080/14613808.2022.2138843","url":null,"abstract":"ABSTRACT Music is vulnerable to unconscious bias through visual extramusical factors. Traditional male/female gender bias affects instrument choice and impacts performance evaluation negatively. This study investigates gender bias in assessing harp performance. Harp performers (one male, one female) recorded three musical excerpts, all dubbed with the female performer’s audio. Listener-viewers assessed performances on five criteria and were blinded to the study purpose. Follow-up interviews explored awareness of unconscious gender bias. There were no significant differences between ratings for each gender but there were significant interactions between gender and musical excerpt for overall performance quality, musicality and sensitivity. Interviews revealed no explicit gender bias but discovered feminine associations for harp performance resulting in gendered descriptors rather than musical assessments. Listener-viewers demonstrated preconceived gendered expectations of harpists and were susceptible to gender bias in their evaluations of each musical excerpt. Perceptual evaluations can inform and educate future music assessors about unconscious gender bias.","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"24 1","pages":"588 - 598"},"PeriodicalIF":2.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47384027","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

No justice, no peace: an arts-based project with a college choir 没有正义，就没有和平:这是一个与大学合唱团合作的艺术项目

IF 2.3 3区教育学

Music Education Research Pub Date : 2022-10-20 DOI: 10.1080/14613808.2022.2134330

André de Quadros, F. Abrahams

{"title":"No justice, no peace: an arts-based project with a college choir","authors":"André de Quadros, F. Abrahams","doi":"10.1080/14613808.2022.2134330","DOIUrl":"https://doi.org/10.1080/14613808.2022.2134330","url":null,"abstract":"ABSTRACT This study examined the changes in perception toward systemic racism of twenty-six first-year students at a mid-sized university in central New Jersey. All were members of the first-year choir and, with their conductor, participated in a three-week workshop called ‘No Justice, No Peace.’ The goal was to examine social justice issues and systemic racism in society and to produce multimedia works of art to express their changing attitudes. Reacting to prompts by the facilitator, they created original poetry, singing, movement, and visual art projects recorded and posted on YouTube for public viewing. Critical pedagogy, critical pedagogy for music education, and activist pedagogy provided the theoretical frameworks. Coding techniques from the grounded theory literature offered a structure for the data analysis. We invited four students from the choir to participate in open-ended interviews and to share their final projects. We found that the students had positive feelings about the project, which did provide a safe space for dialogue among the students. But little changed in their attitudes and understandings about systemic racism and/or their commitments to social justice by condemning acts of racism and injustice when they see evidence of it in society.","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"24 1","pages":"533 - 548"},"PeriodicalIF":2.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42163991","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

Introducing multi-sited focused ethnography for researching one-to-one (singing voice) pedagogy in higher education 引入多点聚焦人种学研究高等教育一对一(唱腔)教学法

IF 2.3 3区教育学

Music Education Research Pub Date : 2022-10-20 DOI: 10.1080/14613808.2022.2138842

Dale Cox, Melissa Forbes

{"title":"Introducing multi-sited focused ethnography for researching one-to-one (singing voice) pedagogy in higher education","authors":"Dale Cox, Melissa Forbes","doi":"10.1080/14613808.2022.2138842","DOIUrl":"https://doi.org/10.1080/14613808.2022.2138842","url":null,"abstract":"ABSTRACT One-to-one lessons based on the master-apprentice model are recognised in research and practice as an indispensable foundation for the training of professional musicians including singers. Given its primary importance to musician training, it is essential that researchers of this pedagogical model adopt methodologies and methods well-suited to illuminating the unique nature of one-to-one pedagogy. This article on methodology introduces multi-sited ethnography (MSFE) for one-to-one pedagogy research, exemplified through its use in a research project focused on one-to-one musical theatre singing voice pedagogy. MSFE is presented as ‘Big Q’ qualitative research approach which cohesively engages with epistemological, ontological, and methodological considerations facilitating the use of research methods which are well-suited to the private and ephemeral nature of the one-to-one lesson. MSFE is positioned as a research methodology which extends on and can address the challenges of extant research approaches in one-to-one pedagogy. MSFE is of particular use when researching participants across a broad cultural group (for example, studio teachers of a particular instrument or voice at multiple educational sites). We conclude with a discussion of the limitations of MSFE and make recommendations for further research.","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"24 1","pages":"625 - 637"},"PeriodicalIF":2.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41326824","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

Music teacher attitudes toward popular music education 音乐教师对流行音乐教育的态度

IF 2.3 3区教育学

Music Education Research Pub Date : 2022-10-14 DOI: 10.1080/14613808.2022.2134329

Matthew Clauhs, R. Sanguinetti

引用次数: 1

Music copywriting and the problems of music education: overcoming prohibitions and the use of music in teaching 音乐文案与音乐教育问题：解禁与音乐教学

IF 2.3 3区教育学

Music Education Research Pub Date : 2022-10-06 DOI: 10.1080/14613808.2022.2128319

Fangna Peng

引用次数: 0