Academic literature on the topic 'Counting – Songs and music'

The Rungus are one of the indigenous Dusunic ethnic groups of Sabah, most of whom reside in the administrative Districts of Kudat and Pitas. In Rungus culture, many different genres of intangible cultural heritage have been passed down orally over generations. These heritages are valuable resources for teaching cultural awareness and appreciation among children of different ethnicities in Malaysia. They have yet to be introduced in the national music education curriculum. The purpose of this research was to document, transcribe, analyse, and thereafter to select the appropriate longoi tanganak (children’s songs) and longoi pogondoi (lullabies) that are suitable to be introduced into the Malaysia primary school music curriculum based on the recommendations of the culture bearers. This research employed ethnographic field techniques including participant observations, in-depth and focus group interviews, as well as audio and video recording. This article taps on the suggestions of culture bearers in developing suitable song repertoires that serve as school music teachers’ resources. Findings show that culture bearers recommended counting songs performed in recited heighten speech, songs arranged in the do- re- mi- so and do- mi- so tone sets, and rhythmic motifs based on the and patterns as beginner repertoire for learning Rungus songs.

<strong>Abstract:</strong> Expression of humans has a very crucial role in determining the present state and the mood of a person. It helps in the extraction of the emotion by understanding the different features of the face like cheeks, forehead, eyes, or maybe the curvature of the smile. Music plays a crucial role in the daily lifestyle. It is essentially a kind of thing that soothes and calms the body, brain and soul of a human. During this fast-paced lifestyle, everyone goes through a roller coaster of emotions and changes in moods within seconds. People tend to listen to music according to their emotions. Hence, we have chosen emotion and music and combined them together. Our program will first detect facial expressions and using that it will recognize the emotion of a human being. This is done through counting of repeated integers in a trained model and playing music favorable with the mood detected. This will alleviate the mood or just calm the individual. It may also be able to fetch quicker songs consistent with the mood, saving time looking up for different songs. Parallelly developing a software which will be used anywhere with the assistance of providing the functionality of playing music consistent with the emotion detected. People tend to concentrate on songs consistent with their moods, and it feels very frustrating if a tragic song starts playing when you are happy. It seems like a burden to constantly visit the music application to vary the song. Therefore, in this work, we&#39;ve come up with a solution in which we will use computer vision to detect the emotion of an individual and therefore the system shall play a song consistent with the mood of the client.

Expression of humans has a very crucial role in determining the present state and the mood of a person. It helps in the extraction of the emotion by understanding the different features of the face like cheeks, forehead, eyes, or maybe the curvature of the smile. Music plays a crucial role in the daily lifestyle. It is essentially a kind of thing that soothes and calms the body, brain and soul of a human. During this fast-paced lifestyle, everyone goes through a roller coaster of emotions and changes in moods within seconds. People tend to listen to music according to their emotions. Hence, we have chosen emotion and music and combined them together. Our program will first detect facial expressions and using that it will recognize the emotion of a human being. This is done through counting of repeated integers in a trained model and playing music favorable with the mood detected. This will alleviate the mood or just calm the individual. It may also be able to fetch quicker songs consistent with the mood, saving time looking up for different songs. Parallelly developing a software which will be used anywhere with the assistance of providing the functionality of playing music consistent with the emotion detected. People tend to concentrate on songs consistent with their moods, and it feels very frustrating if a tragic song starts playing when you are happy. It seems like a burden to constantly visit the music application to vary the song. Therefore, in this work, we've come up with a solution in which we will use computer vision to detect the emotion of an individual and therefore the system shall play a song consistent with the mood of the client.

Numerical literacy is the ability needed to use number ideas and arithmetic skills in everyday situations as well as the ability to analyze quantitative data around children. This study aims to determine the effect of the intervention of singing favorite food songs on children's numerical literacy. Using a pretest-posttest experimental design with a control group, this study involved 20 children as research objects, consisting of 10 experimental class children and 10 control class children. The results of the study showed that singing activities with the theme of favorite food influenced the numerical literacy of kindergarten children. This singing activity attracts children's interest, thus showing a significant difference between the experimental class and the control class. Therefore, for further research, it is suggested that early childhood educators can always take advantage of artistic activities such as singing to attract children's interest in any learning.&#x0D; Keywords: early childhood, numerical literacy, singing activities&#x0D; References:&#x0D; Anvari, S. H., Trainor, L. J., Woodside, J., &amp; Levy, B. A. (2002). Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Experimental Child Psychology, 83(2), 111–130. https://doi.org/10.1016/S0022-0965(02)00124-8&#x0D; Barrett, M. S. (2006). Inventing songs, inventing worlds: The ‘genesis’ of creative thought and activity in young children’s lives. International Journal of Early Years Education, 14(3), 201–220. https://doi.org/10.1080/09669760600879920&#x0D; Batchelor, S., Keeble, S., &amp; Gilmore, C. (2015). Magnitude Representations and Counting Skills in Preschool Children. Mathematical Thinking and Learning, 17(2–3), 116–135. https://doi.org/10.1080/10986065.2015.1016811&#x0D; Dixon-Krauss, L., Januszka, C. M., &amp; Chae, C.-H. (2010). Development of the Dialogic Reading Inventory of Parent-Child Book Reading. Journal of Research in Childhood Education, 24(3), 266–277. https://doi.org/10.1080/02568543.2010.487412&#x0D; Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., &amp; Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428&#x0D; Goldstein, H. (2011). Knowing What to Teach Provides a Roadmap for Early Literacy Intervention. Journal of Early Intervention, 33(4), 268–280. https://doi.org/10.1177/1053815111429464&#x0D; Haimson, J., Swain, D., &amp; Winner, E. (2011). Do Mathematicians Have Above Average Musical Skill? Music Perception, 29(2), 203–213. https://doi.org/10.1525/mp.2011.29.2.203&#x0D; Harrison, C. S. (1996). Relationships between Grades in Music Theory for Nonmusic Majors and Selected Background Variables. Journal of Research in Music Education, 44(4), 341–352. https://doi.org/10.2307/3345446&#x0D; Helmrich, B. H. (2010). Window of Opportunity? Adolescence, Music, and Algebra. Journal of Adolescent Research, 25(4), 557–577. https://doi.org/10.1177/0743558410366594&#x0D; Howse, R. B., Lange, G., Farran, D. C., &amp; Boyles, C. D. (2003). Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children. The Journal of Experimental Education, 71(2), 151–174. https://doi.org/10.1080/00220970309602061&#x0D; Jones, M. R., &amp; Bergee, M. (2008). Elements Associated with Success in the First-Year Music Theory and Aural-Skills Curriculum. Journal of Music Theory Pedagogy, 22.&#x0D; Kleemans, T., Peeters, M., Segers, E., &amp; Verhoeven, L. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27(3), 471–477. https://doi.org/10.1016/j.ecresq.2011.12.004&#x0D; Lessard, A., &amp; Bolduc, J. (2011). Links between Musical Learning and Reading for First to Third Grade Students: A Literature Review. International Journal of Humanities and Social Science, 1(7).&#x0D; Lyons, I. M., &amp; Ansari, D. (2015). Numerical Order Processing in Children: From Reversing the Distance-Effect to Predicting Arithmetic. Mind, Brain, and Education, 9(4), 207–221. https://doi.org/10.1111/mbe.12094&#x0D; Lyons, I. M., Price, G. R., Vaessen, A., Blomert, L., &amp; Ansari, D. (2014). Numerical predictors of arithmetic success in grades 1–6. Developmental Science, 17(5), 714–726. https://doi.org/10.1111/desc.12152&#x0D; Manolitsis, G., Georgiou, G. K., &amp; Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692–703. https://doi.org/10.1016/j.ecresq.2013.05.004&#x0D; Mehr, S. A., Schachner, A., Katz, R. C., &amp; Spelke, E. S. (2013). Two Randomized Trials Provide No Consistent Evidence for Nonmusical Cognitive Benefits of Brief Preschool Music Enrichment. PLoS ONE, 8(12), e82007. https://doi.org/10.1371/journal.pone.0082007&#x0D; Mol, S. E., &amp; Neuman, S. B. (2014). Sharing information books with kindergartners: The role of parents’ extra-textual talk and socioeconomic status. Early Childhood Research Quarterly, 29(4), 399–410. https://doi.org/10.1016/j.ecresq.2014.04.001&#x0D; Mundy, E., &amp; Gilmore, C. K. (2009). Children’s mapping between symbolic and nonsymbolic representations of number. Special Issue: Typical Development of Numerical Cognition, 103(4), 490–502. https://doi.org/10.1016/j.jecp.2009.02.003&#x0D; Neuman, S. B., Kaefer, T., &amp; Pinkham, A. M. (2018). A Double Dose of Disadvantage: Language Experiences for Low-Income Children in Home and School. Journal of Educational Psychology, 110(1), 102–118. https://doi.org/10.1037/edu0000201&#x0D; Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9&#x0D; Peng, P., Namkung, J., Barnes, M., &amp; Sun, C. (2016). A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics. Journal of Educational Psychology, 108(4), 455–473. https://doi.org/10.1037/edu0000079&#x0D; Protzko, J. (2017). Raising IQ among school-aged children: Five meta-analyses and a review of randomized controlled trials. Developmental Review, 46, 81–101. https://doi.org/10.1016/j.dr.2017.05.001&#x0D; Purpura, D. J., Hume, L. E., Sims, D. 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Music Strategies to Promote Engagement and Academic Growth of Young Children with ASD in the Inclusive Classroom. Young Exceptional Children, 18(2), 19–28. https://doi.org/10.1177/1096250614523968&#x0D; Vaughn, K. (2000). Music and Mathematics: Modest Support for the Oft-Claimed Relationship. Journal of Aesthetic Education, 34(3/4), 149–166. JSTOR. https://doi.org/10.2307/3333641&#x0D; Wagner, J. B., &amp; Johnson, S. C. (2011). An association between understanding cardinality and analog magnitude representations in preschoolers. Cognition, 119(1), 10–22. https://doi.org/10.1016/j.cognition.2010.11.014&#x0D; Whitehurst, G. J., &amp; Lonigan, C. J. (1998). Child Development and Emergent Literacy. Child Development, 69(3), 848–872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x&#x0D; Wynn, K. (1990). Children’s understanding of counting. Cognition, 36(2), 155–193. https://doi.org/10.1016/0010-0277(90)90003-3&#x0D;

Now … “I play music. I sing. I talk, but mostly I do math,” Kenny Curtis replies when asked about his work as a disc jockey. “Mostly math” is probably not what his audience expects this twenty-six-year-old entertainer to say, but when he describes the careful counting, adding, and subtracting of times essential to live radio broadcasting, his description of his work during his time on the air seems accurate. The preparation for his radio show includes selecting music, taping segments, gathering information from a variety of sources, and organizing them all into a show that will entertain and inform his audience. Once on the air, he is a disc jockey, actor, public speaker, comedian, director, and manager of the radio's stage. While presenting the content of the show, he constantly checks his computer clocks showing the current time and the times for airing pretaped commercials, adds and subtracts the exact times of songs and taped reports, and adjusts his live segments so that the time required for the material and the time available between commercials match exactly. His accurate arithmetic in units of minutes and seconds is extremely important because he has only a ten-second window of time during which he must act on the computer's directions to play a commercial. He is a talented entertainer who uses both his college training in theater and mass communication and his basic mathematics skills during every minute of the five hours each day that he is on the air.

The paper addresses the issue of musicality in the theatre of Jan Dorman, in particular his last productions, in which music was a starting point for the staging concept. “Musical” thinking about the theatre always had a strong impact on Dorman’s creative process. His first productions included children’s songs and counting rhymes, and this led to a rhythmisation of the text in the subsequent ones. Composing the spectacle along the lines of a musical score, which became the hallmark of Jan Dorman’s theatre, is especially prominent in his last theatre works inspired by larger musical forms, such as concert, ballet and opera. These performances represent a synthesis of various musical tropes and signs that were so characteristic of Dorman’s theatre at various stages of its development.