British Journal of Music Education最新文献

{"title":"Impact of musical training in specialised centres on learning strategies, auditory discrimination and working memory in adolescents","authors":"Carmen María Sepúlveda-Durán, P. Martín-Lobo, S. Santiago-Ramajo","doi":"10.1017/s0265051723000190","DOIUrl":"https://doi.org/10.1017/s0265051723000190","url":null,"abstract":"\u0000 The aim of this study was to analyse whether specialised musical training influences auditory discrimination, working memory, learning strategies and academic performance. Sixty students (30 with at least four years of musical training and 30 without) of the same socioeconomic level were compared. Significant differences were found between students with and without musical training in terms of learning strategies, working memory and academic performance (p= <.05). This study shows the benefits of musical training offered at specialised centres, the development of students’ cognitive skills and the contributions of neuroscience to improving professional practice.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44555973","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}

{"title":"Secondary choral students’ and preservice music educators’ perceptions of a service-learning experience in the United States: An action research study","authors":"Emily M. Mercado, Erin N. Bailey, K. Davies","doi":"10.1017/s0265051723000256","DOIUrl":"https://doi.org/10.1017/s0265051723000256","url":null,"abstract":"\u0000 The purpose of this service-learning action research study was to develop and investigate after-school individualised vocal lessons for secondary students aged 14–18 years (n = 15) taught by preservice music educators (PMEs) (n = 12) in the United States. In service learning, all parties should benefit from the experience while addressing curricular and community needs. Therefore, our intentions were to: (a) improve secondary student preparedness for solo experiences, (b) provide an authentic teaching experience to improve the quality of instruction given by PMEs, and (c) develop a mutually beneficial and collaborative service-learning experience. The following themes emerged from the data: (a) perceptions of teaching disposition – such as confidence, interpersonal skills and enthusiasm; (b) perceptions of teaching skills – such as student engagement, questioning techniques and responsive teaching; and (c) perceptions of pedagogical content knowledge – such as vocal anatomy, physiology and pedagogy.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49178096","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}

{"title":"Power relations in the music teaching studio","authors":"K. Burwell","doi":"10.1017/s0265051723000220","DOIUrl":"https://doi.org/10.1017/s0265051723000220","url":null,"abstract":"\u0000 Power relations operate in any educational setting, and there may be particular vulnerabilities in a tradition conducted in the relative isolation of the music teaching studio. These vulnerabilities have been highlighted dramatically in recent years through high-profile cases of power abuse, but power is implicated in a wide range of contexts related to the studio, including cultural, gendered, pedagogical, artistic, institutional and interpersonal issues. It may be impossible to divest power of its negative connotations, but there is a good deal of theory focused on power, even if its terms are broadly political or philosophical, and subject to debate. This theoretical paper explores power relations with regard to the music studio, investigating popular conceptions and everyday usage before turning to scholarship focused on interpersonal and broader social perspectives. Some reflections are offered on the uses and abuses of power in the studio. A better understanding of its dimensions and usage can support the ongoing development of studio practices and contribute to the conversation that we need to have about power.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45179452","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}

{"title":"Use of animated stories to improve music education practices of trainee primary school teachers in Spain","authors":"J. Esteve-Faubel, María Teresa Botella-Quirant, Rosa-Pilar Esteve-Faubel","doi":"10.1017/s0265051723000244","DOIUrl":"https://doi.org/10.1017/s0265051723000244","url":null,"abstract":"\u0000 This article analyses an interdisciplinary educational experience combining music, ICT, language and art to create an animated story with active listening as a means of improving knowledge of music education practices. The method consisted of a qualitative, exploratory and descriptive study, with a semi-structured open-ended interview and analysis of the corresponding portfolio by both students and teachers with the aim of encouraging systematic reflection on practices and optimising teaching-learning in the nature of action research. The research population consisted of 104 students of the Bachelor’s Degree in Teaching of the Faculty of Education of the University of Alicante (Spain). The results indicated an improvement in music education practices relating to active listening following the pedagogical intervention, leading to the conclusion that inclusion of ICT in music education facilitates real and effective insertion and enhances students’ autonomy in the process of acquisition of musical skills.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47929910","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}

{"title":"BME volume 40 issue 2 Cover and Back matter","authors":"","doi":"10.1017/s0265051723000189","DOIUrl":"https://doi.org/10.1017/s0265051723000189","url":null,"abstract":"","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46514951","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}

{"title":"Editorial: What is music education for?","authors":"Martin Fautley, Alison Daubney","doi":"10.1017/S026505172300013X","DOIUrl":"https://doi.org/10.1017/S026505172300013X","url":null,"abstract":"One of the privileges of being an academic is being able to attend international conferences. Now that the world is returning to some sort of normality following COVID and lockdowns, these are increasingly happening in-person. What this means is that it is not just in the presentations that we get to meet and talk to people from countries other than our own, but especially in the coffee breaks and food opportunities that are vital aspects of such gatherings. What can be a common feeling at these events is to talk to people whose everyday lived experiences of music education can be so far from our own as to be almost unrecognisable. Take the case of the USA and the UK. In the USA, as far as we can understand it, the music education system at what they call ‘high school’ is predicated on what Butler and Wright (2020, p. 100) referred to as the ‘ : : : triumvirate of wind band, choir, and orchestra, the omniscient conductor/pedagogue, and the associated Western Art music repertoire’. This is a long way away from the English National Curriculum (DfE [Department for Education], 2013), founded as it is on the three main musical components of composing, performing and listening, and taken by all children (in schools that are obliged to follow the National Curriculum) up until the age of 14 years old. From talking to American academic colleagues, it would seem to be the case that success in US terms is often measured by how many trophies the performing ensemble can display in the trophy cabinet. In England, success in music education is not measured by collections of silverware but by how well pupils do in public examinations. Comparing the USA and UK in this way is not meant to be judgemental, it is done simply to show very obvious and possibly surface-level differences. Similar comments could probably be made about any two given music education systems the world over. But what happens when you start do dig a little deeper, and ask difficult questions about what music education is for in various different jurisdictions? We know that learning to play an instrument and/or sing is a major component of music education internationally, but scratch this surface and ask another question – ‘why’? This becomes much harder to answer. When we add what we might term generalist classroom music education into this mix, the issue is compound further still. This gives rise to the very important question ‘why are children learning music?’ In England currently, there are national funding debates taking place concerning elite musical performing ensembles, as the fundholder, Arts Council England (ACE), is faced with the inevitable problem of not having enough money to go round. Consequently, ACE is having to make difficult redistributive monetary decisions, which those faced with a reduction in their central funding obviously see as being cuts. Likewise, the national broadcaster, the BBC, encountering the same problems, is considering scrapping its centrally funded choir, ","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48996852","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}

{"title":"BJME book review, Dec 2022: Elizabeth Haddon","authors":"E. Haddon","doi":"10.1017/S0265051723000153","DOIUrl":"https://doi.org/10.1017/S0265051723000153","url":null,"abstract":"","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42330361","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}

{"title":"William Salaman 1940–2023","authors":"Piers Spencer","doi":"10.1017/s0265051723000141","DOIUrl":"https://doi.org/10.1017/s0265051723000141","url":null,"abstract":"","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45748956","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}

{"title":"BME volume 40 issue 2 Cover and Front matter","authors":"","doi":"10.1017/s0265051723000177","DOIUrl":"https://doi.org/10.1017/s0265051723000177","url":null,"abstract":"","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46214609","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}

{"title":"To Create: Imagining the Good Life through Music by Clint Randles. GIA Publications, 2020. 328pp., pbk, £20.99, ISBN: 978-1622774548.","authors":"Elizabeth H. MacGregor","doi":"10.1017/S0265051723000165","DOIUrl":"https://doi.org/10.1017/S0265051723000165","url":null,"abstract":"","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"56884171","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}