Thematische Bibliographien / Music integration project

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Auswahl der wissenschaftlichen Literatur zum Thema „Music integration project“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 5. Februar 2022

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Zeitschriftenartikel zum Thema "Music integration project"

Egger, John Okley. "Effects of cooperative learning on preservice elementary teachers’ interest in and integration of music into core academic subjects." International Journal of Music Education 37, no. 4 (2019): 608–21. http://dx.doi.org/10.1177/0255761419852173.

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The author investigated the effects of a cooperative learning environment on the implementation of integrating music into core academic subjects. Using a quasi-experimental design, participants ( N = 59) were preservice generalist elementary and special education majors from four course sections of a required music methods course, where two course sections worked in a cooperative learning environment and two course sections worked individually. For six weeks, participants worked on a final project that integrated music into academic core subject lessons. At the conclusion of six weeks, each pa

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Fujii, Takuma. "Integration of aspiring artists: Japanese music students in Germany." Asian and Pacific Migration Journal 29, no. 3 (2020): 358–80. http://dx.doi.org/10.1177/0117196820956519.

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The article examines how students from Japan who attend German music colleges become integrated into Germany’s art worlds while also maintaining connections to transnational art worlds. Although Japan is one of the major countries that sends young music talents to Germany, only a few studies have examined this migration. Drawing on semi-structured interviews with Japanese music students in Germany that were conducted as part of the Asian Educational Mobilities Project, the article shows that the reasons for such migration, as well as its effects on music practices, and that future perspectives

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Foster, Bev, Sarah Pearson, Aimee Berends, and Chelsea Mackinnon. "The Expanding Scope, Inclusivity, and Integration of Music in Healthcare: Recent Developments, Research Illustration, and Future Direction." Healthcare 9, no. 1 (2021): 99. http://dx.doi.org/10.3390/healthcare9010099.

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This paper is in three sections. Section One presents a historical overview of international initiatives that have expanded the role of music in healthcare, from the initial formalization of music therapy to its more research-based rehabilitation focus to recent decades that have seen an increasing role for professional and community musicians, paraprofessional music services, music-oriented service organizations, and a very large increase in medical funding for music effects. “Music Care” is a particular and comprehensive concept promoted by the Room 217 Foundation in Canada, featuring an inc

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Hudáková, Jana, and Eva Králová. "11. Creative Interdisciplinary Math Lessons by Means of Music Activities." Review of Artistic Education 12, no. 2 (2016): 290–96. http://dx.doi.org/10.1515/rae-2016-0035.

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Abstract The goal of the paper is to introduce the project Comenius “EMP-Maths”, entitled ‘Providing Mathematics with Music Activities’, in which seven European countries took part. The key chapter is devoted to music activities that Slovak team integrated in the school subject of Mathematics. Music activities were selected and designed in accordance with the content of school subject Mathematics. To each particular theme the project solvers designed methodologies and didactic musical games, contests, music and drama exercises. The authoresses illustrate in detail one example of this integrati

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Tejada, Jesús, and Tomás Thayer Morel. "Design and validation of a music technology course for initial music teacher education based on the TPACK framework and the project-based learning approach." Journal of Music, Technology and Education 12, no. 3 (2019): 225–46. http://dx.doi.org/10.1386/jmte_00008_1.

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This project outlines a design for, and presents an evaluation and validation of, an information and communication technology (ICT) training course on an initial teacher education programme for pre-service music teachers at a Spanish University. The primary objective was to improve initial teacher education in music technology through a course design with two key components: (1) constructivist learning through collaborative projects (PBL) and (2) the technological pedagogical content knowledge (TPACK) integration framework. The course saw students carry out four real-life projects, three of wh

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Zoran, Amit, Seppo O. Valjakka, Brian Chan, et al. "Hybrid Craft: Showcase of Physical and Digital Integration of Design and Craft Skills." Leonardo 48, no. 4 (2015): 384–99. http://dx.doi.org/10.1162/leon_a_01093.

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This article introduces the Hybrid Craft exhibition, positioning 15 hybrid projects in the context of today’s Maker culture. Each project demonstrates a unique integration of contemporary making practice with traditional craft. The presenters in the show represent a wide range of professional backgrounds: independent makers, students and teachers, designers associated with research institutes, and commercial organizations. The background of Hybrid Craft, the makers and their works, including tool-making, jewelry, bowl-making and interactive design, are presented. The discussion focuses on inte

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Mussagulova, Gulmira, and Zulfiya Kassimova. "The integration of cultures: music of the people of Kazakhstan." Central Asian Journal of Art Studies 6, no. 1 (2021): 54–68. http://dx.doi.org/10.47940/cajas.v6i1.353.

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The article is devoted to the consideration and study of the creativity of the most prominent representatives of the musical art of national ethnic groups, the role of the Assembly of the People of Kazakhstan, the identification of various criteria for the relationship of ethnic groups living in the territory of the Republic of Kazakhstan, the peculiarities of their life, way of life, spheres of life, their relationship and views on the modern State, created by the first President of the Republic of Kazakhstan – Nursultan Nazarbayev. The core of the projects completed in the period from 2012 t

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Carnà, Katiuscia. "Dance and Music in the Bangladeshi Diaspora in Italy. The Identity Links forged by Musical Education." Studia Migracyjne – Przegląd Polonijny 46, no. 3 (177) (2020): 101–12. http://dx.doi.org/10.4467/25444972smpp.20.033.12597.

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The purpose of this project was to investigate, as part of an explorative-type research project, whether art – in this case music and dance – can act as a tool capable of favouring social integration within modern intercultural and multi-religious social contexts, while, at the same time, fostering cohesion between the members of Italy’s largest Bangladeshi community, that of Rome. The researcher chose a qualitative methodological approach, grounded in participant observation of social, political Bangladeshi events and religious Festivals held in Rome, as well as investigation of lessons in si

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Borisova, Elena N., and Nataliya V. Letkina. "English for Professional Communication: A Project-Based Approach to Teaching University Students (a Case Study of Music Students)." Integration of Education 23, no. 4 (2019): 607–27. http://dx.doi.org/10.15507/1991-9468.097.023.201904.607-627.

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Introduction. One of the ultimate requirements for the successful integration of any specialist to the international market is his/her language skills. However, the current educational system often lacks streamlined techniques meeting challenges of dynamically changing sociocultural and professional settings, especially, when it comes to communication, field-specific terminology and self-development opportunities. The article dwells on project-based learning at universities in view of English for Professional Purpose. The aim of this paper is to specify some aspects of the project-based approa

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Monacchi, David. "Fragments of Extinction: Acoustic Biodiversity of Primary Rainforest Ecosystems." Leonardo Music Journal 23 (December 2013): 23–25. http://dx.doi.org/10.1162/lmj_a_00148.

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This paper describes the conceptual origins and development of the author's ongoing environmental sound-art project Fragments of Extinction, which explores the eco-acoustic complexity of the remaining intact equatorial forests. Crossing boundaries between bioacoustics, acoustic ecology, electroacoustic technology and music composition, the project aims to reveal the ordered structures of nature's sonic habitats, define a possible model of compositional integration and make the outcome accessible to audiences to foster awareness on the current “sixth mass extinction.”

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Dissertationen zum Thema "Music integration project"

Granat, Nina. "''Ämnesintegrerade projekt är kul, men...'' : En studie om hur musiklärare erfar samarbete med andra ämneslärare i kulturskolan." Thesis, Karlstads universitet, Institutionen för konstnärliga studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72319.

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Syftet med studien är att få insikt i hur musiklärare i kulturskoal erfar ämnesintegrerade projekt samt hur inkluderingsarbete kan främjas av sådana projekt. För att kunna uppnå detta syfte utgår studien från följande forskningsfrågor: Vilka erfarenheter har musiklärare av ämnesintegrerade projekt i kulturskolan? Och i vilken utsträckning upplevs ämnesintegrerade projekt kunna påverka inkluderingsarbete i kulturskolan? Studiens kunskapsteoretiska utgångspunkt är interpretativism och den vetenskapsfilosofiska utgångspunkten fenomenologi. För att uppnå syfte och svara på frågeställningarna har s

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Mefford, Rebecca Dunn. "Integrating music into the second grade curriculum." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1065.

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Curran, Sara. "'Why aren't we doing more with music?' : an exploration of two integrative mainstream-special school music projects." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6622/.

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Secondary school music curricula often alienate young people because of the disjuncture between their experiences of music outside and inside school (Spruce and Matthews, 2012). Music also continues having to justify its place in many secondary schools (Philpott, 2012). Offering ideas to expand music educational thinking and increase its social relevance, this research explores two secondary mainstream-special school integrative musical projects using the theoretical framework of ‘musicking’ (Small, 1998), which asserts the centrality of relationships in any form of musical performance. Using

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Vazquez, Olga M. "An investigation of the teaching practices of music teaching artists participating in four selected elementary school arts integration projects." Thesis, Florida Atlantic University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3647572.

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<p> This mixed methodology study investigated the arts integration practices of music teaching artists participating in four selected elementary school arts integration projects in the United States. This study also explored the possibility that music teaching artists’ formal education, arts integration training and professional development, and their own attitudes as well as different stakeholders’ attitudes about arts integration and music education impacted their arts integration practices. The explanatory two-phase design of this study began with the collection and analysis of

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Costa, Luís Filipe Castro Monteiro da. "Projecto Música para todos: Orquestra Juvenil da Bonjóia: a condição Humana." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/16923.

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Mestrado em Ensino de Música<br>O Projecto Música para Todos estende a música a crianças de todas as realidades sociais, tendo a sua máxima concretização na Orquestra Juvenil da Bonjóia. Esta, por sua vez, assume-se como uma ferramenta que representa um ponto de passagem da música para uma multidisciplinariedade que engloba valores de cidadania, responsabilidade, reconhecimento da legitimidade do outro e o reforço pessoal. Trataremos de desenhar um percurso, mapeando reflexões e conclusões sobre este projecto. Um modelo para o futuro, que preserva a individualidade, numa luta pela inteli

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Gajdová, Magdalena. "Hudební činnosti v mezinárodních mateřských školách v Praze." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446300.

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This work analyses music activities of English-speaking children of pre-school age, attending international schools in Prague, following the British Curricula. The goal of this work is to develop and to validate teaching materials of musical activities, supporting children with different native languages from the language of the teaching material, those in transition period, and those with communication barriers, and to offer concrete implementation strategies for teachers of music in both Czech and international schools. The theoretical part compares Czech and British music curricula for pre-

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Šandová, Pavla. "Tvorba hudebně pohybových choreografií pro děti předškolního věku s využitím vlastní didaktické pomůcky." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-349387.

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Master's thesis addresses the implementation of didactic tool to musical movement activities of preschool children in kindergarten with respect to the integrative nature of education. The first part of the thesis is covering theoretical side of the important aspects of child development at the age of five to six years. Further it deals with the specifics of the development of musicality in preschoolers, especially focusing on instrumental side of the music. It highlights the musical creativity that flows from the principles of Orff School. Musical creativity is one of the objective of the thes

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Michenková, Markéta. "Pohádka jako hudebně integrativní projekt pro předškolní děti a jejich rodiče (tvorba, ověřování, metodické náměty do praxe)." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-344353.

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Author's fairy tale with a musical theme as a means to improve cooperation and kindergarten is the main aim of the thesis. The musical development of the child until the end of the preschool age and its subsequent response opens the theoretical part, musical ability - characteristics, creativity, integration of musical abilities, integrative design, and creative dramatics conclude the theoretical part, which will be followed by a practical part. The practical part will consist of architectural scenario where a subsequent analysis of the Copyright scenarios, questionnaires, interviews and obser

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Bücher zum Thema "Music integration project"

Burns, Amy M. Using Technology with Elementary Music Approaches. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190055646.001.0001.

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Using Technology with Elementary Music Approaches is a comprehensive guide to how to integrate technology into the popular elementary music approaches of Dr. Feierabend’s First Steps, Kodály, and Orff Schulwerk. It also includes ideas of integrating technology with project-based learning (PBL). It is written for elementary music educators who want to utilize technology in their classrooms, or possibly fear using technology but are looking for ways to try. It can be used by new teachers, veteran teachers, teachers with very limited technology, teachers with 1:1 devices in their music classroom,

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Avila, Jacqueline. Cinesonidos. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190671303.001.0001.

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Cinesonidos: Film Music and National Identity During Mexico’s Época de Oro is the first book-length study concerning the function of music in the prominent genres structured by the Mexican film industry. Integrating primary source material with film music studies, sound studies, and Mexican film and cultural history, this project closely examines examples from five significant film genres that developed during the 1930s through 1950s. These genres include the prostitute melodrama, the fictional indigenista film (films on indigenous themes or topics), the cine de añoranza porfiriana (films of P

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Buchteile zum Thema "Music integration project"

Challis, Di. "The Music Room." In Authentic Learning Environments in Higher Education. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-594-8.ch003.

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To explore the synergies of an integration of the conceptual and practice worlds, this chapter draws on part of an Australian Committee for University Teaching and Staff Development funded project for students of architecture and construction. Composing Architecture — The Music Room, involved 74 second-year students at an Australian university. The case study is used as an illustration of curriculum design, including assessment aimed at creating learning experiences that were purposeful, rich in their complexity, and mirrored the demands of a profession fostering development in a supportive environment. To support this aim the elements of the music room project were tested against proposed criteria for authentic learning. While recognising the differing views of scholars and challenging some claimed attributes, the case study indicates that, irrespective of discipline, there are some fundamental shared understandings of what an authentic learning environment entails.

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Westrup, Laurel. "Spike Jonze’s Abbreviated Art of the Suburbs." In ReFocus: The Films of Spike Jonze. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474447621.003.0013.

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The Suburbs project with Arcade Fire brings together many aspects of Jonze’s oeuvre: the poetry of motion he developed in his early work as a skateboarding videographer, the naturalistic work with non-actors that he developed in his documentary work, and the close integration of lyrics and visuals that he developed in his work as a music video director. This essay considers the elliptical audiovisual storytelling that Jonze has mastered in a career spanning disparate filmmaking modes. Westrup proposes that Jonze’s work with Arcade Fire envisions a more holistic melding of music, imagery, and narrative that is fluid and polysemic.

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Longo, Shawna. "How Should Learning through STEM and Music Be Assessed?" In Integrating STEM with Music. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197546772.003.0003.

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This chapter gives guidance on how STEM and Music should be assessed in the classroom for any grade-level band. When we find new opportunities to integrate content, we find new opportunities to align standards, and thus assess learning based on those standards in a new or improved way. By forming assessment through standards-based research and development, when paired with high-quality rubric formation, STEM and Music can be made even into more of an authentic integration. Reading this chapter will assist with seeing how instructional plan assessments are developed and how teachers can develop their own assessments for any projects that are inspired or assisted with the materials in this overall book.

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Mericka, Kirsten. "LipDub: a technology-enhanced language learning project with music." In Innovative language teaching and learning at university: integrating informal learning into formal language education. Research-publishing.net, 2018. http://dx.doi.org/10.14705/rpnet.2018.22.776.

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Huang, Hsin-chou. "The Effects of Video Projects on EFL Learners' Language Learning and Motivation." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch086.

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This study examined the language learning and motivational and effects of a video project, including students' perceptions of the processes, and the impact of peer evaluations. Forty-three intermediate EFL learners in Taiwan communicated their thoughts in multimodal formats by producing a video that involved searching online materials and integrating music and pictures to illustrate their ideas. Results from a one-way ANOVA showed that the language learning effects were more obvious in the low proficiency group than in the high proficiency one. Results from t-test analyses of pre- and post- motivation questionnaires showed that students increased their learning motivation, and interview data showed that students felt that making videos boosted their confidence and improved their technological capability. An examination of peer assessments of videos showed that they promoted peer learning and encouraged self-reflection. This study's findings support the adoption of video projects with lower proficiency students in order to stimulate language production.

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Butscher, Stephan A., Frank Luby, and Markus B. Hofer. "Strategic Success Factors for Selling Content Online." In Strategies for Generating E-Business Returns on Investment. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-417-0.ch009.

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In this chapter the authors provide an overview of strategic success factors for sustainable and profitable business with online content. Based on the practical experience of the authors gained in numerous consulting projects in this field, the chapter reveals that business success will depend fundamentally on the providers’ ability to develop compelling and convenient new content forms of high quality that are easy to find and to buy. Another key factor is a sound integration of the product “content” in the overall business model, including realistic expectations regarding revenue streams. Furthermore, the conquest of new target markets is essential. Finally, they need to develop a sophisticated pricing strategy. The practical implications of the identified strategic success factors are illustrated by means of the case study, Selling Music Online, and are summarized in concrete action guidelines.

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Konferenzberichte zum Thema "Music integration project"

Arrington, Nancy McBride. "Examining Preservice Teachers’ Self-Efficacy for Enhancing Literacy of Diverse Learners through Music." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5415.

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The sense of efficaciousness for teaching diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. Both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflect

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Gadelha, Bruno, Thaís Castro, Rosiane De Freitas, Edna Cardoso, and Hugo Fuks. "Colaboração e Interação em Contextos Não Convencionais: aplicações e instalações artísticas e de entretenimento." In XVII Simpósio Brasileiro de Fatores Humanos em Sistemas Computacionais. Sociedade Brasileira de Computação (SBC), 2018. http://dx.doi.org/10.5753/ihc.2018.4233.

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This paper presents an investigation that has been developed at the Federal University of Amazonas through projects involving concepts of collaborative systems(CS) and humancomputer interaction (HCI) in artistic-cultural and entertainment events scenarios. In the artistic scene, there have been projects involving music and interaction through sounds. In the scenario of large entertainment events involving crowds, the projects consider issues such as engagement, interaction and collaboration. In these unconventional contexts the importance of the integration between the SC and IHC areas is obse

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