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Articles 31 - 35 of 35
Full-Text Articles in Music Education
Music Deserts: How Social Inequality Affects Accessibility To Music Resources Important To Actively Participating In Music, Everardo Francisco Reyes
Music Deserts: How Social Inequality Affects Accessibility To Music Resources Important To Actively Participating In Music, Everardo Francisco Reyes
Ursidae: The Undergraduate Research Journal at the University of Northern Colorado
Recent findings in the cognitive neuroscience of music suggest that active participation in music has benefits such as increasing reading comprehension, soothing babies, and helping increase synapses which are beneficial in differentiating music and speech from noise. However, these benefits are not accessible to all communities. Department of Education (2012) research reveals that elementary and secondary schools with a higher percentage of poverty have fewer music teachers, music courses, dedicated rooms for music, and proper music equipment. In this research I examine how social inequality in the US correlated with a lack of music instrument stores (MIS). These areas can …
School Of Rock: The Relationship Between Music Training And Academic Academic Achievement, Clayton Hadlock
School Of Rock: The Relationship Between Music Training And Academic Academic Achievement, Clayton Hadlock
Intuition: The BYU Undergraduate Journal of Psychology
Music education has been a key part of human culture for thousands of years (Cartwright, 2013). As children often begin to receive musical education during grade school, many researchers have begun to investigate whether musical training may benefit other areas of academics. This literature review evaluates the overall effectiveness of musical training on academic performance for three different age groups: pre- and elementary school children under 12 years old; middle and high school-age adolescents between 12 and 18 years old; and college and university students over 18 years old. Musical training here includes instrumental and vocal training, as well as …
Creating Multicultural Music Opportunities In Teacher Education: Sharing Diversity Through Songs, Dawn Joseph, Rohan Nethsinghe, Alberto Cabedo Mas
Creating Multicultural Music Opportunities In Teacher Education: Sharing Diversity Through Songs, Dawn Joseph, Rohan Nethsinghe, Alberto Cabedo Mas
Australian Journal of Teacher Education
This paper contributes to the knowledge base for preparing pre-service teachers (PSTs) for contemporary multicultural classrooms. To do so, we refer to our ongoing project “See, Listen and Share: Exploring intercultural music education in a transnational experience” across three Higher Education sites (Australia and Spain). Drawing on our narrative, and PSTs’ questionnaire data, using Interpretative Phenomenological Analysis to analyze and code the PST data, we report on our initial experience and findings across the three sites and cultural contexts. Generalisations to other institutions cannot be made. We discuss what was taught and how it was taught in our three settings, …
Music Activities Delivered By Primary School Generalist Teachers In Victoria: Informing Teaching Practice, Fiona King
Music Activities Delivered By Primary School Generalist Teachers In Victoria: Informing Teaching Practice, Fiona King
Australian Journal of Teacher Education
The purpose of this paper is to share teacher practice in the inclusion and delivery of music education experiences for children, to inform teacher education and to guide professional learning. It draws on a larger investigation into the music activities delivered by three primary school classroom (generalist) teachers in Victoria, Australia. There is a gap in the literature regarding the music activities and experiences facilitated by teachers in day-to-day classroom learning. The case study investigation inquired into the content, pedagogy, planning and the place of music activities provided to children aged six to eleven. Teacher education is addressed in this …
Claude Debussy’S Children’S Corner – A Pedagogical Guide, Nolan O. Pribnow
Claude Debussy’S Children’S Corner – A Pedagogical Guide, Nolan O. Pribnow
Undergraduate Research Journal
A student learning Debussy’s Children’s Corner must be properly trained to handle a wide range of physical and musical demands. An experienced teacher, who is able to analyze and anticipate musical and technical challenges, demonstrate specific musical passages, and develop an organized plan of sequential learning steps, will successfully guide the student-learning process. As a teaching guide, this project addressed each piece individually, highlighting various technical and musical challenges, followed by pedagogical recommendations for addressing these challenges.