About: Music education is a research topic. Over the lifetime, 20251 publications have been published within this topic receiving 220637 citations. The topic is also known as: music pedagogy & music instruction and study.
Papers published on a yearly basis
01 Jan 1983
TL;DR: Aboitiz et al. as discussed by the authors explored the relationships between language, music, and the brain by pursuing four key themes and the crosstalk among them: song and dance as a bridge between music and language; multiple levels of structure from brain to behavior to culture; the semantics of internal and external worlds and the role of emotion; and the evolution and development of language.
Abstract: This book explores the relationships between language, music, and the brain by pursuing four key themes and the crosstalk among them: song and dance as a bridge between music and language; multiple levels of structure from brain to behavior to culture; the semantics of internal and external worlds and the role of emotion; and the evolution and development of language. The book offers specially commissioned expositions of current research accessible both to experts across disciplines and to non-experts. These chapters provide the background for reports by groups of specialists that chart current controversies and future directions of research on each theme. The book looks beyond mere auditory experience, probing the embodiment that links speech to gesture and music to dance. The study of the brains of monkeys and songbirds illuminates hypotheses on the evolution of brain mechanisms that support music and language, while the study of infants calibrates the developmental timetable of their capacities. The result is a unique book that will interest any reader seeking to learn more about language or music and will appeal especially to readers intrigued by the relationships of language and music with each other and with the brain. ContributorsFrancisco Aboitiz, Michael A. Arbib, Annabel J. Cohen, Ian Cross, Peter Ford Dominey, W. Tecumseh Fitch, Leonardo Fogassi, Jonathan Fritz, Thomas Fritz, Peter Hagoort, John Halle, Henkjan Honing, Atsushi Iriki, Petr Janata, Erich Jarvis, Stefan Koelsch, Gina Kuperberg, D. Robert Ladd, Fred Lerdahl, Stephen C. Levinson, Jerome Lewis, Katja Liebal, Jonatas Manzolli, Bjorn Merker, Lawrence M. Parsons, Aniruddh D. Patel, Isabelle Peretz, David Poeppel, Josef P. Rauschecker, Nikki Rickard, Klaus Scherer, Gottfried Schlaug, Uwe Seifert, Mark Steedman, Dietrich Stout, Francesca Stregapede, Sharon Thompson-Schill, Laurel Trainor, Sandra E. Trehub, Paul Verschure
01 Jan 1879
TL;DR: The article as mentioned in this paper contains almost 30,000 articles containing over 25 million words on musicians, composers, musicologists, instruments, places, genres, terms, performance practice, concepts, acoustics and more.
Abstract: This work contains almost 30,000 articles containing over 25 million words on musicians, composers, musicologists, instruments, places, genres, terms, performance practice, concepts, acoustics and more. All the articles are written by experts in their subject. There are over 500 biographies of composers, performers and writers on music and over 1,500 articles on styles, terms, and genres. It also includes: over 500 articles on ancient music and church music over 700 articles on regions, countries and cities over 2,000 articles on instruments and their makers and performance practice over 650 articles on printing and publishing over 1,200 articles on world music over 1,000 articles on popular music, light music and jazz over 250 articles on concepts 85 articles on acoustics 126 articles on sources and a one volume index.
TL;DR: Gardner's theory of multiple intelligences requires teachers to adjust their instructional strategies in order to meet students' individual needs as discussed by the authors, which can be seen as a form of reinforcement learning.
Abstract: In order to address the need for different teaching strategies, we must first realize there are different learning styles. Howard Gardner was aware of this when he developed his theory of multiple intelligences. According to Gardner, there are eight kinds of intelligences. Howard Gardner's theory of multiple intelligences requires teachers to adjust their instructional strategies in order to meet students' individual needs. The first of Gardner's intelligences is linguistic or verbal. Verbal intelligence involves the mastery of language. People with verbal intelligence tend to think in words and have highly developed auditory skills. They are frequently reading or writing. Their ability to manipulate language lends them to fields such as teaching, journalism, writing, law, and translation. Language enables them to be better at memorizing information. Verbal students are often great storytellers and joke tellers. Linguistic intelligence enables one to pay special attention to grammar and vocabulary. They have great ability to use words with clarity. These people can use this to their own benefit either to explain, persuade, or entertain. Those with linguistic intelligence memorize best using words. Another advantage is that they tend to be great at explaining, hence the amount of people with linguistic intelligence that are teachers. Additionally, there is their ability to analyze language and to create a better understanding of what people mean when using words. In order for teachers to help linguistic learners progress, they need to use language that the student can relate to and fully comprehend. If used correctly, language can provide a bridge between the material and the learner. Having children write, read, and give oral reports about an element in their own lives such as sports, television, or popular bands develops their linguistic intelligence. Music and language can be considered a common medium. Yet, they have evolved on separate courses. Musical intelligence, therefore, is the next of the multiple intelligences. Musical intelligence makes use of sound to the greatest extent possible. Those with musical intelligence have a firm understanding of pitch, rhythm, and timbre. Through music, they are able to convey their emotions. Often, this intelligence is discovered at an early age. The individual differences between those with musical intelligence and those without are apparent from the day a child learns to sing. These students are usually able to read music, critique performances, and to use musical-critical categories. Our culture is known to minimize the importance of music and music education. Teachers should foster musical intelligence by introducing "formal musical analysis and representation" (Gardner, 1983, p. 111). Music can act as a way of capturing feelings, of knowing and understanding feelings, which is an important part of educating children. Another reason musical intelligence should be valued is that it can be tied to other intelligences. For example, it relates to the logical-mathematical intelligence in that music also contains ratio and regularity, as well as mathematical patterns. Mathematical-logical intelligence consists of the ability to detect patterns, reason deductively, and think logically. Children first explore this intelligence by ordering and re-ordering objects. They begin math using material objects such as marbles or M&Ms. After time passes, children are able to do math in their heads without the use of manipulatives. As this intelligence grows, the love of abstraction separates those with mathematical intelligence from the rest. They are able to follow long chains of reasoning very skillfully. These are usually the children who do well in the traditional classroom because they are able to follow the logical sequencing behind the teaching and are, therefore, able to conform to the role of model student. …
01 Jan 2002
TL;DR: In this paper, the authors define what it is to be musically educated and what is it to learn to play popular music from popular musicians, skills, knowledge and self-conceptions of popular musicians.
Abstract: What is it to be musically educated? skills, knowledge and self-conceptions of popular musicians - the beginnings and the ends learning to play popular music - acquiring skills and knowledge attitudes and values in learning to play popular music popular musicians in traditional music education popular musicians in the new music education the formal and the informal - mutual reciprocity or a contradiction in terms?
01 Jan 1985
TL;DR: A comprehensive survey of the experimental literature on the cognitive psychology of music can be found in this paper, with a focus on music and how such skills are acquired and used by musicians.
Abstract: In this comprehensive survey of the experimental literature on the cognitive psychology of music, Professor Sloboda, a psychologist and practicing musician, and "understanding" music and shows how such skills are acquired. "A break-through...brings together recent work in a way that demonstrates its significance for musicians, whilst in no way compromising the psychological theory on which it is based. The clarity of Sloboda's writing and his numerous suggestions for further research will make his book essential reading for anyone, student or researcher, interested in how minds and music interact."--Nature
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