Journal articles on the topic 'Benefits of music lessons'

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Nowadays, Hungary is famous for its musical pedagogical method, the Kodaly concept, many foreign music lovers, and music teachers travel to our country to get to know and master it. But what do we experience in practice, what are the benefits for the musical tastes of young people? The aim of the study is to provide an insight into the attitudes of music and music in primary school youth and the surrounding social environment. We present a small slice of international research led by Dr. Judit Varadi, in which we examined the results of 4th and 6th grade pupils of five primary schools in Debrecen, 221 students in all. In the course of our research, we used a questionnaire consisting of 46 questions, which examined the family background of young people, the process of singing and music classes, listening habits, attitudes related to music classes, and music itself. Results were analyzed using SPSS 22.0 for Windows. In our observations, we found that parents’ previous music studies have a great influence on teaching their children to music. The attitudes toward class music and music and the number of classical music records in the children’s home are also positive. In our changing world, the genres of light music have gained a lot of space, the effect of which is reflected in the musical tastes of young people. How to get a full picture of the subject, and then the entire material will be processed.

This article aims to highlight the impact of music in teaching English as a second language. It discusses different approaches and techniques which can assist English language students to improve their learning skills by using technology. Special attention is paid to audio-lingual method and in particular to the role of songs in learning English. Music offers special benefits for those learning a new language. Listening to songs and singing is a natural and enjoyable way to practice new sounds, words, and phrases. In fact, learning a song or musical instrument is analogous in many ways to learning a language. Modern technology helps to provide students with music lessons. During these lessons instead of focusing on one single task for the entire study session, it is possible to mix things up: do listening, learn new vocabulary, then study grammar, read and write a short story on the same topic. The variety will keep the students engaged and make studying more fun. The authors suggest different types of activity to make lessons more effective. The extensive memorization, repetition and over-learning of patterns are the key to the method’s success.

Active music participation offers a way for older people to sustain wellbeing and health. This article explores the understandings and experiences of a group of older Chinese people who actively participate in singing lessons at the Tangshan Older People University, China. This article uses a phenomenological qualitative research approach that allows an investigation of individual experiences of music engagement in later life. This research utilized a case study design and data were analyzed using interpretative phenomenological analysis which explores experience as understood by participants. Five broad themes were identified from the data: Emotional wellbeing, Physical wellbeing, Mental wellbeing and “learning new things”, Musical preferences, and Sharing music. The participants have purposefully sought music-learning experiences and recognize the benefits of their ongoing music education.

Course-based undergraduate research experiences (CURE) allow students opportunities to develop research skills. In a scaffolded CURE, music therapy and music education students composed, evaluated, and selected the music stimuli used in a music and mindfulness study with non-musicians at Site 1 and musicians at Site 2. The purposes of this paper are to (a) describe the process of student music stimuli composition and evaluation for use in a course-based undergraduate research experience and (b) identify benefits, challenges, and lessons learned from the viewpoints of students, graduate assistants, and faculty who participated in the multi-site study. Eight students, two graduate assistants, and two faculty provide an overview of the CURE teaching model and assignments, and share first-person accounts of their experiences participating in this CURE.

the objective of this special issue of Music Perception, which includes contributions from researchers based in Canada, Germany, New Zealand, and the US, is to present the best new research on associations between music training and nonmusical abilities. Scholarly interest in associations between music training and nonmusical cognitive functioning has sparked much research over the past 15–20 years. The study of how far associations between music training and cognitive abilities extend, and whether such associations are more likely for some domains of cognition than for others, has theoretical relevance for issues of transfer, modularity, and plasticity. Unlike most other areas of scientific inquiry, there is parallel interest on the part of the public, the media, and educators who want to know if nonmusical intellectual and academic benefits are a welcome by-product of sending children to music lessons. Indeed, some educators and arts advocates justify music training in schools precisely because of these presumed and desired nonmusical associations.

The purpose of this study was to explore the integration of music and movement elements into young children’s mathematics classrooms. Using a qualitative approach, this research was a case study. Three teachers were purposely selected as participants for this study. The teachers were interviewed to gain information about the songs and movements they chose to employ into their instruction. Additionally, their lessons were observed to attain the ways they incorporated music and movement. These sessions were video recorded to gain a rich picture of the songs and movements incorporated as well as the benefits of such practice in the teaching and learning of mathematics. The findings from the interviews (with teachers), classroom observations, and photographs exhibited that the teachers used familiar, easy and simple songs to be incorporated in their instruction. It was also evident that embedding music and movement activities into young children's mathematics lessons had a positive impact on the students' learning of early mathematics. The students focused on what the teachers were doing and repeating after them. This enhanced their mathematics learning. The implication of this study is that mathematics instruction should be employed in a fun yet meaningful way by incorporating music and movement activities as teaching and learning activities. More importantly, is that children learn mathematics with understanding.

Arts integration has been a mixed blessing, with both the potential for developing deeper understandings amid concerns that it diminishes the integrity and authenticity of learning in the arts. This article describes concept-based arts integration as a model of arts integration where curriculum is designed around shared concepts that connect across the arts and other academic subjects. The benefits of using concept-based arts integration curriculum are explored within the scope of an educational outreach program led by a professional symphony orchestra that partnered in a multiphase arts integrated program with forty surrounding elementary schools. Several strategies and criteria are included to help music educators identify shared concepts and design concept-based arts integrated projects in their schools.

Purpose The purpose of this paper is to describe the music performance collection preserved in Eastern Washington University’s institutional repository (IR). This collection of recordings of student music performances is the result of an ongoing collaboration between the university?s library and music department, which serves to provide discoverability, preservation and access to a collection of student creative works, which had heretofore been a hidden collection. Design/methodology/approach This collection of student creative work was identified as a suitable project for the Eastern Washington University’s IR while it was still in the planning stages because it was identified as an existing need that the new IR could address. Much of the groundwork for the collaboration between the library and music department was completed prior to IR implementation. Thus, the library was ready to begin work on this collection once the IR was operational. Findings The student music performance collection has been a successful project for the IR, which benefits the music department by making student performances discoverable and accessible, and benefits the library by providing the opportunity to demonstrate that the then-new IR could support the university’s student-centered focus on teaching and learning. Originality/value While there is a growing body of literature on IRs emphasizing student work, there is little literature on music or other creative works’ collections in IRs, much less on creative works by students. This paper adds to the limited body of literature on student creative works in the IR by describing the development, implementation and lessons learned from the successful music performances collection.

Previous research suggests that ongoing cognitive engagement in late life may help maintain cognitive functioning. We assessed cognition across all major domains in older adult instrumental musicians (active vs. former) and non-musicians using a standardized neuropsychological battery and collected self-report information on levels of physical activity, social activity, and overall health. We used ANCOVAs to determine if there were differences in cognitive test scores among groups. Results showed that all musicians (active and former) had higher scores on a test of language (Boston Naming Test) and of language and executive functioning (Controlled Oral Word Association) compared to non-musicians. However, active musicians scored higher than both non-musicians and former musicians on a version of the Stroop task (Delis-Kaplan Executive Function System: Color Word Interference). These findings suggest that, in some types of executive functions, there may be continued benefit to participating in musical activities later in life. However, in the domain of language, gains from playing an instrument are sustained even if a musician stops playing. We discuss these results in the contexts of cognitive reserve and crystallized and fluid intelligence, including cognitive benefits of early life music lessons that remain in late life.

One-to-one music lessons are a common and effective way of learning a musical instrument. This investigation into one-to-one music teaching at the secondary school level explores the teaching of musical expression by two instrumental music teachers of brass and strings. The lessons of the two teachers with two students each were video recorded over a six-week period. This data were transcribed, coded and content analyzed. The results showed that the teachers used a variety of strategies to teach musical expression and the teacher’s choice of approach seems less important than ensuring that the student has a good understanding of the approach. Furthermore, the traditional strategies for teaching musical expression may benefit from the inclusion of approaches designed to enable young students to begin to create personal meaning in their music making. Teachers, therefore, might consider reading research findings on creative learning and devise strategies for its application in their music studios.

The aim of the article is to analyse the ways of using creative music-based activities in the educational process. The authors emphasize the marginal role that art plays in contemporary school, including music. At the same time, they emphasize the need to change this state of affairs, convincing about the huge, unused potential of using music-based activities to build relationships, improve mood, develop creativity and emotional and social competence. The use of musical activities on educational grounds may go beyond the typical activities known from music lessons. Building space for experiencing creative forms of contact with art, expression, spontaneous singing or improvisation, enabling multi-sensory art experience, can result in measurable benefits for both students and the teacher, being the answer to the challenges of modern education. An additional benefit of conducting such classes is the opportunity to observe the functioning of students, ways of coping with social situations, and assumed roles in the group. The article presents practical examples of the implementation of musical activities under the “ZA PROGIEM – wyprawy odkrywców project. The reactions of children participating in these activities testify to their great commitment, they also show that properly selected musical activities can have a positive impact on the child's behaviour in a very short time. Conclusions from the implementation of the activities under the project indicate that music-based – or more broadly art-based – activities, present so far, in the presented form, in pedagogy to a very limited extent, may prove to be an effective tool to support teachers’ work and student development.

Literature provides a wonderful impetus for both meaningful integration and music study, as it can be used to guide students to understanding the relationships between music and other disciplines, varied cultural and historical contexts, and experiences in daily life. This column presents the benefits of integrating literature in the music classroom, and provides an example of an integration lesson using the Russian folktale of The Firebird and the music of Stravinsky.

The aim of this article is to explore a range of largely embodied vocalisations and sounds produced by learners of string instruments and how they relate to the potential self-regulatory use provided by such vocalisations. This type of “singing” while learning to play an instrument may have similarities to the use of private speech in other types of learning tasks. This report describes a multiple case study based on the naturalistic observation of learners playing string instruments in different situations. We observed private rehearsals by six adult guitarists from different music cultures (classical, flamenco and jazz) who had different approaches to learning (traditional and constructivist). In addition, we observed the one-to-one lessons of a constructivist cello teacher with a 7-year-old beginner and a 12-year-old student. All sessions were recorded. We applied the System for Analysing the Practice of Instrumental Lessons to the video lessons and/or practices and participant discourse for constant comparative analysis across all categories and participants. From the theoretical framework of private speech, we identified a set of qualities in private singing, such as whistling, humming, and guttural sounds, with different levels of audibility. Self-guidance and self-regulation appeared to be the functions underlying both psychomotor learning and reflective-emotional learning from an embodiment approach. Guitar learners from popular urban cultures seemed to use less explicit singing expression than classical guitar learners, the explicitness of which may be related to the instructional use of the notational system. In the one-to-one cello lessons, we observed a process of increasing internalisation from the younger to the older student. Both results are consistent with the literature on private speech, indicating that this process is a natural process of internalisation at higher literacy levels. Singing is not as frequent in music lessons as might be expected, and it is even less frequently used as a reflective tool or understood as an embodied process. The examples provided in this article shed light on the multiplicity of applications and on the potential benefits of private singing in instructional contexts as a powerful learning tool.

This descriptive qualitative study explores the key characteristics, benefits, and lessons learned from community-based choirs for persons with dementia (PwD) and their caregivers based on reports from choir administrators and directors. Although there is growing interest in choirs for PwD, there has been no synthesis of information on these choirs. Semi-structured interviews were conducted between December 2016 and February 2017 with six administrators and/or directors of community-based choirs for PwD and their caregivers. The interviews were audio-recorded and transcribed. Content analyses indicated that choirs had many similarities in membership (e.g., early to mid-stage dementia), establishing formal sections (e.g., soprano, alto, tenor, bass), administration (e.g., leadership, fees), and music programming (e.g., public performance, duration, and length of practice sessions). Benefits of the choir include enjoyment, sense of purpose, empowerment, caregiver support and respite, and increased awareness of dementia by others. In conclusion, this descriptive study suggests that community-based choirs are a cost effective and valuable program that improve quality of life for PwD and caregivers.

The rationale for this article lies in a perceived need for instrumental teaching to take on positively some of the opportunities that the National Curriculum represents; in particular, the need for music-centred approaches encompassing improvising, composing and appraising as central activities in instrumental lessons in addition to performing. Its background is the belief that traditional approaches to instrumental teaching have tended to favour development of technical skills in preference to imaginative responses to musical encounters. Pragmatic realities as well as potential curriculum benefits now demand a shared outlook from class and instrumental teachers who have tended to travel on different, if parallel, tracks. This article provides a tentative model for instrumental learning in the National Curriculum which will enable the unique character of what instrumental music has to offer to be maintained whilst enriching it with wider curriculum perspectives. Note: Throughout this article instrumental teaching refers to that provision offered by specialist teachers whether of instruments of the Western classical tradition, those of non- Western cultures, or of the pop, rock, jazz or folk traditions. Exemplars are indicative only and are not drawn from specific cases. It is intended that readers will interpret exemplars according to their own particular instrumental specialism.

Undoubtedly, mobile technology has started to be visible in the field of education, as can be seen by the increasing number of publications that have appeared in recent years. This can also be proven with the existence of the new term in education – M-learning. Several types of mobile devices are accessible, such as wireless laptops, portable MP3 players, personal digital assistants (PDAs), and electronic dictionaries, although smart phones and iPads are the devices that have started to attract particular attention from educators. It is also noticeable that listening to music is one of the most important features in the aforementioned mobile devices. Against this backdrop, this study explores the benefits of integrating music and mobile devices in English vocabulary learning among tertiary students in a private university in Malaysia. As this study uses quantitative approach, a pre-test and a post-test were used to obtain data to analyse whether there was a gain in students’ vocabulary knowledge after vocabulary lessons using English songs and mobile devices were conducted. In addition, a survey was used to show if students had a positive outlook in learning vocabulary through music and mobile devices. The findings of this study indicated that there was an increase in the students’ vocabulary knowledge and students were enthusiastic to learn vocabulary. Integration of music and mobile devices provide more opportunities to enhance English vocabulary learning and act as a suitable tool for learning anytime and anywhere. Therefore, educators should find innovative ways to use mobile devices to teach the future students.

Children’s literature offers many benefits to children, which include developing imagination, building knowledge, enhancing vocabulary, and offering pleasure. As it promotes these areas of development, literature can also serve as a gateway for curriculum integration. Literature can be a particularly powerful tool in executing a dynamic, integrated music lesson. In this article, the authors share how The Noisy Paint Box (2014), written by Barb Rosenstock and illustrated by Mary Grandpré, provides a context for students to explore the four artistic processes identified in the National Arts Standards in a music context: create, perform, respond, and connect. At the same time, the book provides opportunities to introduce students to artistic processes and practices shared by music, visual arts, literature, and dance.

Music-supported therapy (MST) is an innovative approach that was shown to improve manual dexterity in acute stroke survivors. The feasibility of such intervention in chronic stroke survivors and its longer-term benefits, however, remain unknown. The objective of this pilot study was to estimate the short- and long-term effects of a 3-week piano training program on upper extremity function in persons with chronic stroke. A multiple pre-post sequential design was used, with measurements taken at baseline (week0, week3), prior to (week6) and after the intervention (week9), and at 3-week follow-up (week12). Three persons with stroke participated in the 3-week piano training program that combined structured piano lessons to home practice program. The songs, played on an electronic keyboard, involved all 5 digits of the affected hand and were displayed using a user-friendly MIDI program. After intervention, all the three participants showed improvements in their fine (nine hole peg test) and gross (box and block test) manual dexterity, as well as in the functional use of the upper extremity (Jebsen hand function test). Improvements were maintained at follow-up. These preliminary results support the feasibility of using an MST approach that combines structured lessons to home practice to improve upper extremity function in chronic stroke.

Abstract The movement of evidence-based interventions into routine institutional settings like nursing homes is challenging. Among non-pharmacological interventions to address behavioral problems of residents with dementia, Music and Memory (M&M), a popular individualized music listening program, has been shown to have potential to improve quality of life among residents. To examine facilitators and barriers to implementation and sustainability of the M&M program in nursing facilities, a statewide (online and mail) survey of nursing homes was conducted in Wisconsin where the statewide implementation of the program occurred. The response rate was 41% (N=161). Descriptive statistics and content analysis were conducted. Over 80% of facilities provided the M&M program, and 86% of them planned to continue the program. The majority of respondents found the M&M to be beneficial to residents but also reported that the program was not equally effective for everyone, and M&M was time and labor intensive. Barriers to sustainability were: lack of buy-in by direct care staff, use of technology, costs of equipment, inconsistent volunteers, and families not supportive or helpful. Facilitators were: support of facility personnel, family, and volunteers; observing positive effects of program, M&M training provision and support, family involvement, and accessibility of equipment. Targeted resident selection is needed to identify the residents most likely to benefit from the program to avoid possibility of increased agitation or discomfort. Careful consideration is needed for facilities to identify realistic costs, labor, and staff buy-in to promote success.

Abstract Arts programming can address chronic conditions prevalent among older adults. An overview of an implementation of the revised nationwide Opening Minds through Arts (OMA) program anchors the symposium. The paper reports an implementation by an area university and an eldercare facility to recruit and train student volunteers to collaborate with persons living with dementia, and create paintings for a public exhibition. The Arts for a Lifetime Program used bi-weekly student led programming in a long-term care community; the paper includes an overview of materials used throughout the program and reports resident preferences for materials. A report of results of an ethnographic investigation of the impact of creative aging fine arts programs on older adults adds information about how participation might influence the older person’s self-esteem or perceptions of aging. The presentation about creation of music modules investigates the potential of music therapy for the promotion of healing for older adults managing pain. The final paper describes the methodology lessons learned from ARTmail, a community engaged study of the benefits of a structured participatory arts program for older adults with memory symptoms or cognitive impairment. Presentations in this symposium inform identification and development of opportunities to create and engage in meaningful experiences with older adults.

Through interviews with ten conservatoire students and ten professional orchestral musicians teaching at conservatoires, this paper seeks to establish whether young people regard the orchestral music profession as a worthwhile ambition. If so, are teachers preparing students sufficiently for their careers and passing on the benefits of their considerable experience? While interviewees express deep enthusiasm and love for the orchestral profession, both students and professors seem less sure about the consistency and quality of career preparation at the conservatoire level. Professors explain the difficulties of prioritising multiple agendas during lesson time, while students, though determined to pursue their dream of becoming orchestral players, reveal only partial understanding and knowledge of the profession.

High school singers ( N=198) individually sang two melodies from notation, with and without a 30-second practice opportunity. Overall accuracy scores were significantly higher with preparation time. The less accurate singers, however, did not benefit from practice time. Analysis of videoed tests indicated that high scorers tonicized (vocally established the key), used hand signs, sang out loud during practice, physically kept the beat, and finished practicing the melody within 30 seconds significantly more frequently than did low scorers during practice. Similar strategies were used during performance, with the addition of tonicizing before singing. Sight-singing system used made no significant difference. Characteristics appearing significantly more often among high scorers included: region/state choir, private voice or piano lessons, playing an instrument, membership in instrumental ensemble, sight-singing individually outside class, and director giving individual sight-singing tests. Results are discussed in terms of strategies for teaching individual sight-singing and recommended areas of future research. August 11, 2004 January 18, 2005.

This in-depth case study explores a modern approach to education: the benefits of using film, technology and other creative, non-conventional pedagogical methods in the classroom to enhance students' understanding of literature. The study explores the positive effects of introducing a variety of visual-based (and auditory-based) teaching methods to learners within an urban high school English language arts inclusion classroom. The study group reads literature, analyses films and works on various creative assignments, such as incorporating music lyrics, using computer technology and creating art. The study outlines supplemental assignments designed to have students respond critically to literature within a creative learning environment. As a result, the students' grades improve, and they are able to stay connected with the readings. The case study also references similar professional case studies, authors and educational theorists.

Provision of safe water on reserves is an ongoing problem in Canada that can be addressed by mobilizing water knowledge across diverse platforms to a variety of audiences. A participatory artistic animation video on the lived experiences of Elderswith water in Yellow Quill First Nation, Treaty Four territory, was created to mobilize knowledge beyond conventional peer-review channels. Research findings from interviews with 22 Elders were translated through a collaborative process into a video with a storytelling format that harmonized narratives, visual arts, music, and meaningful symbols. Three themes emerged which centered on the spirituality of water, the survival need for water, and standoffs in water management. The translation process, engagement and video output were evaluated using an autoethnographic approach with two members of the research team. We demonstrate how the collaborative research process and co-created video enhance community-based participatory knowledge translation and sharing. We also express how the video augments First Nations community ownership, control, access and possession (OCAP) of research information that aligns with their storytelling traditions and does so in a youth-friendly, e-compatible form. Through the evaluative process we share lessons learned about the value and effectiveness of the video as a tool for fostering partnerships, and reconciliation. The benefits and positive impacts of the video for the Yellow Quill community and for community members are discussed.

Abstract Constant development of information and digital technologies changes the learning process and the specifics of social relations between the student and the teacher. The use of new means of communication makes an important contribution to the development of skills in using technology, intensive self-study and social interaction. A new generation of students uses digital technology daily. The article shows the impact of digital technology on a new generation of students, digital natives, and their learning. It has been defined that a lot of scientists have been studying the impact of information technology on digital generation, advantages and disadvantages of digital technologies. It has been stated that some scientists (M. Spitzer, J. Bauer) point out that there isn’t any indication that digital media accelerate or deepen the brain development process and don’t have any positive effect on its development. Today’s students cannot do without IT technologies – computers, mobile phones, the Internet, applications: video and music, text messaging. Nevertheless, Nicolas Carr notices that texting and instant messaging may weaken human creativity. It is also mentioned that multitasking leads to more superficial learning and less efficient processing of information. Generation of digital natives creates their own social network in their virtual world (a new culture of communication, a new language, new abbreviations which are used for writing messages). As for forms and methods of learning, it is extremely difficult for them to attend lessons and they prefer to be active and to work autonomously. They use the Internet as the main alternative to the traditional literary sources. Learning should be interactive, creative and autonomous for them. The organization of the educational process for digital natives is not an easy task, because they require varied and very stimulating learning environment. Thus, it has been proved that new digital technologies and the Internet can bring not only damage and danger, but also give huge benefits. These benefits should be taken into consideration and appropriate educational programs should be developed and introduced into digital natives’ learning.

Art is defined as the expertise to disclose or express ideas and thoughts a esthetics, including the ability and imagination to realize the creation of objects or the work atmosphere capable of inflicting a sense beautiful. Art is diverse and most of it always questionable in terms of Islamic law. In general, the art divided into two: first, sculpture, painting and drawing. And second, sound art. The main problem in sculpture, painting and drawing is if the object of animate beings, because on the one hand there are numbers of hadith that prohibit making images that are either raised or incurred and three dimensions. While on the other hand it has been commonly done in the community, especially in the natural environment that is fertile and rich with a variety of animals created by God as our State that inspired the artists. In addition, the sculpture on the side can be an expression of sheer beauty, it also has benefits for lessons and so on. Furthermore, sound art is a universal cultural phenomenon, practiced by many nations. In the time of the Prophet himself has been known to sing and play music. In terms of general principles of religious teachings that sound art including mu'amalat dunyawiyyah category. Restrictions on the arts (sculpture, painting, drawing, and sound) for their prudence of Muslims. Prudence was intended that they do not fall to the things that are contrary to the values of Islam which is the focal point at that time. Art as an aesthetic manifestation of the spirit of monotheism and not a waste of money but the art necessary for the improvement of human life, promotion of the dignity and the dignity and refining the soul and the mind. If so the purpose of art, then it is possible that the skill and sunnah favor, not against it.

Innovation on book industry, textbooks of particular, tends to be relatively static, eventhough the demand and the development of ICT advances very fast. This article aims to study the benefits and the development model of ICT based textbooks. This article applies a review method of relevant literature. The results show that the benefits of ICT-based textbooks are among others: enabling the content presented in multimedia format so that it becomes more attractive and easily understood, learning becomes more active, variety, interactive, more productive in efficient manner, and in line with the development trend of the digital native generation.The ICT-based textbooks development can be packaged in audiobooks and e-books. The development of audiobooks and e-books is done by repackaging the printed books into audio media by optimizing dialogue or monologue, music, and sound effects aspects.The development model of e-books and audiobooks is done by changing the printed book content into digital format including the text, images, audio, video, animation, and interactive simulations according to the characteristics of the lesson content. The study concluded that ICT-based textbooks needs to be developed in the models of audiobook and e-book by presenting the learning content in multimedia format so that it becomes more attractive and easily understood by learners. AbstrakInovasi industri perbukuan terutama buku teks pelajaran cenderung statis, padahal tuntutan dan perkembangan Teknologi Informasi dan Komunikasi (TIK) sangat pesat. Tulisan ini bertujuan untuk mengkaji manfaat dan model pengembangan buku teks pelajaran berbasis TIK. Tulisan ini menggunakan metode kajian literatur yang relevan. Hasil kajian menunjukkan bahwa manfaat buku teks pelajaran berbasis TIK antara lain: menyajikan konten mutimedia sehingga lebih menarik dan mudah dipahami; belajar lebih aktif, variatif, dan interaktif; secara produksi lebih efisien; serta sesuai dengan trend perkembangan generasi digital native. Pengembangan buku teks pelajaran berbasis TIK dapat dilakukan melalui model audiobook dan e-book. Pengembangan model audiobook dilakukan dengan cara mengemas buku cetak ke dalam media audio dengan mengotimalkan aspek: dialog/monolog, musik, dan efek suara. Pengembangan model e-book dilakukan dengan cara mengubah sajian konten buku cetak ke dalam format digital, meliputi unsur: teks, gambar, audio, video, animasi, dan simulasi interaktif sesuai dengan karakteristik dari konten pelajaran tersebut. Kajian ini menyimpulkan bahwa buku teks pelajaran berbasis TIK perlu dikembangkan baik model audiobook maupun e-book dengan menyajikan konten pembelajaran secara multimedia sehingga lebih menarik dan mudah dipahami oleh peserta didik.

Innovation on book industry, textbooks of particular, tends to be relatively static, eventhough the demand and the development of ICT advances very fast. This article aims to study the benefits and the development model of ICT based textbooks. This article applies a review method of relevant literature. The results show that the benefits of ICT-based textbooks are among others: enabling the content presented in multimedia format so that it becomes more attractive and easily understood, learning becomes more active, variety, interactive, more productive in efficient manner, and in line with the development trend of the digital native generation.The ICT-based textbooks development can be packaged in audiobooks and e-books. The development of audiobooks and e-books is done by repackaging the printed books into audio media by optimizing dialogue or monologue, music, and sound effects aspects.The development model of e-books and audiobooks is done by changing the printed book content into digital format including the text, images, audio, video, animation, and interactive simulations according to the characteristics of the lesson content. The study concluded that ICT-based textbooks needs to be developed in the models of audiobook and e-book by presenting the learning content in multimedia format so that it becomes more attractive and easily understood by learners. AbstrakInovasi industri perbukuan terutama buku teks pelajaran cenderung statis, padahal tuntutan dan perkembangan Teknologi Informasi dan Komunikasi (TIK) sangat pesat. Tulisan ini bertujuan untuk mengkaji manfaat dan model pengembangan buku teks pelajaran berbasis TIK. Tulisan ini menggunakan metode kajian literatur yang relevan. Hasil kajian menunjukkan bahwa manfaat buku teks pelajaran berbasis TIK antara lain: menyajikan konten mutimedia sehingga lebih menarik dan mudah dipahami; belajar lebih aktif, variatif, dan interaktif; secara produksi lebih efisien; serta sesuai dengan trend perkembangan generasi digital native. Pengembangan buku teks pelajaran berbasis TIK dapat dilakukan melalui model audiobook dan e-book. Pengembangan model audiobook dilakukan dengan cara mengemas buku cetak ke dalam media audio dengan mengotimalkan aspek: dialog/monolog, musik, dan efek suara. Pengembangan model e-book dilakukan dengan cara mengubah sajian konten buku cetak ke dalam format digital, meliputi unsur: teks, gambar, audio, video, animasi, dan simulasi interaktif sesuai dengan karakteristik dari konten pelajaran tersebut. Kajian ini menyimpulkan bahwa buku teks pelajaran berbasis TIK perlu dikembangkan baik model audiobook maupun e-book dengan menyajikan konten pembelajaran secara multimedia sehingga lebih menarik dan mudah dipahami oleh peserta didik.

AbstractThis article is an attempt to understand music theory from the perspective of written and sounding media. It examines three radically different music-theoretical practices, which operate with different forms of written notation and different musical instruments, and have surprisingly different purposes in mind: the monochord-based theory of Franchinus Gaffurius (1518), the siren-based theory of Wilhelm Opelt (1834) and the piano-and-score-based theory commonly practised in our age. The instruments used in these three music theories hold the key to a fuller understanding: they can be understood as ‘epistemic things’ – that is, in producing sounds, these objects simultaneously produce knowledge about music. From a media-archaeological perspective, I suggest, these three music-theoretical practices stand emblematically for Pythagorean, digital and textual approaches to music.

Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample. Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media References An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. 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The teaching of rhythmics was first introduced by the Swiss pedagogue Émile Jaques-Dalcroze, as he revealed the phenomenon of mutual interaction between music and movement, thus facilitating the musical, intellectual and physical growth of students. Music is one of the basic components in the choice of means of rhythmics. The perception of music is complex and it can be viewed both from the associative and the analytical aspect. The process of music perception in rhythmics is implemented with the help of movement. By assuming that movement is the basis of all live expression, musical rhythm becomes the movement synchronizer, thus acting on the sensomotoric, cognitive and emotional level. In the rhythmics lessons at the Emils Darzins Secondary Music School for grades 1-4 the process of music perception takes place both in an associative creative and an analytical way, thus ensuring an in-depth strengthening of skills and abilities acquired through music theory lessons and implementing rhythmics through lively and jovial action. The objective is to investigate the process of perception of rhythmic music classroom: music and movement interaction. Research methods: teaching observation, content analysis, test. Research base: Emils Darzins Music School 3rd and 4th grade students - total of 17. The study involved students names have been changed.