Relevant bibliographies by topics / Benefits of music lessons

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Benefits of music lessons'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Benefits of music lessons"

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Kawase, Satoshi, and Jun’ichi Ogawa. "Group music lessons for children aged 1–3 improve accompanying parents’ moods." Psychology of Music 48, no. 3 (October 19, 2018): 410–20. http://dx.doi.org/10.1177/0305735618803791.

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This study investigated the improvement in parents’ moods when attending group music lessons targeting their children aged 1–3 years. A questionnaire survey of parents’ moods was conducted under three conditions: immediately before and after the lesson, and on a non-lesson day. Results suggested that group music lessons for children enhanced parents’ positive mood and reduced anxiety. Thus, even peripheral participation in children’s group music lessons can be beneficial for parents. In addition, such mood improvements were more significant in the parents whose everyday state anxiety was high than in parents whose state anxiety was low. Since only few parents answered that their motivation in taking the lesson was to benefit themselves, the results of the study suggest side effects of children’s group music lessons for parents. These imply the potential benefits of musical activities for non-primary targeted participants who are not clearly aware of the positive musical effects for themselves.
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Schellenberg, E. Glenn. "Music and Cognitive Abilities." Current Directions in Psychological Science 14, no. 6 (December 2005): 317–20. http://dx.doi.org/10.1111/j.0963-7214.2005.00389.x.

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Does music make you smarter? Music listening and music lessons have been claimed to confer intellectual advantages. Any association between music and intellectual functioning would be notable only if the benefits apply reliably to nonmusical abilities and if music is unique in producing the effects. The available evidence indicates that music listening leads to enhanced performance on a variety of cognitive tests, but that such effects are short-term and stem from the impact of music on arousal level and mood, which, in turn, affect cognitive performance; experiences other than music listening have similar effects. Music lessons in childhood tell a different story. They are associated with small but general and long-lasting intellectual benefits that cannot be attributed to obvious confounding variables such as family income and parents' education. The mechanisms underlying this association have yet to be determined.
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MacLeod, Rebecca B., Christen Blanton, Jessica Lewis, and Dixie Ortiz. "Near-Peer Mentorship: A Model for Private Music Instruction in an Underserved Community." String Research Journal 10, no. 1 (June 16, 2020): 45–60. http://dx.doi.org/10.1177/1948499220924420.

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The case presented in this study focused on the experiences of students enrolled in a Saturday day music program situated in an underserved community. Students in this community represent a wide variety of cultural backgrounds, and we were interested in whether younger students in the program would benefit from receiving lessons from an older student from the same community. This case study was bound by the shared experiences of the participants who engaged in music teaching and learning through this community music program. Data included the following: student surveys, participant interviews, private lesson and orchestra class observations, and teacher assessments. Overall, near-peer mentorship was beneficial. The majority of participants in this study experienced gains in performance skills. Interviews with the mentors revealed several benefits from tutoring a younger student, including self-analysis of instrument performance, positive feelings gained from helping others, and social benefits. The fifth-grade students who were assigned a mentor reported that they learned instrument-specific skills from their mentor and felt more comfortable and confident playing different songs because instruction was individualized.
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Cleaton, Anne. "A flexible template for informal practical music lessons: A Welsh perspective." Journal of Popular Music Education 5, no. 1 (April 1, 2021): 155–60. http://dx.doi.org/10.1386/jpme_00052_1.

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There is a lack of scholarship on informal private popular music lessons compared with school and conservatoire teaching, and informal private music lessons have been viewed as lacking structure. Instrumental teachers often develop strategies from their own experiences, and there is a paucity of recognition of the processes that underpin teachers’ knowledge. This article brings into focus indicative examples of my own teaching experiences with my current student cohort, focusing on how specific approaches are informed by a general structure, where teaching approaches are tried, tested and developed. The article contributes to literature on informal popular music teaching developed by the likes of Schulman (1987) and Lucy Green (2001). Key benefits identified in adopting a flexible template for guitar lessons include a growth in student confidence positively affecting their progress and engagement with music.
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Haddon, Elizabeth. "Instrumental and vocal teaching: how do music students learn to teach?" British Journal of Music Education 26, no. 1 (March 2009): 57–70. http://dx.doi.org/10.1017/s0265051708008279.

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A survey of final-year music students at the University of York for the Investigating Musical Performance research project found that 45% (23 of the 51 students in the year group) regularly gave instrumental or vocal lessons. Semi-structured interviews with 16 students revealed a range of teaching activities including workshop leading, one-to-one lessons and group teaching. This paper examines the attitudes of the nine students engaged in giving instrumental lessons and explores their development as teachers and their understanding of some of the key concepts of teaching and learning. Findings suggest that students learned to teach through increased experience rather than formal training, and although they were enthusiastic, reporting benefits to their own learning and performing, they could have been more pro-active regarding their development as teachers and more resourceful in their approaches towards lesson content and materials, strategies relating to modelling and motivation and the teaching of practice techniques. Increased provision of support and training opportunities could be made by Higher Education institutions, by giving students feedback regarding their effectiveness as teachers, opportunities to discuss their teaching, and enabling learning through mentoring partnerships with more experienced teachers.
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Tanja, Linnavalli, Soni García Adriana, and Tervaniemi Mari. "Perspectives on the Potential Benefits of Children’s Group-based Music Education." Music & Science 4 (January 1, 2021): 205920432110335. http://dx.doi.org/10.1177/20592043211033578.

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Recent empirical evidence suggests that attending individual instrumental training in music schools benefits the development of cognitive skills such as language and executive functions. In this article, we examine studies that have found these transfer effects provided by group-based music education in school and preschool contexts. We conclude that group-based music lessons may enhance children’s language skills and possibly executive functions, but evidence for the impact of music activities on intelligence—as measured by nonverbal intelligence tests—or long-term prosocial abilities is scarce. Although the beneficial effects of music on language skills and executive functions are small, they seem to be discernible. However, we do not know if they apply to all children or only to, for example, children who enjoy engaging in musical activities. We suggest that group-based music education should be part of the national school and preschool curricula, because of both the enjoyment of learning music-related skills and the impact it may have on children’s general learning. In parallel, we encourage new empirical longitudinal projects to be launched, enabling further investigations into the promises of music.
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Cooper, Thelma L. "Adults' Perceptions of Piano Study: Achievements and Experiences." Journal of Research in Music Education 49, no. 2 (July 2001): 156–68. http://dx.doi.org/10.2307/3345867.

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The purposes of this investigation were to describe adults' perceptions of piano study, to identify their music and nonmusic interests, and to describe perceptions of home influences related to music. Of the 564 respondents who returned completed questionnaires, 58% studied piano only as children, 15% studied both as children and as adults, and 3% studied only as adults. Those who studied as children cited parents' decision for beginning lessons. Adults were motivated to begin or resume lessons for reasons of skill development and personal pleasure. Three-fourths of respondents reported receiving personal benefits from piano playing, and over half continue to play. Perceptions of piano skills and ratings of lessons were positively related to perceptions of other aspects of lessons, practicing, and playing. This study has implications for instructors of piano in creating a positive environment to promote lifelong enjoyment of piano playing.
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Rose, Tara. "Music Therapy Clinical Trials in Cross-Cultural Settings." Innovation in Aging 4, Supplement_1 (December 1, 2020): 930. http://dx.doi.org/10.1093/geroni/igaa057.3411.

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Abstract Music therapy in clinical trials has shown efficacy as a nonpharmacological intervention for multiple medical conditions and procedures. Every culture has music and virtually everyone on this globe enjoys music suggesting the universality of music therapy. However, in the US, most music therapy clinical trials participants are English-speaking Caucasians. That narrow pool limits our understanding of the benefits of music in an ethnically and culturally heterogeneous nation. This study looks to the international clinical trials for lessons and information that can advance U.S. studies by expanding the methodology and clinical reach to benefit a more extensive population of patients. A review of 449 studies in 48 countries from clinical trials registries supports an effort to expand music therapy studies and interventions by incorporating a cross-cultural perspective. Researchers and clinicians using international resources can increase their understanding and capacity. Globally, many standardized measures have been translated, including self-report measures of behavioral and mental health, pain, sleep, medical conditions, and symptom severity used for outcome measures, as well as music therapy measures and intervention checklists. Scientifically accepted physiological outcome measures have shown the benefits of music interventions for older adults regardless of cultural or ethnic differences. For example, neuroimaging research supports the clinically derived notion that music can address needs of people with dementia. The future will require new standards for multi-cultural research. To expand studies and methodologies, we need to include more diverse populations. This paper proposes that to do that, we must look to the global scientific community.
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Kabataş, Mustafa. "A study on healthy eating children's music lessons and school performance." African Educational Research Journal 9, no. 1 (January 28, 2021): 112–20. http://dx.doi.org/10.30918/aerj.91.20.226.

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Healthy nutrition is the main factor affecting the adaptation process of children to school regardless of their education level. Nutrition becomes more important in performance-based lessons such as music lessons. Studies conducted to improve education emphasize the importance of a healthy diet for students to improve school performance. Given that the human environment affects the health of individuals and communities in terms of their performance, discussions on nutrition and health constitute debates involving various aspects of the political, social, economic and cultural developments of societies. It is the health status of individuals that has long-term effects on the well-being of society members and the well-being of the society as a whole. Societies that guarantee good health and nutrition for their citizens can boast of higher outcomes, including high performance in school. The importance of good nutrition increases even more in performance lessons such as music lessons. This healthy eating in Kastamonu province in Turkey's perspective, we did a study on music lessons and school performance. It was held in four different regional schools in Kastamonu province. The selection of these schools assumes that the distribution of schools in the city differs socioeconomically. While interviews were held with 18 teachers in 4 schools in each neighborhood, 42 students were interviewed in the last year for each school. The school categories evaluated were: private, mission schools, and state-owned schools. Two types of research tools were applied to the universe of the study as follows: interviews for both teachers and parents through questionnaires and interview guides were applied to primary school students. In addition, we made some observations in different schools that allow us to see the different health and nutrition opportunities available in these schools. Therefore, data collection for this study is both quantitative and qualitative using the tools mentioned above. The aim of the research is to determine how healthy students are eating in schools; to develop ideas for a healthier diet for students and to present them to managers. Research is important in that it benefits field experts and similar studies. According to the results of the research, both school success and music lesson success increase with a healthy diet. This reveals the importance of healthy nutrition, especially in school children in their developmental age.
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Degrave, Pauline. "Music in the Foreign Language Classroom: How and Why?" Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 412. http://dx.doi.org/10.17507/jltr.1003.02.

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Despite a positive attitude towards the use of music in the foreign language classroom, teachers rarely integrate music into their lessons. Studies suggest two main explanations for this discrepancy: a limited knowledge of adapted material and a lack of theoretical grounding to support the use of music in the foreign language classroom. This article aims at examining how and why music can be used in the foreign language classroom. The first section describes some musical methodologies frequently used for language acquisition over time and provides references to resources containing music-based exercises for foreign language learning. The second part reviews research studies about the potential benefits of music-related methodologies for language acquisition and for specific linguistic skills.
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Dissertations / Theses on the topic "Benefits of music lessons"

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Harrison, Joan. "Musical Citizens: String Teachers' Perceptions of Citizenship Education in the Private Studio." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23783.

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This quantitative study explores string teachers’ perceptions of citizenship education and its use in the private lesson. Guided by Westheimer and Kahne’s (2004) model of citizenship education the study sought to identify (a) how private string teachers perceive citizenship education, and (b) the factors that influence these perceptions. Four hundred and fifteen (415) members of the American String Teachers Association (ASTA) participated in this study by completing an on-line survey that contained both closed and open-ended questions. The resulting data was coded and organized according to the survey questions and the conceptual framework. Research findings revealed that, although teachers did not explicitly consider citizenship education a part of their lessons, their intentions and their report on pedagogical practices could be described as citizenship education when viewed through the conceptual framework used in the study. Indeed, nearly all of the participant responses revealed intentions to include attributes of what Westheimer and Kahne refer to as the Personally Responsible Citizen in their music lessons with students. Educating for traits of other types of citizenship was also reported. Factors deemed influential in string teachers’ perceptions of citizenship education included the following: If the teachers had earned certification in Suzuki pedagogy; the number of years of teaching experience; if teachers self-identified as primarily educators, performers, or both; the age of the students who are taught. Additionally, the study addresses teachers’ statements about the use of competitions, dialogue in lessons, and general attitudes about the appropriateness of citizenship education in several different learning environments. The study findings add to a small but growing body of research that furthers understandings of the links between citizenship education and music education. In addition, the findings contribute to our understanding of the complexity of the relationship between private teachers and their students.
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Dye, Keith. "Applied music lessons in an online environment using desktop videoconferencing lessons with almost anyone, anywhere, anytime: it's possible." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/989451453/04.

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Lehmann-Wermser, Andreas. "How lessons are structured." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34625.

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This chapter demonstrates how distinct positions in “Didactics” structure lessons in general, even down to structures in interaction. Another focus lies in the role of assessment in a comparison between the Lower-Saxony- and the Scottland-Lesson. It can be shown that the role of assessment that is proposed by the school administration influences classroom action, again down to structures of interaction.
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Fadairo, Olayemi. "Benefits of Conducting Postproject Reviews to Capture Lessons Learned." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2121.

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Organizational learning has been a focus of scholars since 1970. Researchers have demonstrated that conducting postproject reviews to capture lessons learned significantly improves organizational learning. Guided by the concept of organizational learning, the purpose of this case study was to explore how 6 New York metropolitan organizational leaders used postproject reviews to prevent project managers from repeating the same mistakes, increasing cost and time overruns, and experiencing project failure. Semistructured face-to-face and phone interviews were conducted with a project sponsor and 5 project managers in the New York metropolitan area. Data were analyzed using the process of coding and condensing the codes, which produced 5 themes, including effective lessons learned, capturing lessons learned, benefits of lessons learned, barriers to postproject reviews, and leadership support. The findings of this study indicated that organizational leaders used standard templates and organizational policies to ensure project managers execute postproject reviews. Organizational leaders and project managers may benefit from the findings of this study by learning the advantages of conducting postproject reviews. This study may contribute to positive social change by organizations achieving cost avoidance when they reduce project failures and increase project success.
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Wallbaum, Christopher. "Comparing international music lessons on video." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A33770.

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Video-recorded music lessons (on multi angle DVDs) were used to inspire and improve understanding among experts from different cultures and discourses of music education. To make the process manageable and focused we developed the Analytical Short Film (2-3 minutes) to address particular areas of interest and starting points for debate. We asked selected music teachers from seven nation-states to allow a typical and (in their opinion) good lesson to be recorded. We also asked the students and their parents for permission. At a symposium, national experts and researchers presented views on „their“ lessons through Analytical Short Films. Discussion included implicit and explicit comparisons. The presenters also used a lesson from one of the other countries to stimulate discussion about assumptions in and challenges to their own views. We documented all comparisons made and compared these to derive cross cultural categories (tertia comparationis). These categories should be relevant for understanding what makes a music lesson „good“. The different perspectives and discussions offered by the authors in this book provide rich and diverse material for researchers, teachers and teacher educators.
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Heikinheimo, Tapani. "Intensity of interaction in instrumental music lessons /." Helsinki : Sibelius-Akatemia, 2009. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018723156&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Szeto, Lai Tat. "Benefits and Challenges of Absolute Pitch." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638868.

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Absolute pitch (AP) is also referred to as Perfect Pitch. AP possessors are able to identify pitch in any kinds of sound without a reference point. However, Absolute Pitch may hinder possessors in music studies because it can confuse their brain. It is significant to understand that Absolute Pitch is not purely an advantage for possessors. While Absolute Pitch has great impact on possessors, it may bring negative phenomenon to them, which could decrease their learning ability.

This project’s purpose is to examine whether Absolute Pitch is a benefit or challenge in music studies. I will begin my project with archival research to provide background information and facts of Absolute Pitch. It will explain how Absolute Pitch is beneficial and challenging for musicians. Five hypotheses are suggested in the project: (1) Absolute Pitch possessors perform excellently in music dictation. (2) Absolute Pitch possessors value special tone quality. (3) Possession of Absolute Pitch is not always useful and accurate. (4) Absolute Pitch possessors have different perspectives in hearing intervals. (5) Absolute Pitch possessors have difficulty at transposing music.

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Rosenbalm, Kelly Lane. "Sample Lessons Plans to Effectively Incorporate Group Lessons Into the Private Studio of Young Beginning Suzuki Piano Students." Miami University Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1272035120.

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Stehr, Max W. "Bird's words and Lennie's lessons| Using or avoiding patterns in bebop." Thesis, The University of Nebraska - Lincoln, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10247656.

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Research on how jazz musicians improvise suggests that learned patterns or “licks” inserted during improvisations are ubiquitous, especially among those playing bebop. Analysis of saxophonist Charlie Parker’s solos reveals his reliance on distinct patterns that he often repeated multiple times in a single solo. Due to Parker's iconic status as a bebop progenitor and his influence on the dissemination of mainstream bebop vocabulary, one can argue that bebop improvisation is dependent on the use of licks and that they are fundamental to bebop syntax and vocabulary. This claim is supported by a myriad of improvisation manuals advocating the practice of licks as integral to the acquisition and development of bebop vocabulary.

Saxophonists Lee Konitz and Warne Marsh were both contemporaries of Parker who matured as improvisers under the direction of teacher Lennie Tristano. Though he and his students revered Parker, Tristano’s pedagogical method rejected the imitation of other bebop improvisers by specifically avoiding the inclusion of licks, thus encouraging more melodic spontaneity. The results of Tristano's method are exemplified by the work of Konitz and Marsh during the late 1940s and early 1950s.

This paper addresses the relative merits of these two approaches to bebop by investigating the stylistic differences between Parker and Tristano’s students Konitz and Marsh. Chapter 1 discusses Parker's approach to improvisation, specifically his use of licks, and his influence on mainstream jazz pedagogy. Chapter 2 outlines Tristano's pedagogical method and discusses the differences between his approach and the mainstream approach to teaching bebop. Chapter 3 explores the cognitive and neurological necessity of using licks in bebop, and discusses current music cognition literature and fMRI studies conducted on improvisers. Chapter 4 presents an analysis of licks by Parker, Konitz, and Marsh, and their effect on improvisational outcomes. As there is a rhetorical quality to jazz improvisation, linguistic concordance software called AntConc was used to locate patterns in the transcriptions. AntConc analysis reveals a greater volume and frequency of patterns in the playing of Parker than in the playing of Konitz and Marsh.

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Cave, Penelope. "Piano lessons in the English country house, 1785-1845." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/366438/.

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Two largely unexplored collections form the basis for research on the significance of piano lessons in the country homes of the British elite in the years around 1800. The owners of the music libraries were the Egerton family at Tatton Park, Cheshire and the Aclands of Killerton House, Devon. The women who married into these families, along with their children, form casestudies that stretch the boundaries of domestic amateur music-making, within an overlooked area of English keyboard repertoire. The piano was emerging as the ideal instrument for girls and women in the home, and this study examines the instruments at their disposal, providing substantial new information on the important Broadwood grand that belonged to Lydia Hoare Acland. Teachers, pupils and pedagogical tools cast light on the transition from a girl’s polite pastime to an emerging school of excellence, and this thesis examines, in detail, the practice of preluding in the education of Elizabeth Sykes Egerton, placing it against the broader background of women’s instruction in the ‘science of music’. The repertoire in the two family collections is a huge, multi-layered resource that adds colour to the outlines of early piano pedagogy, and exemplifies a breadth of skill across three or four generations. In this thesis, I place these important printed music collections in the context of additional contemporary sources, including diaries, memoirs, manuscript music and a commonplace book. Considering these collections in this wider arena, not only reveals a rich picture of early piano pedagogy, but also yields insights into the lives of the individuals who bought and used music for performance, study and sociability.
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Books on the topic "Benefits of music lessons"

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Jennings, Sharon. Franklin's music lessons. New York: Scholastic, 2002.

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Arnold, Caroline. Music lessons for Alex. New York: Clarion Books, 1985.

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Lindsay, Debra Kay Robinson. Lessons in American music. Lanham, Md: Rowman & Littlefield, 2006.

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Lindsay, Debra Kay Robinson. Lessons in American music. Reston, VA: MENC, The National Association for Music Education, 2006.

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Keys to successful music lessons. Hauppauge, N.Y: Barron's Educational Series, 1996.

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Georgopoulos, Demetra. Music lessons: Grades 1-3. London, Ont: GeoWat Innovative Teacher Publishing, 2004.

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Gambarini, Elisabetta De. Lessons for harpsichord. Edited by Asti Martha Secrest. Bryn Mawr, PA: Hildegard Pub. Co., 1995.

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Piano lessons: Music, love, & true adventures. Thorndike, Me: G.K. Hall, 1996.

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Music lessons: Poetry and musical form. Tarset, Nothumberland: Bloodaxe Books, 2011.

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Piano Lessons: Music, Love & True Adventures. New York, USA: Delacorte Press, 1997.

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Book chapters on the topic "Benefits of music lessons"

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Wallace, Katherine. "Lessons in Music, Lessons in Love." In Conjunctions of Mind, Soul and Body from Plato to the Enlightenment, 155–70. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9072-7_9.

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Josipovici, Gabriel. "Words and Music Today." In The Lessons of Modernism, 143–50. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18973-1_8.

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Josipovici, Gabriel. "Two Moments in Modern Music-Theatre." In The Lessons of Modernism, 177–94. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18973-1_11.

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Kotka, Taavi, Carlos Ivan Vargas Alvarez del Castillo, and Kaspar Korjus. "Estonian e-Residency: Benefits, Risk and Lessons Learned." In Electronic Government and the Information Systems Perspective, 3–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44159-7_1.

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Britton, Dana M. "Gendering in organizations: Lessons from the prison and other iron cages." In Gender — from Costs to Benefits, 135–50. Wiesbaden: VS Verlag für Sozialwissenschaften, 2003. http://dx.doi.org/10.1007/978-3-322-80475-4_10.

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Clift, Stephen, Rebekah Gilbert, and Trish Vella-Burrows. "Health and Well-Being Benefits of Singing for Older People." In Music, Health and Wellbeing, 97–120. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-349-95284-7_6.

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Dunlop, Rishma. "Music Lessons and Other Stories: Partial Inventory." In Narrative Soundings: An Anthology of Narrative Inquiry in Music Education, 131–55. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0699-6_8.

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Shaw, Julia T. "Lessons Learned From Students’ Experiences Across the Three Choirs." In Culturally Responsive Choral Music Education, 85–99. New York : Routledge, 2019. | Series: Culturally responsive teaching in music: Routledge, 2019. http://dx.doi.org/10.4324/9780429503900-5.

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Strange, Simon. "What Lessons can Higher Popular Music Education Learn from Art School Pedagogy?" In Popular Music Studies Today, 271–80. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17740-9_28.

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Houston, Donald, and Colin Lindsay. "Fit for Purpose? Lessons for Policies to Address the Disability Benefits ‘Crisis’." In Disability Benefits, Welfare Reform and Employment Policy, 233–41. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137314277_13.

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Conference papers on the topic "Benefits of music lessons"

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Smith, Wilson. "Music lessons." In ACM SIGGRAPH 99 Electronic art and animation catalog. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/312379.313026.

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Stramkale, Ligita. "Students’ Perceptions about Using Background Music in Music Lessons." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.019.

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Sturm, Bob L. "Evaluating music emotion recognition: Lessons from music genre recognition?" In 2013 IEEE International Conference on Multimedia and Expo Workshops (ICMEW). IEEE, 2013. http://dx.doi.org/10.1109/icmew.2013.6618342.

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Besedova, Petra. "Using Music In Foreign Language Lessons." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.43.

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Tilson, David, Carsten Sorensen, and Kalle Lyytinen. "Platform Complexity: Lessons from the Music Industry." In 2013 46th Hawaii International Conference on System Sciences (HICSS). IEEE, 2013. http://dx.doi.org/10.1109/hicss.2013.449.

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Balabina, Galina Sergeevna. "THE USE OF INFORMATION TECHNOLOGY IN MUSIC LESSONS." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-61.

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Rauduvaite, Asta. "The Educational Aspects of Integrating Popular Music into Lessons." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.011.

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Besedová, Petra. "Student´S Attitude To Music In Foreign Language Lessons." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.8.

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Ardipal. "Music Education in the Thematic Lessons for Elementary Schools." In Eighth International Conference on Languages and Arts (ICLA-2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200819.075.

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Gelichak, S. M., and I. I. Nikolaeva. "Music therapy as a way to correct negative emotional states school children at music lessons." In All-Russian scientific-practical conference of young scientists, graduate students and students. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-139.

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Reports on the topic "Benefits of music lessons"

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Aguiar, Luis, and Joel Waldfogel. Quality Predictability and the Welfare Benefits from New Products: Evidence from the Digitization of Recorded Music. Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22675.

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Mitra, Sabyasachi. Drivers and Benefits of Enhancing Participation in Global Value Chains: Lessons for India. Asian Development Bank, December 2020. http://dx.doi.org/10.22617/wps200430-2.

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Enhancing participation in global value chain (GVCs) can facilitate development outcomes that India strives to achieve, including generating productive employment opportunities, increasing labor productivity, and gaining a larger share of global exports. This paper draws from the Asian Development Bank’s Multiregional Input–Output Database and highlights the role of various drivers of GVCs participation across primary, manufacturing, and services sectors. It also evaluates the drivers and economic consequences of participating in different segments of GVCs, which can apply to India’s potential development outcomes. Results of the study indicate increasing GVC participation can positively impact the economy and contribute to raising per capita income, labor productivity, investment, and exports.
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O'Leary, Christopher J., and Burt S. Barnow. Lessons from the American Federal-State unemployment insurance system for a European unemployment benefits system. W.E. Upjohn Institute, October 2016. http://dx.doi.org/10.17848/wp16-264.

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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.094.

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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
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Bacani, Eleanor, and Shinjini Mehta. Analyzing the Welfare-Improving Potential of Land Pooling in Thimphu City, Bhutan: Lessons Learned from ADB’s Experience. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200315-2.

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This paper examines empirically and spatially how welfare gains are realized in a land pooling scheme in four ADB-financed Local Area Plans (LAPs) in Thimphu city, Bhutan. Increased government efforts are required to take advantage of the full range of benefits of land pooling for Thimpu residents. The paper recommends a mix of fiscal and urban policy levers to address inefficiencies associated with the existing build-out pattern and infrastructure service quality. It offers insights on how unplanned development occurring outside serviced LAP areas, including along steep slopes and peri-urban areas in Thimphu thromdes, can be addressed most effectively. This paper is the second in a series of three working papers on the topic of land pooling produced by the Asian Development Bank’s South Asia Urban Development and Water Division. The series takes a deeper look at aspects including land pooling’s effectiveness, welfare-improving potential, relationship with safeguard policies, and its prospects as a land management tool in developing country cities.
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Lapidus, Daniel, Annah Latané, Ivan Ortiz-Monasterio, Robert Beach, and María Elena Cárdenas Castañeda. The GreenSeeker Handheld: A Research Brief on Farmer Technology Adoption and Disadoption. RTI Press, May 2017. http://dx.doi.org/10.3768/rtipress.2017.rb.0014.1705.

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The GreenSeeker Handheld crop sensor is an innovative diagnostic tool that farmers can use to improve their fertilizer use efficiency. Over the last decade, farmers in the Yaqui Valley, Sonora, Mexico, widely adopted the technology. Adoption led to significant increases in profits for farmers as well as avoided greenhouse gas emissions. Despite this success, adoption declined sharply in the 2015–2016 growing season. RTI researchers collaborated with the International Wheat and Maize Improvement Center (CIMMYT) to analyze the average costs and benefits of use of the GreenSeeker in addition to the amount of reductions in greenhouse gas emissions. We provide the initial results of these analyses and lessons learned that can help inform dissemination of sustainable agricultural technology transfer.
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Reinhold, Diane, Tracy Patterson, and Peter Hegel. Make Learning Stick: Best Practices to Get the most out of Leadership Devlopment. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2043.

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"Are you taking a closer look at “learning transfer”? Are you wondering how to make sure the lessons taught through your leadership training and development efforts stick weeks, months, or years later? As a professional interested in learning and development, you may be in a position to acknowledge and help overcome the challenges to learning in your organizations. You are likely in a position to influence supervisors and executives, as well as potential participants, in leadership development efforts. You may also have a role in creating and supporting a learning environment. With a better understanding of learning transfer, you can help your organization realize multiple benefits, including bigger impact from developmental experiences, more effective leaders, and a stronger organizational ability to learn and adapt. Read on to learn CCL’s perspective on and best practices for learning transfer for leadership development. We share a framework—and specific tactics—that we use in designing leadership development solutions. With this information, you can begin to help leaders and your organization overcome challenges to learning transfer—and earn greater benefit from leadership development investments."
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Functional Music Use at Physical Culture Lessons During The Process of Personality Self-Development Mechanism Formation. Anatoly A. Opletin, December 2016. http://dx.doi.org/10.14526/01_1111_158.

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Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.

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Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from evidence-based programming were compiled. These lessons center the learning experience on AGs and emphasize the need for materials that actively engage participants and thus increase the likelihood of their retaining information. As noted in this brief, within Safe Spaces, literacy training curriculum content should be informed by AG subject matter suggestions to increase relevance to the girls’ lives, regardless of the setting (community spaces or schools). Additionally, instructors need dedicated training using simple instructions and evidence-based curricula. Community involvement may help ensure longterm community support for girls’ education.
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