The Young Singer

2012 ◽  
pp. 593-609
Author(s):  
Kenneth H. Phillips ◽  
Jenevora Williams ◽  
Robert Edwin
Keyword(s):  
Young People ◽  
Educational Outcomes ◽  
Music Teachers ◽  
Vocal Music ◽  
Specific Information ◽  
Singing Voice ◽  
Learned Behavior ◽  
Formal Instruction ◽  
Vocal Instruction ◽  
Aesthetic Awareness

Development of the singing voice is especially important for the young. Those who learn to sing early reap a lifetime of benefits, which, in addition to developing aesthetic awareness, include personal, social, and educational outcomes. Singing is a skill that requires disciplined study if the singer is to develop his/her potential. While vocal music teachers agree that children can and should learn to sing, some have considered it inappropriate to teach singing to children via formal instruction. Fortunately, this opinion is changing. The authors agree that structured singing is a learned behavior and formal vocal instruction is appropriate for most young people. This article presents specific information for developing child and adolescent singers.

scholarly journals Preparedness of Young People for a Sustainable Lifestyle: Awareness and Willingness

2021 ◽  
Vol 13 (13) ◽  
pp. 7204
Author(s):  
Anastazija Dimitrova ◽  
Antonín Vaishar ◽  
Milada Šťastná
Keyword(s):  
Young People ◽  
Environmental Issues ◽  
Financial Resources ◽  
Specific Information ◽  
Public And Private ◽  
The Public ◽  
Global Problem ◽  
Sustainable Lifestyle ◽  
Local Companies ◽  
The Relationship

This article discusses the relationship between a consumer lifestyle and the environment. The willingness to adapt to a sustainable lifestyle was tested through a questionnaire among students of Mendel University in Brno, who are theoretically well-informed people. Overall, 417 students answered, i.e., 19% of the respondents. The students generally recognised the need to address environmental issues, and 90.6% intended to change their lifestyle in this direction. Among the barriers, they mentioned in particular lack of time, lack of financial resources, lack of specific information and insufficient conditions. Addressing this issue requires close co-operation in education between governmental and non-governmental organisations in both the public and private sectors. The COVID-19 pandemic has affected the situation in that it has drawn attention to the response of local companies to the global problem.

Living class in a ‘meritocratic’ Australia: The burdens of class and choice on young people’s end-of-school transitions

2017 ◽  
Vol 54 (3) ◽  
pp. 396-411 ◽  
Author(s):  
Felix Donovan
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Young People ◽  
Educational Outcomes ◽  
Mixed Methods Research ◽  
School Transitions ◽  
School Students ◽  
Australian Education

In the Australian education system, there are substantial class inequalities in educational outcomes and transitions. These inequalities persist despite increased choice and individual opportunity for young people. This article explores high school students’ experiences of class in a social context they largely believe to be a meritocracy. Specifically, it asks: how does class shape young people’s thinking and decision-making about their post-school futures? I use Bourdieu’s ‘habitus’ as a frame to understand the role of class in young people’s lives, stressing its generative and heterogeneous aspects. Drawing on qualitative-led mixed methods research, this article argues that young people have internalised the ‘doxa’ of meritocracy, agency and ambition, conceiving of themselves as individual agents in this context. However, risk and security, opportunities and constraints, are not distributed equally in a class-stratified society. Young people from working-class backgrounds more commonly imagine insecure, uncertain futures.

scholarly journals Improving Educational Outcomes through Getting It Right for Every Child in Glasgow

2020 ◽  
Vol 28 (S1) ◽  
pp. S86-S92
Author(s):  
Maureen McKenna
Keyword(s):  
Higher Education ◽  
Young People ◽  
Educational Outcomes ◽  
Local Authority ◽  
Learning Experience ◽  
Prior Experience ◽  
Universities And Colleges ◽  
The Uk ◽  
The City

This article sketches the context of education in Glasgow, which is Scotland’s largest local authority, serving some of the most deprived communities in Scotland and the UK. It considers the ways in which we work with our schools to raise aspirations and extend young people’s horizons, and explores some of the successes and some of the challenges we have faced and continue to face in bridging the gap between school and higher education. In Scotland, higher education can be delivered through colleges as well as universities. This is an important dimension for our young people, as colleges offer a different learning experience for them and, for some, this can be a more successful learning pathway. There are also other pathways to higher education, for example through work-based learning, such as apprenticeships. Our partnerships with universities and colleges is very strong. Through this partnership there is a range of programmes which support young people across the city to learn about life in university. This is especially important for young people from deprived communities as, often, their families do not have prior experience of higher education. The means of funding and planning these programmes can be viewed as both an enabler and a barrier in certain contexts.

Julius Eichberg: String and Vocal Instruction in Nineteenth-Century Boston

1996 ◽  
Vol 44 (2) ◽  
pp. 147-159
Author(s):  
Sondra Wieland Howe
Keyword(s):  
High School ◽  
Public Schools ◽  
Music Education ◽  
School System ◽  
Vocal Music ◽  
The United States ◽  
String Education ◽  
Choral Works ◽  
Boston Public Schools ◽  
Vocal Instruction

Julius Eichberg (1824-1893) made valuable contributions to the development of music education through his string and vocal instruction in Boston. Educated in Europe, Eichberg was a violin professor in Geneva before immigrating to the United States in 1857. He directed the Boston Museum Concerts 1859-1866 and composed four operas. In 1867, he founded the Boston Conservatory, developed its string department, and published string method books and chamber music. In the Boston public schools, Eichberg taught high school vocal music, supervised music for the entire school system, and taught teacher-training courses. Boston s school system became a model for other school systems. The annual Music Festivals in Boston, with Eichberg conducting choruses and orchestras, brought the schools positive publicity. Eichberg also composed choral works for his school choruses and edited music textbooks. Eichbergs work in string education and high school choral music laid foundations for programs in the twentieth century.

scholarly journals The main directions of development of patriotic education of students by means of vocal art in the People's Republic of China

2021 ◽  
Author(s):  
Tse Liu
Keyword(s):  
Young People ◽  
Music Teachers ◽  
Educational Impact ◽  
Republic Of China ◽  
Direct Participation ◽  
Patriotic Education ◽  
Tv Shows ◽  
Vocal Art ◽  
Education Of Students ◽  
Modern Technologies

The purpose of the article is to show how modern technologies expand the educational possibilities of children's patriotic songs by enriching this genre with new means of expression, as well as the emergence of new forms of song representation (songs for movies, TV shows for children, laser shows, open-air performances, etc.). The direct participation of children in the preparation for participation in the events, performances in front of the audience, as well as the presence as spectators and the use of music teachers of these genres in the classroom have an effective educational impact on children of different ages for the purpose of patriotic education of young people in China.

scholarly journals ‘MYBus’: Young People's Mobile Health, Wellbeing and Digital Inclusion

2012 ◽  
Vol 9 (2) ◽  
Author(s):  
Bjorn Nansen ◽  
Kabita Chakraborty ◽  
Lisa Gibbs ◽  
Colin MacDougall ◽  
Frank Vetere
Keyword(s):  
Young People ◽  
Digital Media ◽  
Technology Use ◽  
Social Inclusion ◽  
Empirical Work ◽  
Ethnographic Study ◽  
Specific Information ◽  
Digital Inclusion ◽  
Information And Communication ◽  
Youth Centre

As part of an ethnographic study researching the role of information and communication technology use in mediating young people’s social inclusion in an outer urban growth area of Melbourne, Australia, this paper reports on a case study of a community mobile youth centre, named MYBus. The MYBus is a converted passenger coach that operates as a mobile youth centre for young people aged 12-25. It aims to provide young people with up-to-date youth-specific information and resources, especially access to health and wellbeing information and services. The bus has been fitted with laptop computers, Internet access, Wii games, D.J. console and other gaming devices to support this engagement. This paper examines how the aggregation of digital media on MYBus not only has direct healthcare benefits, but also enables a broader approach to young people’s wellbeing by providing resources for digital access and participation. In particular, the mobilisation of these technologies operates to redress geographic and socioeconomic inequities for young people living on the urban fringe. We discuss this digital inclusion through research findings related to young people’s digital access, mediation, and mobility in the use of the MYBus technologies. This empirical work is situated theoretically by connecting this mobile digital inclusion with literature on young people’s social capital, to develop the concept of children’s e-mobility capital.

The effective music teacher: The influence of personal, social, and cognitive dimensions on music teacher self-efficacy

2017 ◽  
Vol 22 (2) ◽  
pp. 264-279 ◽  
Author(s):  
Michele Biasutti ◽  
Eleonora Concina
Keyword(s):  
Social Skills ◽  
Self Efficacy ◽  
Music Teachers ◽  
Vocal Music ◽  
Teaching Experience ◽  
Self Report ◽  
Music Teacher ◽  
Musical Ability ◽  
Teacher Self Efficacy ◽  
The Impact

The profile of an effective instrumental and vocal music teacher includes many personal and professional dimensions. Among them, teacher self-efficacy plays a key role and influences the evaluation of music teachers’ effectiveness. Recent studies have identified several factors that affect one’s self-assessment of efficacy. However, a comprehensive model of the predictors of music teachers’ self-efficacy still does not exist. The aim of the current study was to identify factors that affect music teacher self-efficacy using a quantitative approach. Three self-report questionnaires were administered to 160 instrumental and vocal music teachers in Italy. Data about their beliefs on musical ability, teacher self-efficacy, and social skills were collected to define a predictive model of teachers’ self-efficacy using a stepwise regression analysis. In addition, an ANOVA was performed to examine group differences in music teacher self-efficacy and intercorrelations among questionnaire scales were computed. The findings have shown that a general score of music teacher self-efficacy can be predicted by a multidimensional model, including music teachers’ personal and professional traits, such as social skills, beliefs about musical ability, teaching experience, and gender. Moreover, differences in specific aspects of teacher self-efficacy emerged in relation to participants’ gender and level of expertise. The impact of these results on music teachers’ education is discussed.

scholarly journals Internalizing and neurodevelopmental problems in young people: Educational outcomes in a large population-based cohort of twins

2021 ◽  
Vol 298 ◽  
pp. 113794
Author(s):  
Sabrina Doering ◽  
Paul Lichtenstein ◽  
Christopher Gillberg ◽  
Ralf Kuja-Halkola ◽  
Sebastian Lundström
Keyword(s):  
Young People ◽  
Educational Outcomes ◽  
Large Population ◽  
Population Based ◽  
Neurodevelopmental Problems

A framework for studying teachers’ hand gestures in instrumental and vocal music contexts

2017 ◽  
Vol 23 (2) ◽  
pp. 231-249 ◽  
Author(s):  
Lilian Lima Simones
Keyword(s):  
Student Learning ◽  
Instrumental Music ◽  
Music Teachers ◽  
Vocal Music ◽  
Music Pedagogy ◽  
Teacher Behaviour ◽  
Hand Gestures ◽  
Instrumental Music Teachers ◽  
Role Of Teachers

A framework for studying teachers’ hand gestures in instrumental music pedagogy is proposed, focusing on teachers’ teaching behaviours as a context-dependent basis for understanding the meaning and functionality of their gestures. The application of the Teacher Behaviour and Gesture framework across instrumental music pedagogical settings (one-to-one, small and large teaching groups and across singing, woodwind, brass, strings, and other pedagogical contexts) will bring understandings on the role of teachers’ gestures in their pedagogical interactions with students, with implications for student learning and instrumental music teachers’ teaching and education.

Overcoming the Octave Displacement: Vocal Modeling Strategies for Male Elementary General Music Teachers

2018 ◽  
Vol 31 (3) ◽  
pp. 66-72
Author(s):  
Tiger Robison
Keyword(s):  
Music Teachers ◽  
Cognitive Strategies ◽  
Music Teacher ◽  
General Music ◽  
Singing Voice ◽  
Vocal Health ◽  
Elementary General Music ◽  
Instrumental Accompaniment ◽  
Vocal Modeling

The purpose of this article is to address the issue that children’s natural singing voices and pitch perception are in a treble range, and a male elementary general music teacher’s natural singing voice is an octave below. There are many strategies to overcome this significant but manageable obstacle in daily teaching, including monitoring of vocal health, use of instrumental accompaniment, encouragement of student vocal modeling, specific vocal exercises and cues, and cognitive strategies to help students discern between child and adult voices. Specific games, prompts, and rubrics are also included in this article to help guide any male elementary general music teacher to the most appropriate long-term vocal modeling solutions.

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