Relevant bibliographies by topics / Music education

Contents

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

Academic literature on the topic 'Music education'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Music education"

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Volk, Terese M. "World Musics and Music Education." Update: Applications of Research in Music Education 17, no. 1 (1998): 9–13. http://dx.doi.org/10.1177/875512339801700103.

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Lepherd, Laurence. "Comparative Music Education: Bicultural Music Education." International Journal of Music Education os-7, no. 1 (1986): 23. http://dx.doi.org/10.1177/025576148600700105.

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Darma Putra, Irdhan Epria. "HUMANISTIC THOUGHT IN MUSIC ARTS EDUCATION." Ekspresi Seni : Jurnal Ilmu Pengetahuan dan Karya Seni 25, no. 1 (2023): 63. http://dx.doi.org/10.26887/ekspresi.v25i1.3261.

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Research is the foundation of music education that has a humanistic mind. This research was conducted to determine the initial study of learning that could have been more optimal. Music education has not been able to express freedom and maturity. This research is due to a need to foster students' sense of awareness and responsibility. This awareness can expand students' experiences in music in the surrounding environment. The research used literature studies from ten articles published in national journals and then abstracted to compare the findings. The results showed that music education foc
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Mackinlay, Elizabeth, and Peter Dunbar-Hall. "Historical and Dialectical Perspectives on the Teaching of Aboriginal and Torres Strait Islander Musics in the Australian Education System." Australian Journal of Indigenous Education 32 (2003): 29–40. http://dx.doi.org/10.1017/s132601110000380x.

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AbstractIndigenous studies (also referred to as Aboriginal and Torres Strait Islander studies) has a double identity in the Australian education system, consisting of the education of Indigenous students and education of all students about Aboriginal and Torres Strait Islander cultures and histories. Through explanations of the history of the inclusion of Aboriginal and Torres Strait Islander musics in Australian music education, this article critiques ways in which these musics have been positioned in relation to a number of agendas. These include definitions of Aboriginal and Torres Strait I
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Sularso, Sularso. "Pendekatan literasi musik: Upaya mengetahui persepsi mahasiswa pendidikan guru sekolah dasar tentang keragaman budaya musik Indonesia." Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan 10, no. 1 (2022): 1–7. http://dx.doi.org/10.30738/wd.v10i1.12745.

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Bagi mahasiswa pendidikan guru sekolah dasar, pembelajaran musik menjadi matakuliah wajib yang harus dituntaskan. Dalam masyarakat multikultural, siswa pendidikan guru sekolah dasar harus memahami khasanah musik Indonesia secara baik. Persoalannya adalah mahasiswa pendidikan guru sekolah dasar tidak secara spesifik mengambil jurusan musik, sehingga rata-rata mereka tidak memiliki pengetahuan literasi musik secara memadai. Perspektif literasi musik tradisional ini dimaksudkan untuk membantu mahasiswa sekolah dasar dalam memahami hubungan antara musik tradisional dan pendidikan musik multikultur
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Volk, Terese M. "Folk Musics and Increasing Diversity in American Music Education: 1900-1916." Journal of Research in Music Education 42, no. 4 (1994): 285–305. http://dx.doi.org/10.2307/3345737.

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From 1900 to 1916, the demographic makeup of the United States changed radically due to the heavy influx of people from Southern and Eastern Europe, and the schools, in particular, felt the impact of this immigration. Many music educators, like their colleagues in general education, found themselves facing an increasingly multicultural classroom for the first time. As a result of their efforts to help Americanize their immigrant students, music educators gradually came to know and accept folk songs and dances from many European countries and to make use of musics from these countries in music
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Berdiyevich, Panjiyev Qurbonniyoz. "ORGANIZATION OF INDEPENDENT EDUCATIONAL ACTIVITIES OF MUSIC EDUCATION STUDENTS IN HIGHER PEDAGOGICAL EDUCATION." European International Journal of Pedagogics 4, no. 12 (2024): 95–98. https://doi.org/10.55640/eijp-04-12-20.

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This article considers the issues of effective organization of independent educational activities of music education students in the system of higher pedagogical education. The importance of independent education in the educational process, its role in developing students' creative thinking, musical analysis skills, and methodological approaches are analyzed. The article also describes methods for involving students in independent education using innovative technologies, interactive methods, and digital tools. Pedagogical experiences and practice results in the formation of students' independe
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X., Shermatova. "A LOOK AT THE MUSIC EDUCATION IN SCHOOLS: FORMS AND METHODS OF MUSIC EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (2021): 253–58. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-45.

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Kwami, Robert. "Non-Western Musics in Education: Problems and Possibilities." British Journal of Music Education 15, no. 2 (1998): 161–70. http://dx.doi.org/10.1017/s0265051700009311.

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The recent explosion in ‘world musics’ can be seen as a positive element for music education; but a failure to adopt a well-grounded and consensual approach in British educational institutions may well signal problems for the future of music as a curriculum subject. This paper problematises the use of non- Western musics in schools and colleges, it recognises the need for a more thorough conceptual stance and a reappraisal of the music curriculum and, among a number of options, suggests an anti-racist and intercultural perspective as a possible way forward.
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Kane, Jan. "Music Education." International Journal of the Humanities: Annual Review 5, no. 10 (2008): 95–104. http://dx.doi.org/10.18848/1447-9508/cgp/v05i10/42250.

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Dissertations / Theses on the topic "Music education"

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Forari, Antonia. "The voices of Cypriot music education : a sociology of music education." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10006665/.

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Monitoring the processes through which upper secondary music education in Cyprus is constructed calls for articulation of the meanings of four groups of key actors. These actors are involved in music education's journey from education policy contexts to curriculum contexts. They include, firstly, the policymakers of the Cyprus Ministry of Education, who form policy and present this as curriculum ideologies, mainly in the official rhetorical curriculum. Second, the music inspector (for which there is only one post in Cyprus) has the main responsibility of interpreting, adapting and embodying th
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Heinrich, Lisa M. "MULTICULTURAL MUSIC EDUCATION: SECOND-GRADE STUDENTS’ RESPONSES TO UNFAMILIAR MUSICS." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1260496852.

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Thesis (M.M.)--Cleveland State University, 2009.<br>Abstract. Title from PDF t.p. (viewed on Dec. 15, 2009). Includes bibliographical references (p. 52-55). Available online via the OhioLINK ETD Center and also available in print.
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Thorgersen, Ketil. "Music from the Backyard : Hagström's Music Education." Doctoral thesis, Luleå tekniska universitet, Institutionen för musik och medier, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-40056.

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Dunn, Anne Maureen. "Music education : an adult education perspective." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019700/.

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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 t
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NGUYEN, DUY. "SOFTWARE FOR MUSIC EDUCATION." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/190713.

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Makonnen, Karyn. "The Interdisciplinary Approach: A Music Education Methods Course Component For Preservice Education and Music Education Majors." Bowling Green State University / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1421884052.

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Young, Sharon M. "Music teachers' attitudes, classroom environments, and music activities in multicultural music education /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794066543544.

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Stock, Carolyn D. "Perspectives in music education and arts education : the role of National standards for arts education in music education policy reform /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p1413024.

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Thesis (M.A.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 74-75). Also available for download via the World Wide Web; free to University of Oregon users.
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Paton, Rod. "The process of renewal in music and music education." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307250.

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Books on the topic "Music education"

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

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João, Hermida, and Ferreo Mariana, eds. Music education. Nova Science, 2009.

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Fletcher, Peter. Education and music. Oxford University Press, 1987.

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Nadolinskaya, Tat'yana, Lyudmila Rapackaya, and Igor' Krasil'nikov. Music education technologies. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1171998.

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The textbook reveals the theoretical foundations of the use of music education technologies in secondary schools. The ways of implementing technologies in various types of musical activity are described and characterized, the main methods of diagnosing the musical development of schoolchildren are revealed, the ways of interaction of musical and theatrical pedagogy in regular and extracurricular activities are revealed, the multifunctional nature of the professional activity of a teacher-musician based on the use of integrated theatrical technologies is shown. The manual includes six chapters,
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Kelman, Kristina. Entrepreneurial Music Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37129-6.

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Feldman, Evan, Ari Contzius, Mitchell Lutch, Katarzyna (Kasia) Bugaj, and Frank L. Battisti. Instrumental Music Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429028700.

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Louise, Head, and Throp Claire, eds. Music education yearbook. Rhinegold, 1999.

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Arts Council of Great Britain. Music education policy. Arts Council of Great Britain, 1986.

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Department of Education and Science. Arts education: Music. Stationery Office, 2000.

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Green, Lucy. Music, gender, education. Cambridge University Press, 1997.

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Book chapters on the topic "Music education"

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Lines, David. "Praxial Music Education." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-287-532-7_682-1.

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Aróstegui, José Luis. "Music vs. Education." In Educating Music Teachers for the 21st Century. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_8.

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Hughes, Diane, Mark Evans, Guy Morrow, and Sarah Keith. "Popular Music Education." In The New Music Industries. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40364-9_6.

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Bruin, Leon de. "Instrumental Music Education." In The Routledge Companion to Creativities in Music Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003248194-51.

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Williams, David A. "Reimagining Music Education." In Points of Disruption in the Music Education Curriculum, Volume 2. Routledge, 2024. http://dx.doi.org/10.4324/9781003410669-7.

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Human, René, and Emily Achieng' Akuno. "Indigenising music education." In Decolonising and Indigenising Music Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003288923-7.

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Lines, David. "Praxial Music Education." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-287-532-7_682-1.

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King, Andrew. "Audio Education." In Music, Technology, Innovation. Routledge, 2024. http://dx.doi.org/10.4324/9781003041474-13.

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Huynh, Tina A. "Vietnamese Music in World Music Education." In Remembering Musical Childhoods in Vietnam. Routledge, 2024. http://dx.doi.org/10.4324/9781003363187-2.

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Feldman, Evan, and Ari Contzius. "The Music Budget." In Instrumental Music Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429028700-26.

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Conference papers on the topic "Music education"

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D'Acierno Canonici Cammino, Maria Rosaria. "Music in Education and in Therapy." In 28th World Multi-Conference on Systemics, Cybernetics and Informatics. International Institute of Informatics and Cybernetics, 2024. http://dx.doi.org/10.54808/wmsci2024.01.325.

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Raphael, Christopner. "Face the Music: Summarizing Unscripted Music Practice from Audio." In 6th International Special Session on Computer Supported Music Education. SCITEPRESS - Science and Technology Publications, 2025. https://doi.org/10.5220/0013493800003932.

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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 e
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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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Ionova, Olena, and Svitlana Luparenko. "SPECIFIC FEATURES OF MUSIC EDUCATION IN WALDORF SCHOOL." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s08.086.

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The article authors reveal the specific features of music education in Waldorf school. Based on theoretical methods (synthesis and analysis of scientific and educational sources) and empirical methods (observation, survey, conversation, study of the academic results of schoolchildren�s activities etc.), the general tendencies of modern Waldorf education, as well as the specific features of organizing the educational process in Waldorf school and music education, in particular, have been identified. The general tendencies of modern Waldorf education are: integration of Waldorf education into th
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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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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 i
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Sandra, Pereira Gomes, and Rodrigues Durval. "Enhancing early childhood music education through interactive learning objects." In International conference Czech republic and lusophonic countries 2024: Education, art and digital technology in teaching. University of West Bohemia, Czech Republic, 2024. http://dx.doi.org/10.24132/zcu.2024.12426.67-68.

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Introducing interactive learning objects into early childhood music education revolutionizes how young learners engage with music, emphasizing creativity and cognitive growth. This research evaluates the impact of such tools on enhancing musical understanding and appreciation beyond traditional methods. By incorporating interactive games and digital resources, educators can offer immersive experiences that bridge pedagogical gaps in teaching complex musical concepts. These innovative approaches encourage children to explore music through play, significantly boosting their engagement and foster
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Horsley, Stephanie, and Janice Waldron. "Challenging Music Education." In the 8th International Conference. ACM Press, 2017. http://dx.doi.org/10.1145/3097286.3097329.

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Hess, Juliet. "Music Education and the Colonial Project: Stumbling Toward Anticolonial Music Education." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1567504.

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Reports on the topic "Music education"

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Dairianathan, Eugene, Larry Francis Hilarian, Peter Stead, Chee Hoo Lum, and Hoon Hong Ng. Learning through popular music, lessons for the general music programme syllabus in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27422.

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This project sought to investigate the identity, role and function of popular music within classroom-based education in Singapore. Popular music is characterised by: (i) lnterdisclplinarity (music, dance, poetry, theatre, etc); (ii) It suffuses the lives of school-going youth in their out-of-school curriculum. (iii) Skill acquisition is frequently gained through more informal learning than is usual in institutional settings (Green, 2002). (iv) Participation in popular music by various communities seems to cut across ethnic, religious and age boundaries, which makes popular music participation
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Näslund-Hadley, Emma, María Mercedes Mateo-Berganza Díaz, Emma Strother, and Danielle S. Parrillo. The Power of Music Education: Unlocking the Talent of Latin American and Caribbean Youth. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005159.

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The IDB supports youth empowerment through music education in Latin America and the Caribbean. This note draws on conversations with beneficiaries, project team leaders, and partner organizations about music as an engine of social inclusion and economic development. It highlights successful initiatives, including a program focused on music entrepreneurship among young people in Colombia, an all-female orchestra and a choir for women's rights in Guatemala, young luthiers crafting stringed instruments in Peru, and a program preventing violence through music education for children and their famil
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Zuo, Lingyan, Fengting Zhu, Rui Wang, Hongyan Shuai, and Xin Yu. Music intervention affects the quality of life on Alzheimer’s disease: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.12.0055.

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Review question / Objective: Inclusion criteria: population: 1) A randomized controlled study on the impact of music intervention on the QOL of patients with AD; 2) The participants in this study is patients with AD; 3) There is no significant difference among age, gender and education background in sorted groups before analysis which make these groups comparable; intervention: 1)Intervention Modality Music-based intervention; comparison: 1) All data were sorted into two groups: the music intervention group and the control group without any music intervention; outcome: 1) The indicators evalua
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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, 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 ce
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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, 2000. http://dx.doi.org/10.15760/etd.1100.

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Nucera, Diana J., and Catalina Vallejo. Media-making Pedagogies for Empowerment & Social Change: An Interview with Diana J. Nucera (AKA Mother Cyborg). Just Tech, Social Science Research Council, 2022. http://dx.doi.org/10.35650/jt.3022.d.2022.

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" As part of our “What Is Just Tech?” series, we invited several social researchers–scholars, practitioners, artists, and activists—to respond to a simple yet fundamental question: “What is just technology?” This interview was conducted by Just Tech program officer Catalina Vallejo, who spoke with Diana J. Nucera, AKA Mother Cyborg, a multimedia artist, educator, and organizer based in Detroit, Michigan. Nucera (she/her) uses music, performance, DIY publishing, community-organizing tactics, and popular education methods to elevate collective technological consciousness and agency. Her art draw
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Kiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn, and Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4629.

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This paper outlines the importance of using Augmented Reality (AR) in physics education at the university as a valuable tool for visualization and increasing the attention and motivation of students to study, solving educational problems related to future professional activities, improving the interaction of teachers and students. Provided an analysis of the types of AR technology and software for developing AR apps. The sequences of actions for developing the mobile application AR Physics in the study of topics: “Direct electronic current”, “Fundamentals of the theory of electronic circuits”.
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Nyman, Matt, Nancy Staus, and Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency o
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Maiorino, Alexandre, William D'Andrea Fonseca, Ranny L. X. N. Michalski, and Olavo M. Silva. Book Reviews: Concert Halls and Opera Houses; Acoustic Array Systems: Theory, Implementation, and Application; Architectural Acoustics; and Acoustics - A Textbook for Engineers and Physicists (Vols. I & II). Sociedade Brasileira de Acústica, 2023. https://doi.org/10.55753/aev.v38e55.253.

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This text brings together four essential book reviews for professionals and students interested in acoustics, vibrations, and audio. The selected works range from fundamental principles to advanced applications, offering a comprehensive overview of subjects such as signal processing, microphone arrays, architectural acoustics, and practical studies. The first work, Concert Halls and Opera Houses: Music, Acoustics and Architecture by Leo Beranek, explores the relationship between musical art and the design of performance venues, highlighting how acoustics directly affects the listener’s experie
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McIntyre, Phillip, Susan Kerrigan, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Coffs Harbour. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.208028.

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Coffs Harbour on the north coast of NSW is a highway city sandwiched between the Great Dividing Range and the Pacific Ocean. For thousands of years it was the traditional land of the numerous Gumbaynggirr peoples. Tourism now appears to be the major industry, supplanting agriculture and timber getting, while a large service sector has grown up around a sizable retirement community. It is major holiday destination. Located further away from the coast in the midst of a dairy farming community, Bellingen has become a centre of alternative culture which relies heavily on a variety of festivals act
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