Relationships Among Selected Aspects of Parental Involvement, Music Aptitude, and Musical Achievement of Instrumental Music Students PDF Download
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Author: Stephen Franklin Zdzinski
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 206
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Book Description
Author: Stephen Franklin Zdzinski
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 206
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 284
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Book Description
Author: Siu-hang Kong
Publisher: Springer Nature
ISBN: 9811990328
Category : Education
Languages : en
Pages : 173
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Book Description
This book uses Pierre Bourdieu’s cultural capital model as a theoretical framework for exploring how students in Beijing and Hong Kong perceive parental influences—their parents’ cultural capital and support—on their participation in musical activities. By studying students’ perceptions of their parents’ cultural capital and support for their musical activities, this book revisits the applicability of Bourdieu’s cultural capital model in the contemporary Chinese context and reveals how inequality in terms of parental cultural capital governs parents’ support and influences the intergenerational transmission of cultural capital, which in turn contributes to inequality in terms of students’ cultural capital.
Author: Stephen Franklin Zdzinski
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 528
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Book Description
Author: Andrea Creech
Publisher: Routledge
ISBN: 1000383083
Category : Education
Languages : en
Pages : 661
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Book Description
This handbook provides an evidence-based account of psychological perspectives on issues in music education and music in the community through the life course, exploring our understanding of music learning and participation across contexts. The contributors draw on multidisciplinary research from different cultures and contexts in order to set out the implications of music psychology for music education and music in the community. Highlighting the intersecting issues across education and community contexts, the book proposes new theories as well as offering important refinements to existing conceptual models. Split into six parts, it considers the role of music in society as well as for groups and individuals, and explores topics such as processing and responding to music; pedagogical and musical practices that support or pose challenges to the emotional, cognitive, social or physical wellbeing of learners and participants in a range of contexts; and ‘music in identity’ or ‘identity in music’. With the final part on future directions and the implications for professional practice in music education and music in the community, the book concludes by exploring how the two sectors might work more closely together within a post-COVID-19 world. Based on cutting-edge research from an international team, this is essential reading for anyone interested in music psychology, education and community, and it will be particularly helpful for undergraduate and graduate students in music psychology, music education and community music.
Author: Gary Spruce
Publisher: Routledge
ISBN: 1134508662
Category : Education
Languages : en
Pages : 258
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Book Description
Aspects of Teaching Secondary Music provides a practical illustration of the skills, knowledge and understanding required to teach music in the secondary classroom. Musical concepts and ideas are discussed and a critical examination of key issues is given. This encourages the reader to engage with these thoughts and consider their views and beliefs in terms of how they will influence their potential to teach music in an inspired and effective manner.
Author:
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 224
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Book Description
Author: Richard Colwell
Publisher: Oxford University Press
ISBN: 0199813582
Category : Reference
Languages : en
Pages : 335
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Book Description
The MENC Handbook of Research on Music Learning, Volume 1: Strategies brings together the best and most current research on methods for music learning, focusing squarely on the professions empirical and conceptual knowledge of how students gain competence in music at various ages and in different contexts. The collection of chapters, written by the foremost figures active in the field, takes a broad theoretical perspective on current, critical areas of research, including music development, music listening and reading, motivation and self-regulated learning in music, music perception, and movement. The books companion volume, Applications, builds an extensive and solid position of practice upon the frameworks and research presented here. Throughout both volumes in this essential set, focus is placed on the musical knowledge and musical skills needed to perform, create, understand, reflect on, enjoy, value, and respond to music. A key point of emphasis rests on the relationship between music learning and finding meaning in music, and as music technology plays an increasingly important role in learning today, chapters move beyond exclusively formal classroom instruction into other forms of systematic learning and informal instruction. Either individually or paired with its companion Volume 2: Applications, this indispensable overview of this growing area of inquiry will appeal to students and scholars in Music Education, as well as front-line music educators in the classroom.
Author: Richard Colwell
Publisher: OUP USA
ISBN: 0195386671
Category : Education
Languages : en
Pages : 336
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Book Description
Summarizes the latest research on music learning, focusing on the profession's empirical & conceptual knowledge of how students gain competence in music at various ages & in different contexts.
Author: Edward Richard McClellan
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 238
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Book Description
"The purpose of this study was to determine relationships among parental influences, selected demographic factors, academic achievement, adolescent self-concept as a future music educator, and the decision to major in music education. Although the home and family have been found to influence the decision to become a music educator, literature that specifically addresses contributions of parents toward adolescent self-concept as a future music educator and the decision to major in music education is limited. The current study investigated (1) relationships among parental influences, academic achievement, and adolescent self-concept as a future music educator, (2) whether parental influences, academic achievement, and demographic factors contribute to undergraduate students' self-concept as a future music educator, and (3) significant differences that exist in undergraduate students' self-concept as a future music educator due to select demographic factors and perceived parental influences. The Parental Influence on Self-Concept as a Music Educator Survey (PISCAMES), a self-report rating scale, was constructed to gather information on parental involvement, parental influence on decision to major in music education, and self-concept as a music educator. Subjects (N = 148) were volunteer undergraduate music education students enrolled in North Carolina and Idaho during the 2007 academic spring term. Subjects' class ranks ranged from freshman to senior; individuals were registered as full time, instrumental and/or choral music education majors. Each subject completed the PISCAMES and data were examined using descriptive analysis, correlational analysis, stepwise multiple regression analysis, and analysis of variance. Parental influences are found to be related to self-concept as a music educator, parental influence on decision to major in music education contributes to the development of self-concept, and increases in self-concept as a future music educator are influenced by differences in parental influence. Specifically, parents' feelings regarding successful completion of education and musical ability necessary to be a successful music educator have significant (p
