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Artykuły w czasopismach na temat „School music – Instruction and study – Singapore”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 13 lutego 2022

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1

Cai, Y. Y., B. F. Lu, Z. W. Fan, C. W. Chan, K. T. Lim, L. Qi, and L. Li. "Proteins, Immersive Games and Music." Leonardo 39, no. 2 (April 2006): 135–37. http://dx.doi.org/10.1162/leon.2006.39.2.135.

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The authors present their research on using virtual reality (VR) in the presentation of protein music and immersive games. They first describe the core components of VR technology for protein modeling, visualization and interaction. They then present their implementations of VR protein games and protein-derived computer music. Instruction in protein-structure learning is discussed in the context of the authors' trial project in the Chinese High School in Singapore and an exhibition at Singapore Art Museum.

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Yongbing, Liu, and Zhao Shouhui. "Chinese Language Instruction in Singapore Primary School Classrooms: A Comparative Study." Pedagogies: An International Journal 3, no. 3 (June 13, 2008): 168–86. http://dx.doi.org/10.1080/15544800802026629.

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Menard, Elizabeth A. "Music Composition in the High School Curriculum." Journal of Research in Music Education 63, no. 1 (April 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

Lum, Chee-Hoo. "Musical behaviours of primary school children in Singapore." British Journal of Music Education 26, no. 1 (March 2009): 27–42. http://dx.doi.org/10.1017/s0265051708008255.

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In this ethnographic study, the musical behaviours of 28 primary school children in Singapore were examined for their meaning and diversity as they engaged in the school day. A large part of these children's musical behaviours stemmed from their exposure to the mass media. Children's musical inventions emerged in the context of play, occasionally using musical play as an aid to academic learning. Instances of rhythmic play were more prevalent compared with melodic utterances. The children tended to motivate and encourage each other in their daily activities through the use of rhythmic play whi

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Buonviri, Nathan O., and Andrew S. Paney. "Technology use in high school aural skills instruction." International Journal of Music Education 38, no. 3 (March 1, 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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Smith, Camille M. "Access to String Instruction in American Public Schools." Journal of Research in Music Education 45, no. 4 (December 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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Miksza, Peter, and Brent M. Gault. "Classroom Music Experiences of U.S. Elementary School Children." Journal of Research in Music Education 62, no. 1 (March 5, 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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8

Ng, Hoon Hong. "Enabling Popular Music Teaching in the Secondary Classroom – Singapore Teachers' Perspectives." British Journal of Music Education 35, no. 3 (March 19, 2018): 301–19. http://dx.doi.org/10.1017/s0265051717000274.

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The pervasiveness of popular music and its associated practices in current youth cultures brings into question the relevance and effectiveness of more traditional music pedagogies, and propels a search for a more current and engaging music pedagogy informed by popular music practices. With this as the basis, this study seeks to explore factors that may enable the success and effectiveness of popular music programmes in public schools through the lenses of three Singapore secondary school teachers as they conducted their popular music lessons over seven to ten weeks. In the process, the study a

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9

Karuppiah, Nirmala. "Enhancing the quality of teacher-child interactions in Singapore pre-school classrooms." Journal of Childhood, Education & Society 2, no. 1 (February 19, 2021): 58–68. http://dx.doi.org/10.37291/2717638x.20212187.

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This exploratory study was aimed primarily at developing baseline data on the quality of teacher-child interactions in Singapore pre-school classrooms. Data were collected through observations of teacher-child interactions in 80 pre-schools, using the Classroom Assessment Scoring System (CLASS) in the three key domains which are 1) Emotional Support, 2) Classroom Organisation, and 3) Instructional Support (Pianta, La Paro, & Hamre, 2008). It was found that the overall quality of teacher-child interactions in the Singapore pre-school classrooms was low to moderate, with Instruction Support

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10

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 (August 9, 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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11

Lim, Tock Keng, and Liang See Tan. "A pull-out gifted programme in Singapore." Gifted Education International 12, no. 1 (January 1997): 43–46. http://dx.doi.org/10.1177/026142949701200110.

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A variety of programming models, both part- and full-time, have been designed to provide gifted children with appropriate instruction to fulfil their needs and potential. In January 1993, The Chinese High School, an independent school in Singapore, started on a pull-out gifted program where students are selected to attend a challenging, differentiated and enriched curriculum in Mathematics, Science and Computer Science. Interesting enrichment activities carried out in the programme included a Mentor Link programme and a creative computing camp. The strength of such a programming model is that

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12

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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13

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 (December 16, 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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14

Miranda, Martina L. "Developmentally Appropriate Practice in a Yamaha Music School." Journal of Research in Music Education 48, no. 4 (December 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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15

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 (June 25, 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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16

Cho, Suni. "A Study on the Instruction of the Physical Expression of Multicultural Music in Elementary School." Korean Music Education Society 50, no. 1 (February 28, 2021): 155–77. http://dx.doi.org/10.30775/kmes.50.1.155.

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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 (February 2, 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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18

Gromko, Joyce Eastlund. "The Effect of Music Instruction on Phonemic Awareness in Beginning Readers." Journal of Research in Music Education 53, no. 3 (October 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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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 (January 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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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 (December 4, 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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21

Martin, Lisa D. "A Case Study of a Noncredentialed, Second-Career Music Educator." Journal of Music Teacher Education 28, no. 1 (July 27, 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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22

Seifried, Scott. "Exploring the outcomes of rock and popular music instruction in high school guitar class: a case study." International Journal of Music Education 24, no. 2 (August 2006): 168–77. http://dx.doi.org/10.1177/0255761406065478.

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Nguyen, Dong Thanh, David Ng, and Pui San Yap. "Instructional leadership structure in Singapore: a co-existence of hierarchy and heterarchy." Journal of Educational Administration 55, no. 2 (April 10, 2017): 147–67. http://dx.doi.org/10.1108/jea-05-2016-0060.

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Purpose The purpose of this paper is to explore the instructional leadership practices and structure in Singapore primary schools. Design/methodology/approach The study employs a qualitative approach. Data were collected from interviews of 30 Singapore primary school principals and 25 working-day observations of five principals. A grounded theory method was utilized to analyze the qualitative data. Findings The instructional leadership roles of principals can be categorized into four key themes: vision development and implementation, physical and organizational structure, professional developm

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Hash, Phillip M. "Music Instruction at Selected State Normal Schools during the Nineteenth Century." Journal of Research in Music Education 67, no. 4 (December 2, 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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Abril, Carlos R., and Brent M. Gault. "The State of Music in the Elementary School." Journal of Research in Music Education 54, no. 1 (April 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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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 (June 20, 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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Guilbault, Denise Marie. "The Effects of Harmonic Accompaniment on the Tonal Improvisations of Students in First Through Sixth Grade." Journal of Research in Music Education 57, no. 2 (June 18, 2009): 81–91. http://dx.doi.org/10.1177/0022429409337201.

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The purpose of this research was to examine the effects of harmonic accompaniment on the tonal improvisations of elementary school students. Specifically, this study was designed to (a) determine if the addition of a root melody accompaniment to song instruction affects the implied harmonic changes and harmonic rhythm in the tonal improvisations of students in first through sixth grade and (b) determine whether age affects the tonal improvisation scores of students in first through sixth grade. Results indicated that students who received song instruction with root melody accompaniment receive

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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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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 (August 24, 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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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 (August 6, 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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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 (September 15, 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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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 (March 13, 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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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 (July 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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Cher Leng, Lee. "Compliments and Compliment Responses of Singapore Chinese University Students." Global Chinese 1, no. 1 (April 1, 2015): 169–201. http://dx.doi.org/10.1515/glochi-2015-1007.

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Abstract This paper examines the compliments and compliment responses of Singapore Chinese university students from naturally occurring data. Both Mainland China and Taiwan have received more attention in compliments research. Unlike China and Taiwan, Singapore is in the outer circle (Kachru 1992) of the Mandarin speaking community. Although the population of Singapore comprised of three-quarters of ethnic Chinese, Mandarin is taught in school as a second language with the medium of instruction of all other subjects being English (see Lee 2012). The different language environment and cultural

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Smith, Jacqueline C. "Hidden in Plain Sight: A Music Therapist and Music Educator in a Public School District." International Journal of Music Education 36, no. 2 (June 19, 2017): 182–96. http://dx.doi.org/10.1177/0255761417712319.

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The purpose of this intrinsic case study was to clarify the roles of a music educator and music therapist in a North American public school district. This case was unique because some of the students with special needs received both music instruction and music therapy services, yet there was little collaboration between the two disciplines. In an effort to learn more about each music discipline and to add to the knowledge base of the connections between music education and music therapy I posed four research questions: (1) What were the goals of the music teacher and music therapist for the st

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Brendell, Janna K. "Time Use, Rehearsal Activity, and Student Off-Task Behavior during the Initial Minutes of High School Choral Rehearsals." Journal of Research in Music Education 44, no. 1 (April 1996): 6–14. http://dx.doi.org/10.2307/3345409.

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In this study, the use of rehearsal time during the initial minutes (i.e., the warm-up time) of 33 high school choral rehearsals was examined. Student attentiveness was also investigated during initial rehearsal activities. Trained observers used interval observation techniques in collecting attentiveness, rehearsal activity, and time usage data. Interobserver agreement averaged .93 for off-task, .88 for activity coding, and .85 for rehearsal timing. Conductors averaged 43.45 elapsed seconds prior to the first verbal statement to begin and 14 minutes 19 seconds prior to rehearsal of literature

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Ruismäki, Heikki, and Tarja Tereska. "Students' assessments of music learning experiences from kindergarten to university." British Journal of Music Education 25, no. 1 (March 2008): 23–39. http://dx.doi.org/10.1017/s026505170700770x.

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This article reports on a retrospective study of Finnish pre-service elementary teachers' assessments of their musical experiences in nursery school and elementary and secondary school and real-time study of their experiences in teacher training. The participants (N = 590) had received musical instruction in five age groups (4–6 years, 7–12 years, 13–15 years, 16–19 years, 20–25 years). The assessments were most positive in the 4–6 years group and thereafter declined until puberty in the 13–15 years group. A change in a positive direction was perceived in the 16–19 years group and also in the

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Akutsu, Taichi. "Constructing a “fast protocol” for middle school beginner violin classes in Japan." International Journal of Music Education 36, no. 1 (February 3, 2017): 96–107. http://dx.doi.org/10.1177/0255761417689918.

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This study aimed to investigate the process of constructing a “fast-protocol” for violin instruction. Since learning string instruments has not been common, and because there are limited hours for music in Japanese schools, the author, a violinist, collaborated with the general music teacher at a middle school in the Tokyo metropolitan area, and co-created the protocol which contains three lesson units as follows: (1) to play an open string on the violin; (2) to discriminate pitch by string crosses on the violin; (3) to discriminate pitch by using fingers on the violin. As for data collection,

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Moore, Randall S. "Influence of Multicultural Singing Games on Primary School Children'S Attentiveness and Song Preferences in Music Classes." International Journal of Music Education os-39, no. 1 (May 2002): 31–39. http://dx.doi.org/10.1177/025576140203900104.

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In this study, eight multicultural songs with varying amounts of movement were taught to one hundred ninety-five 4- to 7-year-olds in a school setting during three weeks of daily music lessons. Three observers recorded group and individual attentiveness behavior during 17 hours of music instruction. At the end of the research period, subjects were asked in groups and individually to tell how much they liked the eight songs they had learned. Results indicated over 95% group on-task behavior during music instruction, and attention varied with amount of action in each song. A Spearman correlation

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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 (May 14, 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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Bautista, Alfredo, Guo-Zheng Toh, and Joanne Wong. "Primary school music teachers’ professional development motivations, needs, and preferences: Does specialization make a difference?" Musicae Scientiae 22, no. 2 (November 14, 2016): 196–223. http://dx.doi.org/10.1177/1029864916678654.

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

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Caldarella, Paul, Leslie Williams, Krystine A. Jolstead, and Howard P. Wills. "Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams." Update: Applications of Research in Music Education 35, no. 3 (January 8, 2016): 23–30. http://dx.doi.org/10.1177/8755123315626229.

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Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and reinforcing appropriate social skills. Class-Wide Function-Related Intervention Teams (CW-FIT), a specific positive behavior support intervention involving social skills instruction, positive reinforcement, and group contingencies, has proven effective in eleme

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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 (July 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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Anderson, Kate T. "The discursive construction of lower-tracked students: Ideologies of meritocracy and the politics of education." education policy analysis archives 23 (November 8, 2015): 110. http://dx.doi.org/10.14507/epaa.v23.2141.

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This study considers the discursive construction of a particular type of student in Singapore - the lowest-tracked, Normal Technical (NT), secondary school student. Shaped by meritocratic policies, educational practices, and ideologies common to many late-modern societies, students in the NT track are institutionally and individually constructed through the results of high-stakes testing regimes and essentialist views of ability. This article extends an understanding of the NT student as a widely held, deficit construction in Singapore by considering its use as an ideological label in interper

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Shaw, Julia T. "“The Music I Was Meant to Sing”." Journal of Research in Music Education 64, no. 1 (February 9, 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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Harte, Colin. "The Historical Development of Music Education in Brazil through the Lens of Colégio Pedro II in Rio de Janeiro (1837–2011)." Journal of Historical Research in Music Education 39, no. 1 (March 20, 2017): 5–24. http://dx.doi.org/10.1177/1536600617697438.

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The purpose of this study is to investigate the historical development of Brazilian music education legislation in relation to the Brazilian public school, Colégio Pedro II. Located in Rio de Janeiro, Colégio Pedro II has consistently offered music instruction since its inception in 1837. The historical narrative presented in this article details the shifting nature of educational legislation in Brazil and its subsequent implementation at Colégio Pedro II from 1837 to 2011. A unique perspective is provided, offering insights into the role and function of music instruction in both the state of

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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 (June 6, 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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Hospital, Michelle Marie, Staci Leon Morris, Eric F. Wagner, and Eva Wales. "Music Education as a Path to Positive Youth Development: An El Sistema-Inspired Program." Journal of Youth Development 13, no. 4 (December 14, 2018): 149–63. http://dx.doi.org/10.5195/jyd.2018.572.

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The El Sistema music education philosophy links positive individual and social development through musical education. This study is a longitudinal examination of the impact of participation in an El Sistema-inspired program, the Miami Music Project, on positive youth development. We hypothesized that over the course of a school year, participation in ensemble-based after-school music programming would significantly enhance factors associated with positive youth development. Specifically, we evaluated social emotional constructs aligned with the Five Cs of Positive Youth Development: Competence

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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 (December 11, 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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Simoni, Mary. "Project Lovelace: unprecedented opportunities for music education." Organised Sound 8, no. 1 (April 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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