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Relevant bibliographies by topics / Contributions in music education

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Academic literature on the topic 'Contributions in music education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Contributions in music education"

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Gleason, Bruce. "Himie Voxman His Contributions to Music Education." Bulletin of Historical Research in Music Education 17, no. 2 (January 1996): 85–97. http://dx.doi.org/10.1177/153660069601700201.

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Nettl, Bruno. "What Are the Great Discoveries of Your Field? Informal Comments on the Contributions of Ethnomusicology." Musicological Annual 51, no. 2 (June 17, 2015): 163–74. http://dx.doi.org/10.4312/mz.51.2.163-174.

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This is an attempt to sketch some of the principal discoveries or contributions of the field of ethnomusicology since 1885. These include consideration of the world of music as comprised of musics, the origin of music, universals, the study of music in culture, the relationship of composition and improvisation, the issue of authenticity, and the practical contributions of ethnomusicology to education and social life.

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Sandrina, Milhano. "Fostering Meaningful and Creative Connections in Higher Education: Contributions from Music Education." European Scientific Journal, ESJ 17, no. 26 (August 8, 2021): 27. http://dx.doi.org/10.19044/esj.2021.v17n26p27.

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This paper focuses on contributing to the reflection on the importance of providing opportunities to foster meaningful and creative connections in higher education. In a context of growing plurality, heterogeneity and diversity of backgrounds, languages, cultures, identities, roles, and purpose influences the sociocultural relations and professional interactions that occur and are formed within higher education communities of knowledge and learning, which are explored from the perspective of music education. A narrative approach on participant’s views about their participation in an elective music program was developed inside the framework of informal education. Issues that were discussed the most across the datasets by participants individual accounts are expressed through themes that fall into three broad areas: previous musical experiences, significant influences for music participation, and perceptions of the participation in the music program. Results suggest that the informal music program provided participants with a context for a safe emotional, social, cultural, and musical experience, and thus heterogeneity and diversity are seen as enriching factors. Some considerations are made on the ways through which music can help to foster connections and sense of humanity in higher education. This provides some insights into the relevance of fostering musical participation as part of the cultural responsibility of higher education institutions for participants.

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Lamb, Roberta. "The Possibilities of/for Feminist Music Criticism in Music Education." British Journal of Music Education 10, no. 3 (November 1993): 169–80. http://dx.doi.org/10.1017/s0265051700001728.

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The essay sets the context and identifies some possibilities this music educator/feminist theorist currently finds in music, whilst applying the framework of sociologist Dorothy Smith's standpoint feminism to music as constituted within the ideology of particular institutions and practices. Contributions of feminist musicology, in terms of documentation of women's experience in and with music, women's status, and perspectives of feminist music criticism, are summarized. Considering these contributions and framework as a basis to this contextualized critical stance leads to further questions. For example, just as feminist musicology provides music education with the possibilities of new content, is it not likely that feminist criticism in music education could assist musicology in coming to terms with making musical sense, collectively, through cultural institutions? In beginning to work with such a question of criticism, it is suggested that institutional issues of power, as played out through who teaches and sexual harassment of student, are evident and require attention.

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Kelly, Steven N. "A Sociological Basis for Music Education." International Journal of Music Education os-39, no. 1 (May 2002): 40–49. http://dx.doi.org/10.1177/025576140203900105.

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This paper seeks to illustrate that the social contributions of music education are vital to the justification of music in the schools. This position is based on the following: 1) Music behaviors are global behaviors associated with the earliest human existence; 2) If humans have maintained music, then some manner of music education has always been associated with humans; 3) If music is a global behavior, then some form of music education is a global practice; 4) If music and music education are globally associated with humans, it seems appropriate both should be part of a school curriculum.

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Sandoval, Elaine. "Potential contributions of music education to peacebuilding: curricular concerns." Journal of Peace Education 13, no. 3 (September 2016): 238–51. http://dx.doi.org/10.1080/17400201.2016.1234647.

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Kelly, Steven N. "John Barnes Chance and His Contributions to Music Education." Journal of Historical Research in Music Education 21, no. 1 (October 1999): 21–40. http://dx.doi.org/10.1177/153660069902100103.

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Ilari, Beatriz. "Longitudinal Research on Music Education and Child Development: Contributions and Challenges." Music & Science 3 (January 1, 2020): 205920432093722. http://dx.doi.org/10.1177/2059204320937224.

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Based on a comprehensive analysis of 39 studies published in academic journals in the past decade (2010–2020), this article discusses the strengths of current research and the challenges that lie ahead for researchers interested in conducting longitudinal research on music education and child development. Among the strengths of the reviewed studies are multi-year projects, diverse study samples and programs, and a wide range of areas of interest—cognitive and neural to socioemotional and musical development. Challenges for future research are described in relation to three main perspectives. The methodological, the first perspective, tackles future challenges in terms of research approaches, population sampling, randomization, replication, and the lack of cross-cultural longitudinal research. The second perspective, the conceptual-philosophical, focuses on how children, music, and music education have been defined—in deliberate or tacit ways—in longitudinal works, and their implications for both research and practice. The third perspective, the political, focuses on the extent to which research on the effects of music education may be interpreted by some as promoting a neoliberal educational agenda. I conclude the article with suggestions for future research.

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BURNARD, PAMELA, and GARY SPRUCE. "Editorial." British Journal of Music Education 29, no. 3 (November 2012): 279–80. http://dx.doi.org/10.1017/s0265051712000435.

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This is a rather different Editorial. It marks the end of five years of editorship. So, a few valedictory remarks will begin and end this piece. When we first took over co-editing the British Journal of Music Education in 2007–2008, from the distinguished editorship of Stephanie Pitts and Gordon Cox, we introduced ourselves alongside contributing authors in the editorial for Volume 25 with articles in a series tackling the contribution of music education research and theory to practice and so signalled our intention as an editorial team to strengthen further the remit of the journal. In this Volume 29, four years on, we feel very pleased to report a significant increase in submissions to the British Journal of Music Education and a welcome further internationalisation of contributions. We now web publish and feature teacher-researcher and school-based research in each issue. The British Journal of Music Education is now featured in the Thomson Reuters Arts & Humanities Citation Index and the Social Science Citation Index. We both feel privileged to have been given the opportunity of working for this highly regarded journal whose reputation has continued to grow and strive to strengthen connections between research and practice, and offer informed and passionate engagement with music education research for empowerment and advocacy.

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Chiţu, Alexandru, and Ioan Bradu Iamandescu. "Contributions to music play selection for music therapy on the patients with hypertension and coronary." Romanian Medical Journal 63, no. 3 (September 30, 2016): 237–42. http://dx.doi.org/10.37897/rmj.2016.3.10.

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In one tentative selection of music songs for music therapy for the hypertensive and coronary patients, the authors tried to evaluate the predilection for this patients for one music with fast tempo which is contraindicate because the activation of sympathetic tone with hypotensive effect and with increasing myocardial oxygen consumption effect. Preferences for fast or slow tempo music were evaluated in 200 subjects (four groups of patients: hypertension, coronary heart disease, non-cardiac + a control group of healthy subjects). The attractiveness of the subjects investigated for music was performed by awarding marks from 1 to 10 couples of the 6 songs heard (fast vs. slow). Statistical processing of differences between the averages of 4 groups showed significantly increased preference for fast music group coronary (p <0.01) and hypertension (p <0.05). The opinion of the authors is to advise these patients to listen predominant cardiac slow classical music (especially baroque, with major psychological relaxing effects but also having the effect of decreasing sympathetic hypertension.

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Dissertations / Theses on the topic "Contributions in music education"

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Betts, Steven Lee. "Lynn Freeman Olson's contributions to music education /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995.

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Kelleher, Kevin Daniel. "The contributions of Thomas Alva Edison to music education." Thesis, Boston University, 2013. https://hdl.handle.net/2144/11101.

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Thesis (D.M.A.)--Boston University
With the invention of the phonograph in 1877, Thomas Alva Edison (1847-1931) ushered in a new era of musical experiences. Among other things, his device provided new learning opportunities for both amateur and professional musicians, in addition to non-musicians. By 1906, Edison recordings were being made for the Siegel-Myers Correspondence School of Music's distance instruction program, five years before Edison's major competitor, the Victor Talking Machine Company, established its education department under the direction of Frances Elliott Clark (1860-1958). The major difference between the competitors' devices was that the Edison phonograph allowed users to record music and the Victor talking machine did not. Despite this disadvantage, the Victor device was marketed more successfully as an aid to music education. Although Edison's phonograph companies encouraged music education through student performance, self-recording, and correspondence feedback, in 1921 Thomas A. Edison, Inc. hired Charles H. Farnsworth (1859-1947) to, in part, replicate Victor's successful approach to music education: learning to appreciate music through listening to recorded music. While Edison and his phonograph have received considerable attention in some scholarly literature, there has been no significant research on his or his companies' involvement with music education. The purpose of this study was to help fill this gap in the literature. Toward that end, the following research questions were addressed: (1) In what ways did Thomas A. Edison contribute to music education? (2) In what ways did Edison's phonograph companies contribute to music education? (3) How, and to whom, did Edison's phonograph companies market their phonographs and other music education products? and (4) How did Edison's approach to music instruction via the phonograph differ from that of Frances Elliott Clark and the Victor Talking Machine Company? Historical research techniques were used in this study, beginning with an examination of documents at the Thomas Edison National Historical Park in West Orange, New Jersey, the National Association for Music Education (NAfME) Historical Center at the University of Maryland, College Park, and the Music Library at the University of Michigan, Ann Arbor. These archives contain primary source material about Edison, Clark, and the Edison and Victor phonograph companies.

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Spurgeon, Alan Linder. "George Oscar Bowen : his career and contributions to music education /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1990.

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Gross, Jeanne Bilger. "Benjamin Russel Hanby, Ohio composer-educator, 1833-1867: His contributions to early music education /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148758461216499.

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Harriott, Janette Donovan. "Barbara Andress : her career and contributions to early childhood music education /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1999.

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Stewart, Shawna Lynn. "Charles C. Hirt at the University of Southern California| Significant contributions and an enduring legacy." Thesis, University of Southern California, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564029.

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Dr. Charles Hirt and the Department of Church and Choral Music at the University of Southern California (USC) produced some of America's most successful choral conductors and administrators. Many of those students are conducting or administrating at the finest colleges and universities, secondary schools, churches, and community choral organizations in the nation. From the earliest moments of his career, Charles Hirt himself received a seemingly endless string of accolades. Always focused on the betterment and future of the choral arts, he was a "founding father" of significant choral organizations such as the American Choral Directors Association (ACDA), Choral Conductors Guild of California, and the International Federation of Choral Music. It was also his visionary mindset that served as a hallmark of his tenure at USC and arguably earned him the right to stand as an equal alongside the greatest of American choral conductors.

It is the aim of this study to examine Hirt's significant contributions to the University of Southern California and his legacy as it continues on in his students and the subsequent generation of choral leaders they generated.

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Patterson, DeAnna Rose. "A History of Three African-American Women Who Made Important Contributions to Music Education Between 1903 and 1960." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182182858.

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Waters, Jonathan Neale. "Jack Oliver Evans: His Life and His Contributions to the Ohio State University School of Music." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1409850331.

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Sturm, Jeannine Anne. "Helen Marla Mutschler (b. 1935): Her Life and Contributions to String Education." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/241933.

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The purpose of this study was to examine the life of Helen Marla Mutschler (b. 1935) and her contributions to string education. The study is divided into a prologue, five chapters, and an epilogue. The chapters are titled as follows: Beginnings (1932¬-1956), Journey to the Doctorate (1956-1973), Collegiate Teaching (1972-1983), Collegiate Teaching (1983-1999), and Retirement (1999-2012).Mutschler, violinist and string pedagogue, dedicated her career to teaching tension-free playing--the method of Paul Rolland. Mutschler served as a research assistant and later research associate to Rolland during the University of Illinois String Research Project (1966-67). Although her career was not highly publicized, she remained in the spotlight for many years appearing in Rolland workshops in Australia, Europe, and North America. In 2009, the American String Teachers Association presented Mutschler with the Paul Rolland Lifetime Achievement Award recognizing her contributions to the field. Mutschler's contributions to string education include teacher, performer, advocate, and presenter.

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Thomas, Susanne L. "Kenneth I. Bray, his contribution to music education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0003/MQ32518.pdf.

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Books on the topic "Contributions in music education"

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Nápoles, Jessica, and Rebecca B. MacLeod. Clifford K. Madsen’s Contributions to Music Education and Music Therapy. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003015024.

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"A commonsense view of all music": Reflections on Percy Grainger's contribution to ethnomusicology and music education. Cambridge [England]: Cambridge University Press, 1990.

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"A commonsense view of all music": Reflections on Percy Grainger's contribution to ethnomusicology and music education. Cambridge [Cambridgeshire]: Cambridge University Press, 1987.

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Scanlon, Shirley Elizabeth. The music services of North-Eastern Education and Library Board and their contribution to music education. [S.l: The author], 1994.

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Scharenberg, Sointu. Überwinden der Prinzipien: Betrachtungen zu Arnold Schönbergs unkonventioneller Lehrtätigkeit zwischen 1898 und 1951. Saarbrücken: Pfau, 2002.

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Walker, Anthony Charles. The contribution of Charles Stuart MacPherson (1865-1941) to music education. Manchester: University of Manchester, 1994.

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International Symposium Orff-Schulwerk (1995 Salzburg, Austria). "The inherent - the foreign - in common": Documentation 1995 : music and dance education as a contribution to intercultural pedagogy. Salzburg: Hochschule für Musik und Darstellende Kunst "Mozarteum", 1996.

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Kumar, Naresh. Music education. Delhi: Adroit Publishers, 2004.

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Pintó, Roser, and Digna Couso, eds. Contributions from Science Education Research. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5032-9.

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Nascimento, Maria M., Gustavo R. Alves, and Eva Virgínia Araújo Morais, eds. Contributions to Higher Engineering Education. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8917-6.

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Book chapters on the topic "Contributions in music education"

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Nápoles, Jessica, and Rebecca B. MacLeod. "Clifford Madsen’s Legacy." In Clifford K. Madsen’s Contributions to Music Education and Music Therapy, 107–28. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003015024-10.

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Nápoles, Jessica, and Rebecca B. MacLeod. "The Madsen Family." In Clifford K. Madsen’s Contributions to Music Education and Music Therapy, 3–16. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003015024-2.

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Nápoles, Jessica, and Rebecca B. MacLeod. "Musical Beginnings." In Clifford K. Madsen’s Contributions to Music Education and Music Therapy, 17–31. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003015024-3.

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Nápoles, Jessica, and Rebecca B. MacLeod. "Career." In Clifford K. Madsen’s Contributions to Music Education and Music Therapy, 32–47. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003015024-4.

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Nápoles, Jessica, and Rebecca B. MacLeod. "Philosophical Tenets." In Clifford K. Madsen’s Contributions to Music Education and Music Therapy, 51–65. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003015024-6.

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Nápoles, Jessica, and Rebecca B. MacLeod. "Empowering Others." In Clifford K. Madsen’s Contributions to Music Education and Music Therapy, 66–80. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003015024-7.

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Nápoles, Jessica, and Rebecca B. MacLeod. "A (Positive) Behavioral Approach." In Clifford K. Madsen’s Contributions to Music Education and Music Therapy, 81–103. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003015024-8.

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Kallio, Alexis Anja, Kathryn Marsh, Heidi Westerlund, Sidsel Karlsen, and Eva Sæther. "Introduction: The Politics of Diversity in Music Education." In The Politics of Diversity in Music Education, 1–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_1.

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AbstractThe Politics of Diversity in Music Educationattends to the political structures and processes that frame and produce understandings of diversity in and through music education. Recent surges in nationalist, fundamentalist, protectionist, and separatist tendencies highlight the imperative for music education to extend beyond nominal policy agendas to critically consider the ways in which understandings about society are upheld or unsettled and the ways in which knowledge about diversity is produced. This chapter provides an overview of the scholarly foundations that this book builds upon before introducing the four sections of the book and contributing chapters. The first section of the book focuses on the politics of inquiry in music education research. The second section attends to the paradoxes and challenges that arise as music teachers negotiate cultural identity and tradition within the political frames and ideals of the nation state. The third section considers diversities that are often overlooked or silenced, and the final section turns to matters of leadership in higher music education as an inherently political and ethical undertaking. Together, chapters work towards a more critical, complex, and nuanced understanding of the ways in which the politics of diversity shape our ideals of what music education is, and what it is for.

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Mangum, Charles Christopher, and Randall Everett Allsup. "Aesthetics Movement in North America and Reimer’s Contribution to Music Education." In Encyclopedia of Educational Philosophy and Theory, 1–13. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-287-532-7_686-1.

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Ford, Biranda. "From a Different Place to a Third Space: Rethinking International Student Pedagogy in the Western Conservatoire." In The Politics of Diversity in Music Education, 177–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_13.

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AbstractConservatoires in the West are now made up of a significant body of international students who come to study the Western canon of classical music. With the canon arising in the same milieu as Enlightenment notions of shared humanity, historically, many have argued that this music has a wide, cross-cultural appeal. Though such tropes of classical music still exist, they also have the potential today to act as awkward anachronisms, markers of elitism, whiteness and cultural hegemony. This chapter starts from the perspective that the considerable economic contribution of international students to host institutions risks reproducing colonial relations if their pedagogical experiences are not thought through carefully. Looking to postcolonial theory to make sense of the dynamics at play, key concepts from Homi Bhabha are used as a lens to view the conservatoire. It is argued that international students are marginalized through stereotyping and positioned ‘in need’ of a Western education, even with attempts to bring their cultural experience of learning into account. I advocate that the conservatoire must move beyond its attempts to contain the effects of cultural diversity and instead harness the potential for self-renewal that comes from embracing cultural difference in a third space.

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Conference papers on the topic "Contributions in music education"

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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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Engelhardt, Markus. "Musik zwischen Nation Building und Internationalität. Italien um 1900." In Jahrestagung der Gesellschaft für Musikforschung 2019. Paderborn und Detmold. Musikwissenschaftliches Seminar der Universität Paderborn und der Hochschule für Musik Detmold, 2020. http://dx.doi.org/10.25366/2020.54.

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In this article German contributions to periodicals of the International Musicological Society focussing on Italian musical life in Italy around 1900 are analyzed as testimonies of Italy’s new importance as a music nation at that time. The German perspective on musical culture in the Kingdom of Italy follows hierarchies that are closely linked to political and economic rivalry between the two nations. At different levels (music education, formation of composers and musicians, local repertories, musical genres) well-known concepts of German supremacy can be recognized. Nevertheless, the national music debates include also phenomena which strongly confirm music as art of great potential for international consensus.

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Marx, Tobias, and Martin Lissner. "Thüringer Musikszene – Jugendmusikredaktionen als außerschulische musikbezogene Bildungskontexte." In Jahrestagung der Gesellschaft für Musikforschung 2019. Paderborn und Detmold. Musikwissenschaftliches Seminar der Universität Paderborn und der Hochschule für Musik Detmold, 2020. http://dx.doi.org/10.25366/2020.64.

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This contribution addresses a music editorial youth project in the context of extracurricular music education: Where and in which manner does musical education take place, particularly regarding music journalism? Opportunities for music journalism do not so much arise in schools or music schools but rather in actively used leisure time. The present study examines the motivation of participants in relation to their peers, host organisations, and project tutors. The concept of serious leisure perspective (Robert A. Stebbins) delivers the frame to discuss the results of the study.

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"Usage Habits in Music Streaming Applications and Their Influence on Privacy Related Issues [Research in Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4272.

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Aim/Purpose: In this exploratory study we examine personal information management within music streaming applications. Also, we investigate the sense of ownership over songs being played on music streaming applications and whether the use of these services may be considered a social activity. In a later stage, we intend to test privacy related issues in music streaming applications and the factors that influence privacy concerns when using these services. Methodology: This is examined by using a mixed methodology and consists of two phases: qualitative and quantitative. The qualitative stage includes semi-structured interviews with 10 music streaming application users in order to explore the possible change in personal information management, following the emergence of these applications (e.g. change in classification methods and song retrieval methods). The quantitative phase includes the distribution of closed ended questionnaires among 200-250 users of music streaming applications, aiming to explore personal information management issues and privacy related issues that emerge while using these applications (e.g. privacy concerns). Currently, a pilot of the qualitative stage was issued. Findings: We found that users still rely on traditional methods of personal information management, rather than making use of the newer features available by the innovative music streaming applications. The same applies to the use of these applications as part of a social activity. In addition, it seems that the emergence of music streaming applications influenced the sense of ownership over songs in personal music libraries and made it ambiguous among music consumers. Contribution: As far as we know, this is the first academic research to investigate the issue of personal music management among music streaming applications and the also the first to use a mixed methods approach to examine digital music consumption. In addition, it is the first study that takes into account privacy related issues among the users of music streaming applications.

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

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The sense of efficaciousness for teaching diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. Both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers’ self-efficacy in pre-post ratings analysis and indicated that this project contributed to their efficacy for meeting needs of diverse learners in the elementary classrooms. The pre-service teachers demonstrated proactive classroom management and reflected upon their students’ increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners, potentially contributing to a positive impact on their future performance. Additionally, this project emanated Scholarship of Teaching and Learning by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education. Keywords: Self-Efficacy, Diverse Learners, Music Integration, Scholarship of Teaching and Learning

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Weinberger, Maor, and Dan Bouhnik. "The Emergence of Music Streaming Applications and Its Effect on Changes in Personal Information Management and Privacy Related Issues [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4523.

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Aim/Purpose: In this exploratory study we examine personal information management within music streaming applications. Also, we investigate the sense of ownership over songs being played on music streaming applications and whether the use of these services may be considered a social activity. In addition, we explore the extent of user privacy concern in using music streaming applications. Background: This paper represents the second phase of the article titled Usage Habits in Music Streaming Applications and their Influence on Privacy Related Issues [Research in Progress] (Weinberger & Bouhnik, 2019). Methodology: The research is conducted using a mixed methodology and consists of two phases: qualitative and quantitative. The qualitative stage is a pilot which includes semi-structured interviews with three music streaming application users in order to explore the possible change in personal information management, following the emergence of these applications (e.g., changes in classification and song retrieval methods). The quantitative phase includes the distribution of closed ended questionnaires among 192 users of music streaming applications (Male – 72.9%, Female – 27.1%; Age: 18-58), aiming to explore personal information management issues and privacy related issues that emerge while using these applications. Contribution: As far as we know, this is the first academic research to investigate the issue of personal information management among music streaming applications and the also the first to use a mixed methods approach to examine digital music consumption. In addition, it is the first study that takes into account privacy related issues among the users of music streaming applications. Findings: We found major changes between personal musical information management in the past and in the present. As most of the participants (85.4%) prefer nowadays to sort musical items in playlists or not to sort them at all. Out of the participants who chose to sort in folders in the past, only 42.7% still do it at present and out of the participants who chose to sort by alphabetical order in the past, only 15.7% do it at present. Also, we found that the participants have medium sense of ownership over the songs being stored on their streaming applications (M=2.78, SD=1.46) and medium sense that those applications may be used as social activity (M=2.75, SD=1.25). Interestingly, the choice of "sophisticated" genres (e.g. Blues, Jazz or Classical) as favorite music genre predicts the perception of using music streaming applications as part of social activity (R2=0.044, p<0.05). As for privacy concern, it was found that although the participants are moderately concerned about privacy within music streaming applications (M=2.67, SD=1.15), they are willing to pay for higher privacy protection services if they will be offered to them (r=0.49, p<0.001). In general, participants were found to be moderately willing to pay for premium services (M=2.44, SD=1.01), with ad-free service (M=3.07, SD=1.54) being the highest ranked premium service. Impact on Society: The research may drive music streaming applications operators to offer premium services that provide various benefits, such as: ad-free usage, higher privacy protection or better social features, as participants are willing to pay for those features. They may also personalize their users by preferred music genres, to adapt the specific service being offered to them.

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Song, Yang. "Music and Dance Thought of Empress Wu Zetian and Its Contribution to Dance in Tang Dynasty." In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.120.

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Rauduvaite, Asta, and Zhiyu Yao. "Prospective Music Teacher Training: Factors Contributing to Creation of Positive State in the Process of Vocal Education." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.014.

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Tóth-Bakos, Anita. "MUSIC EDUCATION AND MUSIC THERAPY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0135.

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Zhang, Hao. "Aesthetic Education of Vocal Music Teaching in Music Education." In 2018 8th International Conference on Social science and Education Research (SSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.4.

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Reports on the topic "Contributions in music education"

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Loveless, Jerry. The Use of Music as a Pedagogical Tool in Higher Education Sociology Courses: Faculty Member Perspectives and Potential Barriers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1100.

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Andrews, Dee H., Bernell J. Edwards, Joseph S. Mattoon, Richard A. Thurman, David R. Shinn, Lynn A. Carroll, Patrick Bowden, William C. Moor, and Barbara Sutherland. Potential Modeling and Simulation Contributions to Air Education and Training Command Flying Training: Specialized Undergraduate Pilot Training - Executive Summary. Fort Belvoir, VA: Defense Technical Information Center, September 1996. http://dx.doi.org/10.21236/ada519938.

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Erdoğmuş, Nihat. HIGHER EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt009.

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This report handles important issues ranging from how to strategically manage the continuously increasing change in higher education to the possibility of a higher education structured on the basis of meeting contemporary demands, from organizing consultancy services suitable to the new career understanding to searches for sustainable sources of finance. This report consists of two primary sections: the need for change in higher education and the vision plan for higher education. The first section addresses preparing for the future in higher education and the need for change, and the second section presents a vision for higher education. The second section contains 12 thematic points regarding the vision for higher education. This section primarily addresses the themes of change and reorganization in higher education while paying attention to its importance, priority, and chain reactions. Afterward, a vision including themes such as access, educational settings, career, and employment skills in a higher education system that centers itself on students is provided. Following these are themes devoted to academicians. The final sub-sections address the themes of social and economic contributions, internationalization, and finance.

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London, Jonathan. Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/062.

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Recent literature on the political economy of education highlights the role of political settlements, political commitments, and features of public governance in shaping education systems’ development and performance around learning. Vietnam’s experiences provide fertile ground for the critique and further development of this literature including, especially, its efforts to understand how features of accountability relations shape education systems’ performance across time and place. Globally, Vietnam is a contemporary outlier in education, having achieved rapid gains in enrolment and strong learning outcomes at relatively low levels of income. This paper proposes that beyond such felicitous conditions as economic growth and social historical and cultural elements that valorize education, Vietnam’s distinctive combination of Leninist political commitments to education and high levels of societal engagement in the education system often works to enhance accountability within the system in ways that contribute to the system’s coherence around learning; reflecting the sense and reality that Vietnam is a country in which education is a first national priority. Importantly, these alleged elements exist alongside other features that significantly undermine the system’s coherence and performance around learning. These include, among others, the system’s incoherent patterns of decentralization, the commercialization and commodification of schooling and learning, and corresponding patterns of systemic inequality. Taken together, these features of education in Vietnam underscore how the coherence of accountability relations that shape learning outcomes are contingent on the manner in which national and local systems are embedded within their broader social environments while also raising intriguing ideas for efforts to understand the conditions under which education systems’ performance with respect to learning can be promoted, supported, and sustained.

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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.

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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

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Brinkerhoff, Derick W., and Anna Wetterberg. Governance and Sector Outcomes: Making the Connections. RTI Press, September 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0019.1809.

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A critical issue in international development is how donor-funded programs can support sustainable and long-lasting changes in assisted countries. Among the factors associated with sustainability is improved governance. However, many donor-funded initiatives are focused on achieving results in specific sectors, such as health, education, and agriculture. How can how governance interventions contribute to achieving sector-specific results? This brief explores this question and discusses how international development practice has incorporated recognition of the links between governance and sector outcomes. The brief develops a stylized continuum of how governance elements relate to sector interventions and contribute to expected outcomes. We discuss factors that either impede or impel governance integration and close with some observations regarding prospects for integrated programming. The audience for the brief is the international development policy and practitioner communities, and secondarily, academics with an interest in the topic. Key take-aways include: (1) there is ample evidence of positive contributions from improved governance to sector-specific outcomes, but few guideposts exist for practical and effective governance integration; (2) barriers to integration include urgent sector priorities that overshadow governance concerns, requirements to demonstrate progress towards ambitious sector targets, and complex choices related to measurement; and (3) sustainability and self-reliance are major drivers for integration and are facilitated by the flexibility and adaptation that governance integration enables.

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