scholarly journals Music Learning Based on Computer Software

2017 ◽  
Vol 12 (12) ◽  
pp. 142 ◽  
Author(s):  
Baihui Yan ◽  
Qiao Zhou
Keyword(s):  
Computer Music ◽  
Analytical Data ◽  
Computer Software ◽  
Music Learning ◽  
Music Classroom ◽  
Music Software ◽  
Depth Analysis ◽  
Data Survey ◽  
Learning Modes ◽  
Cognitive Problems

In order to better develop and improve students’ music learning, the authors proposed the method of music learning based on computer software. It is still a new field to use computer music software to assist teaching. Hereby, we conducted an in-depth analysis on the computer-enabled music learning and the music learning status in secondary schools, obtaining the specific analytical data. Survey data shows that students have many cognitive problems in the current music classroom, and yet teachers have not found a reasonable countermeasure to them. Against this background, the introduction of computer music software to music learning is a new trial that can not only cultivate the students’ initiatives of music learning, but also enhance their abilities to learn music. Therefore, it is concluded that the computer software based music learning is of great significance to improving the current music learning modes and means.

Giving Voice to Children's Artistry

2021 ◽  
Author(s):  
Mary Ellen Pinzino
Keyword(s):  
Professional Development ◽  
The Other ◽  
Artistic Expression ◽  
Seventh Grade ◽  
Practical Application ◽  
Music Learning ◽  
Vocal Technique ◽  
Music Classroom ◽  
Older Singers

This book addresses the development of children’s artistry in the music classroom and children’s chorus. It unveils children’s artistry, identifying its characteristic behaviors, its progression of development and necessary components for growth, and guides the practical application of principles addressed. The book addresses the development of children’s artistry from the perspective of both the choral art and the process of music learning, with each informing the other, rooting artistry in music learning and developing artistry in an ongoing manner throughout childhood. It presents the musical mind as the gateway to children’s artistry. It discusses the power of movement in the embodiment of children’s artistry. It examines song and its role in the development of children’s artistry, demonstrating how rhythm, melody, and text—independently and together—influence children’s developing artistry musically, expressively, and vocally, at all ages and stages. Musical examples throughout demonstrate principles presented, provide professional development with tonalities, meters, movement, and songs, and offer a multitude of songs of increasing difficulty for the music classroom and children’s chorus that compel the musical mind, prompt artistic expression, and enable vocal technique. Practices and techniques that facilitate the development of children’s artistry are included, and the book can be used with any methodology. This book leads teachers to draw artistry out of every child and draw every child into the choral art. Content is intended for application with children from kindergarten through seventh grade, though it is also appropriate with older singers in the process of developing artistry.

Awakening Artistry

2021 ◽  
pp. 5-13
Author(s):  
Mary Ellen Pinzino
Keyword(s):  
Native Language ◽  
Music Learning ◽  
Music Classroom

Chapter 1 offers the gateway to artistry in every child. It presents the musical mind, distinguishing it from the thinking mind, with the musical mind’s native language of rhythm, melody, and movement rather than words. It addresses the power of meter and tonality over the musical mind, how the musical mind develops a sense of meter and a sense of tonality, and how to teach to the musical mind. The journey unfolds seamlessly, taking the musical mind into the choral art and drawing artistry out of every child. This chapter lays the groundwork for subsequent chapters, rooting artistry in the process of music learning, and presenting the foundation for children’s artistry in both the music classroom and children’s chorus. Understanding gained from this chapter can be applied to singers of all ages and stages, and practices can be implemented with any methodology.

Meaningful Music Learning Through Integration

2018 ◽  
Vol 32 (1) ◽  
pp. 23-25
Author(s):  
Brittany Nixon May
Keyword(s):  
Teaching Practices ◽  
Learning Opportunities ◽  
General Music ◽  
Music Learning ◽  
Music Classroom ◽  
Interdisciplinary Teaching

Integration and interdisciplinary teaching practices can provide students with meaningful and relevant learning opportunities in the general music classroom. This column presents a couple of examples on how to approach creating integrated lessons.

scholarly journals Research on the Pricing of Shared Ownership Housing

2018 ◽  
Vol 6 (1) ◽  
pp. 30
Author(s):  
Dai Yuan Li ◽  
Cong Wei Xie ◽  
Shu Hao Chen ◽  
Xiu Xiang Zou
Keyword(s):  
Data Model ◽  
Common Property ◽  
Housing Demand ◽  
Housing Affordability ◽  
Comprehensive Index ◽  
Depth Analysis ◽  
Data Survey ◽  
The Common ◽  
Deviation Degree ◽  
Shared Ownership

To a great extent, the abnormal phenomena of profit making in speculation houses will disappear and the rigid housing demand of ordinary families will be resolved by shared ownership housing. Starting from the consumption structure of the target group of the shared ownership housing, this paper makes an in-depth analysis of the pilot cities that have implemented the shared ownership housing through literature review and data survey, empirically analyses the deviation degree of house rent and the unbalanced situation of residents' housing affordability, and studies the rent of the shared ownership housing and the unbalanced situation of residents' housing affordability through panel data model. Through the comprehensive index of housing affordability to find out the best proportion of the rent of shared ownership housing in the monthly income of young workers aged 20-35, and then get the monthly rent, give relevant feasible suggestions. The research shows that government departments should implement the common property right housing from the aspects of reducing land transferring fees and taxes, strengthening the qualification examination mechanism and so on.

scholarly journals KINESITHERAPEUTIC APPROACH IN CHILD CEREBRAL PALSY

2019 ◽  
Vol 32 (2) ◽  
pp. 239-245
Author(s):  
Edis Rustemi ◽  
Danche Vasileva
Keyword(s):  
Cerebral Palsy ◽  
Muscle Tone ◽  
Epileptic Seizures ◽  
Perinatal Period ◽  
Postnatal Period ◽  
Diagnostic Methods ◽  
Intellectual Deficiency ◽  
Depth Analysis ◽  
The Central Nervous System ◽  
Cognitive Problems

Child Cerebral Palsy (CCP) is a non-progressive, chronic brain injury that can occur during pregnancy - prenatal period, during childbirth - perinatal period or postnatal period. It is characterized by a disorder of muscle tone, disturbance of balance, coordination, speech, hearing, etc. Also, some children may experience some degree of cognitive and intellectual deficiency. Damage mainly occurs at the upper motor neuron affecting the cerebellum. This disorder of the central nervous system leads to disruption of the normal development of motor functions, muscle tone, and coordination. Children's cerebral palsy is a disease that very often leads to severe disability, and to successfully battle with the consequences and serious disabilities, early detection, and the onset of treatment is needed from the first days of the child's life. The treatment of CCP is complex in which, besides medical, pedagogical and social rehabilitation, kinesitherapy is included. The aim of the study is to evaluate the effect of the kinesitherapeutic approach and the specialized kinesitherapeutic method in children with CP. Material and Methods: The study was conducted with 8 children with CP due to premature birth and complications at birth and with spastic diplexia after periventricular leucomalation, the leg being more affected than the hand and with no signs of cortical damage and spastic hemiplegia.The study excludes patients with severe and frequent epileptic seizures and serious cognitive problems. For the purpose of the study, a set of diagnostic methods was applied, and the results were scored at the beginning, 3rd month, and 6th month of treatment initiation and were applied to a working datasheet. Were Evaluated: the functionality of a modified test Chedoke-McMaster (Chedoke-McMaster Stroke Assessment), muscle tone with a modified scale of Ashworth and the balanace capabilities with test Berg (Berg Balanace Ssale-BBS). Results: The specialized kinesitherapeutic methodology permanently stabilizes the functional opportunities for rehabilitation and balanced opportunities for children with CP. Conclusion: The complete and in-depth analysis of the tangible results gives us reason to assert that the applied kinesitherapy has both an early and a late therapeutic effect that is related to the duration of administration, the structure of performance and the purpose of the included kinesitherapeutic means.

Technology Fundamentals

2020 ◽  
pp. 19-44
Author(s):  
William I. Bauer
Keyword(s):  
Professional Learning ◽  
Operating Systems ◽  
New Technologies ◽  
Low Cost ◽  
Music Educators ◽  
Digital Audio ◽  
Music Learning ◽  
Music Educator ◽  
Music Software ◽  
Internet Resources

An understanding of various technologies is an important component of one’s TPACK. This chapter presents the essential technological knowledge and skill necessary for a music educator to successfully begin to utilize technology for music learning. Topics include explanation of the key components of computers and their operating systems, description and comparison of MIDI and digital audio, discussion of graphic and video media, identification of types of music software and the evaluation of software titles, and exploration of internet resources that may be used for music learning. Free and low-cost implementations of these technologies are emphasized; using technology to facilitate music learning does not require excessive amounts of money. Since technologies are always being refined and improved, with new technologies that may be applicable to music learning constantly emerging, music educators need to maintain a mindset of ongoing professional learning in this area.

Learner agency: To understand and to be understood

2009 ◽  
Vol 26 (2) ◽  
pp. 173-187 ◽  
Author(s):  
Deborah V. Blair
Keyword(s):  
Student Learning ◽  
Learning Community ◽  
Conceptual Understanding ◽  
Self Efficacy ◽  
Proximal Development ◽  
Music Learning ◽  
Music Classroom ◽  
Learner Agency ◽  
Musical Understanding

What began as an exploration of student learning while listening to music evolved into a study of learner agency in a music classroom. Whilst students used and developed strategies that enabled their own success while listening to, performing and creating music, it became evident that they were proactively seeking musical understanding and growth in their own musicianship. Their intense desire to share their musical ideas and to be valued for their role in the music learning community within the classroom illustrated the learners’ agency for affirmation and valuing of self and others. These qualities are closely connected to the zone of proximal development (Vygotsky, 1978) and perezhivanie (Mahn & John-Steiner, 2000, 2002; Mahn, 2003). As educators may seek to enable students to grow in conceptual understanding (competence) and self-efficacy (confidence), a reflexive relationship occurs as students, too, seek to grow in musicianship (competence) and to be valued for who they are (confidence).

Creating in Music Learning Contexts

2012 ◽  
pp. 340-360 ◽  
Author(s):  
Jackie Wiggins ◽  
Magne I. Espeland
Keyword(s):  
Original Music ◽  
Creative Work ◽  
Music Teaching ◽  
Music Learning ◽  
Primary Classroom ◽  
Music Classroom ◽  
School Settings ◽  
The Past ◽  
Learning Contexts

This article, which focuses on learners' composing original music in classroom contexts because, in the past 50 years, classroom composing has become an important part of music curricula, considers sociocultural and musical contexts that potentially foster and support music learners' creative work in school settings. It begins by sharing some perspectives on the nature of music and the nature of learning, and how they inform music teaching, and then considers what researchers say about learners' collaborative creative work in music classroom settings. Finally, the article looks at some instances of music learning in the context of collaborative composing in elementary and primary classroom settings.

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