Relevant bibliographies by topics / Music education - Research

Contents

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

Academic literature on the topic 'Music education - Research'

Author: Grafiati
Published: 13 December 2022
Last updated: 27 January 2023

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Journal articles on the topic "Music education - Research"

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Reimer, Bennett. "Research in Music Education." Journal of Research in Music Education 56, no. 3 (2008): 190–203. http://dx.doi.org/10.1177/0022429408322709.

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Grashel, John. "Research in Music Teacher Education." Music Educators Journal 80, no. 1 (1993): 45–48. http://dx.doi.org/10.2307/3398655.

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Conway, Colleen M., and James Borst. "Action Research in Music Education." Update: Applications of Research in Music Education 19, no. 2 (2001): 3–8. http://dx.doi.org/10.1177/87551233010190020102.

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Running, Donald J. "Creativity Research in Music Education." Update: Applications of Research in Music Education 27, no. 1 (2008): 41–48. http://dx.doi.org/10.1177/8755123308322280.

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van Ernst, Barbara. "Perspectives on Music Education Research." Research Studies in Music Education 2, no. 1 (1994): 46–48. http://dx.doi.org/10.1177/1321103x9400200108.

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Gruhn, Wilfried. "Perspectives on Music Education Research." Research Studies in Music Education 9, no. 1 (1997): 36–47. http://dx.doi.org/10.1177/1321103x9700900105.

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Jorgensen, Estelle R. "Questions for music education research." Music Education Research 10, no. 3 (2008): 331–46. http://dx.doi.org/10.1080/14613800802280050.

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Yi, Soo Yon. "Interdisciplinary Research Trends of Music Education and Music Therapy." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 4 (2019): 193–209. http://dx.doi.org/10.22251/jlcci.2019.19.4.193.

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Darrow, Alice-Ann. "Research on Mainstreaming in Music Education." Update: Applications of Research in Music Education 9, no. 1 (1990): 35–37. http://dx.doi.org/10.1177/875512339000900108.

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Krueger, Patti J. "Ethnographic Research Methodology in Music Education." Journal of Research in Music Education 35, no. 2 (1987): 69. http://dx.doi.org/10.2307/3344983.

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Dissertations / Theses on the topic "Music education - Research"

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Hale, Travis L. "Becoming an educator: identity, music education, and privilege." Diss., Kansas State University, 2018. http://hdl.handle.net/2097/38794.

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Doctor of Philosophy<br>Curriculum and Instruction Programs<br>Frederick Burrack<br>This study is an intertwined critical autoethnography through which my experiences, my stories, are woven together with memories of family, students, and teaching career. Together, the telling of these stories will explore how I negotiated my identity development throughout my middle and high school experiences at a time when I could have been labeled as an at-risk student. The development into my professional career and personal life all influenced strongly by my participation in music education. Filtering these stories and memories through the lens of critical whiteness theory, this study interrogates the social assumptions that may be placed on at-risk students, exploring how these assumptions function within the context of access within our current music education structures, and investigates the ways in which social support systems allow opportunities for access of white male students and privilege in music education. An overarching question guiding this research is: How does the interrogation of such white privileges inform how one develops their identity as a music educator, a researcher, an academic, a husband, a father, a human, as well as, the curricular structures in place guiding access within music education?
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Turcott, Amber. "Choral Music Education: A Survey of Research 1996-2002." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000056.

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Farmer, Dawn Marie. "Authorship and methodology patterns in music education research, 1984-2007." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8224.

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Thesis (M.A.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: School of Music. Music Education Division. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Wallbaum, Christopher, and Simon Stich. "On comparing: Mapping the field of comparative research in music education." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34651.

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The chapter starts systematically clarifying the meaning of comparing and then steps into the field addressing systematic problems of comparative research in music education historically and theoretically. Picking up an idea of Bray & Thomas, finally the field of comparative music education is sketched in the form of a cube.
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McCullough, Elisabeth D. "'I don't know anything about music' : an exploration of primary teachers' knowledge about music in education." Thesis, Northumbria University, 2006. http://nrl.northumbria.ac.uk/10/.

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Teachers' thinking underpins their actions, in various ways, consciously or nonconsciously, and therefore it is necessary to understand their thinking in order to understand their teaching. Part of such thinking concerns subject knowledge, which is an important, albeit often assumed, feature in professional practice. For primary school teachers who cover the breadth of the National Curriculum there are particular issues. In music, despite frequent reports from Ofsted referring to the good quality of teaching, there still appears to be considerable lack of confidence among such teachers, frequently linked with a perceived lack of subject knowledge. Subject knowledge in music is under-researched in this country and this small-scale study was intended to explore the nature of teachers' beliefs about music in education. In a qualitative case study approach, the teachers in a two-form-entry, inner-city primary school talked individually, in three separate sessions over the course of an academic year, about various aspects of music in education. They also constructed concept maps to represent their thinking. A process of inductive and iterative analysis led to the identification of four main findings concerning enjoyment, the value of music, issues relating to instrumental teaching and the use of schools' broadcasts. These aspects form the basis of a discussion which moves beyond the original research questions to build an orthogonal model that conceptualises and contextualises teachers' thinking within two dimensions representing their professional/non-professional lives and the formal/informal contexts of musical involvement, nested in their beliefs regarding the nature and value of music. It is suggested that this model might also apply to other subjects. There are implications from this study not only for teachers themselves and for the schools in which they work, but also for those involved in supporting student and practising teachers through ITE, INSET and CPD, as well as for policymakers.
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Wang, Yueyue. "Fair use and file sharing in research and education." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/67657/.

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This work was inspired by the well-ventilated current problems around the use of digital file sharing technologies and their promotion of infringement of copyright leading to the alleged destruction of entertainment industries. Different legal systems have applied different analyses to such problems, and there is no clear and coherent answer to the question of whether file sharing, especially in the form of peer-to-peer (P2P), is legal. The particular focus of this thesis flows from the realisation that litigation around file sharing has uniformly explored it from the perspective of users downloading entertainment materials such as music and videos. Comparatively little attention has been paid to whether research and educational users have, or should have, rights to use the same digital file sharing technologies to access copyright materials important to their work. If digital file sharing is declared illegal by the courts at the behest of the entertainment industries, then what will happen to research and educational users of these networks? To explore this key problem, this thesis focuses on how fair use doctrine, the most important exception and limitation to copyright, has transferred from the traditional copyright environment into the context of digital file sharing. By undertaking a study of relevant legislation and cases, such as the well known Napster, Grokster and MP3.com, the “who” issue, namely, who is the party entitled to benefit from a fair use defence will be highlighted. Having established that fair use as a defence operates ineffectively in the digital file sharing environment, the thesis then looks at existing alternative or “fared” use models, and particularly the disadvantages of “fared” use system in serving research and educational file sharing. Finally the thesis turns to what is termed the “voluntary model”: a model in which copyright owners make their works available to academic users for free, via an institutional repository, the authors gaining non-pecuniary benefits while the commercial publisher being cut out as a “middleman”. Although future work to develop the details of this approach would be required, the thesis asserts this is a promising way towards ensuring access to copyright works in research and education thus benefiting society, whilst at the same time establishing fair compensation to authors for their efforts.
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Bakan, Daniel Lowell. "A song of songs : a/r/tography, autoethnography, and songwriting as music education research." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/51903.

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This dissertation is an a/r/tographic inquiry in which I explore how songs and stories about songwriting can serve as a means for theorizing new ways of conducting research in music education. I a/r/tographically braid music, lyrics, scholarship and research, autoethnography, and other creative analytical practices to demonstrate how songs and memories can be used as interpretive texts for understanding artistic identity and the nature of being a musician. Through a collaged and multi-modal method of inquiry, I show how music and its renderings, i.e., recordings, lyrics, videos, memories, and lived shared expressions (e.g., performance) can hold and uncover new ‘knowings’ about music making, the self, and society. Using a bricolaged métissage approach, I explore how and why the ethnographic study of autobiographical material and artistic renderings through (and about) song can broaden understandings of the lived experiences of musicians, music learners, and teachers. Supported by Pinar’s re-conceptualist theory of currere, hermeneutic epistemologies, and praxial approaches to music education, this dissertation exemplifies performative autoethnography as research through music-making. I ultimately arrive at two interwoven outcomes: 1) song may function simultaneously as the method, results, and interpretation of research; and 2) the lived experiences and ‘musicings’ of musicians may be considered as a form of artful scholarship. Digital audio and video files of six original songs are attached to this dissertation not only as data in support of the research, but also as a representation and report of findings through storied/scholarly renderings in lyric, prose, image, and music. Supplementary video material is available at: http://hdl.handle.net/2429/51863<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Schulte, Erika A. "An investigation of the foundational components and skills necessary for a successful first-year string class a modified delphi technique study /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086194936.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains viii, 279 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Robert A. Gillespie, School of Music. Includes bibliographical references (p. 272-279).
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Zelenak, Michael S. "Self-Efficacy in Music Performance: Measuring the Sources Among Secondary School Music Students." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3419.

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The purpose of this study was to develop a greater understanding of self-efficacy in music performance. I sought to (a) contribute to fundamental knowledge of self-efficacy in music performance, (b) determine whether scores from the Music Performance Self-Efficacy Scale (MPSES) were valid and reliable, and (c) provide insights for developing self-efficacy among secondary school music students. Participants (N = 290) were middle and high school students in band, chorus, and string orchestra ensembles from 10 schools in the southeast and western regions of the United States. Participants completed four online questionnaires: (a) Music Performance Self-Efficacy Scale, (b) Sources of Middle School Mathematics Self-Efficacy Scale, (c) Self-Esteem of Musical Ability, and (d) Advanced Measures of Music Audiation. Teachers provided 5-point Likert-type ratings of their student's music self-efficacy. Data from the MPSES demonstrated good fit with Bandura's proposed self-efficacy model (SRMR = .06, RMSEA = .06). The strength of the relationships between the sources and composite construct were consistent with theory and findings from other studies. Mastery experience was strongest, followed by verbal/social persuasion, physiological state, and vicarious experience. No differences in responses were found between middle and high school students, or among band, chorus, and string orchestra students. Items on the MPSES were also found to assess participants equally across grade levels. Music aptitude was found to predict self-efficacy in music performance (â = .16) and accounted for 3% of the variance in self-efficacy. This finding raises questions about the role of self-efficacy in mediating the relationship between music aptitude and music achievement. The Music Performance Self-Efficacy Scale was found to be a valid and reliable measure of self-efficacy in music performance. Evidence of validity was based on test content, response process, and internal structure, along with convergent, discriminant, and multi-method relationships. Evidence of reliability was based on test-retest correlation (r = .87) and internal consistency (á = .88). Recommendations for researchers were to link the sources of self-efficacy to performance achievement; explore self-efficacy's relationship with aptitude and achievement; and expand the investigation to other populations. Recommendations for educators focused on improving understanding of self-efficacy and interpreting MPSES results.
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Gallant, Mark W. "An Overview of Issues in Music Student Teaching, Related Research, and a Sample Study of the Effects of Classroom Characteristics on Evaluation of Student Teaching." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391588684.

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Books on the topic "Music education - Research"

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Edward, Price Harry, and Music Educators National Conference (U.S.), eds. Music education research: An anthology from the Journal of research in music education. Music Educators National Conference, 1998.

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Phillips, Kenneth H. Exploring research in music education and music therapy. Oxford University Press, 2008.

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Dansereau, Diana R., and Jay Dorfman, eds. Pluralism in American Music Education Research. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90161-9.

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Harrison, Scott D., ed. Research and Research Education in Music Performance and Pedagogy. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7435-3.

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Heller, George N. Historical research in music education: A bibliography. University of Kansas, Dept. of Art and Music Education and Music Therapy, 1988.

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Ronald, Sadoff, Warburton Edward C, and Ferrara Lawrence, eds. A guide to research in music education. 5th ed. Scarecrow Press, 2005.

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Heller, George N. Historical research in music education: A bibliography. 2nd ed. University of Kansas, Dept. of Art and Music Education and Music Therapy, 1992.

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Heller, George N. Historical research in music education: A bibliography. 3rd ed. University of Kansas, Division of Music Education and Music Therapy, 1995.

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Heller, George N. Historical research in music education: A bibliography. University of Kansas, Dept. of Art and Music Education and Music Therapy, 1988.

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Musical creativity: Insights from music education research. Ashgate, 2011.

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Book chapters on the topic "Music education - Research"

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Frierson-Campbell, Carol, and Hildegard C. Froehlich. "Quantitative Research in Music Education." In Inquiry in Music Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003057703-12.

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Talbot, Brent C. "Superdiversity in Music Education." In Pluralism in American Music Education Research. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90161-9_10.

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Frierson-Campbell, Carol, and Hildegard C. Froehlich. "Toward a Rationale and Research Plan." In Inquiry in Music Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003057703-5.

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Frierson-Campbell, Carol, and Hildegard C. Froehlich. "Purposes and Questions in Qualitative Research." In Inquiry in Music Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003057703-10.

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Bresler, Liora. "Craftsmanship in Academia: Skilled Improvisation in Research, Teaching, and Leadership." In Music Education as Craft. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67704-6_1.

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Colwell, Richard. "An Expanded Research Agenda for Music Education." In Music Education for Changing Times. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2700-9_11.

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Yim, Hoi Yin Bonnie, and Marjory Ebbeck. "Parental Engagement in Music with Young Children." In Multidisciplinary Research Perspectives in Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-615-6_12.

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Mantie, Roger. "Researching the “Real” World of Music Education." In Pluralism in American Music Education Research. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90161-9_12.

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Welch, Graham F. "Ecological Validity and Impact: Key Challenges for Music Education Research." In Music Education for Changing Times. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2700-9_12.

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Thornton, Linda. "Passion, Tensions and Quality in Research Questions." In Pluralism in American Music Education Research. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90161-9_4.

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Conference papers on the topic "Music education - Research"

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Angel-Alvarado, Rolando, Miguel R. Wilhelmi, and Olga Belletich. "Holistic Architecture for Music Education: A proposal for empirical research in educational situations." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8079.

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Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.
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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). Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.4.

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"Research on Music Education Philosophical Aesthetic." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.156.

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"Research on Music Education Philosophical Aesthetic." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.119.

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López-Íñiguez, Guadalupe, and Tuula Jääskeläinen. "How about equality and equity in higher music education? A theoretical framework for researching quality of music teaching and learning." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5417.

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While quality development has an important role in higher education in Finland, its connection with equality and equity in teaching and learning music is not often mentioned. Most of the discussions about equality in education have focused on how to equalize access to and participation in education, but there are disagreements about what the very concepts of equality and equity mean in education. When striving to achieve equality in higher music education, the use of learner-centered pedagogies may promote an engaging and satisfying learning experience. We illustrate a more holistic approach in teaching and learning music by adapting the equality-equity model developed by Espinoza (2007) to give an overview of dimensions of equality and equity with reference to the different stages of the educational process at the music university level. Constructivist research and phenomenographic research in teaching and learning music suggest that the conceptions held by teachers and students about teaching and learning can be relevant factors in the pursuit of change in educational practices. On this basis, we develop a theoretical framework and suggest some remedies for the research of teaching and learning in music universities aimed at developing more holistic quality in higher music education.
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Stefanova, Petya, and Pavel Stefanov. "APPLICATION OF ALTERNATIVE MUSIC INSTALLATIONS IN MUSIC PEDAGOGY." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1710.

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Calegario, Filipe, Giordano Cabral, and Geber Ramalho. "MusTIC: Research and Innovation Group on Music, Technology, Interactivity and Creativity." In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcm.2019.10441.

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MusTIC is a research and innovation group concerned in conceiving and developing products and experiences that have an impact on music, education, visual and performing arts, and entertainment. In particular, we have been working with tools, methods, and concepts from physical computing, interaction design, and signal processing to build new interfaces for artistic expression, to develop tools for rapid prototyping, and to improve education through robotics and gamification.
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Yumeng He. "Research and degisn of music cognition education mode for music schools." In 2014 IEEE Workshop on Advanced Research and Technology in Industry Applications (WARTIA). IEEE, 2014. http://dx.doi.org/10.1109/wartia.2014.6976308.

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Ferrarese, Samuele. "THE LANGUAGE OF MUSIC AND THE MUSIC OF LANGUAGE." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0114.

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Evrim Tunca, Ozan. "Using Distant Learning Platform for Musical Instrument Instructor Training." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.797.

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The purpose of this study is to examine the productivity of distant instructor training program for musical instrument education. Music education, especially on playing musical instruments, has been one of the major topics of general education. Today, formal musical instrument education is available in conservatories and music departments of fine arts and education colleges, and informal or non-formal musical instrument education is available in private music schools and courses in Turkey. Recorder or melodica is taught in public schools as part of the general music education. There are number of different platforms to teach musical instruments where there is need to train teachers to do that in the needed quality. There are various applications of online teacher training for instrument education. For example, Northwestern University and University of North Carolina have been offering courses over Coursera (a major MOOCs provider), such as Teaching Violin and Viola, Fundamentals of Rehearsing Music Ensembles. Different from our program they do not provide direct contact with the instructor for feedback. A group of well-experienced instructor trainers of the Anadolu University including myself established a distant instructor-training program for musical instruments. This paper will explain and explore the stages of the program’s creation and its effectiveness.
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Reports on the topic "Music education - Research"

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Pedersen, Gjertrud. Symphonies Reframed. Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.481294.

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Symphonies Reframed recreates symphonies as chamber music. The project aims to capture the features that are unique for chamber music, at the juncture between the “soloistic small” and the “orchestral large”. A new ensemble model, the “triharmonic ensemble” with 7-9 musicians, has been created to serve this purpose. By choosing this size range, we are looking to facilitate group interplay without the need of a conductor. We also want to facilitate a richness of sound colours by involving piano, strings and winds. The exact combination of instruments is chosen in accordance with the features of the original score. The ensemble setup may take two forms: nonet with piano, wind quartet and string quartet (with double bass) or septet with piano, wind trio and string trio. As a group, these instruments have a rich tonal range with continuous and partly overlapping registers. This paper will illuminate three core questions: What artistic features emerge when changing from large orchestral structures to mid-sized chamber groups? How do the performers reflect on their musical roles in the chamber ensemble? What educational value might the reframing unfold? Since its inception in 2014, the project has evolved to include works with vocal, choral and soloistic parts, as well as sonata literature. Ensembles of students and professors have rehearsed, interpreted and performed our transcriptions of works by Brahms, Schumann and Mozart. We have also carried out interviews and critical discussions with the students, on their experiences of the concrete projects and on their reflections on own learning processes in general. Chamber ensembles and orchestras are exponents of different original repertoire. The difference in artistic output thus hinges upon both ensemble structure and the composition at hand. Symphonies Reframed seeks to enable an assessment of the qualities that are specific to the performing corpus and not beholden to any particular piece of music. Our transcriptions have enabled comparisons and reflections, using original compositions as a reference point. Some of our ensemble musicians have had first-hand experience with performing the original works as well. Others have encountered the works for the first time through our productions. This has enabled a multi-angled approach to the three central themes of our research. This text is produced in 2018.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 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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