Music Instruction Research Articles

Research on Human-centered Design in College Music Education to Improve Student Experience of Artificial Intelligence-based Information Systems

The integration of Artificial Intelligence (AI) technology with music instruction necessitates a delicate balance between technical advancement and the maintenance of humanistic teaching. This study examined how human-centered design concepts were used to optimize the integration of AI while also investigating the effects of AI technology on college-level music instruction in China. It aimed to identify potential, difficulties and make recommendations for ethical AI deployment in this particular environment. Semi-structured interviews with 20 music students and professors from Chinese higher education institutions were conducted using a qualitative study design. To condense significant themes and subthemes from the data, open coding, axial coding, and selective coding were used. The study revealed complex interactions between AI and Chinese music instruction. Themes included "Enhanced Learning with AI", emphasizing AI's role in motivating and personalizing music education; "User-Centric Design", emphasizing the importance of intuitive interfaces and aesthetic appeal; "Collaboration and Peer Learning", demonstrating AI's facilitation of collaborative projects; "Technical Challenges and Ethical Concerns", addressing technical obstacles and ethical concerns; and "Educator Support and Curriculum Alignment", emphasizing the importance of educator support and curriculum alignment. This study adds knowledge about how AI can be successfully incorporated into Chinese music teaching. It informs best practices for the adoption of AI, ensuring that technology enhances the learning experience for students while preserving cultural nuances. The study improves the conversation about innovative pedagogy and responsible technology integration. Implications include the potential for AI to change music education, cultural preservation, and global viewpoints. However, drawbacks such as sample bias and the dynamic nature of AI technology necessitate more study and development of educational techniques that use AI. Personalization and multimodal methods used in college music instruction in the future, to help increase student involvement. The importance of ethical issues, long-term effect analyses, and user-centered design will call for interdisciplinary cooperation. The future of AI-enhanced music education will also be shaped by assuring accessibility, diversity, and active engagement in policy and regulation discussions.

Application of multimodal perception scenario construction based on IoT technology in university music teaching

In the contemporary landscape of diversified talent cultivation, enhancing education through intelligent means and expediting the process of talent development stand as paramount pursuits. Within the domain of instrumental music education, beyond merely listening to student performances, it becomes imperative to assess their movements, thus furnishing additional insights to fuel their subsequent growth. This article introduces a novel multimodal information fusion evaluation approach, combining sound information and movement data to address the challenge of evaluating students’ learning status in college music instruction. The proposed framework leverages Internet of Things (IoT) technology, utilizing strategically positioned microphones and cameras within the local area network to accomplish data acquisition. Sound feature extraction is accomplished through the employment of Mel-scale frequency cepstral coefficients (MFCC), while the OpenPose framework in deep learning and convolutional neural networks (CNN) is harnessed to extract action features during students’ performances. Subsequently, the fusion of feature layers is achieved through CNN, culminating in the evaluation of students’ academic efficacy, facilitated by a fully connected network (FCN) and an activation function. In comparison to evaluations conducted by the teacher in the class, this approach achieves an impressive accuracy of 95.7% across the three categories of Excellent, Good, and Failed students’ evaluation processes. This breakthrough offers novel insights for the future of music teaching and interactive class evaluations while expanding the horizons of multimodal information fusion methods’ applications.

Computer-Aided Approach for Personalized Vocal Music Instruction and Psychological Awareness in College Settings using Fuzzy Logic and Big Data

Computer-Aided Approach for Personalized Vocal Music Instruction and Psychological Awareness in College Settings using Fuzzy Logic and Big Data

Orff-based Music Education: A Systematic Review of its Effects on Social Emotional Competence in Primary School Students

The study of Orff-based music education has seen an increase in interest recently, particularly among primary school students. The inclusion of social-emotional competence in educational systems has been justified in light of some of our contemporary issues, such as the requirement for cooperation or the continual need to adapt to novel circumstances through the use of Orff-based music education so that the former can be used to develop the latter. The effectiveness of Orff-based music instruction on primary school students' social-emotional competence was examined through a comprehensive analysis of the research. The reviewer separately reviewed 50 papers found in Google Scholar, ProQuest, Science Direct, Sage Journals, and PsycINFO databases to see if these matched the requisites for participation. For review, there were 15 papers chosen in all. The parameters analyzed in the review included the effects of Orff-based music education on various aspects of social-emotional competence, including emotional regulation, empathy, social skills, self-esteem, and self-expression. The studies used a variety of measures to assess social-emotional competence, including self-report questionnaires, standardized assessments, and teacher reports. The studies also varied in length and frequency of the Orff-based music education intervention, with some studies reporting short-term interventions and others reporting longer-term interventions. The findings of this systematic review indicate that Orff-based music education has a positive effect on the social-emotional competence of primary school students. The studies included in the review suggest that Orff-based music education can improve emotional regulation, increase empathy, develop social skills, enhance self-esteem, and promote self-expression in primary school students. The review also highlights the need for further research in this area, including studies that use rigorous research designs and standardized outcome measures.

A developmental formative evaluation of a pilot participatory music program for veterans with housing insecurity

BackgroundInterventions are needed to improve well-being and promote community reintegration among Veterans with housing insecurity. The objective was to conduct a developmental formative evaluation of a participatory music program.MethodsThis single-site, pilot study implemented a participatory music program at a U.S. Department of Veterans Affairs (VA) Homeless Domiciliary that included one-hour sessions (group music instruction and ensemble playing), 3 times per week for 3 months. Intervention development was guided by the Model of Human Occupation (MOHO). Evaluation was guided by the MOHO and the Consolidated Framework for Implementation Evaluation (CFIR). Qualitative data were collected via semi-structured interviews from participants and non-participants, and were analyzed using an interdisciplinary, constant comparison qualitative analysis technique.ResultsSixteen program participants and 8 non-participants were enrolled, age range 26–59 (mean 41; standard deviation, 11) years; 75% were White. The sample for this study (N = 12) included five participants and seven non-participants. Semi-structured interview responses produced three salient themes illuminating Veterans’ perspectives: (1) key characteristics of the intervention (the relative advantage of the participatory program over other problem-focused programs; the importance of a supportive, encouraging teaching; the group setting; the role of music); (2) the therapeutic power of the program (based on it being enjoyable; and serving as an escape from preoccupations); and (3) the context and culture (which included Veterans supporting each other and the Domiciliary setting).ConclusionsVeterans described the benefits of a participatory music intervention compared to problem-based groups, which included enjoyment, skill acquisition facilitating pride, escape, reconnecting with their identity prior to current problems, and experiencing positive aspects of Veteran culture such as mutual support and discipline. These data support ongoing research about participatory music programs to support Veterans with housing insecurity.Graphical

THE IMPLEMENTATION OF DISCOVERY LEARNING ON THE MUSIC ARTS SUBJECT AT SENIOR HIGH SCHOOL

The challenge addressed by this research is how to integrate the Discovery Learning framework for teaching music arts into conventional classroom settings. This study used a descriptive qualitative research strategy and SMA Katolik Karitas Tomohon is the research location. Lucky Mongi S.Pd., a music art teacher at SMA Katolik Karitas Tomohon for the last decade, and the students of his Music arts class were the subject of this research. After analyzing information gathered via observation, interviews, and written records, the usefulness of the learning model Discovery Learning is clear. The music instructor at SMA Katolik Karitas Tomohon, grade XA, has adopted the appropriate stages from the Discovery Learning curriculum to pique the pupils' curiosity about the topic at hand: the form and value of musical notes. In order to make the learning process more meaningful and to make students comfortable and not bored during the teaching and learning process, researchers found that most students are actively involved in asking questions about the material delivered by music teachers in the process of teaching and learning activities in class. The result is that the learning strategy used at SMA Katolik Karitas Tomohon to facilitate the study of music is appropriate.

O Método Dalcroze de Educação Musical para Pessoas Idosas: uma Revisão de Escopo

The Dalcroze Method of Music Education offers an innovative approach to music instruction, which could potentially benefit elderly individuals in exercising their physical and cognitive functions. The aim of this study was to explore the objectives addressed in studies focusing on the application of the Dalcroze method of music education to the elderly across various databases and journals. The JBI methodology for scoping reviews was utilized, involving searches in electronic databases and journals, using descriptors such as musical education and elderly, along with their Portuguese and Spanish counterparts, and keywords Dalcroze and eurhythmics. A total of 9 studies were selected. Common findings encompass enhance-ment of postural stability, dynamic agility, memory, gait, balance, physical function, and re-duction of fall risk. The Dalcroze Method emerges as an intriguing and pleasurable alterna-tive for promoting elderly health.

Compositions of song Nakhon Champasri for creative research and music instruction in contemporary Isan Folk Music ensemble

The compositions of "Nakhon Champasri" for a contemporary Isan folk music ensemble, focusing on creative music and music instruction in a contemporary Isan style The objective of this was to produce academic works that advance the understanding of creative music and contribute to broader research in music, the arts, and culture. Using a creative research approach, incorporating traditional Thai Isan folk melodies and infusing them with intriguing patterns, rhythmic rise, Western harmonies, and chords, such as random notations, block chords, pentatonic scales, passing notes, rhythmic patterns, ostinato, improvisation, and passing notes, while utilizing harmonies of different voice counts The findings showcase the successful integration of traditional Isan folk melodies with contemporary compositional techniques, resulting in captivating and harmonically rich compositions. The practical implications of its value as a teaching tool for students pursuing a Bachelor of Music degree, allowing them to explore and learn about contemporary Isan folk music composition, These compositions offer opportunities for musicians and music enthusiasts interested in general music composition to engage with and appreciate the unique genre of contemporary Isan folk music. contributing to the advancement of creative music and serving as valuable resources for music instruction.

The Effectiveness of Music Education in Improving Social Communication for Autism Spectrum Disorder (Asd) Students

"Students with Autism Spectrum Disorder (ASD) may benefit from music education as a potentially effective methodology for improving their verbal and social communication abilities. Therefore, the objective of this research is to evaluate how well music education aids students in their growth of social communication. The focus of the study area is the necessity of integrating music education into all classroom learning activities. This study's methodology involves reviewing a few earlier research projects on the value of music instruction for individuals with autism spectrum disorders. The reviewed studies will be critically analyzed to draw valid conclusions about the effectiveness of music education in improving social communication for autism spectrum disorder students. The study's findings indicate that ASD students have improved their attitudes toward using different music-based teaching techniques. Teachers also reported that students easily grasp the learning process's fundamentals, and that learning becomes more enjoyable. In conclusion, it can be seen that music education in the learning process of ASD students greatly affects the process of social communication. Keywords: music education, social communication, autism spectrum disorder, ASD"

The Importance of Developing the Child’s Sense of Touch in the Music Classroom

Sensory learning can be traced back to ancient Greek times, and the sense of touch holds multiple types of benefits for classroom music learning. Touch is also a prerequisite for children’s future intellectual and social development. Between ages three and seven, a child’s physical and perceptual development is in a formational stage. Despite challenges that can sometimes be associated with touch, for example, behavior issues, overcrowded classrooms, increased student needs related to touching, teacher liability, and spread of viral germs, tactile activities involving human touch and manipulatives can prepare students to play musical instruments, think abstractly, and achieve socioemotional competency. Human touch activities can foster self-awareness, awareness of others, and even empathy. This article examines past theories and practices involving tactile learning, discusses research findings relevant to music instruction, offers strategies and ideas for using tactile activities, and proposes a rationale for integrating tactile learning within general music instruction.

Seeger Lecture, Society for Ethnomusicology Virtual Meeting 2021

Seeger Lecture, Society for Ethnomusicology Virtual Meeting 2021

그림책을 활용한 5-7세 유아 음악 개념 지도 방안 연구

Objectives This study is a on teaching methods for early childhood music concepts using picture books. The aim of this study is to enhance the level of utilization of picture books by frontline teachers by examining the correlation between literary and musical elements of picture books and thereby suggesting music teaching methods using picture books, eventually in order for picture books, which have sufficient value as a music education medium, to be used more widely. Methods In this study, the current situation of early childhood music instruction using picture books was examined through the analysis of previous studies. In addition, through the literature survey, the developmental stages of early childhood music ability, and the relationship between picture books, Music education activities and music concepts were investigated. For the selection of picture books, picture books suitable for 5 to 7 years old were initially selected by referring to the list of recommended picture books and award-winning picture books. and than, 37 books eventually selected and analyzed according to the selection criteria established by previous studies and related literature. Based on this, pedagogical ideas for using picture books for teaching music concepts were suggested. Results In order to utilize common picture books as material for music education, this study suggested a way to connect musical concepts and picture books, and analyzed and presented picture books that can be used in each activity area of music education. Based on this, specific methods and examples of how picture books can be used for music instruction were presented to enhance teacher’s understanding and provide practical materials for effective teaching. Conclusions Picture books enable a variety of approaches to music teaching. Depending on the teacher’s approach, picture books allow more attempts for young children than any other media. Thus, teachers should expand their awareness and exploration of picture books as a valuable medium for music education to expand young children’s musical experiences.

Teaching Citizenship Through Music Education: A Case Study of a Community Youth Orchestra Program

Abstract This instrumental case study was designed to elicit a nuanced view of perspectives and approaches to citizenship education in one context of music teaching and learning. I chose an El Sistema-inspired youth orchestra program as an instrumental case of citizenship education given the program's explicit mission: to educate students as citizens through intensive ensemble-based music instruction. Throughout one academic year, I conducted observations of the program's routine activities and engaged with five participants in interviews and processes of member reflection. Through these interviews, one program director, two instructors, and two student participants illuminated the phenomenon of citizenship education within the case. I chose a theoretical framework encompassing Nussbaum's (1998, 2000) world citizenship, as well as categories of legalism and communitarianism, to analyze perspectives and program practices relevant to citizenship education. Primary themes related to participants’ perspectives on citizenship education included expectations for individual development via musical and intrapersonal skills. Additionally, program participants discussed possible instruments of wider social and community change through long-term program outcomes. Based on this analysis, I suggest that organizations intent on citizenship education more closely examine whether classical techniques and curricula inspired by El Sistema best fulfill their missions or if the needs of their communities transcend these traditions.

Developing Imagination and Creativity in a Music and Arts-Based Program

This article explores how imagination and creativity are experienced and manifested in the lives of Hispanic (Mexican American) elementary-age children living in an underserved community as they participated in a Music and Arts-Based Program (MABP). Examples from students' narratives, collected by the first author for her dissertation study, aim to help understand the creative and imaginative expressions through the children's lived experiences. This data serves as the basis for this article. Analysis of the students' narratives, conducted by the authors, reveals important connections between art and spirituality. We contend that students' creativity, imagination, and selfawareness are evolving as children are guided through music and visual art experiences. In other words, as children take part in music instruction combined with practicing varying artistic elements, their sense of creativity and imagination are brought forth giving rise to a selfawareness of what they can feel, achieve and discover as they are exposed to the arts. Art is interpreted as a medium in which children can also experience moments of spirituality when adults serve as mediators for student learning. This study affirms that collaborative efforts among civic organizations are critical in developing creativity, imagination in children living in underserved communities.

Aesthetic Education in Chinese Colleges and Universities: Music Education to Non-music Majors

The background that lots of Western universities have noticed the importance of aesthetic education and music education is that they offer a higher level of teaching and add teaching equipment, the lack of music education in Chinese universities has been more obvious. Based on the development of music education in Western universities, the authors looked into how students were being taught music in Chinese universities and colleges. Although the authors' findings from the questionnaire indicate that Chinese university students do not receive adequate music instruction, they are not pessimistic. The article by the author offers some reference data for upcoming studies on music instruction in Chinese universities and colleges.

Using Students’ Interests in General Music (Part 2): Exploratory Study of Upper Elementary Students’ Music Activity Interests

The elementary music program is often most likely to include all students in the United States. As such, teachers have an opportunity to encourage lifelong musicianship and musical engagement. Researchers have reported, however, that children’s interest in school music activities declines over the elementary years, and general music teachers struggle to invigorate older students. This raises questions about the nature of school music and why some students lose interest or cease participating. Recently, teachers have sought to address student preferences through diverse offerings, such as popular music instruction and ensemble-focused music classes. Still, teachers cannot be sure they are addressing students’ interests without seeking students’ input. In this second article in our research-to-practice series, we demonstrate this process, sharing how we surveyed students in Grades 3 to 5 regarding their music class activity preferences. Understanding the activities children enjoy and tailoring experiences accordingly may help increase school music engagement and support children’s lifelong musicianship.

"Having a Textbook Locks Me into a Particular Narrative": Affordable and Open Educational Resources in Music Higher Education

This paper reports music scholars' experiences with and perspectives on commercial textbooks and Open Educational Resources and situates these within the context of music instruction in higher education. Interviews with twenty-one music scholars in various subdisciplines explored the course materials they assign and their motivations or obstacles with respect to integrating open or affordable resources in their courses. Participants articulated a variety of concerns about both commercial and open course materials and spoke to institutional support for creating or adopting open and affordable course materials. Analysis of the interviews reveals tension around audience and gatekeeping, the value of music scholars' labor, and institutional support.

The Symbiotic Relationship Between Reading and Music: A Natural Pedagogical Collaboration

Reading and music instruction can form a symbiotic relationship to positively impact lower-elementary literacy and increase student engagement. In this action research study, cross-curricular instruction between reading and music at the 2nd grade elementary level was taught by both the reading and music teacher. This study employed reading, rhythm, rhyme, instrumentation, writing, physical movement, and song to benefit students’ phonemic awareness while reading. Developmental Reading Assessments (DRAs) were used to measure student growth from the start of the study to its conclusion. These DRAs were used as pre- and posttests and were bookended around instruction using reading, rhythm, rhyme, instrumentation, writing, physical movement, and song in the regular and music classrooms. This type of cross-curricular instruction between reading and music reinforced learning in both classroom settings. Results revealed that co-planning reading and music instruction have a positive impact on fluency, comprehension, and student engagement, but that DRAs are not the most accurate tools to measure phonemic awareness.

Instrumental music teachers’ development of feedback across the lifespan: A qualitative study

Feedback is a powerful influence on learning and achievement in the instrumental music lesson, though this impact may render positive as well as negative implications to learning. The impact of feedback is thus foundational to the ways music teachers impart knowledge, skill, planning, reflection, and student motivation. This article provides an analysis of feedback- feed up-feed forward concepts through a musical instruction lens, and reviews evidence related to the impact of feedback given on student learning and achievement. A qualitative investigation of Australian instrumental music teachers working in secondary schools, this study analyses cohorts of novice, developing and expert level teachers, progressing through initial theory-practice constructs, towards development and expertise of personalised and experientially dynamic feedback episodes. Expert level teachers reflect on a wider palette of approaches, with wisdom, passion, and the capacity for accommodating diverse learners and differentiated strategies. Discursive analysis of constructivist and student-centred approaches that infuse with explicit instruction are used to offer implications to how feedback can be used to enhance enduring learning and teaching in instrumental music studios and classrooms. It provides insights into teacher growth, knowledge, and development of instrumental music teachers in the profession across the lifespan.

Effective Music Teachers and Effective Music Teaching Today: A Systematic Review

(1) Background: This systematic review focuses on identifying the main features of effective music teachers and teaching recently examined in the educational and psychological literature. It aims to identify how recent studies have discussed the promotion of effectiveness in the context of both preservice and in-service music teachers. (2) Methods: A search in the main scientific databases for educational research (Eric, Science Direct, WWS, Web of Science, JSTOR) was conducted using keywords associated with the topics of effective teachers and teaching in the field of music instruction. In the end, thirty-six papers were identified and analyzed. (3) Results: The main themes were related to various dimensions of music teaching and teachers: teachers’ personal characteristics (self-esteem, resilience, etc.) and personality traits; professional skills; cognitive and psychological aspects of teachers’ professional identity (self-efficacy, professional motivation, beliefs regarding teaching and learning music, etc.); training experiences (pre- and in-service); social competence and the interpersonal relationship between the teacher and the students. (4) Conclusions: These dimensions seem interrelated and contribute to simultaneously define the effective music teacher and effective teaching in music. Specific attention should be paid to the impact of learning contexts on teachers’ activities, leading to a contextualized definition of effective music teachers.