Minding the music: Neuroscience, video recording, and the pianist

2011 ◽  
Vol 29 (4) ◽  
pp. 347-358 ◽  
Author(s):  
Milton Schlosser
Keyword(s):  
Music Education ◽  
Mood Induction ◽  
Negative Mood ◽  
Video Recording ◽  
Well Being ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Negative Perceptions ◽  
Review Protocol ◽  
Blood Flow Patterns

Research in music education asserts that video review by performers facilitates self-directed learning and transforms performing. Yet, certain videos may be traumatic for musicians to view; those who perceive themselves as failing or experience performance-related failures are prone to feelings of distress and sadness that can negatively affect their music-making and well-being. In this study, the reactions of nine Canadian undergraduate pianists to reviewing themselves regularly on video are examined. The study was designed in two parts: first of all, to track the effects of watching self-referent videos of piano lessons and other performances; second, to highlight student responses to a Recital Review Protocol (RRP). The RRP was designed with instructors and students in mind, incorporating neuroscience strategies to reverse blood flow patterns in areas of the brain responsible for negative mood induction. The results from the first part of the study point to how regular video analysis is able to shift initial negative perceptions and transform practicing and performing. The findings from the second part indicate that more attention needs to be paid to students by instructors immediately after performances.

Videagogy

2013 ◽  
pp. 138-147 ◽  
Author(s):  
Peter M. Jonas ◽  
Darnell J. Bradley
Keyword(s):  
Distance Learning ◽  
Video Recording ◽  
Traditional Learning ◽  
The Internet ◽  
Video Content ◽  
Self Directed Learning ◽  
Teaching Technique ◽  
Directed Learning ◽  
Traditional Pedagogy ◽  
Home Computing

Capitalist economics posits that increased competition between entrepreneurs in an economy leads to better, more consumer friendly products. As colleges compete for students, the same could be said for how modern learners have driven traditional pedagogy to new heights. In the last 30 years, education has witnessed the transformation of distance learning via the internet and home computing, the growth and inclusion of non-traditional learning methods, and most recently, the growth of a ubiquitous video culture via the usage of digital video recording, phone cameras, and web vehicles such as YouTube. This chapter attempts to connect research with the practical components of using technology in the form of humorous, short videos as a new teaching technique called videagogy: from the words video and pedagogy, pronounced vid-e-ah-go-jee. Using humorous videos and allowing students to select video content brings self-directed learning to students in a non-threatening way that actually makes them laugh out loud.

Mobile Learning in Music Education

2017 ◽  
pp. 162-170
Author(s):  
Jason Chen
Keyword(s):  
Hong Kong ◽  
Music Education ◽  
Mobile Learning ◽  
Music Teachers ◽  
Cultural Practices ◽  
Financial Burden ◽  
Self Directed Learning ◽  
Digital World ◽  
E Learning ◽  
Directed Learning

To follow up the trends from an Asian perspective in globalization and technology provided by the Core Perspective, this section further discusses the recent development of mobile learning in music education and ICT in music education in Hong Kong. A detailed study of 120 teachers, including 60 in-service and 60 preservice music teachers’ concerns and expectations regarding mobile learning in the music curriculum, was conducted in 2014 and 2015, respectively, in Hong Kong. The top three concerns among teachers were equipment setup, technical support, and financial burden. The top three expectations are e-learning resources, interactive functions, and self-directed learning. This chapter proposes an ecology of ICT in music education as an “outside in-inside out” relationship, where cultural practices involving mobile learning can be brought into the school, enhanced at school, and then fed back into the digital world at large.

scholarly journals Self-Disclosure to a Robot: Only for Those Who Suffer the Most

Robotics ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 98
Author(s):  
Yunfei (Euphie) Duan ◽  
Myung (Ji) Yoon ◽  
Zhixuan (Edison) Liang ◽  
Johan Ferdinand Hoorn
Keyword(s):  
Mood Induction ◽  
Negative Mood ◽  
Well Being ◽  
Social Robots ◽  
Social Robot ◽  
Data Set ◽  
Self Disclosure ◽  
Video Footage ◽  
Emotion Theory

Social robots may become an innovative means to improve the well-being of individuals. Earlier research has shown that people easily self-disclose to a social robot, even in cases where it was unintended by the designers. We report on an experiment considering self-disclosing in a diary journal or to a social robot after negative mood induction. An off-the-shelf robot was complemented with our in-house developed AI chatbot, which could talk about ‘hot topics’ after training it with thousands of entries on a complaint website. We found that people who felt strongly negative after being exposed to shocking video footage benefited the most from talking to our robot, rather than writing down their feelings. For people less affected by the treatment, a confidential robot chat or writing a journal page did not differ significantly. We discuss emotion theory in relation to robotics and possibilities for an application in design (the emoji-enriched ‘talking stress ball’). We also underline the importance of otherwise disregarded outliers in a data set of therapeutic nature.

scholarly journals Students’ Perception on Peer Revisions of Deemphasizing Grammar Correction in SMA Mulia Bhakti, Makassar, South Sulawesi

2016 ◽  
Vol 3 (1) ◽  
pp. 32
Author(s):  
Jelita Purnamasari ◽  
Baso Jabu ◽  
Abdul Halim
Keyword(s):  
Collaborative Work ◽  
Writing Apprehension ◽  
Self Directed Learning ◽  
Peer Revision ◽  
Grammar Correction ◽  
South Sulawesi ◽  
Writing Revision ◽  
Directed Learning ◽  
Negative Perceptions ◽  
Peer Revisions

This research are aims at (i) investigating perceptions of learners about the implementation of peer revision of deemphasizing grammatical correction at SMA Mulia Bhakti Makassar, (ii) finding out the factors which influenced the implementation of peer revision of deemphasizing grammar correction at SMA Mulia Bhakti Makassar, and (iii) finding out how the peer revision of deemphasizing grammar correction is implemented at SMA Mulia Bhakti Makassar. The researcher conducted qualitative method. The data resources were 11th-grade students at SMA Mulia Bhakti Makassar who had experience in the practice of peer revision of deemphasizing grammar correction. The result showed that, (i) the researcher found the students’ positive perception and negative perception on peer revision of deemphasizing grammatical correction. The positive perceptions were students became more active, developed their critical thinking, leaded them to students’ self-directed learning, and decreased students’ writing apprehension while the negative perceptions were it created overly critical comments and also conflict (ii) the factors influenced the implementation were students’ ability as reviewer and sitting them in collaborative work (iii) the steps of peer revision of deemphasizing grammatical correction at SMA Mulia Bhakti Makassar consisted of six steps, namely writing, revision, first rewriting, editing, second rewriting, and scoring.

scholarly journals El poder de los extravertidos: Evaluando la regulación de estados de ánimo positivos y negativos

2016 ◽  
Vol 32 (3) ◽  
pp. 710 ◽  
Author(s):  
Gonzalo Hervás ◽  
Irene López-Gómez
Keyword(s):  
Positive Affect ◽  
Psychological Functioning ◽  
Mood Induction ◽  
Negative Mood ◽  
Positive Mood ◽  
Well Being ◽  
Mood Regulation ◽  
Mood Repair ◽  
Happy Mood

<p>Extraversion is a personality trait which has been systematically related to positive affect and well-being. One of the mechanisms that may account for these positive outcomes is the ability to regulate the responses to positive, as well as negative, moods. Prior research has found that extraverts’ higher positive mood maintenance could explain their higher levels of positive affect. However, research exploring differences between extraverts and introverts in negative mood regulation has yielded mixed results. The aim of the current study was explore the role of different facets of mood regulation displayed by extraverts, ambiverts, and introverts. After been exposed to a sad vs. happy mood induction, participants underwent a mood regulation task. Extraverts and ambiverts exhibited higher positive mood regulation than introverts, but similar mood repair. Thus, this research highlights the importance of positive mood regulation in the psychological functioning of extraverts, and opens new conceptualizations for developing interventions for introverts to improve their positive mood regulation and, hence, overall positive affect and well-being.</p>

scholarly journals Meaning in Life Mediates the Association between Environmental Engagement and Loneliness

2021 ◽  
Vol 18 (6) ◽  
pp. 2897
Author(s):  
Fanli Jia ◽  
Kendall Soucie ◽  
Kyle Matsuba ◽  
Michael W. Pratt
Keyword(s):  
Mixed Methods ◽  
Meaning In Life ◽  
Well Being ◽  
Self Directed Learning ◽  
Connection To Nature ◽  
Human Environment ◽  
Environmental Engagement ◽  
Directed Learning ◽  
The Relationship ◽  
Environmental Activities

Although the positive outcomes of human–environment interactions have been established, research examining the motivation between engagement in pro-environmental activities and psychological well-being is limited. In this mixed-methods study, the relationship between pro-environmental engagement, meaning in life, and well-being, including loneliness and depression, were investigated in a sample of 112 young adults in Canada. It was found that engaging in pro-environmental activities was negatively associated with loneliness. This association was mediated by meaning in life (e.g., an intrinsic motive of caring for future generations). In addition, qualitative analyses explored how engaging in pro-environmental activities has a meaningful impact on meaning in life, and on well-being. A thematic analysis generated three unique themes: (1) responsibility to teach the next generation about the environment, (2) deep appreciation for and connection to nature, and (3) renewed agency through self-directed learning. Overall, findings suggest that meaning in life is a core motive that underlies the association between environmental engagement and loneliness. The present study enriched the relationship between pro-environmentalism and well-being with a mixed-methods perspective.

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