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Artículos de revistas sobre el tema "School music – Instruction and study"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de julio de 2024

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1

VILLARTA, BERNARDINA VIRAY. "Music Integration for Effective Delivery of Instruction: A Phenomenological Study." AIDE Interdisciplinary Research Journal 3 (April 24, 2023): 195–215. http://dx.doi.org/10.56648/aide-irj.v3i1.63.

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The objective of this study was to determine the teachers’ perspectives, experiences, problems, challenges, and intervention procedures used in integrating music into their classroom instruction. The study participants were delimited to elementary school teachers teaching in a private school in Imus Cavite, Philippines for the school year 2021-2022. The qualitative research strategy based on hermeneutic phenomenological research was used. A guided interview was used to collect data. Data collection and qualitative data analysis are usually done at the same time. The study came out with the fol

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2

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 (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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3

Menard, Elizabeth A. "Music Composition in the High School Curriculum." Journal of Research in Music Education 63, no. 1 (2015): 114–36. http://dx.doi.org/10.1177/0022429415574310.

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Student and teacher perceptions regarding composition instruction were investigated using case study techniques in two high school music programs: a general music program providing accelerated instruction to gifted musicians in small classes and a typical performance-based band program. Students in both programs participated in a composition instruction program. Qualitative data included student and teacher interviews, observation, and participant journals. Quantitative data included administration of a composition attitude survey and assessment of student compositions. Analysis of band direct

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4

Hash, Phillip M. "Music Instruction at Selected State Normal Schools during the Nineteenth Century." Journal of Research in Music Education 67, no. 4 (2019): 413–39. http://dx.doi.org/10.1177/0022429419888740.

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The purpose of this study was to explore music instruction in selected normal schools of the United States during the nineteenth century. The sample consisted of all eighteen state normal schools organized before the end of the U.S. Civil War and provided insight into the earliest period of music at these institutions. Research questions focused on normal school music (a) faculty, (b) curricula, and (c) diploma/degree programs, as well as (d) influence on the teaching profession, normal school students, and society at large. Normal schools prepared future classroom teachers and eventually spec

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5

Smith, Camille M. "Access to String Instruction in American Public Schools." Journal of Research in Music Education 45, no. 4 (1997): 650–62. http://dx.doi.org/10.2307/3345429.

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This study is an examination of string access in American public schools; the researcher sought to determine the actual number of school districts in each state that offered string instruction and at which grade levels. Specific questions posed were (a) What is the current relationship between access to string instruction and school-district location, size, and socioeconomic level? (b) How does access vary by school type—elementary, middle, high school? (c) How does access vary in different regions of the country? Data were obtained for each of the 14,183 school districts listed in the 1994-19

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6

Ihas, Dijana. "A Mixed Methods Study on the Status of School Orchestra Programs in Oregon: An Explanation of Inhibiting and Promoting Factors." String Research Journal 9, no. 1 (2019): 5–22. http://dx.doi.org/10.1177/1948499219851144.

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The purpose of this explanatory sequential mixed methods study was to examine the status of school orchestra programs in Oregon and to explain the reasoning behind the descriptive data. The quantitative phase of the study reported the data on the number of school districts and schools by type that offer orchestra instruction as well as the profile of those schools, their orchestra programs, and orchestra teachers. Unexpected findings from the quantitative phase indicated that among the three large school districts that are comparable in size, budget, and students’ demographics, only one offers

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7

Springer, D. Gregory, Amanda L. Schlegel, and Andrew J. Lewis. "Effects of Dark and Bright Timbral Instructions on the Production of Pitch and Timbre." Journal of Research in Music Education 68, no. 4 (2020): 482–98. http://dx.doi.org/10.1177/0022429420944347.

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The purpose of this study was to examine the effects of timbral instructions on pitch and timbre production. High school ( n = 28) and collegiate ( n = 28) trumpeters played sustained tones at two octave levels (written C4 and C5) following three types of timbral instructions (dark-timbre, bright-timbre, or neutral instructions). Presentation orders were randomly assigned. Dependent variables included one acoustical measure of pitch (absolute cent deviation) and one acoustical measure of timbre (spectral centroid). Participants also reported which type of instruction they perceived to result i

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8

Gillespie, Robert, Joshua A. Russell, and Donald L. Hamann. "String Music Educators’ Perceptions of the Impact of New String Programs on Student Outcomes, School Music Programs, and Communities." Journal of Research in Music Education 62, no. 2 (2014): 175–87. http://dx.doi.org/10.1177/0022429414531987.

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The purpose of this study was to examine the impact of newly initiated string programs on teachers, schools, districts, communities, and existing music program administration and students. Research questions pertained to (a) locations, student access, and instructional offerings; (b) educators; and (c) perceived impact on student outcomes. Data from 64 participants were analyzed. Results indicated that new string programs were largely developed at the middle and high school levels, located in suburban (59%), urban (23%), and rural (18%) areas, with instruction held during the regular school da

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9

Smolej Fritz, Barbara, and Cirila Peklaj. "A case study of music instruction according to E. Willems’ pedagogy in children with intellectual disabilities: Its impacts on music abilities and language skills." International Journal of Music Education 37, no. 2 (2019): 243–56. http://dx.doi.org/10.1177/0255761419833082.

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The aim of this case study was to explore the effects of music instruction according to the E. Willems teaching method on the music abilities and language skills in students with intellectual disabilities (ID). Eight students with ID (average age 9.64 years) participated in the study. They attended 35 music lessons during the school year. Each lesson included tasks for developing four domains: auditory perception, rhythm, singing songs and natural body movement. We developed the tasks for measuring music abilities and language skills and applied them three times: before the music training, imm

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10

Kelly-McHale, Jacqueline. "The Influence of Music Teacher Beliefs and Practices on the Expression of Musical Identity in an Elementary General Music Classroom." Journal of Research in Music Education 61, no. 2 (2013): 195–216. http://dx.doi.org/10.1177/0022429413485439.

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The purpose of this qualitative collective case study was to examine the ways an elementary general music teacher’s curricular beliefs and practices influence the expression of music in identity and identity in music for second-generation students. In addition to the music teacher, participants were 4 students whose families had immigrated to the United States from Mexico and who were attending the midwestern suburban school within the United States where the study took place. This research was designed to provide an understanding of the interactions between the roles of music instruction, cul

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11

Villanueva, Jed, Beatriz Ilari, and Assal Habibi. "Long-term music instruction is partially associated with the development of socioemotional skills." PLOS ONE 19, no. 7 (2024): e0307373. http://dx.doi.org/10.1371/journal.pone.0307373.

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This study aims to investigate the development of pitch-matching, rhythmic entrainment, and socioemotional skills in children who received formal music instruction and other non-music based after school programs. Eighty-three children, averaging 6.81 years old at baseline, were enrolled in either a music, sports, or no after-school program and followed over four years. The music program involved formal and systematic instruction in music theory, instrumental technique, and performance. Most control participants had no music education; however, in some instances, participants received minimal m

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12

Miranda, Martina L. "Developmentally Appropriate Practice in a Yamaha Music School." Journal of Research in Music Education 48, no. 4 (2000): 294–309. http://dx.doi.org/10.2307/3345365.

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Pedagogical practices in a Yamaha Music School were explored using ethnographic techniques to collect data during one semester of instruction. Two groups of participants served as informants in this study: (1) children 4-6 years of age, who were enrolled in the Yamaha Junior Music Courses, and (2) their teachers and parents in the setting. Developmentally Appropriate Practice (DAP) guidelines as published by the National Association for the Education of Young Children were the theoretical grounding for the study. The following question guided the investigation: In what ways are the events and

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13

Edward, Chamila Nishanthi, David Asirvatham, and Gapar Johar. "The Impact of Teaching Oriental Music using Blended Learning Approach: An Experimental Study." Malaysian Journal of Learning and Instruction 16, Number 1 (2019): 81–103. http://dx.doi.org/10.32890/mjli2019.16.1.4.

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Purpose - The purpose of this experimental study is to investigate the impact of teaching Oriental Music using Blended Learning (BL) approach for the students of senior secondary level in Sri Lanka specifically focusing on their achievement on required competencies of Oriental Music at Ordinary Level. The study analyzes the academic performance of students with detailed comparison of BL environment and traditional learning environment. Authors propose the application of BL approach to teach Oriental Music and study its impact on improvement of students’ competency. The study conducted with the

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14

Miksza, Peter, and Brent M. Gault. "Classroom Music Experiences of U.S. Elementary School Children." Journal of Research in Music Education 62, no. 1 (2014): 4–17. http://dx.doi.org/10.1177/0022429413519822.

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The primary purpose of this study was to describe the music experiences elementary school children in the United States receive in the academic classroom setting. The data were drawn from the Early Childhood Longitudinal Study of the Kindergarten Class of 1998–1999 (ECLS-K), a nationally representative study that followed kindergarteners through to their eighth-grade school year with the last data collection wave in 2006–2007. The variables pertaining to music experiences in the academic classroom that were available in the ECLS-K were (a) the frequency and duration with which children receive

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15

Hewitt, Michael P. "The Impact of Self-Evaluation Instruction on Student Self-Evaluation, Music Performance, and Self-Evaluation Accuracy." Journal of Research in Music Education 59, no. 1 (2010): 6–20. http://dx.doi.org/10.1177/0022429410391541.

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The author sought to determine whether self-evaluation instruction had an impact on student self-evaluation, music performance, and self-evaluation accuracy of music performance among middle school instrumentalists. Participants ( N = 211) were students at a private middle school located in a metropolitan area of a mid-Atlantic state. Students in intact classes, grades 5 through 8, were assigned to one of three treatment groups: self-evaluation instruction (SE-I), self-evaluation only (SE-O), or no self-evaluation (SE-No) for treatment lasting 5 weeks. All groups played through music used in t

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16

Hong, Seungyoun. "Exploring Instruction Methods for the Resting Tone in Elementary School Music Classes." European Journal of Education and Pedagogy 3, no. 6 (2022): 222–25. http://dx.doi.org/10.24018/ejedu.2022.3.6.513.

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This study aims to explore some instructional methods for the resting tone in music education, especially elementary general music education in Korea. Before exploring the instructional methods, the important role of the resting tone in the view of a western music history was investigated. Establishing the instructional methods, Music Learning Theory, a contemporary music education theory by Gordon was based upon and adapted to apply. Four integral applicable methods for elementary school music teachers to instruct the resting tone were introduced. First, through singing the last pitch of the

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17

Hartley, Linda A., and Ann M. Porter. "The Influence of Beginning Instructional Grade on String Student Enrollment, Retention, and Music Performance." Journal of Research in Music Education 56, no. 4 (2009): 370–84. http://dx.doi.org/10.1177/0022429408329134.

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The purpose of this study was to investigate three primary variables concerning the starting grade level of beginning string instruction in public schools: (a) initial enrollment, (b) retention data for both the end of the first year and at the seventh-grade year of instruction, and (c) music performance level in the seventh grade. Secondary variables including schedule of instruction, decision makers, grade-level organization, and private lessons also were examined. Research objectives were developed to provide string teachers with information for use when they consider the grade level of beg

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18

Abril, Carlos R., and Brent M. Gault. "The State of Music in the Elementary School." Journal of Research in Music Education 54, no. 1 (2006): 6–20. http://dx.doi.org/10.1177/002242940605400102.

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This study is an examination of school principals' perceptions of the elementary school music curriculum. A survey, mailed to 350 elementary school principals (61% response rate), was designed to answer the following questions: What are principals' perceptions of music learning outcomes and broad educational goals that result from school music instruction at their respective schools? How do they believe these should exist in ideal conditions? Is there a difference between principals' ratings for current and ideal conditions? To what degree do certain variables affect the music program? Results

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19

Egüz, Şule. "Social Studies Instruction With Educational Music: Write, Compose, and Apply." SAGE Open 12, no. 3 (2022): 215824402211206. http://dx.doi.org/10.1177/21582440221120651.

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The present study aimed to assist pre-service social studies teachers in the production of song lyrics adequate for the curriculum, composition of songs that would be of interest for secondary school students to construct functional educational music in social studies courses and determine the impact of this music on academic achievements and learning processes of the students. In the present study, exploratory sequential design, a mixed research method, was employed. In the first stage, song lyrics were written by 55 pre-service teachers attending the education department in a public universi

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20

Demorest, Steven M. "Improving Sight-Singing Performance in the Choral Ensemble: The Effect of Individual Testing." Journal of Research in Music Education 46, no. 2 (1998): 182–92. http://dx.doi.org/10.2307/3345622.

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The purpose of this study was to examine the effect of individual testing, in conjunction with group instruction, on students' sight-singing skills. A quasi-experimental study was designed to test the following prediction: Choir students given a regular program of individual testing will show a significantly greater improvement in individual sight-singing over students given group sight-singing instruction alone. A sample of 306 subjects was drawn from the beginning and advanced choirs of six high schools in the State of Washington where sight-singing was taught. Intact choirs were randomly as

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21

Gromko, Joyce Eastlund. "The Effect of Music Instruction on Phonemic Awareness in Beginning Readers." Journal of Research in Music Education 53, no. 3 (2005): 199–209. http://dx.doi.org/10.1177/002242940505300302.

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The purpose of this study was to determine whether music instruction was related to significant gains in the development of young children's phonemic awareness, particularly in their phoneme-segmentation fluency. Beginning in January 2004 and continuing through the end of April 2004, each of four intact classrooms of kindergarten children ( n= 43) from one elementary school were taught music by one of four advanced music-methods students from a nearby university. Kindergarten children ( n= 60) at a second elementary school served as the control group. An analysis of the data revealed that kind

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22

Moss, Kirk D. "Attitudes toward Curricular String instruction among South Georgia's Public School Superintendents." String Research Journal os-2, no. 1 (2002): 89–102. http://dx.doi.org/10.1177/1948499202os-200105.

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This study seeks to answer the question: What are the attitudes of South Georgia public school superintendents toward curricular string instruction? A10-item questionnaire was developed and sent to 44 rural public school superintendents. Eighty-four percent of the superintendents (N = 37) responded to the questionnaire. The primary findings of this survey regarding the respondents’ school district music curriculum indicated that 89.2% of the districts did not offer curricular string instruction. The primary findings regarding the respondents’ thoughts about string instruction indicated that if

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23

Buonviri, Nathan O., and Andrew S. Paney. "Technology use in high school aural skills instruction." International Journal of Music Education 38, no. 3 (2020): 431–40. http://dx.doi.org/10.1177/0255761420909917.

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In this study, we investigated the use of digital technology for aural skills instruction in Advanced Placement Music Theory (APMT) classes in the United States. Our research questions focused on which technologies teachers use for aural skills, how they incorporate them, and what influences their decisions to use them. We created, piloted, and distributed a survey electronically to a stratified sample by state of 866 instructors. Participants who completed the survey ( N = 317, response rate = 36%) were current APMT teachers representing 48 states. Of the 91% of respondents who used digital t

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24

Kaushal, Rajesh Kumar, and Surya Narayan Panda. "A Meta Analysis on Effective conditions to Offer Animation Based Teaching Style." Malaysian Journal of Learning and Instruction 16, Number 1 (2019): 129–53. http://dx.doi.org/10.32890/mjli2019.16.1.6.

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Purpose - The purpose of this experimental study is to investigate the impact of teaching Oriental Music using Blended Learning (BL) approach for the students of senior secondary level in Sri Lanka specifically focusing on their achievement on required competencies of Oriental Music at Ordinary Level. The study analyzes the academic performance of students with detailed comparison of BL environment and traditional learning environment. Authors propose the application of BL approach to teach Oriental Music and study its impact on improvement of students’ competency. The study conducted with the

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25

Martin, Lisa D. "A Case Study of a Noncredentialed, Second-Career Music Educator." Journal of Music Teacher Education 28, no. 1 (2018): 83–101. http://dx.doi.org/10.1177/1057083718788017.

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Throughout the United States, educators lacking formal credentials have increasing opportunities to assume classroom teaching positions. The purpose of this instrumental case study was to explore the career decision making and early-career teaching experiences of Holly, a noncredentialed music educator working in a public charter school. Data were collected over 6 months in the form of semistructured interviews, teaching and performance observations, and artifact analysis. Holly’s pathway to classroom teaching as a second career was characterized by nonlinear decision making, exploring numerou

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Prichard, Stephanie. "The Impact of Music Practice Instruction on Middle School Band Students’ Independent Practice Behaviors." Journal of Research in Music Education 68, no. 4 (2020): 419–35. http://dx.doi.org/10.1177/0022429420947132.

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The purpose of this study was to investigate the impact of music practice instruction on middle school band students’ ability to articulate and incorporate practice strategies. Participants were middle school band students at a large suburban middle school ( N = 105). Using a pretest–posttest quasi-experimental design, participants were divided into control ( n = 53) and experimental ( n = 52) groups. Participants in the experimental group received 3 weeks of practice strategy instruction during ensemble warm-up time, and the control group continued with their typical warm-up routine. Pretest

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Norgaard, Martin, Laura A. Stambaugh, and Heston McCranie. "The Effect of Jazz Improvisation Instruction on Measures of Executive Function in Middle School Band Students." Journal of Research in Music Education 67, no. 3 (2019): 339–54. http://dx.doi.org/10.1177/0022429419863038.

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Research investigating links between academic achievement and active music instruction has not previously differentiated between different types of instruction. In the current study, 155 seventh- and eighth-grade middle school band students were divided into two groups. Both groups received 2 months of instruction in jazz phrasing, scales, and vocabulary, but only the experimental group was taught to improvise. All instruction was part of the warm-up routine in regular band classes. All students were tested before and after instruction on the Wisconsin Card Sorting Task (cognitive flexibility)

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Palkki, Joshua. "“My voice speaks for itself”: The experiences of three transgender students in American secondary school choral programs." International Journal of Music Education 38, no. 1 (2019): 126–46. http://dx.doi.org/10.1177/0255761419890946.

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With the purpose of furthering lesbian, gay, bisexual, transgender, queer, questioning, and allies/agender/asexual (LGBTQA) dialogue in music education and to improve choral instruction for trans(gender) students, this multiple narrative case study explores the experiences of trans students in secondary school choral music programs in the United States. The emergent research design employed narrative and ethnographic techniques to honor and highlight voices of the three participants. The connection or lack thereof between voice and gender identity was different for each student. The policies o

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Mataruse, Shadreck. "Transmitting Cultural Identity in Schools through Traditional Music: A Case Study of Three Districts in Zimbabwe." Global Journal of Educational Studies 3, no. 1 (2017): 61. http://dx.doi.org/10.5296/gjes.v3i1.10638.

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Traditional music may be used to transmit and preserve cultures of various societies in schools. To address the above concern, the researcher carried out a study on traditional music performances in three Zimbabwean districts. The study employed a qualitative approach. Audio visual recordings, interviews and questionnaires were used for data collection. The population comprised members from three districts and music teachers from the selected schools. The study revealed that music education may be of meaningful value to societies when local traditional songs are used. The study also disclosed

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Oh, Jiyeon. "A Study on the Contents of the Integrated Instruction for Judae Sori." National Gugak Center 47 (April 30, 2023): 333–67. http://dx.doi.org/10.29028/jngc.2023.47.333.

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This study is motivated to make people have a wide range of thoughts of empathizing with Korean life through minyo (folk song) education and further to educate minyo that reflects locality. Accordingly, it examines educational contents utilizing judae sori, a folk song which has been handed down in the Incheon area, selecting an integrated educational method to obtain various information through the subject and develop communication skills. The study was conducted as follows. First, it set a learning structure goal, reviewing the concept and necessity of integrated education. Second, it

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Jiaxin, Li. "A Study on the Mechanisms of Influence of High School Music Curriculum Instructional Design on Developing Students' Core Literacy in Music Subject - Structural Equation Modeling." IRA International Journal of Education and Multidisciplinary Studies 19, no. 2 (2023): 91. http://dx.doi.org/10.21013/jems.v19.n2.p5.

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<p>The level of high school music curriculum instructional design determines the effectiveness of high school students' music discipline core literacy development. To clarify the mechanism of the influence of high school music curriculum instructional design on the cultivation of students' core literacy in music can help the cultivation of high school students' core literacy in music. The empirical study using structural equation modeling found that there were significant correlations among the four dimensions within the questionnaire: instructional goals, instructional content, instruct

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Ha, Hyerin, and Seonghan Kim. "A Study on Step-by-Step Teaching Plan for "Pogurak" Play Activity in the Creative Area through the Integration of Music and Other Subjects: Focusing on the 4th Grade Elementary School Students." National Gugak Center 48 (October 31, 2023): 337–61. http://dx.doi.org/10.29028/jngc.2023.48.337.

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The newly published 2022 revised music curriculum respects students' emotions and emphasizes their self-direction and creativity to enjoy music on their own. Especially, compared to the 2015 revised music curriculum, it is noteworthy that creationhas been newly added in the music field to guide various creative activities within the music subject. Therefore, it is expected that various creative activities linked to the music curriculum will become more active in schools in the future. This study attempts to present a step-by-step teaching plan for the

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Stipančević, Nataša, and Jovana Milošević. "The influence of music culture teaching on the social-emotional development of younger school-age children." Norma 25, no. 2 (2020): 281–98. http://dx.doi.org/10.5937/norma2002281s.

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The social-emotional development of young school-age children is, in different theoretical studies, often linked with different influences of music in its cultural, entertaining, educational, and other contexts. In the context of formal education, music is included in the education and development of children mostly through the organization and realization of musical culture instruction. Considering the numerous influences of music and musical culture, both on the life of a man seen from a general perspective, and on a child, it is significant and interesting to study the topic of the influenc

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Kibici, Volkan Burak. "Effects of Online Constructivist 5E Instructional Model on Secondary School Music Lessons." International Journal of Technology in Education 5, no. 1 (2022): 117–31. http://dx.doi.org/10.46328/ijte.241.

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In this research, it was aimed to investigate the effect of online 5E instructional model on the 6th grade music lesson of secondary school in terms of students' course achievement, attitude and retention. The research had a pretest-posttest control group, which is one of the semi-experimental models. The research was carried out on 40 students studying in a private secondary school in Turkey in accordance with the purpose of the study. A teaching program based on the online 5E instructional model was developed for the experimental group. For this purpose, an 8-week instruction program was des

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Gage, Nathan, Bronwen Low, and Francisco Luis Reyes. "Listen to the tastemakers: Building an urban arts high school music curriculum." Research Studies in Music Education 42, no. 1 (2019): 19–36. http://dx.doi.org/10.1177/1321103x19837758.

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In partnership with academics from McGill University and community arts partners, a high school in Montreal faced with significant challenges became an “urban arts school,” offering music and visual art programs centered in youth culture, as well as integrating arts into several academic subjects. The initiative was inspired by the school’s popular extra-curricular activities, which included a Hip Hop literacy club that ran beat making and rap writing workshops. Considering the popularity of these activities, the school decided to offer a music education program focused on musical skills throu

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Parkes, Kelly A., Brett D. Jones, and Jesse L. M. Wilkins. "Assessing Music Students’ Motivation Using the MUSIC Model of Academic Motivation Inventory." Update: Applications of Research in Music Education 35, no. 3 (2015): 16–22. http://dx.doi.org/10.1177/8755123315620835.

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The purpose of this study was to investigate the reliability and validity of using a motivation inventory with music students in upper-elementary, middle, and high school. We used the middle/high school version of the MUSIC Model of Academic Motivation Inventory to survey 93 students in the 5th to 12th grades in one school. Our analysis revealed the inventory produced reliable and valid scores on the five MUSIC scales (MUSIC is an acronym for empowerment, usefulness, success, interest, and caring). Findings provide empirical evidence to support the validity of the five-factor structure of the

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Latifah, Diah. "EVALUASI MATA KULIAH PIANO UNTUK MENGHASILKAN GURU MUSIK DI SEKOLAH." Jurnal Penelitian dan Evaluasi Pendidikan 16, no. 2 (2013): 457–73. http://dx.doi.org/10.21831/pep.v16i2.1127.

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Studi ini bertujuan untuk mengevaluasi mata kuliah instrumen pilihan wajib piano dan relevansinya terhadap tujuan kurikulum Jurusan Pendi-dikan Seni Musik Universitas Pendidikan Indonesia yang berkomitmen untuk menghasilkan pendidik musik profesional. Untuk memenuhi tuntut-an ini, metode penelitian yang digunakan adalah studi kasus sosial inkuiri. Instrumen penelitian yang digunakan adalah pedoman observasi, pedoman wawancara, lembar pertanyaan lanjutan hasil informasi, dan kajian doku-men serta dokumentasi. Hasil Penelitian menyatakan bahwa partisipan ma-ta kuliah ini belum mampu untuk menggg

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Shaw, Julia T. "“The Music I Was Meant to Sing”." Journal of Research in Music Education 64, no. 1 (2016): 45–70. http://dx.doi.org/10.1177/0022429415627989.

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This article is based on a multiple embedded case study, the purpose of which was to explore adolescent choral students’ perceptions of culturally responsive pedagogy (CRP) in three demographically contrasting choirs of an urban nonprofit children’s choir organization. The case presented here focused on an after-school choir situated in a Puerto Rican enclave, where a multiethnic teacher designed instruction that was responsive to a community with a significant migrant and immigrant Hispanic population. Adolescents perceived their teacher’s culturally responsive practice as honoring their own

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Hamann, Donald L., Robert Gillespie, and Louis Bergonzi. "Status of Orchestra Programs in the Public Schools." String Research Journal os-2, no. 1 (2002): 9–35. http://dx.doi.org/10.1177/1948499202os-200102.

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The purpose of this study was to monitor the status of string instruction in string programs throughout the United States. Subjects for this study were string teachers from string school programs throughout the United States. From a total of 8,556 public, private, and parochial schools at the elementary, middle school/junior high school, and high school levels, a sample of 2, 139 schools were randomly selected for study participation. A survey was administered to string teachers at these randomly selected sites. From data analyses it was found that: the number of string teachers has declined w

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Abril, Johanna E. "The state of music education in the basic general public schools of Ecuador: The administrators’ perspective." International Journal of Music Education 37, no. 3 (2019): 370–89. http://dx.doi.org/10.1177/0255761419842415.

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This study examines the state of music education in the public schools of Ecuador from the perspective of school administrators. A survey that was distributed to 1800 school administrators (27.4% response rate) was used to answer the following research questions: What are administrators’ perceptions of the current national policies for arts education? What are administrators’ perceptions of the current state of the music curriculum? Is there a difference between administrators’ perceptions of current and ideal states? What are administrators’ perceptions of the degree to which numerous variabl

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Mantasa, Dedi, and Yos Sudarman. "PENGGUNAAN APLIKASI BASIC GUITAR CHORDS 3D PADA PEMBELAJARAN SENI BUDAYA (MUSIK) DI KELAS VII SMP NEGERI 3 KECAMATAN HARAU." Jurnal Sendratasik 9, no. 3 (2020): 41. http://dx.doi.org/10.24036/jsu.v9i1.109436.

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AbstractThis study aims to describe the activities of Culture and Arts (music) teachers in grade VII of SMP Negeri 3 Harau District, Lima Puluh Kota Regency in implementing music instruction using the Basic Guitar Chords 3D application for learning guitar at school. The use of this guitar playing application provides an opportunity for students to learn guitar playing virtually with a different learning atmosphere from how guitar learning was theoretically and practically conducted before.This study uses references to results from relevant research and several theoretical studies especially th

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Demorest, Steven M., and William V. May. "Sight-Singing Instruction in the Choral Ensemble: Factors Related to Individual Performance." Journal of Research in Music Education 43, no. 2 (1995): 156–67. http://dx.doi.org/10.2307/3345676.

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In this study, we examined individual sight-singing skills of choir members in relation to their private musical training, their choral experience, the difficulty of the melodic material, and the system used for group sight-singing instruction. The subjects (N= 414) were drawn from both the first and second choirs of four Texas high schools. Two schools used the fixed-do system of sight-singing; the other two, the movable-do system. Subjects were randomly assigned to two melody conditions of varying difficulty. A multiple-regression analysis of musical background variables indicated that the n

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Guo, Junyao, and Dickson K. W. Chiu. "Preliminary Study on Enhancing Students’ Sight Singing and Ear Training Abilities through the Integration of Kodaly Teaching Method and Chinese Folk Songs." SHS Web of Conferences 187 (2024): 02017. http://dx.doi.org/10.1051/shsconf/202418702017.

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This study examines the effectiveness of the Kodály teaching method in enhancing students’ sight singing and ear training abilities. The experimental design involves a controlled intervention study with high school music students randomly assigned to either a Kodály-inspired instruction group or a control group receiving conventional music education methods. Results indicate that the Kodály teaching method positively impacts pitch recognition, melody interpretation, and rhythm comprehension. The study contributes valuable insights to the field of music education and highlights the importance o

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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.

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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

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Lesser, Andrew J. "An Investigation of Digital Game-Based Learning Software in the Elementary General Music Classroom." Journal of Sound and Music in Games 1, no. 2 (2020): 1–24. http://dx.doi.org/10.1525/jsmg.2020.1.2.1.

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Game-based learning, or the process of adapting an educational concept into a game-based structure, has been studied by researchers for nearly a century. Over the last several decades, new technologies have allowed digital media to create a multibillion-dollar entertainment industry commonly known as video games. Video games have become a tool for many educators who have the potential to engage students to learn musical concepts and skills. The purpose of this study was to determine the effectiveness of digital game-based learning in comparison to other teaching methods for music education and

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Simoni, Mary. "Project Lovelace: unprecedented opportunities for music education." Organised Sound 8, no. 1 (2003): 57–60. http://dx.doi.org/10.1017/s1355771803001067.

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Project Lovelace is a school-based programme for students aged twelve to eighteen years interested in learning about making music by using technology. The programme is designed to encourage equal and equitable participation by male and female students through instruction in technology-enhanced music performance, improvisation, composition, analysis and notation. Project Lovelace is named in honour of the contributions of the female mathematician Ada Augusta, Countess of Lovelace, who in 1842 predicted that computers could be used for musical composition (Roads 1996).The goals of Project Lovela

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ARKO-MENSAH, AUGUSTA, and RICHARD ARHIN. "MUSICAL TRAINING ON TEACHING EFFECTIVENESS: INSIGHTS FROM NCHIRAA PRIMARY SCHOOLS." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION HUMANITIES AND COMMERCE 05, no. 03 (2024): 254–70. http://dx.doi.org/10.37602/ijrehc.2024.5318.

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The study sought to investigate the status of music education within the creative arts curriculum, with a specific focus on Nchiraa primary schools in the Wenchi municipality of the Bono Region of Ghana. The primary aim was to investigate the factors contributing to the limited attention given to music instruction by teachers in Nchiraa primary schools within the performing arts strand of the creative arts curriculum. Drawing on the Music Theory Learning by Edwin Gordon, the research adopted a qualitative paradigm with a case study design. Four schools were included in the study, within the Nc

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Corcoran, Sean. "Teaching creative music in El Sistema and after-school music contexts." International Journal of Music Education 39, no. 3 (2021): 313–26. http://dx.doi.org/10.1177/0255761421990820.

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El Sistema music programmes have blossomed over the past decade, with the aim of fostering social development through intensive orchestral music instruction. Many scholars agree that creative music making can facilitate student agency development, increase a sense of belonging and promote creative expression by allowing students to bring their perspectives to the learning context. With these benefits apparent, it seems rational that El Sistema should incorporate creative music making into its curriculum. To build understanding of how creative music approaches function in some programmes, I use

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Paney, Andrew S., and Nathan O. Buonviri. "Developing Melodic Dictation Pedagogy: A Survey of College Theory Instructors." Update: Applications of Research in Music Education 36, no. 1 (2017): 51–58. http://dx.doi.org/10.1177/8755123316686815.

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The purpose of this study was to identify pedagogical approaches to melodic dictation used by college music theory instructors at National Association of Schools of Music accredited institutions. Instructors ( N = 270) from 45 states responded to an online survey targeting melodic dictation instruction in their freshman theory courses. Results indicated that instructors: Chose pitch systems that emphasized scale degree function and rhythm systems that emphasized the meter, acknowledged the difficulty of compound meter for students, and advocated listening to a dictation completely before begin

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Morrison, Steven J., Steven M. Demorest, Patricia Shehan Campbell, Sarah J. Bartolome, and J. Christopher Roberts. "Effect of Intensive Instruction on Elementary Students’ Memory for Culturally Unfamiliar Music." Journal of Research in Music Education 60, no. 4 (2012): 363–74. http://dx.doi.org/10.1177/0022429412462581.

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Previous researchers have found that both adults and children demonstrate better memory for novel music from their own music culture than from an unfamiliar music culture. It was the purpose of this study to determine whether this “enculturation effect” could be mediated through an extended intensive instructional unit in another culture’s music. Fifth-grade students in four intact general music classrooms (two each at two elementary schools in a large U.S. city) took part in an 8-week curriculum exclusively concentrated on Turkish music. Two additional fifth-grade classes at the same schools

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