Relevant bibliographies by topics / Children learning instrumental music

Contents

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

Academic literature on the topic 'Children learning instrumental music'

Author: Grafiati
Published: 11 December 2022
Last updated: 25 January 2023

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Journal articles on the topic "Children learning instrumental music"

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Ho, Wai-Chung. "The Perception of Music Learning among Parents and Students in Hong Kong." Bulletin of the Council for Research in Music Education, no. 181 (July 1, 2009): 71–93. http://dx.doi.org/10.2307/40319228.

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Abstract Music education is not confined to the school context, nor does learning stop after school hours. The out-of school experiences ofchildren y especially those gained at home, are just as valuable. Parent involvementy in the form of listening to music, concert attendance, instrumental learning, and aspirations in music education, has significant direct as well as indirect effects on childrens attitudes towards music. 19 families, including 20 parents and their 21 children, revealed a number of complex and interconnected themes, which both aided and hindered students’ participation in, and learning about, music. The interview data show that: (a) though the parents and their children have different musical experiences, parents influence concert attendance, and offer financial support for childrens participation in music; (b) although instrumental learning is commonly found among students, parents often question the value of persistent learning; and (c) school music education is highly regarded by most parents though they do not expect their children to aspire to further development of their musical abilities in the future. By looking at examples of interactions between parents and children with respect to music participation and learning, this study challenges conventional notions of the extent to which parent involvement could have a positive effect on students’ attitudes toward music learning.
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Verney, John P. "The Integrated Instrumental Teacher: Learning to Play Through Performance, Listening and Composition." British Journal of Music Education 8, no. 3 (November 1991): 245–69. http://dx.doi.org/10.1017/s0265051700008500.

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This article is written to show that composition can become an integral part of an instrumental teacher's methodology. Current musical education in schools in England and Wales is trying to give children a broad understanding of what music can contribute to the lives of all - listeners and performers. The starting point for this is composition. If instrumental teachers can introduce children to this discipline along with the disciplines of instrumental technique and a love of performing, we can create true, well-balanced musicians.Through this approach it is possible that we can develop an integrated music curriculum that joins together the expertise of the classroom music teacher and the instrumental teacher, with resulting benefits to children, who can then see that music is not divided between the creative classroom and the re-creative instrumental and performing worlds.
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Schenck, Robert. "Above all, Learning an Instrument must be Fun!" British Journal of Music Education 6, no. 1 (March 1989): 3–35. http://dx.doi.org/10.1017/s0265051700006811.

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This article deals with objectives in the teaching of musical instruments to children. Methods of establishing and re-establishing goals are suggested, and previous lists of objectives pertaining to music education in general, instrumental teaching and athletics are presented. Based on these lists, and on his experience as a teacher and consultant in instrumental methodology, the author presents a list of goals specifically formulated for the teaching of musical instruments to children. Some of the goals are far-reaching, dealing not only with progress on the instrument, but also with the overall musical and personal development of the pupils. The article concludes with a discussion about possible priorities among these objectives.
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Ranelli, Sonia, Leon Straker, and Anne Smith. "Prevalence of Playing-related Musculoskeletal Symptoms and Disorders in Children Learning Instrumental Music." Medical Problems of Performing Artists 23, no. 4 (December 1, 2008): 178–85. http://dx.doi.org/10.21091/mppa.2008.4036.

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Musculoskeletal problems related to playing musical instruments have long been identified with adults, but little is known about their development during childhood. What evidence does exist has not adequately considered risk factors, in particular the effects of gender and age. A cross-sectional questionnaire study gathered data from 731 children enrolled in the instrumental music programs of government primary and secondary schools in Perth, Western Australia. This study, the first in a series investigating risk factors, established the prevalence of playing-related musculoskeletal problems, both symptoms (PRMS) and disorders (PRMD), and the association with gender and age. In this group, 67% of children reported ever experiencing PRMS, with 56% reporting symptoms at least monthly. Females were more likely (odds ratio [OR] 1.5, p = 0.03) to experience symptoms and older children were more likely to have ever experienced symptoms (p < 0.001). Thirty percent reported the experience of a PRMD, being unable to play their instrument as usual. Females (OR 1.5, p = 0.035) and older children (p = 0.001) again were more likely to report the experience of a disorder. For children having reported the experience of a PRMS within the last month, 5% took medication to relieve the problem and 4% visited a health professional to seek advice for the problem.
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Ritchie, Laura, and Aaron Williamon. "Primary School Children’s Self-Efficacy for Music Learning." Journal of Research in Music Education 59, no. 2 (May 11, 2011): 146–61. http://dx.doi.org/10.1177/0022429411405214.

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The Self-Efficacy for Musical Learning questionnaire was adapted and tested with 404 primary school children, producing a robust Cronbach alpha (0.87) and confirming a single underlying factor through exploratory factor analysis. Test–retest scores showed the measure’s stability over a 9-month period. Data were collected on children’s prior music experience, extracurricular activities, and typical daily activities. Children also completed the Short Warwick-Edinburgh Mental Well-Being Scale and the Strengths and Difficulties Questionnaire. Those currently engaged in music tuition (learning an instrument or singing) had significantly higher self-efficacy scores than children who were not, and overall, girls’ scores were significantly higher than boys’. Correlations with various additional measures, including wellbeing and reading for pleasure, highlighted multifaceted relationships of self-efficacy to children’s lives. Regression analyses revealed that prior experience with instrumental tuition was the strongest predictor of music self-efficacy for learning; prosocial behaviors predicted boys’ scores, and well-being predicted girls’ scores.
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Robinson, Mitchell. "From the Band Room to the General Music Classroom: Why Instrumentalists Choose to Teach General Music." Bulletin of the Council for Research in Music Education, no. 185 (July 1, 2010): 33–48. http://dx.doi.org/10.2307/41110364.

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Abstract The purpose of this study was to investigate the reasons given by music educators who were trained as instrumentalists for choosing to teach elementary general music rather than instrumental (band) music in the schools. Analysis of participant responses to an emailed questionnaire resulted in the following four emergent themes: (a) a clear preference for working with young children; (b) a concern that the demands of a band teaching position would not allow for the sort of work/life balance they wished to have in their own lives; (c) a strong aversion to the "culture of competition" they perceived to be prevalent in the band world; and (d) a concern regarding the perceived limitations of instrumental music teaching and learning as it exists in the schools. The paper continues with a discussion of the goodness of fit between specific personality types and teacher candidates’ vocational choices, and the relationship of competitive types (i.e., hypercompetitiveness and personal development competitiveness) to teachers’ perceived feelings of success, achievement and career satisfaction. Implications for music teacher education, including increased emphasis on socialization strategies and reconceptualization of the enterprise of instrumental music as practiced in the schools, are also included.
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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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Pomerleau Turcotte, Justine, Maria Teresa Moreno Sala, and Francis Dubé. "Factors Influencing Technology Use in Aural Skills Lessons." Revue musicale OICRM 4, no. 1 (June 26, 2017): 1–16. http://dx.doi.org/10.7202/1040297ar.

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In North America, aural skills (as) are usually taught to children during the instrumental music lessons. While learning musical dictation and sight-singing can be difficult for some learners, the use of appropriate technological tools could facilitate the process. However, the use of information and communication technologies (ict) by music teachers in aural skills instruction to children have not been documented. An online survey was conducted in the Province of Quebec (Canada) in order to answer the following questions: 1) To what extent do instrumental music teachers use ict when teaching as to children between 6 and 12 years old?; 2) Are the teachers’ socio-demographic characteristics, as training and perception of as teaching linked to the use and the frequency of use of ict? The results show that the use of ict to teach as is still relatively uncommon. Furthermore, it would be negatively correlated with age, competence felt during training and perceived competence to teach as. Finally, it appears that a smaller proportion of piano teachers and women use ict, or use them less often. A better understanding of the teachers’ perception of technology could help develop more adapted resources.
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Goins Frewen, Katherine. "Effects of Familiarity With a Melody Prior to Instruction on Children’s Piano Performance Accuracy." Journal of Research in Music Education 57, no. 4 (November 13, 2009): 320–33. http://dx.doi.org/10.1177/0022429409351178.

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The main purpose of this study was to examine the effects of familiarity with the sound of a melody on children’s performance of the melody. Children in kindergarten through fourth grade ( N = 97) with no previous formal instrumental instruction were taught to play a four-measure melody on a keyboard during an individual instruction session. Before learning to play the melody, half of the children listened to a model of the melody repeatedly in music class to become familiar with the music. Children’s familiarity with the melody was assessed through a melodic error identification test administered immediately before and after instruction. The results indicated that children who were familiar with the melody played significantly more correct notes than did children not familiar with the melody and that performance accuracy increased with grade level.
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Ranelli, Sonia, Leon Straker, and Anne Smith. "Playing-related Musculoskeletal Problems in Children Learning Instrumental Music: The Association Between Problem Location and Gender, Age, and Music Exposure Factors." Medical Problems of Performing Artists 26, no. 3 (September 1, 2011): 123–39. http://dx.doi.org/10.21091/mppa.2011.3021.

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PURPOSE: Playing-related musculoskeletal problems (PRMP) are common in adult musicians, and risk factors include gender, music exposure, and particularly instrument type. Emerging evidence suggests PRMP are common in children and adolescents and that risk factors may be similar. The aim of this study was to determine the prevalence of PRMP, both symptoms and disorders, and PRMP location in children and adolescents as well as the associations with gender, age, and music exposure factors such as type and number of instruments and playing time. METHODS: This study surveyed 731 children (460 females), aged 7 to 17 years, studying instrumental music in government schools in Perth, Australia. Lifetime and monthly symptoms, monthly disorders (inability to play an instrument as usual), and PRMP location were examined. Chi-squared analyses were used to evaluate associations between gender, age, music exposure, and PRMP outcomes. Logistic regression evaluated the independent association of these potential risk factors with PRMP prevalence and location. RESULTS: Sixty-seven percent of students reported PRMP symptoms at some point, 56% reported them within the last month, and 30% reported an inability to play as usual within the last month. After adjustment for gender and age, the type of instrument played (upper and lower strings, woodwind, and brass) was significantly associated with all PRMP (p<0.005) and playing three instruments was protective against monthly symptoms (OR 0.43, p=0.05). The right (24%) and left (23%) hand/elbow and neck (16%) were the most commonly reported PRMP locations, with females affected significantly more than males Prevalence of PRMP increased with age for neck (p<0.001), mid-back (p=0.007), low back (p<0.001), right hand/elbow (p=0.008), and mouth (p=0.011). PRMP prevalence for the left hand/elbow and right and left shoulders demonstrated high rates across all childhood ages. Odds ratios for the risk of PRMP in different locations varied by instrument played. CONCLUSIONS: The high prevalence and location of PRMP are important issues for child and adolescent instrumentalists. Gender, age, and music exposure are associated with PRMP risk and need to be addressed to ensure musicians’ personal well-being and musical longevity.
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Dissertations / Theses on the topic "Children learning instrumental music"

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Ranelli, Sonia. "Playing-related musculoskeletal problems in children learning instrumental music: prevalence and associated potential risk factors." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/462.

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731 child instrumentalists were surveyed to establish the 1) prevalence and location of PRMP, and 2) independent association of potential risk factors with PRMP. 67% reported lifetime prevalence of PRMP, 56% monthly PRMP and 30% were unable to play the instrument as usual. The hands and neck were the most commonly reported PRMP locations. Individual factors and music-related factors were significantly associated with PRMP. Understanding potential risk factors will guide intervention initiatives for young instrumentalists.
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Morgan, Christopher. "Instrumental music teaching and learning : a life history approach." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284626.

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Walsh, Brenda 1956. "The effects of an alternative instrumental music program on elementary school children." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35225.

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Music education is an important element in the development of the whole child. The school is a place where children learn about and are directly influenced by things that make a lasting impression on their development. What better place for music to be taught? Music is a course of study that can have a direct influence on a child's lifetime tastes and values for the arts.
This study investigates the effects of an Alternative Instrumental Music Program on grade three children, at an elementary school situated on the West Island of Montreal, Quebec. One of the two classes involved in the Study (Experimental Group) participated in an alternative instrumental music program and its applications; the other class (Control Group) followed a traditional music program. Each class consisted of twenty-eight students. Quantitative and qualitative data were collected from both groups of students, homeroom teachers, and parents over a period of ten consecutive weeks.
The findings revealed that the children in the Experimental Group enjoyed learning music in school more than those in the Control Group. The Experimental Group also indicated a greater increase in the enjoyment of activities experienced during music class than those in the Control Group. Moreover, there was a higher increase of musical knowledge in the Experimental Group.
The author suggests that further research on the effects of alternative music programs on elementary school children would be beneficial to the educational community.
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Thomas, James Earl Jr. "Use of music learning readiness skills in the musical development of beginning instrumental music students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1336.

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Haddon, Hilary Elizabeth. "Hidden learning and instrumental and vocal development in a university music department." Thesis, University of York, 2012. http://etheses.whiterose.ac.uk/4320/.

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This study presents the concept of ‘hidden learning’ and examines this in relation to data gathered from interviews, observation and questionnaires with participating staff, students and instrumental/vocal teachers at a UK university music department noted for its practically-orientated approach to academic study. The study builds on existing knowledge of one-to-one teaching to create understanding of the ways in which hidden learning contributes to music students’ instrumental/vocal development. A preliminary survey gives rise to five cases representing a range of pedagogical approaches, differing degrees of learner autonomy and offering diversity of musical genre, operating within individual, social, student-initiated and departmental contexts, and involving varied personnel. The studies explore reasons for the existence of hidden learning; examine how the learning contexts operate in practice; discover the values that students attach to hidden learning; and reveal how hidden learning relates to the one-to-one lesson. The findings suggest that hidden learning may be unseen by instrumental/vocal teachers and departmental staff and can provide motivating and enabling learning experiences. These develop skills relating to competence, cognition, practice and performance. In addition, more complex learning involving cross-cultural influences may not be consciously articulated by students, thus remaining, to an extent, hidden to the individual as well as to instrumental/vocal teachers and the institution. Through a three-phase process of analysis five meta-themes emerged: 1) disjunctions of values between students and instrumental/vocal teachers, including musical tastes and aims for learning, and between students and the institution; 2) dialogue deficit between students, teachers and the institution; 3) the purpose of instrumental/vocal learning; 4) responsibility for learning, and 5) reflection on learning. The findings illuminate the contribution of hidden learning to instrumental/vocal development, and suggest that there is scope for further pedagogical consideration of provision for instrumental/vocal learning and the role of hidden learning within higher music education.
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Klossek, Ulrike Michaela Helene. "Instrumental learning and the development of goal-directed action in young children." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615102.

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Chess, Susan Lorrainne. "Keyboard improvisation characteristics of freshman and sophomore instrumental and vocal music majors." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123721766.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xiii, 141 p.; also includes graphics (some col.). Includes bibliographical references (p. 127-134). Available online via OhioLINK's ETD Center
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Alexander, Dina. "An investigation of the relationship between the music aptitude and the music achievement of beginning instrumental students who are taught according to the principles of Gordon's music learning theory /." Digitized version, 1989. http://hdl.handle.net/1802/7560.

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Thesis (M.A.)--University of Rochester, 1989.
Includes bibliographical references (leaves 33-35). Digitized version available online via the Sibley Music Library, Eastman School of Music http://hdl.handle.net/1802/7560
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Nicolette-Fantin, Emily. "Students' Perceptions of Music Learning and Imagery: Exploring and Documenting Connections." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu158869718904019.

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Sun, Derjen Jeney. "Teaching young children compositional concepts to enhance music learning in a computer learning environment." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244216827.

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Books on the topic "Children learning instrumental music"

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Zimmerman, Sally-Anne. Instrumental music: Factors in learning musical instruments for children and young people who are visually impaired. London: R.N.I.B., 1998.

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Studio-based instrumental learning. Burlington, VT: Ashgate, 2012.

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Orio, Patricia De. Teaching students with disabilities: A resource guide for the strings classroom. [United States]: TL Publications, 2014.

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Elliott, Katie. The Usborne piano course. London: Usborne, 1994.

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Elliott, Katie. The Usborne piano course. London: Usborne, 1994.

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Kathy, Gemmell, Abel Simone ill, and Danes Emma, eds. The Usborne piano course. London, England: Usborne Pub., 1995.

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British Society for Music Therapy. Music therapy for children with learning difficulties. East Barnet: BSMT, 1996.

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Pica, Rae. Upper elementary children moving & learning. Champaign, IL: Human Kinetics Publishers, 1993.

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Schleuter, Stanley L. A sound approach to teaching instrumentalists: An application of content and learning sequences. 2nd ed. New York: Schirmer Books, 1997.

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Gordon, Edwin. A music learning theory for newborn and young children. Chicago: GIA, 1997.

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Book chapters on the topic "Children learning instrumental music"

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Fung, C. Victor, and Timothy J. Groulx. "Instrumental Learning in Music Education." In Encyclopedia of the Sciences of Learning, 1583–86. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1098.

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Torrado, José Antonio, Juan Ignacio Pozo, and María Puy Pérez Echeverría. "Instrument Mastery Through Expression: Learning Instrumental Technique." In Learning and Teaching in the Music Studio, 229–44. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0634-3_10.

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Torrado, José Antonio, Juan Ignacio Pozo, and María Puy Pérez Echeverría. "Instrument Mastery Through Expression: Learning Instrumental Technique." In Learning and Teaching in the Music Studio, 229–44. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0634-3_10.

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Zhukov, Katie. "Challenging Approaches to Assessment of Instrumental Learning." In Assessment in Music Education: from Policy to Practice, 55–70. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10274-0_5.

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López-Íñiguez, Guadalupe, María Puy Pérez Echeverría, Juan Ignacio Pozo, and José Antonio Torrado. "Student-Centred Music Education: Principles to Improve Learning and Teaching." In Learning and Teaching in the Music Studio, 369–85. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0634-3_18.

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AbstractPlease keep calm, dear reader, this book is nearly at an end, and we began it by drawing attention to the need for a profound change in instrumental music education. The first two chapters examined the reasons why this change seemed necessary and the presence of a general social awareness that instrumental teaching is currently a non-starter.
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López-Íñiguez, Guadalupe, María Puy Pérez Echeverría, Juan Ignacio Pozo, and José Antonio Torrado. "Student-Centred Music Education: Principles to Improve Learning and Teaching." In Learning and Teaching in the Music Studio, 369–85. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0634-3_18.

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AbstractPlease keep calm, dear reader, this book is nearly at an end, and we began it by drawing attention to the need for a profound change in instrumental music education. The first two chapters examined the reasons why this change seemed necessary and the presence of a general social awareness that instrumental teaching is currently a non-starter.
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Creech, Andrea, Maria Varvarigou, and Susan Hallam. "Musical Possible Selves in Extra-Curricular Ensembles and Instrumental and Vocal Tuition." In Contexts for Music Learning and Participation, 103–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48262-6_6.

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Chapparband, Muktharunisa, Megha Gururaj Kulkarni, D. K. Sameeksha, A. Vijaya Krishna, and Ashwini Bhat. "Shruti Detection Using Machine Learning and Sargam Identification for Instrumental Audio." In Advances in Speech and Music Technology, 145–56. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6881-1_13.

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Pozo, Juan Ignacio, María Puy Pérez Echeverría, Guadalupe López-Íñiguez, and Amalia Casas-Mas. "SAPEA: A System for the Analysis of Instrumental Learning and Teaching Practices." In Learning and Teaching in the Music Studio, 141–78. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0634-3_6.

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AbstractAs we have just seen in previous chapters, ways of learning and teaching are determined by how teachers and students conceive of their learning and teaching functions: what do they think learning and teaching is? What are the goals they hope to achieve? What must the student do to learn and how can the teacher help them? what should evaluation consist of? etc.
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Pozo, Juan Ignacio, María Puy Pérez Echeverría, Guadalupe López-Íñiguez, and Amalia Casas-Mas. "SAPEA: A System for the Analysis of Instrumental Learning and Teaching Practices." In Learning and Teaching in the Music Studio, 141–78. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0634-3_6.

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AbstractAs we have just seen in previous chapters, ways of learning and teaching are determined by how teachers and students conceive of their learning and teaching functions: what do they think learning and teaching is? What are the goals they hope to achieve? What must the student do to learn and how can the teacher help them? what should evaluation consist of? etc.
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Conference papers on the topic "Children learning instrumental music"

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Hashizume, Yuka, Li Li, and Tomoki Toda. "Music Similarity Calculation of Individual Instrumental Sounds Using Metric Learning." In 2022 Asia Pacific Signal and Information Processing Association Annual Summit and Conference (APSIPA ASC). IEEE, 2022. http://dx.doi.org/10.23919/apsipaasc55919.2022.9979944.

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Hou, Yuanbo, Frank K. Soong, Jian Luan, and Shengchen Li. "Transfer Learning for Improving Singing-Voice Detection in Polyphonic Instrumental Music." In Interspeech 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/interspeech.2020-1806.

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Urrutia, Ana, and Miren Josu Arriolabengoa. "GAMES AND MUSIC: CONTRIBUTIONS FOR CHILDREN´S SCHOOL." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0886.

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Lee, Kuo-Ying. "The Pedagogical Strategies for Online Music Learning of Instrumental Lessons in Higher Education." In 7th International Conference on Humanities and Social Science Research (ICHSSR 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210519.265.

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Hemalatha, M., N. Sasirekha, S. Easwari, and N. Nagasaranya. "An empirical model for clustering and classification of instrumental music using machine learning technique." In 2010 IEEE International Conference on Computational Intelligence and Computing Research (ICCIC). IEEE, 2010. http://dx.doi.org/10.1109/iccic.2010.5705726.

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Vernia-Carrasco, Ana Mercedes. "Competency-based learning: Music education, the great forgotten." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7473.

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Adapting to the European framework in education, without thinking about the approaches of UNESCO, assumed that there was no type of exclusion, neither by subjects nor by profiles, however, we find a clear void regarding the competencies that a professional of music must acquire, in their training and for their employability. Not only in the strictest areas such as the Conservatories, but also in elementary schools and at the University. Our work required the help of professionals from music schools, because current laws do not refer to work in the area of competences, except in some decrees where professional competences are mentioned, or in other cases, where reference is simply made to integrate the basic skills of primary schools. The results were a proposal of basic Competences in music, which could include both conservatories and music schools, regardless of the instrumental specialty, which is a first step to establish a criterion that unifies the criteria for this group of teachers.
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Frango Silveira, Ismar, and Cristiano da Silva Benites. "Teaching Music to Deaf Children with Robotics: A Hands-on Approach." In 2019 XIV Latin American Conference on Learning Technologies (LACLO). IEEE, 2019. http://dx.doi.org/10.1109/laclo49268.2019.00073.

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Aulia, Jannatul, Mr Zulkifli, and Dewi Ratih Rapisa. "Reducing Hyperactive Behavior Using Instrumental Classic Music on Children With Attention Deficit Hyperactivity Disorder At SLB Plus Madana Dun Ya Banjarmasin." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.47.

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Saldaña, Claudia. "Exploring Children Learning and Meanings Constructed in a Music and Arts–Based Program." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585896.

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Vyshpinska, Yaryna. "Formation of Creative Personality of Students Majoring in «Preschool Education» in the Process of Studying the Methods of Musical Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/38.

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The body of the article goes on to discuss the creative models of a student’s personality’s development in the process of mastering the course «Theory and methods of musical education of the preschool children». In general, the teacher's profession accumulates a big number of opportunities for the creative improvement of a would-be teacher's personality. All types of activities used while working with children in the process of mastering the artistic competencies (like fine arts, modeling, designing, appliqué work or musical activities) require not only technical skills, but also sufficient creative imagination, lively idea, the ability to combine different tasks and achieve the goals. Achieving this task is possible if students are involved into the process of mastering the active types of musical activities – singing, musical-rhythmic and instrumental activity, development of aesthetic perception of musical works. While watching the group of students trying to master the musical activity, it is easy to notice that they are good at repeating simple vocal and music-rhythmic exercises. This is due to the young man's ability to imitate. Musical and instrumental activities require much more efforts and attention. It is focused on the types and methods of sound production by the children's musical instruments, the organization of melodic line on the rhythm, the coherence of actions in the collective music: ensemble or the highest form of performance – orchestra. Other effective forms of work include: the phrase-based study of rhythmic and melodic party, the ability to hear and keep the pause, to agree the playing with the musical accompaniment of the conductor, to feel your partner, to follow the instructions of the partiture. All the above-mentioned elements require systematic training and well selected music repertoire. Students find interesting the creative exercises in the course of music-performing activities which develop musical abilities, imagination and interpretive skills of aesthetic perception of music, the complex of improvisational creativity in vocal, musical-rhythmic and instrumental activity. The experiments in verbal coloring of a musical work are interesting too. Due to the fact that children perceive music figuratively, it is necessary for the teacher to learn to speak about music in a creative and vivid way. After all, music as well as poetry or painting, is a considerable emotional expression of feelings, moods, ideas and character. To crown it all, important aspects of the would-be teacher’s creative personality’s development include the opportunities for practical and classroom work at the university, where they can develop the musical abilities of students as well as the professional competence of the would-be specialist in music activity. The period of pedagogical practice is the best time for a student, as it is rich in possibilities and opportunities to form his or her creative personality. In this period in the process of the direct interaction with the preschool-aged children students form their consciousness; improve their methodical abilities and creative individuality in the types of artistic activity.
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Reports on the topic "Children learning instrumental music"

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Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3265.

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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity of distance learning methods in the future music teachers’ instrumental and performance training is substantiated and three main methods are distinguished. The method of involving information and communication technologies, including multimedia; project method, and features of knowledge and skills controlling are elaborated. The results of implementation and experimental research of using distance learning courses for developing future music teachers’ instrumental performance competence are described. The influence of different methods use on students’ success is explored.
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Karki, Shanta, Marina Apgar, Mieke Snijder, and Ranjana Sharma. Learning from Life Story Collection and Analysis With Children Who Work in the Worst Forms of Child Labour in Nepal. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/clarissa.2022.007.

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The CLARISSA Nepal team collected and analysed 400 life stories of children and young people engaged in or affected by the worst forms of child labour (WFCL), particularly in the “Adult Entertainment” sector in Nepal, which includes children working in Dohoris (restaurants playing folk music), dance bars, spa-massage parlours, khaja ghars (tea/snack shop) and guest houses. Stories were also collected from children in CLARISSA’s focus neighbourhoods, children in this category include street connected children and those working in transportation, party palaces, domestic labour and construction sites. Of the 400 stories collected, 350 were collected by adult researchers and 50 were collected by children themselves.
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Gao, Xin, Aiko Kikkawa, and Jong Woo Kang. Evaluating the Impact of Remittances on Human Capital Investment in the Kyrgyz Republic. Asian Development Bank, May 2021. http://dx.doi.org/10.22617/wps210189-2.

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Remittances from overseas can encourage human capital investment, but empirical studies have shown mixed evidence. This paper uses a 5-year panel dataset in the Kyrgyz Republic to examine the impact of remittances on the human capital formation of school-age children. After correcting for endogeneities with instrumental variables, the study finds that remittances have negative impacts on educational achievement. Extended hours of farm labor by children and increased expenditure on durable goods are identified among recipient households. To mitigate negative effects of remittances on children’s learning, the findings call for actions such as financial literacy education and better monitoring of farm labor hours of school-age children.
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