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Journal articles on the topic 'Adolescents and musical practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Shaw, Julia T. "“The Music I Was Meant to Sing”." Journal of Research in Music Education 64, no. 1 (2016): 45–70. http://dx.doi.org/10.1177/0022429415627989.

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This article is based on a multiple embedded case study, the purpose of which was to explore adolescent choral students’ perceptions of culturally responsive pedagogy (CRP) in three demographically contrasting choirs of an urban nonprofit children’s choir organization. The case presented here focused on an after-school choir situated in a Puerto Rican enclave, where a multiethnic teacher designed instruction that was responsive to a community with a significant migrant and immigrant Hispanic population. Adolescents perceived their teacher’s culturally responsive practice as honoring their own

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Kaczmarek, Stella. "Mental practice of musically gifted adolescents." Roczniki Psychologiczne 22, no. 4 (2020): 353–71. http://dx.doi.org/10.18290/rpsych.2019.22.4-4.

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In the last decade, the growing interest in the subject of musicians’ mental practice has produced a significant increase in research on mental and instrumental practice. More than half of all the studies concerns professional musicians, and relatively little research is conducted on children or adolescents. The article will describe research on the mental practice of teenagers attending music schools in Poland and Germany. Questionnaire surveys answer the question of whether young people use mental practice, how they do it, and what the content of mental training while practicing an instrumen

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Pruett, Kyle D. "First Patrons: Parenting the Musician." Medical Problems of Performing Artists 19, no. 4 (2004): 154–59. http://dx.doi.org/10.21091/mppa.2004.4025.

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This discussion of the parental influences on musicians’ development begins with a review of the high-stress environment of the 21st-century family, including the increasing burdens on parents’ time and the increasing influence of the media. The author provides a list of transcultural qualities of “good enough” parenting, especially in the context of raising a musical child. Parenthood is regarded as a developmental phase itself, with unique competencies needed to care for children in different age groups, from toddlers to adolescents. A brief discussion of the different motivations, both posi

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Ilari, Beatriz. "Musical Parenting and Music Education: Integrating Research and Practice." Update: Applications of Research in Music Education 36, no. 2 (2017): 45–52. http://dx.doi.org/10.1177/8755123317717053.

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Although teachers work constantly with parents, discussions concerning parental roles in children’s music learning are often left at the margins in music teacher training programs. The aim of this article is to offer a review of musical parenting research from an ecological perspective. Bronfenbrenner’s bioecological theory of human development is used as a lens to examine musical parenting research concerning infants, school-aged children, and adolescents. Issues pertaining to contemporary parenting in the Western world such as intensive parenting and concerted cultivation are also considered

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Schaefer, Mary Beth, Sandra Schamroth Abrams, Molly Kurpis, Charlotte Abrams, and Madeline Abrams. "Pandemic meaning making: messing toward motet." English Teaching: Practice & Critique 20, no. 2 (2021): 261–74. http://dx.doi.org/10.1108/etpc-07-2020-0073.

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Purpose In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home mandate. The purpose of this study is to highlight youth-created understandings about their literacy practices during COVID-19 in order to expand possibilities for youth-generated theory. Design/methodology/approach This child–parent research builds upon a critical dialectical pluralist (CDP) methodology, which is a participatory research method that looks to privilege the child as a co-researcher at every stage of

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Lamont, Alexandra, David J. Hargreaves, Nigel A. Marshall, and Mark Tarrant. "Young people's music in and out of school." British Journal of Music Education 20, no. 3 (2003): 229–41. http://dx.doi.org/10.1017/s0265051703005412.

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This article examines the perceived and documented problems of school music, particularly at secondary level, through a study of young people's music in and out of school. Four issues are explored: teachers' approaches to music in school; pupils' levels of engagement in musical activities in and out of school; pupils' attitudes to music in and out of school; and pupils' aspirations in music. A Pupils' Music Questionnaire was administered to 1,479 pupils in Years 4, 6, 7 and 9 (aged 8–14 years) from 21 schools in England; Teacher Interviews were conducted with 42 head teachers and teachers resp

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Bolshakova, Julia, Sergey Bolshakov, and Vadim Prokofiev. "MEANS AND METHODS OF PREVENTION AND CORRECTION OF DEVIANT BEHAVIOR OF ADOLESCENTS BY MEANS OF ART EDUCATION AND CULTURAL STUDIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 515–27. http://dx.doi.org/10.17770/sie2021vol4.6206.

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The article deals with the tasks of using art education in the process of organizing training. The research is devoted to the disclosure the pedagogical potential of art education. The research reveals the directions of art education and cultural studies based on theoretical analysis. The study reveals the effect of art education and cultural studies in the correction of deviant and delinquent behavior of young people and adolescents. The article summarizes the available means and techniques of art education, such as music, art, dance, theater and many others. The study analyzes the principles

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Serrano, Telmo, and Helena Amaral Espírito-Santo. "Music, ballet, mindfulness, and psychological inflexibility." Psychology of Music 45, no. 5 (2017): 725–38. http://dx.doi.org/10.1177/0305735616689298.

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Both music and dance training can be conceptualised as mindfulness-like practices due to their focus on the present moment. Mindfulness and music are associated with mental health. However, evidence from dance practice, especially among ballet students, shows an association with mental health problems. Psychological inflexibility involves cognitive fusion, which is an excessive involvement with internal events, leading to experiential avoidance. Since studies analysing these concepts are scarce in music and dance practice, we intended to examine their effects in young music and ballet students

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Carlisle, Katie. "A study of teacher formative influence upon and student experience of social–emotional learning climate in secondary school music settings." British Journal of Music Education 30, no. 2 (2013): 223–43. http://dx.doi.org/10.1017/s0265051713000053.

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Conceiving the construct ‘social-emotional learning climate’ as an embodiment of Illeris’ contemporary learning theory, this paper serves dual purposes. First, it examines recent music education literature, which identifies issues of competence and institutionalised pedagogic practice in secondary school music settings that result in adolescents’ inability to target and develop personal locus of control over learning, and the subsequent rejection of the learning environment. Second, it details findings, discussion and pedagogic implications from the author's dissertation study exploring music

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Morozova, Nina W., and Irina A. Rastopina. "Studying and Development of the Musical Educational Needs of the Participants of the Pedagogical Process in the Children’s School of Arts." Musical Art and Education 7, no. 2 (2019): 155–76. http://dx.doi.org/10.31862/2309-1428-2019-7-2-155-176.

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During the public discussion of the development of additional music education in Russia, the authors of the article propose to turn to the study of the basic and musical-educational needs of students and other participants in the pedagogical process in the children’s art school. The focus of attention is the village school of art or the music school on the outskirts of the big city, serving as one of the few cultural centers in the area and in need of active support from parents and the public. The authors analyze the basic needs of students and their satisfaction in the process of music educa

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Georgieva Fileva – Ruseva, Krasimira. "PERCEPTION OF MUSIC BY HELP OF OTHER ARTS." Knowledge International Journal 28, no. 7 (2018): 2391–97. http://dx.doi.org/10.35120/kij28072391k.

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It is known that a person perceives most of the information in a visual way. This means that the sensory culture of vision is richer, more fully developed than that of other senses. It is known that a human as a social individual uses daily and effectively develops verbal communication with other people. This means that the word with all the information it carries, including emotional, is easily understandable by all who speak the same language. Both types of receiving signals are most worked out and developed the most versatile and rich in every person, and information obtained in these ways

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Georgieva Fileva – Ruseva, Krasimira. "PERCEPTION OF MUSIC BY HELP OF OTHER ARTS." Knowledge International Journal 28, no. 7 (2018): 2391–97. http://dx.doi.org/10.35120/kij29082391k.

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It is known that a person perceives most of the information in a visual way. This means that the sensory culture of vision is richer, more fully developed than that of other senses. It is known that a human as a social individual uses daily and effectively develops verbal communication with other people. This means that the word with all the information it carries, including emotional, is easily understandable by all who speak the same language. Both types of receiving signals are most worked out and developed the most versatile and rich in every person, and information obtained in these ways

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Tramonte, Cristiana, and Katarina Grubisic. "Educação musical na Orquestra Escola: interculturalidade e prática social em Santa Catarina / Orchestra School: Music education and social practice." Revista Pedagógica 14, no. 28 (2013): 285. http://dx.doi.org/10.22196/rp.v14i28.1368.

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Este artigo apresenta resultados de uma pesquisa de mestrado que busca refletir sobre os aspectos pedagógicos da educação musical de crianças e adolescentes no projeto social “Orquestra Escola”. Este projeto trabalha a educação musical ao formar uma orquestra de cordas e sopro. A pesquisa é uma abordagem qualitativa de caráter etnográfico. Teve como referencial teórico Kleber, (2008), Penna (2008), Souza (2004, 2008), Vigotski (2010). Como resultados parciais, verifica-se que num projeto de orquestra o fazer musical é uma prática social com importantes elementos pedagógicos.

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Ortega-Orozco, Areta, Gabriela Orozco-Calderón, Maura J. Ramírez-Flores, and Azucena Lozano- Gutiérrez. "Age of onset in musical practice on cognitive functioning." Journal of Basic and Applied Psychology Research 1, no. 2 (2020): 1–6. http://dx.doi.org/10.29057/jbapr.v1i2.5363.

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Musical processing has been described as a structural and functional plasticity model in which the areas involved and the connections are modified, these changes depend on several variables, including the start of training. The study of music as a neuropsychological phenomenon has become important because it provides information about the possible cognitive benefits. Objective: Describe and compare how musical practice Describe and compare how musical practice affects cognitive functioning in musicians who began their training at an early and late age.affects cognitive functioning in musicians

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McFerran, Katrina Skewes. "Adolescents and Music Therapy: Contextualized Recommendations for Research and Practice." Music Therapy Perspectives 38, no. 1 (2019): 80–88. http://dx.doi.org/10.1093/mtp/miz014.

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Abstract Music therapists have been working with, writing about, and researching their work with adolescents for many decades. This paper provides a reflective review of the research literature in the field that is categorized in three contexts: education, mental health, and community. Grouping knowledge in this way affords a new perspective on how music therapists describe adolescents, including the terms we use to describe them, the types of programs we offer, the approaches to research that are most popular, and the way we talk about the focus of therapy. Distinctions between research in th

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Madsen, Clifford K., John M. Geringer, and Katia Madsen. "Adolescent Musicians' Perceptions of Conductors Within Musical Context." Journal of Research in Music Education 57, no. 1 (2009): 16–25. http://dx.doi.org/10.1177/0022429409333352.

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Attention to subtle changes in music, whether inadvertent or purposeful, occupies a great deal of practice and rehearsal time for the performer. Regardless of the extremely subtle acoustic changes that have been found to be perceptible within almost all studies, it is the total overall effect that most occupies the individual listener. This study investigated perception of digitally edited performances of Johann Strauss's Blue Danube Waltz, all performed by the Vienna Philharmonic Orchestra with various conductors across an 18-year period. Two groups of string musicians in grades 7 through 12

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17

Gooding, Lori, and Jayne M. Standley. "Musical Development and Learning Characteristics of Students." Update: Applications of Research in Music Education 30, no. 1 (2011): 32–45. http://dx.doi.org/10.1177/8755123311418481.

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Development involves progressive changes in knowledge and abilities that occur across the life span. Current research on musical abilities suggests that the development of skills necessary for musicality begins in utero and continues through adulthood. Many of these skills, such as the ability to carry a tune, move in time to music, and respond emotionally to music, progress as part of normal cognitive maturation and development. Others, such as explicit musical knowledge and musical performance, require in-depth learning and practice for future musical development to occur. This article provi

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18

Karl, Brian. "Technology in Modern Moroccan Musical Practices." International Journal of Middle East Studies 44, no. 4 (2012): 790–93. http://dx.doi.org/10.1017/s0020743812000918.

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The proliferation of technologies in use for popular music in Morocco points to cultural interactions beyond the most local or national influences that inform musical practices there. Examining the integration of technologies from outside Morocco—including musical instruments, recording media, and distribution systems—sheds light on negotiations of novelty and difference in contemporary Moroccan social and political life and thus on multiple facets of how late modernity has played out there. Among other broad areas of significance that musical practices help illuminate are the social and econo

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19

Fogarty, Mary. "Musical Tastes in Popular Dance Practices." Congress on Research in Dance Conference Proceedings 2012 (2012): 70–75. http://dx.doi.org/10.1017/cor.2012.7.

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This paper explores the relationship between musical tastes and dance practices in popular dance practices. It is based on ideas that emerged from a multisited ethnography involving the participation in and observation of the practices of breaking, as well as interviews with individual b-boys and b-girls, who often traveled between cities as part of their practices. Although there were many interesting and contradictory observations and participant responses provided by this multigenerational, multicultural scene, one theme emerged as central.

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Broaring, Jeanetta, Barbara Moscicki, Susan Millstain, Michael Policar, and Charles E. Irvin. "Sexual practices among adolescents." Journal of Adolescent Health Care 10, no. 3 (1989): 249. http://dx.doi.org/10.1016/0197-0070(89)90246-5.

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Ivaldi, Antonia, and Susan O'Neill. "Talking ‘Privilege’: barriers to musical attainment in adolescents’ talk of musical role models." British Journal of Music Education 26, no. 1 (2009): 43–56. http://dx.doi.org/10.1017/s0265051708008267.

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Using a discursive approach, this study explores the ways that adolescents construct the notion of social status and ‘being privileged’ through their talk about musician role models. Drawing on social identity theory (see Tajfel, 1978), we examined how adolescents moved between the relational ‘in’ and ‘out’ groups of being privileged versus being disadvantaged as a framework for discussing classical and popular musician role models. Seven focus groups were conducted, each composed of male and female adolescent musicians and non-musicians aged 14–15 years. Participants were asked to discuss 19

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Saarikallio, Suvi, Margarida Baltazar, and Daniel Västfjäll. "Adolescents’ musical relaxation: understanding related affective processing." Nordic Journal of Music Therapy 26, no. 4 (2017): 376–89. http://dx.doi.org/10.1080/08098131.2016.1276097.

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Povedak, Kinga. "Rockin' the Church: Vernacular Catholic Musical Practices." Journal of Global Catholicism 4, no. 1 (2020): 42–63. http://dx.doi.org/10.32436/2475-6423.1066.

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24

Powell, John S. "Musical Practices in the Theater of Molière." Revue de musicologie 82, no. 1 (1996): 5. http://dx.doi.org/10.2307/947203.

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Veblen, Nora Bryant, Olivia Swedberg Yinger, and Martina Vasil. "Musical Authenticity: Music Therapists’ Perceptions and Practices." Music Therapy Perspectives 39, no. 1 (2021): 51–60. http://dx.doi.org/10.1093/mtp/miaa028.

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Abstract Board-certified music therapists (MT-BCs) are expected to provide live music in numerous client-preferred genres, yet often face barriers that prevent them from recreating this music with musical authenticity, defined here as adhering to the expectations of the genre. The purpose of this survey was to investigate the perceptions and practices of MT-BCs (n = 904, 12%) regarding musical authenticity in their own practice. We collected quantitative and qualitative survey data on the importance of musical authenticity, barriers to and strategies for providing music authentically, and the

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Qianyi, Pan, Regina Savchenko, and Yuliia Savchenko-Shlapak. "EVELOPMENT OF THE CREATIVITY OF ADOLESCENTS IN LEARNING MUSICAL ACTIVITIES." Innovative Solution in Modern Science 5, no. 49 (2021): 52. http://dx.doi.org/10.26886/2414-634x.5(49)2021.4.

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The article examines the specificity of the development of creativity of adolescent students in educational musical activities. Various interpretations of the concept of "creativity" in relation to the peculiarities of adolescence of schoolchildren are analyzed. The creative nature of educational musical activity and its connection with the artistic nature of musical art are traced. The influence of problem learning methods, in particular situations of choice in educational musical activity, on development of creativity of adolescent schoolchildren. A specially designed situation of choice put

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Kim, Eun Hye, and Keon Hee Kim. "A study on musical performance experience of adolescents." Journal of Emotional & Behavioral Disorders 35, no. 1 (2019): 139–66. http://dx.doi.org/10.33770/jebd.35.1.7.

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Skerrett, Allison, and Randy Bomer. "Borderzones in Adolescents’ Literacy Practices." Urban Education 46, no. 6 (2011): 1256–79. http://dx.doi.org/10.1177/0042085911398920.

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This article examines how a teacher drew on her urban students’ outside-school literacies to inform teaching and learning in a reading/language arts classroom. The following findings are discussed: curricular invitations the teacher offered to students; the teacher’s curriculum development process; the relationships between the genres of students’ outside-school literacies and those of the school; and the subject positionings taken up by the students and the teacher in the classroom. The article demonstrates how teachers may affirm the out-of-school literacies of urban students and connect the

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May, Janet K., and Ardis W. Koester. "Clothing Purchase Practices Of Adolescents." Home Economics Research Journal 13, no. 3 (1985): 226–36. http://dx.doi.org/10.1177/1077727x8501300302.

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Martí. "Beyond Representation: Relationality and Affect in Musical Practices." Journal of Posthuman Studies 3, no. 2 (2019): 159. http://dx.doi.org/10.5325/jpoststud.3.2.0159.

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Derbaix, Christian, and Maud Derbaix. "Intergenerational transmissions and sharing of musical taste practices." Journal of Marketing Management 35, no. 17-18 (2019): 1600–1623. http://dx.doi.org/10.1080/0267257x.2019.1669691.

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SMITH, CHRISTOPHER. ":Going for Jazz: Musical Practices and American Ideology." Journal of the American Musicological Society 58, no. 2 (2005): 476–88. http://dx.doi.org/10.1525/jams.2005.58.2.476.2.

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Ochoa, Ana María, and Carolina Botero. "Notes on Practices of Musical Exchange in Colombia." Popular Communication 7, no. 3 (2009): 158–68. http://dx.doi.org/10.1080/15405700903023400.

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Harris, Louise. "Musical creativity revisited: Educational foundations, practices and research." Music Education Research 22, no. 2 (2020): 242–43. http://dx.doi.org/10.1080/14613808.2020.1732318.

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Evans, N. M. "Going for Jazz: Musical Practices and American Ideology." Genre 37, no. 2 (2004): 347–49. http://dx.doi.org/10.1215/00166928-37-2-347.

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Gruenhagen, Lisa M. "Developing Musical Creativity through Reflective and Collaborative Practices." Music Educators Journal 103, no. 3 (2017): 40–45. http://dx.doi.org/10.1177/0027432116685158.

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Lippit, Takuro Mizuta. "Ensembles Asia: Mapping experimental practices in music in Asia." Organised Sound 21, no. 1 (2016): 72–82. http://dx.doi.org/10.1017/s1355771815000394.

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In Western countries and in Japan, experimental practices of music have developed into larger communities that share a common musical aesthetic and language, and are generally associated with genres such as noise music, free improvisation, or experimental music. However in South East Asia, and particularly in Indonesia, these categories are of little use for finding artists making unique music. Instead, distinctly individualistic styles and a form of musical experimentalism is found at the edge of more popular genres such as punk, metal, or as a result of incorporating traditional and indigeno

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BRACKETT, JOHN. "Examining rhythmic and metric practices in Led Zeppelin’s musical style." Popular Music 27, no. 1 (2007): 53–76. http://dx.doi.org/10.1017/s0261143008001487.

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AbstractIn this essay, I examine how aspects of rhythm and metre play a fundamental role in shaping and defining Led Zeppelin’s musical style. At the same time, I will show how Led Zeppelin was able to modify, manipulate, and develop pre-existing musical models and forms through various rhythmic and metric strategies. Comparative analyses will be used in an effort to show how Led Zeppelin’s flexible conception of rhythm and metre enabled the band to put their own stylistic ‘stamp’ on (i) specific musical genres (‘The Crunge’ and the song’s relation to James Brown-style funk), (ii) their riff c

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dos Santos, Andeline, and Claire Wagner. "Musical Elicitation Methods." International Journal of Qualitative Methods 17, no. 1 (2018): 160940691879742. http://dx.doi.org/10.1177/1609406918797427.

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Music is an underutilized resource for research in the social sciences. This article presents examples of musical elicitation methods that were used within a study that explored how adolescents who were referred to group music therapy for aggression produced meanings of aggression through the therapeutic process. The study was conducted within a poststructuralist paradigm, particularly using the theoretical thinking tools of Deleuze and Gergen. The elicitation methods discussed include drumming, creating images during music listening, and songwriting. The article argues for the role of musical

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Cheng, Lee, Paulina Wai Ying Wong, and Chi Ying Lam. "Learner autonomy in music performance practices." British Journal of Music Education 37, no. 3 (2020): 234–46. http://dx.doi.org/10.1017/s0265051720000170.

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AbstractThe language of music shares a number of basic processing mechanisms with natural languages, yet studies of learner autonomy in music education are rare. This study aims to assess the effectiveness of fostering music students’ learner autonomy in performance practice through a series of curriculum changes. A mixed-methods approach, including a questionnaire survey and semi-structured interviews, was used to investigate two cohorts of music education students (N = 74) from Hong Kong. The analysis reveals the students’ autonomous learner characteristics, including the ability to formulat

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Weidner, Brian N. "A Grounded Theory of Musical Independence in the Concert Band." Journal of Research in Music Education 68, no. 1 (2020): 53–77. http://dx.doi.org/10.1177/0022429419897616.

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Defined as the ability to engage in music activities on one’s own, musical independence is a frequent goal of music education. This yearlong study investigated musical independence within concert bands through interviews and observations of participants of secondary programs that included musical independence as a primary objective. Constructivist grounded theory analyses of the participants’ experiences led to a model of musical independence that included three interrelated outcomes: student agency, critical decision making, and lifewide/lifelong musicianship. These outcomes were the result o

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MATEI ROȘCA, Mirela Larisa. "Musical education or education through music? Transdisciplinary approach to the musical education of the adolescents." " BULLETIN OF THE TRANSYLVANIA UNIVERSITY OF BRASOV, SERIES VIII - PERFORMING ARTS" 12(61), no. 2 Special (2020): 177–86. http://dx.doi.org/10.31926/but.pa.2019.12.61.42.

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Ovchinnikova, Yulia S. "Pedagogical Meaning of Study of Transformation Musical Practices of Peoples of the World in Modern Education." Musical Art and Education 7, no. 2 (2019): 57–76. http://dx.doi.org/10.31862/2309-1428-2019-7-2-57-76.

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Nowadays the Russian education is living a raw of system changes, where formation of student’s personal agency, of skill for learning and for self-development during the whole life, for elaborating the way of actualization of their own intentions are becoming the main tasks of the learning process. The abilities for self-understanding, self-development and self-actualization are connected with a category of personal transformation. The keys for its understanding could be found in the experience of traditional cultures that despite their bent for constancy are full of transformational motifs. T

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Keller, Damián, and Victor Lazzarini. "Ecologically Grounded Creative Practices in Ubiquitous Music." Organised Sound 22, no. 1 (2017): 61–72. http://dx.doi.org/10.1017/s1355771816000340.

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Instrumentally oriented and individualistic approaches dominate the current perspectives on musical interaction and technologically oriented composition. A view that focuses on the broad aspects of creativity support is proposed as a viable theoretical and methodological alternative: ubiquitous music practice. This article summarises several findings in ubiquitous music research, pointing to new theoretical frameworks that tackle the volatile and distributed creativity factors involved in musical activities that take place outside of traditional venues, involving the audience as an active crea

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Hrvatin, Klara. "Alma Karlin’s Musical Miniatures." Poligrafi 24, no. 93/94 (2019): 109–35. http://dx.doi.org/10.35469/poligrafi.2019.193.

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The following article serves as an introduction to one of the world’s greatest traveller Alma Maximiliane Karlin (1889–1950) and her music-religion related objects she probably brought from Japan, where she stayed from the beginning of June 1922 to July 1923. Not numerous, but in comparison to similar objects brought from other countries, the largest in number, the collection shows Karlin’s preference for simple instrument miniatures such as are models or miniatures of instruments shamisen, koto, yakumo-goto. Interesting are as well objects, which are indirectly related to Japanese music; ukiy

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Charles, Brigitte. "Boys' and girls' constructions of gender through musical composition in the primary school." British Journal of Music Education 21, no. 3 (2004): 265–77. http://dx.doi.org/10.1017/s0265051704005820.

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The purpose of the study is to examine, through interviews and observations, the extent to which 8–10 year old children in a London primary school replicate gendered musical practices and experience gendered musical meanings, and how these may affect their expectations and the specific practices and products of their composition. I also consider how primary school teachers participate in the overarching discourse on gender and music education, by examining their expectations about the nature of girls' and boys' compositions. I analyse my findings in relation to Lucy Green's model of gendered m

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Thomas, Natasha. "Community-Based Referential Music Making with Limited-Resource Adolescents: A Pilot Study." Music Therapy Perspectives 38, no. 2 (2020): 112–18. http://dx.doi.org/10.1093/mtp/miaa016.

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Abstract Black/African American adolescents from limited-resource communities face challenges and circumstances that are unique to their racialization and socioeconomic status; this merits community-engaged resources, such as community music therapy, that are equally unique in creating culturally responsive opportunities for limited-resource adolescents to engage socially with peers and experience meaningful success in a safe, supportive environment. The purpose of this study was to pilot and explore the feasibility of and behavioral processes in a community-based referential music-making inte

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Tahıroğlu, Koray, Thor Magnusson, Adam Parkinson, Iris Garrelfs, and Atau Tanaka. "Digital Musical Instruments as Probes: How computation changes the mode-of-being of musical instruments." Organised Sound 25, no. 1 (2020): 64–74. http://dx.doi.org/10.1017/s1355771819000475.

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This article explores how computation opens up possibilities for new musical practices to emerge through technology design. Using the notion of the cultural probe as a lens, we consider the digital musical instrument as an experimental device that yields findings across the fields of music, sociology and acoustics. As part of an artistic-research methodology, the instrumental object as a probe is offered as a means for artists to answer questions that are often formulated outside semantic language. This article considers how computation plays an important role in the authors’ personal performa

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Conard, L. E., J. D. Fortenberry, and D. P. Orr. "Pharmacists’ attitudes and practices with adolescents." Journal of Adolescent Health 30, no. 2 (2002): 93–94. http://dx.doi.org/10.1016/s1054-139x(01)00347-0.

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Conard, L. E., J. D. Fortenberry, G. D. Zimet, and D. P. Orr. "Pharmacists’ contraceptive dispensing practices with adolescents." Journal of Adolescent Health 30, no. 2 (2002): 96. http://dx.doi.org/10.1016/s1054-139x(01)00353-6.

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