Musique Concrète Étude (Intermediate)

The Music Technology Cookbook ◽

10.1093/oso/9780197523889.003.0017 ◽

2020 ◽

pp. 111-114

Author(s):

Robert Willey

Keyword(s):

Open Source ◽

Electronic Music ◽

Music Composition ◽

Source Material ◽

First Year ◽

First Year College ◽

College Music ◽

Musique Concrete ◽

Audio Production

This chapter describes a lesson in which students create a one-minute piece of electronic music by editing, looping, reversing, changing pitch, changing speed, and spatializing a recording of a noninstrumental sound. This compositional activity was designed for first-year college music composition and audio production majors. First, this activity will help students learn to use a microphone to record their owns sounds and/or download open source material. Second, without the need to have experience with notation, melody, and harmony, this lesson allows students to engage with fundamental issues that composers face and can broaden their concept of what constitutes a piece of music.

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Investigating Musicians’ Mindfulness through a Phenomenological Matrix

10.31231/osf.io/f3nwe ◽

2019 ◽

Author(s):

Frank Diaz ◽

Jason Silveira ◽

Katherine Strand

Keyword(s):

Music Education ◽

Personal Growth ◽

Cognitive Outcomes ◽

First Year ◽

First Year College ◽

Introductory Course ◽

The Matrix ◽

College Music ◽

Neurophysiological Mechanisms ◽

Almost All

We investigated the efficacy of a phenomenological matrix of mindfulness as a framework for examining expectations, formal meditation experiences, and appraisals of first-year college music students (N = 18) who participated in a 5-day mindfulness module offered through an introductory course in music education. Participants expressed hopes that meditation would help them manage stress and anxiety, improve their focus and relationships, and support their personal growth and motivation. With respect to lived experiences of formal meditation, we found that without explicit prompting, approximately 86% percent of coded phrases reflected dimensions of experience that could be mapped within the matrix, suggesting its efficacy for coding. Furthermore, almost all participants attributed mindfulness to improving their general wellness, with dereification, breathing, and non-aversive affect frequently mentioned as key factors leading to these improvements. Additionally, consistent with the neurophenomenological aims of the matrix, we list cognitive outcomes and neurophysiological mechanisms potentially attributable to the nature of selected appraisal statements by participants.

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A Neurophenomenological Investigation of Mindfulness Among Collegiate Musicians

Journal of Research in Music Education ◽

10.1177/0022429420921184 ◽

2020 ◽

Vol 68 (3) ◽

pp. 351-374

Author(s):

Frank M. Diaz ◽

Jason M. Silveira ◽

Katherine Strand

Keyword(s):

Music Education ◽

Personal Growth ◽

Cognitive Outcomes ◽

First Year ◽

First Year College ◽

Introductory Course ◽

The Matrix ◽

College Music ◽

Neurophysiological Mechanisms ◽

Almost All

We investigated the efficacy of a phenomenological matrix of mindfulness as a framework for examining expectations, formal meditation experiences, and appraisals of first-year college music students ( N = 18) who participated in a 5-day mindfulness module offered through an introductory course in music education. Participants expressed hopes that meditation would help them manage stress and anxiety, improve their focus and relationships, and support their personal growth and motivation. With respect to lived experiences of formal meditation, we found that without explicit prompting, approximately 86% of coded phrases reflected dimensions of experience that could be mapped within the matrix, suggesting its efficacy for coding. Furthermore, almost all participants attributed mindfulness to improving their general wellness, with dereification, breathing, and nonaversive affect frequently mentioned as key factors leading to these improvements. Additionally, consistent with the neurophenomenological aims of the matrix, we list cognitive outcomes and neurophysiological mechanisms potentially attributable to the nature of selected appraisal statements by participants.

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Using Open-Source Videos to Flip a First-Year College Physics Class

Journal of Science Education and Technology ◽

10.1007/s10956-020-09814-y ◽

2020 ◽

Vol 29 (2) ◽

pp. 283-293

Author(s):

Frank J. Robinson ◽

Philip M. Reeves ◽

Helen Louise Caines ◽

Claudia De Grandi

Keyword(s):

Open Source ◽

First Year ◽

College Physics ◽

First Year College

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Suicide Risk Among College Student

Crisis ◽

10.1027/0227-5910/a000340 ◽

2015 ◽

Vol 36 (6) ◽

pp. 416-423 ◽

Cited By ~ 11

Author(s):

Richard Shadick ◽

Faedra Backus Dagirmanjian ◽

Baptiste Barbot

Keyword(s):

Sexual Minority ◽

Students Of Color ◽

Structural Equation ◽

Suicide Risk ◽

Equation Modeling ◽

First Year ◽

Chi Square ◽

First Year College ◽

Marginalized Groups ◽

First Year College Students

Abstract. Background: Research on young adults in the general population has identified a relationship between sexual minority identification and risk for suicide. Differential rates of suicidal ideation and attempts have also been found across racial and ethnic groups. Aims: This study examined risk for suicide among university students, based on membership in one or more marginalized groups (sexual minority and racial minority identification). Method: Data were collected from first-year college students (N = 4,345) at an urban university. Structural equation modeling was employed to model a suicidality construct, based on which a "risk for suicide" category system was derived. Chi-square and logistic regression analyses were then conducted to estimate the relationship between the background variables of interest and suicide risk. Results: Students who identified as lesbian, gay, or bisexual (LGB) were associated with higher suicide risk than their heterosexual peers. Students of color were slightly less at risk than their heterosexual peers. However, LGB students of color were associated with elevated suicide risk relative to heterosexual peers. Conclusion: Results indicate that belonging to multiple marginalized groups may increase one's risk for suicide, though these effects are not simply additive. Findings highlight the complexity of the intersection between marginalized identities and suicidality.

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