Log in

Relevant bibliographies by topics / Music School music Motivation (Psychology) in children / Journal articles

To see the other types of publications on this topic, follow the link: Music School music Motivation (Psychology) in children.

Journal articles on the topic 'Music School music Motivation (Psychology) in children'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Music School music Motivation (Psychology) in children.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Degé, Franziska, and Gudrun Schwarzer. "The influence of an extended music curriculum at school on academic self-concept in 9- to 11-year-old children." Musicae Scientiae 22, no. 3 (2017): 305–21. http://dx.doi.org/10.1177/1029864916688508.

Full text

Abstract:

Cognitive transfer effects of music lessons on several cognitive abilities such as IQ (Schellenberg, 2004) or language skills (Moreno et al., 2009) have been reported. Beyond that, also conative transfer effects (i.e., motivational aspects like perseverance) of music lessons have been revealed. One such conative transfer has been found for academic self-concept (Degé, Wehrum, Stark, & Schwarzer, 2014). Self-concept describes the evaluations a person holds about him/herself. However, this study was correlational. Hence, it remains unclear whether music lessons influence academic self-concep

APA, Harvard, Vancouver, ISO, and other styles

2

Ćalić, Maja, and Miomira Đurđanović. "Family and Its Role in the Cultivation and Preservation of Traditional Folk Music at Junior Primary School Age." International Journal of Cognitive Research in Science, Engineering and Education 8, no. 3 (2020): 103–12. http://dx.doi.org/10.23947/2334-8496-2020-8-3-103-112.

Full text

Abstract:

The cultivation of folk tradition begins in the family, and continues in a systematic and organized way in school as a certainly important task in the education and upbringing of children of junior primary school age. Factors contributing to the realization of this task include: a) school; b) family, and c) other out-of-school factors. Starting from the fact that the cooperation between one’s family and school should be based on partnership, and that learning about traditional folk music requires coordinated action, authors organized a survey aimed at: 1) examining the extent to which the cult

APA, Harvard, Vancouver, ISO, and other styles

3

Freer, Elisabeth, and Paul Evans. "Choosing to study music in high school: Teacher support, psychological needs satisfaction, and elective music intentions." Psychology of Music 47, no. 6 (2019): 781–99. http://dx.doi.org/10.1177/0305735619864634.

Full text

Abstract:

High school students do not value music education highly, nor do they see it as a useful part of their academic pathways. When music becomes an elective subject, low enrolment in elective classes is seen as a challenge for music educators. This study aimed to further investigate this issue by examining the motivational climate of the music classroom, including the perceptions of the music teacher, in the development of student motivation for music. It also examined how these motivational factors influenced students’ intentions to take music as an elective subject. A hypothesized model based on

APA, Harvard, Vancouver, ISO, and other styles

4

Schatt, Matthew D. "Middle school band students’ self-determination to practice." Psychology of Music 46, no. 2 (2017): 208–21. http://dx.doi.org/10.1177/0305735617705008.

Full text

Abstract:

The purposes of this study were to examine factors that motivate middle school band students to practice their instrument and to validate a researcher-modified survey instrument for use with middle school music students, using self-determination theory as a theoretical lens. Fifth (10–11 years old, n = 444) and eighth grade (13–14 years old, n = 352) band students from the state of Ohio, United States’ public school districts completed a researcher-modified questionnaire that was used to collect data to determine (a) students’ levels of self-determination for practicing their instrument, (b) t

APA, Harvard, Vancouver, ISO, and other styles

5

Ivanov, Vesna K., and John G. Geake. "The Mozart Effect and Primary School Children." Psychology of Music 31, no. 4 (2003): 405–13. http://dx.doi.org/10.1177/03057356030314005.

Full text

Abstract:

This study found some evidence for the existence of a Mozart Effect with upper-primary school-aged children in a school setting. Scores on a Paper Folding Task (PFT) for a class which listened to Mozart during testing were significantly higher than the PFT scores of a control class. Moreover, a similar result was obtained for another class which listened to Bach during testing. The musical educational experience of the children, ascertained by a Musical Background Questionnaire, did not significantly contribute to the variance in PFT scores. We believe that this study is the first to find a Mo

APA, Harvard, Vancouver, ISO, and other styles

6

Costa-Giomi, Eugenia. "Mode Discrimination Abilities of Pre-School Children." Psychology of Music 24, no. 2 (1996): 184–98. http://dx.doi.org/10.1177/0305735696242010.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Evans, Paul, and Mark Y. Liu. "Psychological Needs and Motivational Outcomes in a High School Orchestra Program." Journal of Research in Music Education 67, no. 1 (2018): 83–105. http://dx.doi.org/10.1177/0022429418812769.

Full text

Abstract:

Motivation has formed a core strand of research in music education, reflecting its importance in educational psychology and other skill-based performance domains. Understanding motivation is crucial for explaining students’ achievement, performance, well-being, and intentions to continue participation in (or drop out of) music learning throughout school and into adulthood. In the present study, we addressed the need to better understand motivation in music education by examining the impact of psychological needs satisfaction and frustration in a high school orchestra program. Psychological nee

APA, Harvard, Vancouver, ISO, and other styles

8

Bautista, Alfredo, Guo-Zheng Toh, and Joanne Wong. "Primary school music teachers’ professional development motivations, needs, and preferences: Does specialization make a difference?" Musicae Scientiae 22, no. 2 (2016): 196–223. http://dx.doi.org/10.1177/1029864916678654.

Full text

Abstract:

There is widespread agreement that one-size-fits-all professional development (PD) has limited potential to foster teacher learning and that PD should be ‘responsive’ to the demands of teachers with different profiles. The purpose of this exploratory study was to analyze the PD motivations, needs, and preferences of Singapore primary school music teachers according to their level of specialization in music education. This variable has been relatively unexplored within the field of music-teacher PD. A nationwide survey was run to collect the data. Participants were 286 primary music teachers (a

APA, Harvard, Vancouver, ISO, and other styles

9

Barrett, Margaret S., Katie Zhukov, Joanne E. Brown, and Graham F. Welch. "Evaluating the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music." Psychology of Music 48, no. 1 (2018): 120–36. http://dx.doi.org/10.1177/0305735618790355.

Full text

Abstract:

This article reports on the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music. Singing tests and class surveys were administered to students in 11 Australian primary schools where music specialists mentored classroom teachers over the period of one to two school terms. The results show that implementing music activities in early education settings can positively impact young children’s singing skills and attitudes to music regardless of gender, ethnicity and socio-economic standing of the school. The study provides empir

APA, Harvard, Vancouver, ISO, and other styles

10

Mawang, Lucy L., Edward M. Kigen, and Samuel M. Mutweleli. "Achievement goal motivation and cognitive strategies as predictors of musical creativity among secondary school music students." Psychology of Music 48, no. 3 (2018): 421–33. http://dx.doi.org/10.1177/0305735618805837.

Full text

Abstract:

The purpose of this study was to (a) establish the relationships among achievement goal motivation, cognitive learning strategies, and musical creativity; (b) determine the best predictors of musical creativity among the study variables. Participants ( N = 201) were secondary school music students in Kenya. Two self-report measures, the Achievement Goal Questionnaire-Revised (AGQ-R) and Motivated Strategies for Learning Questionnaire (MSLQ) were used in data collection for the independent variables. Musical creativity was measured by a creative composition task and evaluated according to four

APA, Harvard, Vancouver, ISO, and other styles

11

Šečkuvienė, Henrika. "Education of Children Gifted in Music: Experience of Teachers of Vilnius Choir Singing School “Liepaitės”." Pedagogika 115, no. 3 (2014): 247–57. http://dx.doi.org/10.15823/p.2014.041.

Full text

Abstract:

Objective of this survey is to detect experience of teachers working with children gifted in music. 8 teachers from Vilnius choir singing school “Liepaitės” have participated in this survey. Teachers representing different education stages and subjects were selected to identify overall picture of experience in education of children gifted in music. Semi-structured interview was employed to reveal in-depth experience from teacher‘s position, understand his position, feelings, how he works with children gifted in music. Thematic analysis method was employed for data analysis. Thee most significa

APA, Harvard, Vancouver, ISO, and other styles

12

Kawase, Satoshi, and Jun’ichi Ogawa. "Group music lessons for children aged 1–3 improve accompanying parents’ moods." Psychology of Music 48, no. 3 (2018): 410–20. http://dx.doi.org/10.1177/0305735618803791.

Full text

Abstract:

This study investigated the improvement in parents’ moods when attending group music lessons targeting their children aged 1–3 years. A questionnaire survey of parents’ moods was conducted under three conditions: immediately before and after the lesson, and on a non-lesson day. Results suggested that group music lessons for children enhanced parents’ positive mood and reduced anxiety. Thus, even peripheral participation in children’s group music lessons can be beneficial for parents. In addition, such mood improvements were more significant in the parents whose everyday state anxiety was high

APA, Harvard, Vancouver, ISO, and other styles

13

Furnham, Adrian, and Rebecca Stephenson. "Musical distracters, personality type and cognitive performance in school children." Psychology of Music 35, no. 3 (2007): 403–20. http://dx.doi.org/10.1177/0305735607072653.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Garrett, Bethan. "Confronting the challenge: The impact of whole-school primary music on generalist teachers’ motivation and engagement." Research Studies in Music Education 41, no. 2 (2019): 219–35. http://dx.doi.org/10.1177/1321103x18814579.

Full text

Abstract:

The motivation of teachers represents an emergent area of research within psychology, where the complex and fluid nature of practitioner engagement is increasingly recognised. Underpinned by psycho-social theories, this article explores the potential of socially-situated structures and processes to develop and maintain generalist teachers’ personal involvement with music. Data is utilised from a broad, qualitative project, which involved seven case study schools in the UK, although the story of one institution is prioritised; this represents a positive example in which the school’s leadership

APA, Harvard, Vancouver, ISO, and other styles

15

Hallam, Susan, Andrea Creech, Maria Varvarigou, and Ioulia Papageorgi. "Gender differences in musical motivation at different levels of expertise." Psychology of Music 48, no. 5 (2018): 657–73. http://dx.doi.org/10.1177/0305735618815955.

Full text

Abstract:

Recently, models have been developed that recognise the complexity of motivation. These set out the interactions that occur between environmental (cultural, institutional, familial, educational) and internal factors (cognition and affect) enhancing or reducing motivation. Despite this we know very little about gender differences in motivation in relation to playing an instrument. The current study aimed to address this issue, exploring gender differences in motivation and whether these changed as expertise developed. A total of 3325 children ranging in level of expertise from beginner through

APA, Harvard, Vancouver, ISO, and other styles

16

Neiman, Zohar. "Teaching Specific Motor Skills for Conducting to Young Music Students." Perceptual and Motor Skills 68, no. 3 (1989): 847–58. http://dx.doi.org/10.2466/pms.1989.68.3.847.

Full text

Abstract:

This report describes a specific technique which enables young music students to acquire basic motor skills essential for conducting. 18 adolescents ranging in age from 10 to 17 yr. were trained for one school year (about 9 months) to improve their manual motor performance. The systematic training, entitled preconducting, consisted of performing various repetitive combinations of certain continuous and punctuated, circular and linear movements, with the aim of making these skills as automatic as possible. The motor achievements were analyzed qualitatively and success depended more on motivatio

APA, Harvard, Vancouver, ISO, and other styles

17

Owens, Peter. "The Contemporary Composer in the Classroom." British Journal of Music Education 3, no. 3 (1986): 341–52. http://dx.doi.org/10.1017/s0265051700000826.

Full text

Abstract:

This article is a revised version of a talk given by the author before an international symposium on music education in Hortos, Greece, in 1985. It considers the current state of modern music, suggesting that there have been some important changes in direction since the avant-garde styles of the 1950s and 1960s; and it reflects on some of the implications of these changes for secondary-school music teaching.Some proposals are made for factors likely to facilitate the success of contemporary music which children hear or perform. In the original talk these points were illustrated with recorded e

APA, Harvard, Vancouver, ISO, and other styles

18

Sims, Wendy L. "Movement Responses of Pre-School Children, Primary Grade Children, and Pre-Service Classroom Teachers to Characteristics of Musical Phrases." Psychology of Music 16, no. 2 (1988): 110–27. http://dx.doi.org/10.1177/0305735688162002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Sakai, Winfried. "Music Preferences and Family Language Background." Journal of Research in Music Education 59, no. 2 (2011): 174–95. http://dx.doi.org/10.1177/0022429411406172.

Full text

Abstract:

Turkish migrants are the largest national group in Germany. Nevertheless, neither in music psychology research nor in intercultural research can empirical data on the music preferences of Turkish-German primary schoolchildren in the migrational context be found. This study thus examined the music preference responses of children with Turkish language backgrounds, who were at the end of primary school education, to music examples representing the differences between occidental and oriental music systems. A total of 267 children participated in an investigation in the city of Ludwigshafen am Rhe

APA, Harvard, Vancouver, ISO, and other styles

20

Dada, Akintunde Oluseyi, Owoade Philip Adeleke, Samson Akinwumi Aderibigbe, Michael Adeife Adefemi, and Martina Ayibeya Apie. "Music Therapy in Enhancing Learning Attention of Children with Intellectual Disability." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 4 (2021): 363–67. http://dx.doi.org/10.6000/2292-2598.2021.09.04.2.

Full text

Abstract:

Inattention is one of the significant problems that inhibit learning among children with intellectual disabilities. However, several strategies and therapies have been developed to solve the problem. This study, therefore, investigates the effectiveness of music therapy in enhancing attention among children with intellectual disability. A pretest-posttest control experimental research design was adopted. The experiment was carried out for six weeks using Music Therapy Treatment Package on 24 children with intellectual disability that were randomly selected Modupe Cole Momerial Childcare and Tr

APA, Harvard, Vancouver, ISO, and other styles

21

Lee, Calvin KC, and Bo-Wah Leung. "Factors in the motivations of studio-based musical instrument learners in Hong Kong: An in-depth interview study." International Journal of Music Education 38, no. 3 (2020): 400–414. http://dx.doi.org/10.1177/0255761420926663.

Full text

Abstract:

In this study, we investigated the factors affecting the motivation of studio-based instrumental learners in Hong Kong. We interviewed a total of 13 participants who learnt the violin and/or the piano. We analyzed the interview data by selective coding accordingly to the three basic needs in the conceptual framework of Basic Psychology Needs Theory, which is one of the mini-theories from Self-Determination Theory. The thematization of basic needs are (1) autonomy, (2) relatedness, and (3) competency. We found relatedness and competence were more related to our participants. This study contribu

APA, Harvard, Vancouver, ISO, and other styles

22

Kurkina, Snezhana. "FORMATION AND DEVELOPMENT OF INTELLECTUAL ABILITIES OF PRIMARY SCHOOL STUDENTS IN MUSIK LESSONS." Academic Notes Series Pedagogical Science 1, no. 192 (2021): 92–96. http://dx.doi.org/10.36550/2415-7988-2021-1-192-92-96.

Full text

Abstract:

The article analyzes different approaches and views on the possibilities of effective development of intellectual abilities of primary school students in music lessons. In this context, the author emphasizes the special importance of music, creative and performing activities. Also, the article provides an overview of the results of the study of the level of acquisition of various intellectual skills that were identified during music lessons among primary school students. It was found that the most important aspect of the development of intellectual abilities and skills in children of primary s

APA, Harvard, Vancouver, ISO, and other styles

23

Cohrdes, Caroline, Lorenz Grolig, and Sascha Schroeder. "The development of music competencies in preschool children: Effects of a training program and the role of environmental factors." Psychology of Music 47, no. 3 (2018): 358–75. http://dx.doi.org/10.1177/0305735618756764.

Full text

Abstract:

The present study investigated the development and training of music competencies in children in transition from kindergarten to school. In an intervention study with three experimental groups (music training, language training, no training) we investigated music performances of N = 202 5-year-old children before and after a period of 6 months. Results indicate substantial improvement in several low- and high-level musical competencies independent of children’s participation in one of the training groups. In addition, the music training group improved significantly more in their tonal discrimi

APA, Harvard, Vancouver, ISO, and other styles

24

Vidal, Maria Manuel, Marisa Lousada, and Marina Vigário. "Music effects on phonological awareness development in 3-year-old children." Applied Psycholinguistics 41, no. 2 (2020): 299–318. http://dx.doi.org/10.1017/s0142716419000535.

Full text

Abstract:

AbstractMusic and language engage similar processing mechanisms, including auditory processing and higher cognitive functions, recruiting partially overlapping brain structures. It has been argued that both are related in child development and that linguistic functions can be positively influenced by music training above 4-years-old. In this randomized control study, with a test–training–retest methodology, 44 children (3–4 years old) were assessed with a phonological awareness test, prior and after an intervention period of a school year with weekly music classes (experimental group, n = 23)

APA, Harvard, Vancouver, ISO, and other styles

25

Cogo-Moreira, Hugo, and Alexandra Lamont. "Multidimensional measurement of exposure to music in childhood: Beyond the musician/non-musician dichotomy." Psychology of Music 46, no. 4 (2017): 459–72. http://dx.doi.org/10.1177/0305735617710322.

Full text

Abstract:

Much research in music psychology characterizes the music background of its participants in a dichotomous manner, labeling participants as “musicians” and “non-musicians” or professionals and non-professionals. However, this terminology is inconsistent from study to study, and even more sophisticated measures fail to accurately represent music experiences; moreover, there is no standardized measure suitable for use with younger participants. This article presents a new measure, the Exposure to Music in Childhood Inventory, for capturing the amount and type of exposure to music activities suita

APA, Harvard, Vancouver, ISO, and other styles

26

Martinovic Bogojevic, Jelena. "Encouraging Musical Creativity in Montenegrin Primary Education – A Case Study." Central European Journal of Educational Research 3, no. 1 (2021): 27–35. http://dx.doi.org/10.37441/cejer/2021/3/1/9348.

Full text

Abstract:

The need to change the paradigm of music education, which primarily relies on performing and listening to music, implies a more systematic introduction of activities that would enable the direct involvement of children in the exploration of sounds and the creation of their own music. By analysing the curricula and textbooks for music education in Montenegrin primary schools, as well as examining the attitudes of teachers about the realisation of musical creativity in teaching practice, it was found that these activities are not given enough attention. In order to introduce innovations in pract

APA, Harvard, Vancouver, ISO, and other styles

27

Morozova, Nina W., and Irina A. Rastopina. "Studying and Development of the Musical Educational Needs of the Participants of the Pedagogical Process in the Children’s School of Arts." Musical Art and Education 7, no. 2 (2019): 155–76. http://dx.doi.org/10.31862/2309-1428-2019-7-2-155-176.

Full text

Abstract:

During the public discussion of the development of additional music education in Russia, the authors of the article propose to turn to the study of the basic and musical-educational needs of students and other participants in the pedagogical process in the children’s art school. The focus of attention is the village school of art or the music school on the outskirts of the big city, serving as one of the few cultural centers in the area and in need of active support from parents and the public. The authors analyze the basic needs of students and their satisfaction in the process of music educa

APA, Harvard, Vancouver, ISO, and other styles

28

Cropper, Kate, and Jo Godsal. "The useless therapist: music therapy and dramatherapy with traumatised children." Therapeutic Communities: The International Journal of Therapeutic Communities 37, no. 1 (2016): 12–17. http://dx.doi.org/10.1108/tc-07-2014-0026.

Full text

Abstract:

Purpose – The purpose of this paper is to discuss the use of music therapy and dramatherapy with traumatised children in a residential school through examining the therapists’ experience of feeling useless. Design/methodology/approach – Using clinical examples, the paper explores the therapists’ feelings of uselessness and how this experience informs and enables the progression of the work. Findings – The paper suggests that feelings of uselessness are a necessary and useful part of the clinical process when working with traumatised children. Originality/value – This paper offers an insight in

APA, Harvard, Vancouver, ISO, and other styles

29

Martin, Andrew J. "Motivation and engagement in diverse performance settings: Testing their generality across school, university/college, work, sport, music, and daily life." Journal of Research in Personality 42, no. 6 (2008): 1607–12. http://dx.doi.org/10.1016/j.jrp.2008.05.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Talalienė, Živilė, and Henrika Šečkuvienė. "Expression of Leadership Skills of Music Teacher." Pedagogika 119, no. 3 (2015): 134–46. http://dx.doi.org/10.15823/p.2015.029.

Full text

Abstract:

Leadership in contemporary society is perceived as a process, which contributes to efficient solution of constantly emerging problems in business, pedagogical and social spheres. Over the last period a rapid progress of science and various technologies has been observed and leadership has acquired a significant status in education as well. To make leadership a natural phenomenon at school, there is a need for a harmoniously functioning link: authorities-leaders; teachers - leaders, who should educate a new generation of school learners-leaders. A teacher of music or a leader of music collectiv

APA, Harvard, Vancouver, ISO, and other styles

31

Cook, Anna, Jane Ogden, and Naomi Winstone. "The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children." Autism 23, no. 4 (2018): 933–42. http://dx.doi.org/10.1177/1362361318787793.

Full text

Abstract:

Children with autism are more likely to be socially excluded than their neurotypical peers. Since the majority of children with autism attend mainstream schools, interventions are needed to improve the attitudes and behaviours of their peers. Many studies highlight the influence of contact on positive attitudes and reduced discrimination. Group music-making provides an ideal opportunity for positive contact to occur in the classroom. This study evaluated the impact of music-based contact with autistic peers on the attitudes, emotions and behaviours of neurotypical children. Changes in those wi

APA, Harvard, Vancouver, ISO, and other styles

32

Kim, Hyun-Sil, and Hun-Soo Kim. "Effect of a musical instrument performance program on emotional intelligence, anxiety, and aggression in Korean elementary school children." Psychology of Music 46, no. 3 (2017): 440–53. http://dx.doi.org/10.1177/0305735617729028.

Full text

Abstract:

The purpose of this study was to determine the effects of a musical instrument performance program on emotional intelligence, anxiety, and aggression in Korean elementary school children. A quasi-experimental study design was employed, in which the experimental group ( n = 30) received a weekly group musical instrument performance class with a regular music class, and the control group ( n = 30) received only a regular music class that is part of the elementary school curriculum. We measured emotional intelligence, anxiety, and aggression at the beginning and end of the 24-week intervention us

APA, Harvard, Vancouver, ISO, and other styles

33

Gromko, Joyce E., and Allison Smith Poorman. "Does Perceptual-Motor Performance Enhance Perception of Patterned Art Music?" Musicae Scientiae 2, no. 2 (1998): 157–70. http://dx.doi.org/10.1177/102986499800200204.

Full text

Abstract:

The purpose of this study was to compare children's ability to perceive form in patterned art music after listening to music under one of two conditions: map-reading versus perceptual-motor performance. Twenty-nine upper-elementary children from a private school in a midwestem city in America participated in the study, with 15 children in the map-reading group and 14 in the perceptual-motor group. Map-reading children scored a mean of 6.80 (SD = 2.96) out of a possible 12 points on the Form Perception test; children from the perceptual-motor performance condition scored a mean of 9.93 (SD = 1.

APA, Harvard, Vancouver, ISO, and other styles

34

Williams, Kate E., and Donna Berthelsen. "Implementation of a rhythm and movement intervention to support self-regulation skills of preschool-aged children in disadvantaged communities." Psychology of Music 47, no. 6 (2019): 800–820. http://dx.doi.org/10.1177/0305735619861433.

Full text

Abstract:

Self-regulation skills are an important predictor of school readiness and early school achievement. Research identifies that experiences of early stress in disadvantaged households can affect young children’s brain architecture, often manifested in poor self-regulatory functioning. Although there are documented benefits of coordinated movement activities to improve self-regulation, few interventions have focused exclusively on music and rhythmic activities. This study explores the effectiveness of a preschool intervention, delivered across 8 weeks, which focused on coordinated rhythmic movemen

APA, Harvard, Vancouver, ISO, and other styles

35

Demorest, Steven, Bryan Nichols, and Peter Q. Pfordresher. "The effect of focused instruction on young children’s singing accuracy." Psychology of Music 46, no. 4 (2017): 488–99. http://dx.doi.org/10.1177/0305735617713120.

Full text

Abstract:

The purpose of this study was to test the effect of daily singing instruction on the singing accuracy of young children and whether accuracy differed across four singing tasks. In a pretest-posttest design over seven months we compared the singing accuracy of kindergarteners in a school receiving daily singing instruction from a music specialist to a control school receiving no curricular music instruction. All children completed four singing tasks at the beginning and end of the study: matching single pitches, matching intervals, matching short patterns, and singing a familiar song from memor

APA, Harvard, Vancouver, ISO, and other styles

36

James, Clara E., Elise Dupuis-Lozeron, and Claude-Alain Hauert. "Appraisal of Musical Syntax Violations by Primary School Children." Swiss Journal of Psychology 71, no. 3 (2012): 161–68. http://dx.doi.org/10.1024/1421-0185/a000084.

Full text

Abstract:

In Western tonal music, musical phrases end with an explicit, highly expected, harmonic consequent. Primary school children were exposed to musical stimuli at two levels of complexity: children’s songs and polyphonic piano pieces. The endings (cadences) of all stimuli were either congruous or contained subtle or marked syntax violations, resulting in three levels of syntactic congruity. The children rated the endings of musical stimuli with respect to goodness of fit by drawing a crossbar through a continuous line stretching between a happy and a sad icon. All children, independent of age, rat

APA, Harvard, Vancouver, ISO, and other styles

37

Gruzelier, J. H., M. Foks, T. Steffert, M. J. L. Chen, and T. Ros. "Beneficial outcome from EEG-neurofeedback on creative music performance, attention and well-being in school children." Biological Psychology 95 (January 2014): 86–95. http://dx.doi.org/10.1016/j.biopsycho.2013.04.005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Zapata, Gloria P., and David J. Hargreaves. "The effects of musical activities on the self-esteem of displaced children in Colombia." Psychology of Music 46, no. 4 (2017): 540–50. http://dx.doi.org/10.1177/0305735617716756.

Full text

Abstract:

This article presents some of the results of a research project undertaken in a school located in a deprived neighbourhood of Bogotá, the capital of Colombia. The project investigated the effects of musical experiences on 6- to 8-year-olds’ social and musical development by means of a mixed-methods approach involving the children, their parents and teachers. The project comprised three studies, and this article reports the results of the first, an experimental intervention study which was carried out with two groups of 52 children. The experimental group followed an 18-week music programme of

APA, Harvard, Vancouver, ISO, and other styles

39

Tommis, Yvonne, and Della M. A. Fazey. "The Acquisition of the Pitch Element of Music Literacy Skills by 3-4-year-old Pre-school Children: A Comparison of Two Methods." Psychology of Music 27, no. 2 (1999): 230–44. http://dx.doi.org/10.1177/0305735699272016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Быков-Куликовский, Дмитрий Николаевич. "SEMANTIC APPROACH IN MUSIC AND ART EDUCATION." Tomsk state pedagogical university bulletin, no. 2(214) (March 24, 2021): 101–11. http://dx.doi.org/10.23951/1609-624x-2021-2-101-111.

Full text

Abstract:

Рассматривается возможность использования исторически сложившихся интонационных семантических стереотипов для развития творческой активности учащихся, мотивации познавательной учебной деятельности. Анализируются конкретные варианты использования «мигрирующих интонационных комплексов» для импровизации, сочинения, ансамблевого музицирования на музыкально-теоретических дисциплинах детских музыкальных школ (детских школ искусств), на музыкальных занятиях общеобразовательных школ и различных учреждениях дополнительного образования, включая дошкольное. Именно мотивация способствует достижению важней

APA, Harvard, Vancouver, ISO, and other styles

41

Rose, Dawn, Alice Jones Bartoli, and Pamela Heaton. "Measuring the impact of musical learning on cognitive, behavioural and socio-emotional wellbeing development in children." Psychology of Music 47, no. 2 (2017): 284–303. http://dx.doi.org/10.1177/0305735617744887.

Full text

Abstract:

This study investigated the effects of musical instrument learning on the concomitant development of cognitive, behavioural and socio-emotional skills in 38 seven- to nine-year-old children. Pre- and post-test measures of intelligence, memory, socio-emotional behaviour, motor ability and visual-motor integration were compared in children who received either extra-curricular musical training (EMT: n = 19) or statutory school music group lessons (SSM: n = 19). Results showed a significant association between musical aptitude and intelligence overall. The EMT group showed a significant increase i

APA, Harvard, Vancouver, ISO, and other styles

42

Barysheva, Tamara A. "“Emociograma” of Perception of Performing Interpretations of Musical Works by Primary School-age Children." Musical Art and Education 7, no. 3 (2019): 46–61. http://dx.doi.org/10.31862/2309-1428-2019-7-3-46-61.

Full text

Abstract:

In the article the results of an empirical express-research of features of impact of performing interpretation on the emotional sphere of primary school-age children are analyzed. The main coordinates of emotional experience of music – a modality, sign (valency), semantic space, intensity, dynamics, complexity level (monomodality – polymodality) and contents (intentionality), are considered. For the purpose of comparative analysis of perception results, performing versions of musical works С. Debussy’s Prelude “The wind on the plain” (electronic transcription in the arrangement of E. Artemyev

APA, Harvard, Vancouver, ISO, and other styles

43

Martin, Andrew J. "How domain specific is motivation and engagement across school, sport, and music? A substantive–methodological synergy assessing young sportspeople and musicians." Contemporary Educational Psychology 33, no. 4 (2008): 785–813. http://dx.doi.org/10.1016/j.cedpsych.2008.01.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Artan, Ismihan, and Gulden Uyanik Balat. "Recognition of Musical Instruments by Children between 4 and 6 Years of Age and Research concerning the Natural Sounds They Associate with Those Instruments." Contemporary Issues in Early Childhood 4, no. 3 (2003): 357–69. http://dx.doi.org/10.2304/ciec.2003.4.3.9.

Full text

Abstract:

Musical instruments help children to gain a lot of experience related to sounds and they play an important role in supporting skill development in children. In addition, with instruments children can create and explore their own music, rather than participate with and react to others. In this school-based research study 147 children were chosen randomly from among those who attended private kindergartens in high socio-economic areas in the city center of Ankara, Turkey. All children were aged between 4 and 6 years. The research methodology comprised a questionnaire to gather demographic inform

APA, Harvard, Vancouver, ISO, and other styles

45

Cunningham, Rodney T., A. Wade Boykin, and Brenda A. Allen. "Facilitating Diverse Learning Contexts and Content on Children’s (School-Relevant) Cognitive Performance: Effects of Music and Movement Expression." Journal of Cognition and Culture 17, no. 3-4 (2017): 232–52. http://dx.doi.org/10.1163/15685373-12340006.

Full text

Abstract:

Abstract In this study, 64 African-American and 64 White school children were exposed to two different short stories. One story was presented in a learning context with movement and music, infusing syncopated music and high levels of kinesthetic activity (hme context); while the other story was presented devoid of such factors (lme context). Further, half of the participants were presented stories with high movement content themes, embodying character and thematic content depicting high activity and kinesthetics (hmc); while the other participants were presented with stories embodying low move

APA, Harvard, Vancouver, ISO, and other styles

46

Dodds, Agnes E., Jeanette A. Lawrence, Kellie Karantzas, et al. "Children of Somali refugees in Australian schools: Self-descriptions of school-related skills and needs." International Journal of Behavioral Development 34, no. 6 (2010): 521–28. http://dx.doi.org/10.1177/0165025410365801.

Full text

Abstract:

We examined self-descriptions of children of Somali refugee families in Australian primary schools, focusing on how children’s school-related skills and needs relate to the interpretive frames of mainstream and ethnic cultures. Three groups of Grade 5 and 6 children (Somali, Disadvantaged, Advantaged) made choices among school-related skills, and rated feelings and needs for the transition to high school. Findings indicate a general goodness of fit between emphases of the mainstream culture and Somali children’s choices (sport, maths), while reflecting some values of their ethnic interpretive

APA, Harvard, Vancouver, ISO, and other styles

47

Carroll, Debbie. "Children’s invented notations: Extending knowledge of their intuitive musical understandings using a Vygotskian social constructivist view." Psychology of Music 46, no. 4 (2017): 521–39. http://dx.doi.org/10.1177/0305735617716532.

Full text

Abstract:

Children’s invented musical notations provide a fascinating window into their musical and metacognitive understandings. Using a Vygotskian social constructivist perspective that emphasizes the social nature of cognition, the purpose of this qualitative study was to examine the processes and products of children’s notations as they notated a song and then taught it to a peer, a multi-level task currently unstudied in the literature. Thirteen Canadian children, aged 5–9 years, without prior music instruction, notated a song learned the previous week, sung it back, explained what they did, and th

APA, Harvard, Vancouver, ISO, and other styles

48

Hallam, Susan. "Can a rhythmic intervention support reading development in poor readers?" Psychology of Music 47, no. 5 (2018): 722–35. http://dx.doi.org/10.1177/0305735618771491.

Full text

Abstract:

There is increasing interest in the wider benefits of music in relation to reading, although relatively little evidence relating to the role that music might play in developing literacy skills in those experiencing difficulties. The research reported here explores the impact of a rhythmic intervention involving clapping, stamping, and chanting to music while following notation on a chart. The intervention took place for 10 minutes each week over a 10-week period with groups of 10 children, who had lower than average reading scores. The children were in the first year of secondary school (11–12

APA, Harvard, Vancouver, ISO, and other styles

49

Arias Rodriguez, Indira, Jessica Mendes do Nascimento, Marcos Felipe Voigt, and Flávia Heloísa Dos Santos. "Numeracy musical training for school children with low achievement in mathematics." Anales de Psicología 35, no. 3 (2019): 405–16. http://dx.doi.org/10.6018/analesps.35.3.340091.

Full text

Abstract:

El presente estudio caso-controle, doble ciego, y prospectivo investigó los efectos del entrenamiento musical de numerosidad (NMT; Numeracy Musical Training), sobre habilidades cognitivas en niños de enseñanza primaria. Participaron 42 niños de 8 a 10 años divididos en dos grupos: con Bajo Rendimiento Aritmético (n = 21), y con Medio Rendimiento Aritmético (n = 21). Los niños pasaron por dos evaluaciones, antes y después de la realización del NMT, en las cuales se aplicaron pruebas cognitivas y escalas de comportamiento, que evaluaban variables tales como: rendimiento escolar, CI, memoria oper

APA, Harvard, Vancouver, ISO, and other styles

50

Gan, Linda, and Sylvia Chong. "The Rhythm of Language: Fostering Oral and Listening Skills in Singapore Pre‐School Children Through an Integrated Music and Language Arts Program." Early Child Development and Care 144, no. 1 (1998): 39–45. http://dx.doi.org/10.1080/0300443981440105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!