Relevant bibliographies by topics / Secondary school music

Contents

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

Academic literature on the topic 'Secondary school music'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Secondary school music"

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Cox, Gordon. "Secondary School Music Teachers Talking." Music Education Research 1, no. 1 (March 1999): 37–46. http://dx.doi.org/10.1080/1461380990010104.

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Abril, Carlos R., and Brent M. Gault. "The State of Music in Secondary Schools." Journal of Research in Music Education 56, no. 1 (April 2008): 68–81. http://dx.doi.org/10.1177/0022429408317516.

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The purpose of this study was to profile secondary school music programs in the United States and investigate principals' perceptions of those curricula. A survey form was sent to 1,000 secondary school principals, yielding a 54% response rate. That form was designed to answer the following questions: What is the profile of secondary music programs in the United States? How effective do principals think music programs are in helping students attain specific learning outcomes and broad educational goals? To what degree do certain variables (e.g., standardized tests, teachers, parents) impact a
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Ho, Wai-chung. "Musical learning: Differences between boys and girls in Hong Kong Chinese co-educational secondary schools." British Journal of Music Education 18, no. 1 (March 2001): 41–54. http://dx.doi.org/10.1017/s0265051701000134.

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This paper presents an overview of boys' and girls' musical learning inside and outside school. This involves a sampling survey of 877 pupils (414 boys and 463 girls) in nine Chinese secondary schools. The paper argues that patterns of gender stereotyping associated with music among Hong Kong students have some similarities with those in the Western world. The impact of gender beliefs was most evident in types of instrumental learning, types of music activities, and listening and singing preferences. The subjects' attitudes towards the promotion of popular and Western classical musics in schoo
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Mills, Janet. "Starting at secondary school." British Journal of Music Education 13, no. 1 (March 1996): 5–14. http://dx.doi.org/10.1017/s0265051700002904.

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The quality of music teaching that pupils receive when they enter a new secondary school at the age of 11 years varies. The article considers the characteristics of unsuccessful and successful approaches to teaching in Year 7.
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Priest, Philip. "General Practitioners in Music: Monitoring Musicianship Skills Among Intending Secondary Teachers." British Journal of Music Education 13, no. 3 (November 1996): 225–32. http://dx.doi.org/10.1017/s0265051700003259.

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Music graduates choosing secondary school teaching as a career and training through one-year post-graduate courses are drawn from an increasingly wide range of degree studies in music and embark on their training year with diverse specialisms and music skills. Yet these students will need to operate as generalists in schools with an ever-widening music curriculum. In this account of procedure in one institution, a view is given of the applied musicianship needed by new teachers and discussion of this invited from all providers of post-school music education and training. Data collected from st
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Stowell, Dan, and Simon Dixon. "Integration of informal music technologies in secondary school music lessons." British Journal of Music Education 31, no. 1 (August 28, 2013): 19–39. http://dx.doi.org/10.1017/s026505171300020x.

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Technologies such as YouTube, mobile phones and MP3 players are increasingly integrated into secondary school music in the UK. At the same time, the gap between formal and informal music learning is being bridged by the incorporation of students’ preferred music into class activities. We conducted an ethnographic study in two secondary schools in London, investigating the roles of technology in the negotiation of musical concepts in music classes. From this, we report some observations on the relation between formal/informal and authorised/unauthorised activities in class, and some specific ob
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Kibici, Volkan Burak. "An Analysis of the Relationships between Secondary School Students' Creativity, Music Achievement and Attitudes." International Journal on Social and Education Sciences 4, no. 1 (January 15, 2022): 87–100. http://dx.doi.org/10.46328/ijonses.304.

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This study aimed to investigate secondary school students’ music achievement, attitudes towards music and creativity based on the variables of gender, school type, grade level and achievement. A causal-comparison design was used for this study. 246 secondary school students studying in some schools in Mersin and Konya provinces were randomly selected by using convenience sampling method. Data were collected through Kaufman Creativity Test, Music Achievement Scale and Music Lesson Attitude Scale. Data were analyzed using independent samples t-test, one-way analysis of variance and regression an
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Blackford, Lena. "Musical education in Russian secondary schools." British Journal of Music Education 14, no. 1 (March 1997): 57–67. http://dx.doi.org/10.1017/s0265051700003442.

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This paper reviews the traditions of teaching school music in Russia and focuses on the music curriculum for comprehensive schools elaborated by the Russian Academy of Pedagogical Sciences. New teaching methods continue to be developed and, despite economic difficulties in Russia, the number of institutes of higher music education remains high compared to that in other countries. As a result Russia has, perhaps, a greater number of highly-qualified musicians, teachers and performers than any other country in the world.
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Culp, Mara E., and Matthew Clauhs. "Factors that Affect Participation in Secondary School Music: Reducing Barriers and Increasing Access." Music Educators Journal 106, no. 4 (June 2020): 43–49. http://dx.doi.org/10.1177/0027432120918293.

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Students often enter secondary schools with increased autonomy over course selection and how they meet graduation requirements. Those who once participated in school music may discontinue music studies for a variety of reasons. Music teachers should be mindful of factors that may affect a student’s ability or desire to participate in school music. This article discusses these factors and suggests practices to increase access to music education for all students. By examining practices and considering ways they can be altered or expanded to provide more options and be more inclusive, music educa
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BOURA, VASSILEIA. "The Learning Effect of Electroacoustic Music in Secondary Education An Interdisciplinary Practice in Greek Schools." Volume 5 - 2020, Issue 9 - September 5, no. 9 (September 25, 2020): 562–74. http://dx.doi.org/10.38124/ijisrt20sep464.

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In the rise of the 21st century, the music educator in modern schools is challenged to educate and train students in both conventional and contemporary music theory and practice. The contemporary approach to music learning and composition requests knowledge and practical skills from interdisciplinary fields. Electronics, physics, mathematics, computer science and music are merged to produce different contemporary styles of music. Students, in secondary education, are challenged to develop listening, performing and computer music skills, to expand their musical aesthetics and culture, together
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Dissertations / Theses on the topic "Secondary school music"

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Gibbs-Singh, Cheynne. "World music in the British secondary school." Thesis, SOAS, University of London, 2018. http://eprints.soas.ac.uk/30251/.

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World music has enjoyed increasing representation in the National Curriculum up to Key Stage 3. At the same time, music in higher education in the UK is becoming increasingly diverse, with degrees in popular music, world music and jazz becoming more commonplace. This, alongside the growing diversity of the population, supports arguments for introducing and maintaining a diverse music curriculum, particularly one that includes world music, throughout secondary education. The importance of world music in education has been advocated both in the UK (e.g. Wiggins (1996), Stock (1991)) and in other
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Ng, Yuen-fun Fanny. "The Hong Kong secondary school music curriculum : constructing marginality /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19884576.

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Ng, Yuen-fun Fanny, and 吳婉芬. "The Hong Kong secondary school music curriculum: constructing marginality." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31237587.

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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 complet
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Pascoe, Beverley. "The influence of primary school music programmes on student choice of music studies in lower secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1174.

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The omnipresence of music in today's adolescent society in Australia is evidenced by the fact that adolescents, almost without exception, listen to and enjoy music throughout most of their leisure time, and indeed, much of their study time. A large portion of their financial resources is spent on music and its associated promotional material. It could be said that music plays a major part in their sub-culture and their lives. According to Davey (1991, p.ll), "Music is an addiction in our culture" and "the Walkman and ghetto blaster assure access wherever and whenever we choose." The obvious fu
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Devous, Donald Michael. "A financial resource guide for the beginning secondary choral music director." Thesis, connect to online resource, 2006. http://www.unt.edu/etd/all/Aug2006/devous%5Fdonald%5Fmichael/index.htm.

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Ryan, Michael Joseph. "A critical examination of the provision for music education and attitudes to the music curriculum amongst secondary school pupils in Hong Kong : implications for school administration /." Hong Kong : University of Hong Kong, 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18031146.

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Maas, Andrea. "Musical expression in the high school choral classroom." Thesis, Teachers College, Columbia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117744.

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<p> This study explored with high school choral directors and singers, their experiences of musical expression in the choral classroom setting. A phenomenological approach to a collective case study was used to address the notions of &ldquo;what&rdquo;, &ldquo;why&rdquo;, and &ldquo;how&rdquo; in regard to the relationships and interactions between choral directors, singers, their personal experiences and musical texts as they pertain to musical expression. Four high school choral programs participated in this study. One choral director and a focus group of 4-7 students from each program parti
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Leung, Bo Wah School of Music &amp Music Education UNSW. "Creative Music Making in Hong Kong Secondary Schools: The Present Situation and Professional Development of Music Teachers." Awarded by:University of New South Wales. School of Music and Music Education, 2002. http://handle.unsw.edu.au/1959.4/18665.

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Present research provides strong support for the use of creative activities in school music programmes based on evidence that learning music is more effective when students are exposed to authentic, experiential learning activities, rather than verbal descriptions and explanations by the teacher. Based on this background the purpose of this study was to address the need to train music teachers with the confidence and skills necessary to incorporate creative music making in their classroom teaching. The study was divided into two phases. Phase I included a questionnaire survey that investigate
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Overland, Corin Tyler. "EFFECTS OF MUSIC EDUCATION ON SYNCHRONIZATION TASKS IN SECONDARY SCHOOL STUDENTS." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/134863.

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Music Education<br>Ph.D.<br>The act of predicting rhythmic events and coordinating these predictions with motor actions is seen in many elements of human existence (e.g., walking, dancing, or speaking). Several studies have shown that the efficiency of synchronizing actions with an anticipatable repeating stimulus differs between musicians and non-musicians. This difference is particularly evident when examining two commonly measured metrics of synchronization tasks, (a) asynchrony, or the differential in temporal distance between a recurring stimulus and its associated motor reaction; and (b)
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Books on the topic "Secondary school music"

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Teaching music in the secondary schools. 5th ed. Belmont, CA: Wadsworth Thomson Learning, 2001.

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Teaching music in the secondary schools. 4th ed. Belmont, Calif: Wadsworth Pub. Co., 1991.

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E, Miller Kenneth. Vocal music education: Teaching in the secondary school. Englewood Cliffs, N.J: Prentice Hall, 1988.

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Cooke, Carolyn, Keith Evans, Chris Philpott, and Gary Spruce, eds. Learning to Teach Music in the Secondary School. 3rd edition. | London; New York: Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315621203.

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Howard, Karen. World Music Pedagogy, Volume III: Secondary School Innovations. New York ; London : Routledge, 2018–: Routledge, 2018. http://dx.doi.org/10.4324/9781315174655.

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Thompson, Keith P. Strategies for teaching high school general music. Reston, VA: Music Educators National Conference, 1997.

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J, Kiester Gloria, and Music Educators National Conference (U.S.), eds. Strategies for teaching high school general music. Reston, VA: Music Educators National Conference, 1997.

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1958-, Evans Julie, and Philpott Chris 1956-, eds. A practical guide to teaching music in the secondary school. New York: Routledge, 2009.

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Cooke, Carolyn, and Chris Philpott. A Practical Guide to Teaching Music in the Secondary School. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003092568.

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Timothy, Gerber, Hughes William O, Music Educators National Conference (U.S.), and Florida State University, eds. Music in the high school: Current approaches to secondary general music instruction, proceedings of the National Conference on Music/Arts for the High School General Student, June 25-28, 1986, Orlando, Florida. Reston, Va: Music Educators National Conference, 1988.

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Book chapters on the topic "Secondary school music"

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Philpott, Chris, and Keith Evans. "Assessment in music education." In Learning to Teach Music in the Secondary School, 194–209. 3rd edition. | London; New York: Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315621203-14.

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Philpott, Chris, and Keith Evans. "Creativity and music education." In Learning to Teach Music in the Secondary School, 109–27. 3rd edition. | London; New York: Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315621203-9.

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Philpott, Chris. "Music, the arts and education." In Learning to Teach Music in the Secondary School, 226–35. 3rd edition. | London; New York: Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315621203-16.

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Philpott, Chris, and Keith Evans. "Language and learning in music." In Learning to Teach Music in the Secondary School, 52–62. 3rd edition. | London; New York: Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315621203-5.

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Cooke, Carolyn, and Gary Spruce. "What is a music curriculum?" In Learning to Teach Music in the Secondary School, 63–79. 3rd edition. | London; New York: Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315621203-6.

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Finney, John. "The place of music in the secondary school." In Learning to Teach Music in the Secondary School, 4–16. 3rd edition. | London; New York: Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315621203-2.

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Bucura, Elizabeth. "Meanings of a Secondary General Music Keyboard Class for Middle School Students." In Meanings of Music Participation, 63–84. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242239-9.

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Barnes, Jonathan. "Exploring Music within Cross-Curricular Learning." In A Practical Guide to Teaching Music in the Secondary School, 89–100. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003092568-9.

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Philpott, Chris, Ruth Wright, Keith Evans, and Sally Zimmermann. "Addressing individual needs and equality of opportunity in music education." In Learning to Teach Music in the Secondary School, 173–93. 3rd edition. | London; New York: Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315621203-13.

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Mackrill, Duncan, and Alison Daubney. "Framing conceptions of technology for learning in music – implications for pedagogy." In Learning to Teach Music in the Secondary School, 157–72. 3rd edition. | London; New York: Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315621203-12.

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Conference papers on the topic "Secondary school music"

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Thompson II, Dennis W. "INCORPORATING 21ST CENTURY SKILLS INTO DUTCH SECONDARY SCHOOL MUSIC CURRICULUM." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2380.

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Pendergast, Seth. "Secondary Students' In-School and Out-of-School Music Participation Profiles: An Exploratory Analysis." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582637.

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Hug, Daniel, Serge Petralito, Sarah Hauser, Anna Lamprou, Alexander Repenning, Didier Bertschinger, Nadine Stüber, and Markus Cslovjecsek. "Exploring Computational Music Thinking in a Workshop Setting with Primary and Secondary School Children." In AM '17: Audio Mostly 2017. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3123514.3123515.

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Hughes, Robert. "Music Literacy at the Secondary Level: Studying Direct Instruction Intervention With High School Instrumentalists." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430595.

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Sun, Dong-Ni, and Ying-Ying Xian. "Misunderstanding Discrimination of the Music Aesthetic Sensibility Cultivation of Primary and Secondary School Students." In 2nd Annual International Conference on Social Science and Contemporary Humanity Development. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/sschd-16.2016.68.

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Kachlík, Petr. "Risk of Mobile Phone Addiction in Secondary School Pupils." In Život ve zdraví 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0076-2021-2.

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Background: the urge to use mobile devices constantly and anxiety that might come in case of impossibility to use them, represent one of the forms of behavioral addictions, the so-called nomophobia. Nomophobia negatively affects all attributes of human health, seriously affects its mental, physical and social components. Objectives: the main objective of the research was to determine the degree of nomophobia in a sample of secondary school students, the partial objective was to map potentially risky areas with the use of modern information and communication technologies. Methods: a quantitativ
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Baratè, Adriano, Andrea Formica, Luca A. Ludovico, and Dario Malchiodi. "Fostering Computational Thinking in Secondary School through Music - An Educational Experience based on Google Blockly." In 9th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006313001170124.

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Polak, Milan. "INTEGRATION OF KNOWLEDGE AS ONE OF THE BASIC PRINCIPLES OF THE CURRENT TEACHINGS IN THE CZECH REPUBLIC (WITH A FOCUS ON PRIMARY AND LOWER SECONDARY SCHOOL LANGUAGE TEACHING AND MUSIC EDUCATION)." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.059.

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Chloupek, Tomáš, Vilma Polmanová, and Pavel Ostrý. "Lidová píseň v současné školní praxi: dílčí výsledky výzkumu o využití lidové písně a folkloru pohledem učitelů hudební výchovy základních a středních škol." In Musica viva in schola. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0028-2021-6.

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Folk music is undoubtedly an essential cultural asset with great didactic potential. The content of the paper are the ongoing results of a research survey focusing on the teachers’ usage of folk songs in music education at primary and selected secondary schools. The main ways of using this topic in the context of four fundamental teaching areas (set out in the FEP) and in other musical or interdisciplinary topics and activities are presented here. A specific group of respondents who reported to folklore activities in the questionnaire is then examined. Their answers regarding preference and es
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Dolinšek, Eva. "Monteverdi and Seconda Pratica: Music Should be at the Ser-vice of the Word." In Socratic Lectures 7. University of Lubljana Press, 2022. http://dx.doi.org/10.55295/psl.2022.d21.

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This article provides insight into the music of the late Renaissance and early Baroque in Italy. Com-poser Claudio Monteverdi was one of the most important figures in the music of the early Italian Baroque. We consider the events that led to the creation of the new early Baroque style – Seconda pratica - (second practice) and describe the significant changes in vocal music that took place with the aim to depart from strict counterpoint at the turn of the 16th century. Keywords: Claudio Monteverdi; Seconda pratica; Venetian school; Madrigalisms; Ornamentation
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