Music Education Research最新文献_第9页

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

Patterns of variation in sociomusical identity of school-goers in a condition of social vulnerability and musical gaps in their education 社会脆弱性条件下学龄儿童社会音乐认同的变化模式及其教育中的音乐差距

IF 2.3 3区教育学

Music Education Research Pub Date : 2022-09-29 DOI: 10.1080/14613808.2022.2128318

R. Angel-Alvarado, Amalia Casas-Mas, Guadalupe López-Íñiguez, Lauren Johnson

引用次数: 1

Heads of composition perspectives on the role of composition teaching in UK music conservatoires composition department 英国音乐学院作曲系作曲教学角色的观点

IF 2.3 3区教育学

Music Education Research Pub Date : 2022-09-23 DOI: 10.1080/14613808.2022.2118248

Kirsty Devaney

{"title":"Heads of composition perspectives on the role of composition teaching in UK music conservatoires composition department","authors":"Kirsty Devaney","doi":"10.1080/14613808.2022.2118248","DOIUrl":"https://doi.org/10.1080/14613808.2022.2118248","url":null,"abstract":"ABSTRACT In the study being reported here, heads of composition at a selection of music conservatoires (n = 6) in the UK were invited to share their experiences of teaching composition. Arising from the analysis of interview data, three main themes, termed 'pedagogical goals', emerged as important for undergraduate and postgraduate students to progress as composers. These included: becoming independent learners; developing one’s own compositional voice; and building confidence. Findings revealed that these three themes and the pedagogical tools used to achieve them could create tensions between student expectations of what they believed traditional composition teaching to be. On top of this, the interviewees reported having to navigate increasingly neoliberal higher education policy and performativity measures such as the emphasis on student satisfaction, employability and the rising sense of competition between institutions, causing them to reflect on their role as professional educators. Implications for practice are highlighted, particularly around how conflicting priorities and expectations within creative subjects such as composing can in turn create pedagogical conflict. This calls for further research on how composers learn and develop, especially within higher music education contexts.","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"24 1","pages":"611 - 624"},"PeriodicalIF":2.3,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46162706","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

Sources influencing primary school student teachers’ self-efficacy beliefs in their music studies 影响小学生教师音乐学习自我效能感信念之来源

IF 2.3 3区教育学

Music Education Research Pub Date : 2022-09-15 DOI: 10.1080/14613808.2022.2118249

Anu Sepp, J. Kangas, L. Hietanen, Heikki Ruismäki

引用次数: 0

RIME 2023The 13th International Conference for Research in Music Education 第13届国际音乐教育研究会议

IF 2.3 3区教育学

Music Education Research Pub Date : 2022-08-08 DOI: 10.1080/14613808.2022.2108202

M. Stakelum

引用次数: 0