scholarly journals Forming the fundamentals of social culture and cultural competence in school students in the process of mastering the content of musical pieces

2021 ◽  
Vol 7 (3D) ◽  
pp. 50-59
Author(s):  
Igor Mikhailovivh Krasilnikov
Keyword(s):  
Cultural Competence ◽  
Children And Adolescents ◽  
Social Culture ◽  
School Students ◽  
Moral Culture ◽  
Interactive Music ◽  
Educational Project ◽  
Music Making ◽  
Musical Activity ◽  
Musical Creativity

Students’ mastery of the content of musical pieces in different artistic genres provides for a versatile development of their moral culture as the basis of social culture and cultural competence. The condition for the success of this process lies in the musical activity transcending to the creative level allowing access to the imaginative and emotional “overtones” in the sound of music. Involving all children and adolescents in musical creativity is possible through the implementation of the pedagogical technology of interactive music-making that involves a complementary interaction with the outside source of sound. A pedagogical experiment conducted as a part of concerts of the artistic and educational project “Music-making for all” that were designed based on the aforementioned technology demonstrates students’ successful mastery of the content of the performed pieces, as well as the development of the required characteristics of social culture in them.

The labour that dare not speak its name

2017 ◽  
Author(s):  
Jason Toynbee
Keyword(s):  
Social Structure ◽  
Large Scale ◽  
Division Of Labour ◽  
Concrete Material ◽  
Material World ◽  
Music Making ◽  
Causal Impact ◽  
Musical Creativity ◽  
Material Conditions

The is chapter argues that to understand the distributed nature of musical creativity we need to examine its connection to large-scale social structure and to capitalist relations of labour. These relations have a ‘downward’ causal impact on creative acts. Firstly, this is through the division of labour, which plays out in different ways across genres from classical to pop. Secondly, creative musical labour involves engagement with the concrete, material world. The distributed nature of creativity is determined not only by the drive to divide or consolidate music-making tasks but also depends on the nature of the musical materials to hand, and methods of dealing with them. Two methods are described in this chapter: translation and intensification. Each (sometimes they are combined) entails the making of relatively autonomous creative choices which are emergent from the structural and material conditions of musical labour.

scholarly journals Development of central auditory processes in Polish children and adolescents at the age from 7 to 16 years

2021 ◽  
Author(s):  
Monika Lewandowska ◽  
Rafał Milner ◽  
Małgorzata Ganc ◽  
Elżbieta Włodarczyk ◽  
Joanna Dołżycka ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
School Students ◽  
Frequency Pattern ◽  
Speech In Noise ◽  
Age Related ◽  
Right Ear Advantage ◽  
The Right ◽  
Almost All ◽  
Test Retest Reliability ◽  
Auditory Processes

AbstractThere are discrepancies in the literature regarding the course of central auditory processes (CAP) maturation in typically developing children and adolescents. The purpose of the study was to provide an overview of age – related improvement in CAP in Polish primary and secondary school students aged 7–16 years. 180 children/adolescents, subdivided into 9 age categories, and 20 adults (aged 18–24 years) performed the Dichotic Digit Test (DDT), Duration Pattern Test (DPT), Frequency Pattern Test (FPT), Gap Detection Test (GDT) and adaptive Speech-in-Noise (aSpN). The 12-year-olds was retested after w week. We found the age effects only for the DDT, DPT and FPT. In the right ear DDT the 7-year-olds performed more poorly than all groups ≥12. In the left ear DDT both 7- and 8-year-olds achieved less correct responses compared with the 13-, 14-, 15-year-olds and with the adults. The right ear advantage was greater in the 7-year-olds than in the 15-year-olds and adult group. At the age of 7 there was lower DPT and FPT scores than in all participants ≥13 whereas the 8-year-olds obtained less correct responses in the FPT than all age categories ≥12. Almost all groups (except for the 7-year-olds) performed better in the DPT than FPT. The test-retest reliability for all tests was satisfactory. The study demonstrated that different CAP have their own patterns of improvement with age and some of them are specific for the Polish population. The psychoacoustic battery may be useful in screening for CAP disorders in Poland.

scholarly journals Um projeto socioeducativo com crianças e jovens do Lar da Menina

2020 ◽  
Vol 11 (2) ◽  
pp. 125-134
Author(s):  
Ana Sara Castaman ◽  
Andréia Paula Franceschi Machado
Keyword(s):  
Children And Adolescents ◽  
Social Vulnerability ◽  
Social Ties ◽  
Historical Thinking ◽  
Rio Grande Do Sul ◽  
Educational Project ◽  
Individual Potential ◽  
Getulio Vargas ◽  
Social Critical ◽  
The Individual

O fortalecimento de laços e vínculos possui caráter preventivo, pautado na defesa dos direitos e no desenvolvimento das capacidades e potencialidades de cada indivíduo, bem como precavendo situações de vulnerabilidade. Logo, uma das tarefas relevantes dos projetos socioeducativos é permitir aos participantes condições para que possam se assumir enquanto seres sociais, críticos, históricos, pensantes e transformadores. Assim, este ensaio tem por finalidade apresentar o projeto socioeducativo de extensão desenvolvido com as crianças e adolescentes em vulnerabilidade social na Ação Social Getuliense Nossa Senhora da Salete - Lar da Menina, em Getúlio Vargas/RS. Realizaram-se oficinas (rodas de conversa, atividades práticas e lúdicas, dinâmicas, esportes) voltadas para a socialização, o diálogo, a conscientização, a prevenção, o desenvolvimento da autonomia, a escuta, o acolhimento, a complementação de ações da família e da comunidade na proteção e desenvolvimento das crianças e adolescentes, a ampliação do universo informacional, entre outros. Apresenta-se a experiência e a contribuição das ações socioeducativas para a autonomia do sujeito e o fortalecimento de laços e vínculos. Conclui-se que o projeto socioeducativo tem contribuído para a formação de seus participantes enquanto seres autônomos e críticos, bem como tem fortalecidos os laços e vínculos. Palavras-chave: Organizações Não-Governamentais; Socioeducativo; Vínculos Sociais; Autonomia Socio-educational project with child and young people in the ‘Lar da Menina’ House Abstract: The strengthening of social ties and bonds has a preventive character, based on the human rights defense, and the development of the individual potential capacities, as well as to prevent situations of vulnerability. Therefore, one of the relevant tasks of socio-educational projects is to provide participants with conditions so that they can come out as social, critical, historical, thinking, and transforming beings. Thus, this essay aims to present the socio-educational extension project developed with children and adolescents in social vulnerability at the “Ação Getuliense Nossa Senhora da Salete - Lar da Menina”, in Getúlio Vargas, Rio Grande do Sul State, Brazil. Workshops (conversation circles, practical and playful activities, dynamics, sports) were held aimed at socialization, dialogue, awareness, prevention, development of autonomy, listening, welcoming, complementing family actions and community in the protection and development of children and adolescents, expansion of the informational universe, among others. The experience and the contributions of the socio-educational actions for the subject's autonomy and strengthening bonds are presented. It is concluded that the socio-educational project contributed to the formation of its participants as autonomous and critical beings, as well as strengthening social ties and bonds.

Supporting Everyday Creativity in Ubiquitous Music Making

2016 ◽  
pp. 78-99 ◽  
Author(s):  
Damián Keller ◽  
Maria Helena de Lima
Keyword(s):  
Information Value ◽  
Artistic Practice ◽  
Technological Support ◽  
Music Making ◽  
Creative Experience ◽  
Musical Creativity ◽  
Musical Resources ◽  
Music Information ◽  
Key Aspects ◽  
Musical Activities

The concept of everyday musical creativity is related to non-professional musical activities carried out in venues not intended for artistic practice. Everyday musical creativity demands technological support to provide access to musical resources by non-musicians and by musicians engaging in musical activities in domestic and public spaces. This chapter covers key aspects of the conceptual ubiquitous music framework and its methodological implications for the support of everyday creative activities. We discuss strategies to enhance music information value within the context of two sets of studies, the first set focusing on the development of an interaction metaphor and the second set dealing with the assessment of technological requirements to support creative musical activities in educational contexts. One of the implications of the methodological framework proposed by ubiquitous music studies is the expanded notion of musical information as a product of creative experience rather than as an abstract symbolic system.

Joint association of screen time and physical activity with anthropometric measures in Iranian children and adolescents: the weight disorders survey of the CASPIAN-IV study

2017 ◽  
Vol 30 (7) ◽  
Author(s):  
Shirin Djalalinia ◽  
Mostafa Qorbani ◽  
Negar Rezaei ◽  
Ali Sheidaei ◽  
Armita Mahdavi-Gorabi ◽  
...  
Keyword(s):  
Physical Activity ◽  
Children And Adolescents ◽  
Screen Time ◽  
Urban Areas ◽  
National Study ◽  
Hip Circumference ◽  
School Students ◽  
Anthropometric Measures ◽  
Z Scores ◽  
Iranian Children

AbstractBackground:This study aims to assess the joint association of screen time (ST) and physical activity (PA) with anthropometric indices among Iranian children and adolescents.Methods:In this national study, 23,183 school students, aged 6–18 years, were studied. By using a multi-stage cluster sampling method, they were selected from rural and urban areas of 30 provinces of Iran. ST and PA were assessed by self-administered validated questionnaires. Height, weight, hip and waist circumferences (WC) were measured according to standard protocols, and body mass index (BMI) was calculated. ST of <2 h per day was categorized as “low” and ≥2 h per day as “high”. PA levels were obtained by a 7-day recall of sports or activities that made participants sweat or make their legs feel tired, or games that made them breathe heavily. Using this questionnaire, the score of 1–1.9 was categorized as “low” and scores between 2 and 5 as “high” PA. Logistic regression analyses were used to evaluate the joint association of PA and ST categories with odds of anthropometric measures.Results:In both genders, those students categorized as “Low PA & High ST” had the highest levels of BMI z-scores (boys: 0.15±1.12, girls: 0.17±1.08), WC (boys: 69.93±13.89 cm, girls: 67.30±11.26 cm), and hip circumference (boys: 82.41±13.90 cm, girls: 84.05±13.7 cm), as well as the highest prevalence of overweight (boys: 15.32%, girls: 14.04%) (p<0.001 in all comparisons). In linear multivariate model, students with “High PA & High ST” had significant increased levels of z-scores for BMI, WC and hip circumference (p<0.05).Conclusions:The current findings underscore the importance of reducing ST along with increasing PA for prevention and control of excess weight in children and adolescents.

Young people's music in and out of school

2003 ◽  
Vol 20 (3) ◽  
pp. 229-241 ◽  
Author(s):  
Alexandra Lamont ◽  
David J. Hargreaves ◽  
Nigel A. Marshall ◽  
Mark Tarrant
Keyword(s):  
Good Practice ◽  
Music Listening ◽  
Head Teachers ◽  
Teacher Interviews ◽  
Music Making ◽  
Positive Attitudes ◽  
Musical Activity ◽  
School Music ◽  
Out Of School

This article examines the perceived and documented problems of school music, particularly at secondary level, through a study of young people's music in and out of school. Four issues are explored: teachers' approaches to music in school; pupils' levels of engagement in musical activities in and out of school; pupils' attitudes to music in and out of school; and pupils' aspirations in music. A Pupils' Music Questionnaire was administered to 1,479 pupils in Years 4, 6, 7 and 9 (aged 8–14 years) from 21 schools in England; Teacher Interviews were conducted with 42 head teachers and teachers responsible for music in all these schools; and follow-up Music Focus Groups were conducted with 134 pupils from the original sample. In contrast to earlier research, both teachers and pupils across the sample demonstrated very positive attitudes towards music, whilst also acknowledging constraints on good practice. Music listening formed an important part of pupils' lives, but music making was more prominent than suggested by previous research. Commitment to musical activity seemed more robust out of school than in school, and it is suggested that involvement in musical activity may be transitory for some children and adolescents.

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