Bibliografías temáticas / School music

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  2. Tesis
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Literatura académica sobre el tema "School music"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "School music"

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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 (August 7, 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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Standford, Patric, Malcolm Carlton, and Peter Fletcher. "School Music." Musical Times 128, no. 1737 (November 1987): 630. http://dx.doi.org/10.2307/965525.

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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 (December 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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Kelley, Jamey, and Steven M. Demorest. "Music Programs in Charter and Traditional Schools." Journal of Research in Music Education 64, no. 1 (February 19, 2016): 88–107. http://dx.doi.org/10.1177/0022429416630282.

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Since the arrival of the first charter school in Minnesota in 1991, charter schools have become one of the largest movements in educational reform. In recent years, research has emerged that has compared the effectiveness of charter schools with their traditional school counterparts. The purpose of this study was to compare the extent of music offerings between charter schools and traditional public schools in the same urban district and geographic location within the city. Results indicated that while all schools in the sample offered significantly less music than national averages, significa
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Yunita, Ayu Tresna, Ayub Prasetiyo, and Aditya Tri Anggara Astanta. "Implementasi Materi Musik Berdasarkan Kurikulum Tematik 2013 Sekolah Dasar di Kecamatan Sewon Bantul Yogyakarta." PROMUSIKA 9, no. 1 (September 7, 2021): 39–50. http://dx.doi.org/10.24821/promusika.v9i1.5774.

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Berdasarkan Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 81A Tahun 2013 tentang Implementasi Kurikulum 2013, maka sekolah dari tingkat Sekolah Dasar hingga Sekolah Menengah Tingkat Atas mulai memberlakukan kurikulum 2013. Kurikulum tematik 2013 untuk Sekolah Dasar terdiri dari kompetensi inti dan kompetensi dasar. Pembelajaran seni khususnya seni musik termasuk dalam mata pelajaran Seni Budaya dan Prakarya (SBDP). Penelitian tentang implementasi pelajaran seni musik berdasarkan kurikulum tematik 2013 di sekolah dasar yang berada di kecamatan Sewon Bantul Yogyakarta bertuj
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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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Moeradi, Vista Amabile, and Yudi Sukmayadi. "Music Course Learning Program Analysis: Study at Indra Music School Bandung." Edumaspul: Jurnal Pendidikan 8, no. 1 (March 1, 2024): 816–19. http://dx.doi.org/10.33487/edumaspul.v8i1.7650.

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Terselenggaranya pendidikan formal tentu perlu adanya dukungan tambahan sebagai upaya peningkatan tumbuh-kembang anak, salah satunya dengan pendidikan non-formal pada lembaga kursus musik. Artikel ini bertujuan menganalisis program pembelajaran kursus musik yang diselenggarakan oleh Indra Music School Bandung. Pendekatan kualitatif digunakan dengan metode analisis deskriptif dimana data dikumpulkan melalui observasi dan wawancara, kemudian dianalisis melalui teknik reduksi, verifikasi, dan ditarik kesimpulannya. Hasil penelitian mengungkap terdapat dua kurikulum yang digunakan Indra Music Scho
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Árnason, Kári, Árni Árnason, and Kristín Briem. "Playing-Related Musculoskeletal Disorders Among Icelandic Music Students: Differences Between Students Playing Classical vs Rhythmic Music." Medical Problems of Performing Artists 29, no. 2 (June 1, 2014): 74–79. http://dx.doi.org/10.21091/mppa.2014.2017.

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Most research studies investigating the prevalence of musculoskeletal disorders affecting musicians and music students have focused on classical music, while less is known about their prevalence in other music genres. The purpose of this study was to document cumulative and point prevalence of playing-related musculoskeletal disorders (PRMD) among music students in Iceland and, specifically, to identify differences between those studying classical vs rhythmic music. We hypothesized that students of classical music would report more frequent and more severe musculoskeletal disorders than studen
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Lamont, Alexandra, David J. Hargreaves, Nigel A. Marshall, and Mark Tarrant. "Young people's music in and out of school." British Journal of Music Education 20, no. 3 (October 29, 2003): 229–41. http://dx.doi.org/10.1017/s0265051703005412.

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This article examines the perceived and documented problems of school music, particularly at secondary level, through a study of young people's music in and out of school. Four issues are explored: teachers' approaches to music in school; pupils' levels of engagement in musical activities in and out of school; pupils' attitudes to music in and out of school; and pupils' aspirations in music. A Pupils' Music Questionnaire was administered to 1,479 pupils in Years 4, 6, 7 and 9 (aged 8–14 years) from 21 schools in England; Teacher Interviews were conducted with 42 head teachers and teachers resp
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Vogel, Dorothy. "“Are You Only an Applauder?” American Music Correspondence Schools in the Early Twentieth Century." Journal of Research in Music Education 62, no. 4 (November 10, 2014): 446–61. http://dx.doi.org/10.1177/0022429414554230.

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The purpose of this study was to examine correspondence schools of music in the early twentieth century. Advertisements in widely circulated household and music periodicals and archival copies of courses from Siegel-Myers Correspondence School of Music, United States School of Music, American College of Music, and others were examined. Research questions focused on course offerings, faculty, recruitment, and reputation of the schools. The study also examined the advantages and disadvantages of this first generation of distance education and implications for current distance education practices
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Tesis sobre el tema "School music"

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Johnson, Sherry Anne. "High-school music teachers' meanings of teaching world musics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22326.pdf.

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Kim, Patricia Costa. "Making music their own : school music, community, and standards of excellence in Seattle, 1960-75 /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/11294.

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Yackley, Aaron K. "Enjoyment of Music by Non-Participants in School Music." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu156217548202137.

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Law, Wai-ming Vivian, and 羅慧明. "Specialist Music School in Diamond Hill School Village." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986584.

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Law, Wai-ming Vivian. "Specialist Music School in Diamond Hill School Village." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954817.

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Barrett, James Edward. "Music technology in school education." Thesis, London Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515328.

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What is music, and how should it be taught in schools? This thesis traces how education and literation have reified music and distanced the construction of music in western conceptions, and British education, from practice in other, historical and geographical, cultures. Musical practice is dependant on the technologies for music production, which also influence the cultural construction of music. New developments in music technology, through the application of electronics and digitisation, have substantially changed the music industry, and, beyond this, have altered the generally accepted con
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Skevk, Therese. "Art and Music Profile School." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135474.

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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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Payne, Barbara S. "Justifying music in the American public school : a survey of selected Ohio school personnel." Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1260639516.

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Williamson, Susan J. "My music : the music making and listening experiences of seventh and eighth graders not enrolled in school music ensembles /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/11218.

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Libros sobre el tema "School music"

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Asphyxia. Music school. Crows Nest, N.S.W: Allen & Unwin, 2013.

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Rexroad, Eileen F. Teaching elementary school music. Englewood Cliffs, N.J: Prentice Hall, 1992.

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Education, Wirral (England) Department of. Managing primary school music. 2nd ed. Wirral: Metropolitan Borough of Wirral, 1995.

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author, Bowen Rachel, and Frost Daniel 1984 ill, eds. The school of music. New York, NY: Wide Eyed Editions, 2017.

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Mbabi-Katana. African music for school. Kampala: Fountain Publishers, 2002.

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Govier, Heather. Primary school music policy. Oundle: First & Best in Education Ltd, 1997.

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Nova Scotia. Curriculum Development Branch., ed. Junior high school music. Halifax, NS: [Nova Scotia], Dept. of Education, Curriculum Development, 1992.

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Mary, Palmer, and Music Educators National Conference (U.S.), eds. High school general music. Reston, Va: Music Educators National Conference, 1989.

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Nye, Robert Evans. Music inthe elementary school. 5th ed. Englewood Cliffs: Prentice-Hall, 1985.

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Storms, Robert. School stories. Ferndale, Wash: Robert Storms, 2007.

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Capítulos de libros sobre el tema "School music"

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McClellan, Edward R. "School Music Curriculum Design." In The Psychology of Teaching and Learning Music, 122–30. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003038474-13.

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McKoy, Constance L., and Vicki R. Lind. "School Culture." In Culturally Responsive Teaching in Music Education, 118–36. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003208136-9.

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Himonides, Evangelos. "Music, technology, and well-being." In Applied Positive School Psychology, 134–41. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003228158-17.

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Ludovico, Luca A., and Giuseppina Rita Mangione. "Music Coding in Primary School." In Smart Education and Smart e-Learning, 449–58. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19875-0_40.

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Lindeman, Carolynn A., Patricia Hackett, and James M. Harris. "Music in the Elementary School." In The Musical Classroom, 3–10. Ninth edition. | New York ; London: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315210933-2.

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Goopy, Jason. "Australian school class music education." In Teenage Boys, Musical Identities, and Music Education, 53–68. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003438878-6.

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Paddison, Max. "Adorno, Music, and Philosophy." In The Routledge Companion to the Frankfurt School, 380–93. 1 [edition] | New York City: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780429443374-27.

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Leigh, Martin. "Composing in the lower school." In Becoming an Outstanding Music Teacher, 142–59. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003112402-8.

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Leigh, Martin. "Composing in the upper school." In Becoming an Outstanding Music Teacher, 160–221. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003112402-9.

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Geddes, Patrick, and Ray Bromley. "A Constructive proposal: School of Music." In Town Planning towards City Development, 50. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Studies in: Routledge, 2017. http://dx.doi.org/10.4324/9781315761961-55.

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Actas de conferencias sobre el tema "School music"

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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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Elpus, Kenneth. "School Engagement Among Music and Non-Music Students." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2113365.

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"Inheritance of Folk Music Culture and School Music Education." In 2018 9th International Symposium on Advanced Education and Management. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/isaem.2018.001.

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Kirillina, Z. I. "Children's music school: teacher, student, parent." In Наука России: Цели и задачи. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/sr-10-12-2018-39.

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JAMES, A., A. THOMPSON, and I. REES. "SCHOOL MUSIC ROOMS - DESIGNING BEYOND BB93." In Spring Conference Acoustics 2005. Institute of Acoustics, 2023. http://dx.doi.org/10.25144/17907.

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Dombi, Józsefné. "Musical Traditions and New Music in Educational Context." In Musica viva in schola. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0028-2021-3.

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The topic of the presentation is the traditions of Hungarian elementary music schools. In this school type, music is taught in a higher number of lessons from the first to the eighth grade, in the lower primary years (from the first to the fourth grade) 4+2, later 3+2 lessons a week, the +2 refers to choir practice. The material is traditionally based on folk music, music eras, and the works of Kodály and Bartók. The presentation collects the works of Kodály and Bartók, taught in the eighth grade, and other significant pieces. New music is represented by Miklós Kocsár’s piano pieces and choir
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Falavigna, Gladis, and Marta Spier. "Music teaching in public schools in the State of Rio Grande do Sul, Brazil." In Musica viva in schola. Brno: Masaryk University Press, 2023. http://dx.doi.org/10.5817/cz.muni.p280-0272-2023-2.

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Thinking about new strategies for the teaching-learning process of music and other arts can mean both the use of current information and communication technologies – tablets, the internet, virtual learning environment, artificial intelligence – and online programs for musical scores. It would also be possible to carry out activities in artistic and cultural spaces outside the school environment. For example, concerts, exhibitions, musical auditions, technical visits to music schools, theater, and dance schools, among others. More than thinking about new strategies, perhaps it is urgent to expa
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Brunner, Georg. "Example of the Connection Between Musicology and Music Education for the Preservation of Cultural Heritage." In Musica viva in schola. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0028-2021-2.

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For schools, the fundamental question is to what extent cultural heritage, and here specifically classical music, can play a role. In the scope of this paper, we will take an approach that places aspects of musicological research at the centre of music education. What role can musicological research play at schools and universities? In the following article, we will show how musicological (basic) research methods can be integrated into university teaching and school music lessons through relevant questions in a project-like approach. The focus is on exploring the musical culture of a region th
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Stramkale, Ligita. "PUPIL-ORIENTED MUSIC LESSON IN PRIMARY SCHOOL." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0642.

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Daučianskaitė, Agnė, and Vilma Žydžiūnaitė. "Shared Leadership Education: The Experiences of Music Teachers in a Music School." In The Asian Conference on Education & International Development 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2189-101x.2022.13.

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Informes sobre el tema "School music"

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Nagisetty, Vytas. Using Music-Related Concepts to Teach High School Math. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1957.

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Білоус, О. С. Український фольклор як засіб морально-естетичного становлення особистості школяра. ПДПУ ім. К. Д. Ушинського, 2002. http://dx.doi.org/10.31812/123456789/3317.

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The article deals with the meaning of folklore as the means of a moral-aesthetic making of a pupil’s personality. The author’s conclusions are based on the opinions of famous pedagogues and musicians. The curriculum in Music analysis, the recommendations concerning the broadening of a used repertoire of a folk music creative work in the practice of a compulsory school at the expense of introduction of the material of an folk creative work are given.
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Kerrigan, Susan, Phillip McIntyre, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Bendigo. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206968.

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Bendigo, where the traditional owners are the Dja Dja Wurrung people, has capitalised on its European historical roots. Its striking architecture owes much to its Gold Rush past which has also given it a diverse cultural heritage. The creative industries, while not well recognised as such, contribute well to the local economy. The many festivals, museums and library exhibitions attract visitors from the metropolitan centre of Victoria especially. The Bendigo Creative Industries Hub was a local council initiative while the Ulumbarra Theatre is located within the City’s 1860’s Sandhurst Gaol. Ma
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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, September 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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Health hazard evaluation report: HETA-2011-0129-3160, noise evaluation of elementary and high school music classes and indoor marching band rehearsals - Alabama. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, May 2012. http://dx.doi.org/10.26616/nioshheta201101293160.

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