From Book Store to Fashion Runway: Adapting Lessons from the Music-enhanced Sisyphe Bookstore’s Culture in Qingdao (China) to the Fashion Culture of Manila, Philippines

A brief analysis of Innovative Ability Cultivation in Music Education

The current research examines the possibilities of music education in supporting the well-being of families living in demanding life situations. The context for the study is Family Sound Hammock, a 3-year research and development project that took place in the metropolitan area of Finland from 2020 to 2023. The project aimed at systematically supporting the well-being of families especially by strengthening their capacities for interaction in and through music education activities. This phenomenological-hermeneutic research focusses on the affordances emerging in family music activities, asking the following: What kinds of affordances can be recognised in and through music activities as part of family social work? The findings are presented in three categories: (1) Experiential environment of music education practice, (2) Social interaction and (3) Experiences of consistency that each highlight the potential of music education for redirecting agency, participation and inclusion of parents and children. The findings emphasise the professional facilitation of an inviting and safe musico-pedagogical environment applying pedagogical sensitivity.

The aim of the present study was to examine the frequency of implementing musical activities in the weekly pre-school settings program and the type of musical activities that pre-school teachers choose to implement. Factors that may influence the frequency of implementing musical activities were also investigated. In addition, some indications and changes recommended by pre-school teachers themselves, which would support and facilitate a more frequent implementation of musical activities in the pre-school setting program, were also reported.The Mixed Method Research (MMR) was preferred for this study, which is besides considered a more appropriate method for research in highly multi-factorial areas such as education. The questionnaire was preferred as a basic tool to collect the quantitative data of the study in the quantitative research process. Similarly, qualitative data were explored using the semi-structured interview as the main tool.The study results showed that the majority of the pre-school teachers performed musical activities daily (64.1%). Among the main factors that seem to influence the frequency of music activity involvement, statistically significant differences were only seen between years of service and the age of the pre-school teachers. Some of the pre-school teachers' observations that would benefit from the more frequent implementation of activities from the field of music education were the presence of music educators in the pre-school classrooms, the organization of special training seminars, and providing schools with music education materials suitable for the implementation of relevant activities. Reference was also made to the need to adjust the regulations governing the operation of pre-school settings and the curriculum of the university departments of pre-school education with more music courses.

Name: Ingrid Roig Main Subject: Music Education according to the Kodály Concept Research Supervisor: Suzanne Konings Title of Research: The Kodály Effect: measuring musical literacy in Dutch primary school children. Research Question: What is the effect of Kodály inspired music education on musical literacy in Dutch primary school children and how can musical literacy be measured? Summary of Results: Recent years have shown a growing effort to increase the number of music lessons in Dutch primary schools. Nonetheless, an apt way to track children’s individual musical development is currently lacking, and no studies have been conducted to investigate the beneficial effects on musical literacy. The Kodály approach to music strongly emphasizes musical literacy, and prior research shows evidence of a positive impact on specific music skills. This thesis presents a study investigating the effect of Kodály inspired music education on the musical literacy scores of one hundred and thirty-four Dutch primary school children, Mage = 8.72 years. Children were randomized into two groups: a Kodály music intervention group and a control group. Gordon’s IOWA Tests of Music Literacy provided data on musical literacy outcomes. A Musical Aptitude test assessed the learning potential for music. Musical literacy increased significantly in the music intervention group compared to the control group. Children with a high musical aptitude showed greater improvement in musical literacy scores than children with a low musical aptitude. The present results indicate a beneficial influence of Kodály music education on musical literacy. In the second part of the study, the focus lies on developing a Dutch instrument and materials to measure and track the individual musical literacy development of Dutch primary school children. A pilot version and materials that music teachers can use in their classrooms are presented. Biography: Ingrid Roig (Argentina, 1986) studied Psychology and Developmental & Educational Psychology at Leiden University with a special interest in learning potential. In 2020 she started her studies at the Royal Conservatoire. She is the founder of a choir school in Dordrecht where she currently conducts a children's choir and gives solfege lessons. She is also a music teacher in a Dutch primary school for gifted students.

Vaikų muzikinė veikla – viena iš svarbiausių priemonių, ugdant muzikinės kultūros pradmenis. Pedagoginiame procese negalima apsiriboti vien tik muzikinių žinių, įgūdžių ir klausos lavinimu. Muzikinė veikla bendrojo ugdymo mokykloje privalo būti laikoma specifine kultūrine vaikų išraiška, ugdančia jų muzikinę estetinę sąmonę. Neformalusis vaikų ugdymas yra viena sudedamųjų Lietuvos švietimo sistemos dalių. Neformaliojo muzikinio ugdymo paskirtis – ugdyti muzikinius gebėjimus, tenkinti vaikų pažinimo, lavinimosi ir saviraiškos poreikius. Siekiant tokių tikslų, galima pasitelkti pačius įvairiausias priemones ir metodus – vienas iš jų projektinė veikla. Projektinė veikla pastaraisiais metais sulaukia ypač daug dėmesio, nes tai yra būdas panaudoti, pritaikyti žinias edukacinėje praktikoje. Pastebima, kad tyrimų apie neformaliojo muzikinio ugdymo galimybes naudojant projektinę veiklą yra per mažai. Muzikinis edukacinis projektas – įžvelgtos muzikinės edukacinės idėjos ir konkrečių muzikinio ugdymo tobulinimo problemų sprendimas, siūlant naujus būdus ar muzikinės veiklos forma. 2018–2019 mokslo metais Vilniaus šv. Kristoforo progimnazijoje buvo vykdomas muzikinis edukacinis projektas – miuziklas „Melagės sapnas“. Projekto dalyviai – 1–8 klasių mokiniai. Muzikinio edukacinio projekto tikslas – skatinti vaikų saviraišką muzika projektinėje muzikinėje veikloje. Muzikinio edukacinio projekto uždaviniai: skatinti vaikų saviraišką muzika projektinėje veikloje; padėti mokiniams įgyti muzikinių žinių; skatinti vaikus aktyviai dalyvauti repeticijose ir pasirodymuose; įtraukti vaikus į muzikinę veiklą; skatinti mokinių saviraišką ir kūrybiškumą scenoje.Taigi neformalusis muzikinis ugdymas yra vienas tinkamiausių įrankių vaiko muzikalumui, individualumui, saviraiškai ir kūrybiškumui ugdyti, o projektų metodas padeda ugdyti mokinių savarankiškumą, kūrybiškumą, iniciatyvumą, atsakomybės jausmą.

This paper explores the transformative role of music literacy in the growth of the individual in the Chinese educational system. The skills that students gain in music literacy, which include musical grammar (theory), logic (composition), and rhetoric (performance), as well as music writing and reading, significantly enhance their intellect and moral, social, and artistic sensibilities. Based on Confucian educational ideals complemented by modern educational frameworks, such as Gardner’s multiple intelligences and Goleman’s emotional intelligence, the paper outlines the evolution of music literacy in the educational system and its embodiment of traditional self-cultivating values with contemporary themes centred on innovative spirit and global citizenship. This paper provides a qualitative and systematic review of music literacy based on a case study of urban and rural Chinese schools, highlighting the diverse aspects of music literacy. The primary conclusion explains the role of music education in the development of self-discipline, emotional control, empathy, and creativity, as well as the fostering of collaborative and leadership structures through ensemble performance. Evidence shows that music education is unequally available in urban and rural areas because of the uneven distribution of music teachers and the emphasis on STEM in education policies. The study points to the urgent need for sound policies in education that enhance music literacy through fair resource allocation, educator development, and digital outreach to the underserved. By fostering music literacy, China can equip students for a connected, innovative global economy while instilling core values of humanity. These results add to the conversations on holistic education and reinforce the positioning of music literacy as a foundational element in the country's educational reforms.

It is thought that music education in general education, especially for individuals of all ages and levels, is important in the musical development of the individual. Besides, it is seen that the “listening-singing” learning area in general music education teaching programs has an important weight in the program. In this context, it is considered necessary that music listening activities carried out for this learning area should be among the main activities that support other musical activities in classroom music education, which form the basis for the students to benefit from music education. For this reason, it is thought that the active participation of the students in music listening activities will contribute to effective and efficient music education. With this study, it is aimed to determine the contribution of instructed music listening activities to music culture learning outcomes in secondary school music education. For this purpose, an instructed music listening activity was held for students in a secondary school. The effect of the activity performed on the level of success was measured with knowledge tests. According to the results it is found that most of the students achieved an above-moderate success from the recorder family knowledge test.

This chapter discusses the use of music and music education for other-than-musical purposes, with particular attention to developing social cohesion in cross-community settings. First, it defines the main concepts used, including social cohesion and intercultural learning. After considering education and social psychology research, it presents a model with multiple dimensions for developing music activities in such settings, including level of past conflict and remaining tensions. The final section offers ten principles for the design of music and music education activities aimed at social cohesion and advocates for increased research to understand their potential.

With the rapid increase in the number of vocational colleges (VC) in my country, improving the comprehensive quality of students in VC is an important task facing vocational education today. Among them, improving students' music literacy is a very effective way. At present, the application of computers and big data (BD) algorithms is becoming more and more common, and a large amount of data has been accumulated. Applying data mining technology to the analysis of music teaching data in higher VC can help teachers understand the music quality of students and improve students' music quality in a targeted manner. The purpose of this article is to analyze the optimization path of music education in higher VC under the background of BD. This paper uses path analysis BD algorithm to optimize and analyze the music education data of higher VC, analyzes the related concepts and internal and external structural elements of the music education system in higher VC, and elaborates the composition of the music education path in higher VC. The internal and external structure of the elements, the path and the operation mechanism of the path are solved by programming using GAMS software, and all the best feasible solutions are solved through the mixed integer linear programming (MILP) BD algorithm, and the optimization path related to music education in VC is studied. The path analysis experiment shows that when higher VC fully develop music teaching activities, the main source of music education promotion in higher VC is the conversion of internal and external integrated pathways and internal model pathways, which account for more than 80%, while the external model pathway accounts for more than 80% The allocation is relatively small, less than 10%.

ObjectiveChildren with cochlear implants (CIs) participate in musical activities in school and daily lives. Considerable variability exists regarding the amount of music involvement and enjoyment. Using the Music Engagement Questionnaire-Preschool/Elementary (MEQ-P/E), we wanted to determine patterns of musical participation and the impact of familial factors on engagement.MethodsParents of 32 children with CIs (16 preschool and 16 elementary) completed a questionnaire regarding the musical involvement of their child with an implant and a normal-hearing (NH) sibling (if one existed). We compared CI children's involvement to that of their NH siblings as well as across groups of children with and without CIs. Correlations between parent ratings of music importance, demographic factors, and involvement of CI and NH children were conducted within and across groups.ResultsNo significant differences were found between children with CIs and NH siblings, meaning children from the same family showed similar levels of musical involvement. When compared at the same developmental stage, no significant differences were found between preschool children with and without CIs. Parents who rated the importance of music as ‘low’ or ‘middle’ had children (NH and CI) who were less involved in music activities. Children whose parents rated music importance as ‘high’ were involved in monthly to weekly music activities with 81.25% reporting daily music listening.ConclusionDespite a less-than-ideal auditory signal for music, preschool and school-aged CI children enjoy and are involved in musical experiences. Families who enjoy and spend a greater amount of time involved in music tend to have children who also engage more actively in music.

Studies on the Relationship between Music Cultural Inheritance and College Music Education

Socio-economic development has prompted an increasing number of left-behind children, and the current problem of left-behind children has become a major issue affecting the development of social education and social and livelihood services. Relevant surveys have found that most left-behind children have certain mental health problems, especially various bad behavioral habits, which seriously affect their healthy development. Music education is a form of art education, which has the effect of purifying the mind, cultivating sentiment, cultivating temperament and releasing stress. In this regard, schools need to actively carry out music education activities and grasp the influence of music education on various aspects of mental health and bad behavioral habits of left-behind children. In this way, schools should make targeted educational plans and scientifically carry out various music and art activities. This paper focuses on the influence of music education on the mental health and bad behavioral habits of urban left-behind children.

Many papers, articles, and even books are devoted to musical thinking, approaching it from different perspectives. After a long development of the concept, it appears to be most elab- orated in the field of music psychology. However, it also has its representation in aesthetics, ethnomusicology, computer science, and, marginally, in education. Although it receives less attention today than in the past, it still has its own meaning, and its development is also occurring in music education. Musical thinking is being developed in all music education activities, perceptual, vocal, instrumental, musical-motor, and music-dramatic. Although the musical mindsets of performers, percipients, and composers differ, it is possible to contribute to their development in music education lessons by introducing new, optional subjects and adjusting the teaching methods and the classroom climate. The quality of musical thinking influences the quality of musical activities, so it needs purposeful attention.

This study has been carried out with the general purpose of determining the music literacy level of the secondary school graduate students, primarily aiming at developing a music literacy test in conformity with the gains from the primary school curriculum. The music literacy level of the primary school graduate students has been tested in accordance with the differentiation situation taking into consideration the school type (public, private) they were graduated from and their gender. The Marmara Music Literacy Test (MMLT), used in the study, is consisted of three sections and hundred questions. The heading of the first section is Music Knowledge and it consists of 28 multiple choice questions. The heading of the second section is Melody and is consisted of three parts; the 42 questions in this section are being answered accompanied by a sound recording prepared in advance. The heading of the third section is Rhythm, divided in three parts as well and consisted of 30 questions and their answers are being accompanied by a sound recording prepared in advance. This test, the pilot study of which was made in advance, was applied to a study group consisted of 135 students studying in grade 9 in the high schools elected in towns of Buyukcekmece, Esenyurt, Beylikduzu and Kadikoy in province Istanbul. During this application, the students were conducted a survey, querying their gender and the school they have been graduated from (public or private school). The analyses carried out with the purpose to determine the music literacy level of the primary school graduate students, proved that the music literacy of the student participated to the study was low with regard to the theory, medium with regard to melody and in an unsatisfactory level with regard to the rhythm. And looking to the rest of the test, it is seen that the level of general music literacy of the students is unsatisfactory. The research results reveal that the music literacy level of the students graduated from the private school is higher than that of the students graduated from the public schools. It was found that the gender of the students participated to the survey did not make any difference in their music literacy levels. Key words: Music literacy, music lesson, assessment and evaluation in the music education.

This study provides insight into the importance of music psychology in music education. First, it emphasizes the key role that music psychology plays in improving students' musical literacy and skills, treating it as an indispensable component of music education. Secondly, the article points out that short-duration music videos have a significant impact on adolescents’ learning attention, highlighting the urgency of integrating music psychology into teaching. In addition, the article deeply discusses the close relationship between music and psychology, which is crucial for improving the quality of music teaching and deeply understanding the psychological process of music learning. Through an in-depth analysis of the role of musical emotion-inducing mechanisms in cognition and emotion, the article particularly emphasizes the impact of musical expectations on emotional responses. Finally, this article once again emphasizes the key role of music psychology in music education, which helps to improve students' musical literacy, deeply understand the psychological process of music learning, and improve the overall quality of music teaching.