subject:(Musical experience)

1. ClÃudio Mappa Reis. The experience of musical education of students of the Music of the UFC - Cariri through popular song.

Degree: Master, 2013, Universidade Federal do Ceará

URL: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10539 ;

► O presente estudo apresenta dois pÃlos principais: de um lado a canÃÃo popular brasileira e de outro a experiÃncia musical dos alunos do Curso de… (more)

Subjects/Keywords: EDUCACAO; CanÃÃo Popular Brasilia; ExperiÃncia Musical; Habitus; Brazilian Popular Song; Musical Experience; Musical Education; Habitus; MÃsica - InstruÃÃo e estudo; MÃsica popular

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Reis, C. M. (2013). The experience of musical education of students of the Music of the UFC - Cariri through popular song. (Masters Thesis). Universidade Federal do Ceará. Retrieved from http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10539 ;

Chicago Manual of Style (16^th Edition):

Reis, ClÃudio Mappa. “The experience of musical education of students of the Music of the UFC - Cariri through popular song.” 2013. Masters Thesis, Universidade Federal do Ceará. Accessed March 07, 2021. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10539 ;.

MLA Handbook (7^th Edition):

Reis, ClÃudio Mappa. “The experience of musical education of students of the Music of the UFC - Cariri through popular song.” 2013. Web. 07 Mar 2021.

Vancouver:

Reis CM. The experience of musical education of students of the Music of the UFC - Cariri through popular song. [Internet] [Masters thesis]. Universidade Federal do Ceará 2013. [cited 2021 Mar 07]. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10539 ;.

Council of Science Editors:

Reis CM. The experience of musical education of students of the Music of the UFC - Cariri through popular song. [Masters Thesis]. Universidade Federal do Ceará 2013. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10539 ;

University of Michigan

2. Batiuk, Elizabeth Kimzey. Kinetic Conversations: Creative Dance-Music Performance and the Negotiation of Identity in Contemporary Havana, Cuba.

Degree: PhD, Music: Musicology, 2015, University of Michigan

URL: http://hdl.handle.net/2027.42/113360

► In this dissertation, I examine creative dance-music performance as a way that professional folkloric performers pursue individual agendas and negotiate identities central to everyday life.… (more)

▼ In this dissertation, I examine creative dance-music performance as a way that professional folkloric performers pursue individual agendas and negotiate identities central to everyday life. Based on ethnographic research carried out between 2009 and 2012 with members of Oba Ilú, a Havana-based Cuban/Afro-Cuban folklore ensemble, I present three case studies in which performers creatively alter standard genres in ways that are both aesthetically arousing and socially effective. The first case study examines the choreographic transvestism of Isnavi Cardoso Díaz, a woman who performs the traditionally male solo genre of columbia. The next case study explores how Miguel Martínez negotiates his identity as a seductive partner through a fusion of folklore and social dance that I call salsa cubana. In the final case study, performances of abakuá folklore by Gregorio “El Goyo” Hernández, who negotiates his identity as a patriot and public leader of this recently legalized but still controversial ritual community. Each case study is situated in contexts of interviews, autobiography, and historic processes of change in Cuba during the past two decades. I hypothesize that these creative performances operate as language-like domains of reflexive practice, which I call kinetic conversation. Taking the agents’ creative alterations as evidence of identity negotiations, I analyze their performances as a form of discursive interaction organized by musical sound and constitutive of a set of relationships including the protagonist, the interactive dyad, and a community of interpreters. Rather than treating these relationships as symbolic or representational, I consider them in terms of the embodied significance of performance informed by underlying neurobiological processes. Using the concept of habitus and theories of embodied cognition, I trace the kinetic performances of identity that arise through creative performance and how they reveal the intersections and slippages between the performances roles and identity as lived experience. The framework shows how contemporary identity discourses form part of the subjective significance of dance-music performance and suggests that music plays a part in shaping the kinetic dimension of individual identity and social roles. Advisors/Committee Members: Castro, Christi-Anne (committee member), Becker, Judith O. (committee member), La Fountain-Stokes, Lawrence M. (committee member), Croft, Clare Holloway (committee member), Ho, Meilu (committee member).

Subjects/Keywords: embodiment; creative dance-music performance; musical experience; Humanities

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APA (6^th Edition):

Batiuk, E. K. (2015). Kinetic Conversations: Creative Dance-Music Performance and the Negotiation of Identity in Contemporary Havana, Cuba. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/113360

Chicago Manual of Style (16^th Edition):

Batiuk, Elizabeth Kimzey. “Kinetic Conversations: Creative Dance-Music Performance and the Negotiation of Identity in Contemporary Havana, Cuba.” 2015. Doctoral Dissertation, University of Michigan. Accessed March 07, 2021. http://hdl.handle.net/2027.42/113360.

MLA Handbook (7^th Edition):

Batiuk, Elizabeth Kimzey. “Kinetic Conversations: Creative Dance-Music Performance and the Negotiation of Identity in Contemporary Havana, Cuba.” 2015. Web. 07 Mar 2021.

Vancouver:

Batiuk EK. Kinetic Conversations: Creative Dance-Music Performance and the Negotiation of Identity in Contemporary Havana, Cuba. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/2027.42/113360.

Council of Science Editors:

Batiuk EK. Kinetic Conversations: Creative Dance-Music Performance and the Negotiation of Identity in Contemporary Havana, Cuba. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/113360

Leiden University

3. Mannaerts, Sylvia. Music in contrast to military occupation: On the significance of community music in occupied territory.

Degree: 2015, Leiden University

URL: http://hdl.handle.net/1887/35935

► This thesis dives into a question of relevance and connection between musical experience and geo-political conflict. Based on fieldwork with the Palestine Community Music Project… (more)

Subjects/Keywords: community music; musical experience; military occupation; Palestine; prospect; relief

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APA (6^th Edition):

Mannaerts, S. (2015). Music in contrast to military occupation: On the significance of community music in occupied territory. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/35935

Chicago Manual of Style (16^th Edition):

Mannaerts, Sylvia. “Music in contrast to military occupation: On the significance of community music in occupied territory.” 2015. Masters Thesis, Leiden University. Accessed March 07, 2021. http://hdl.handle.net/1887/35935.

MLA Handbook (7^th Edition):

Mannaerts, Sylvia. “Music in contrast to military occupation: On the significance of community music in occupied territory.” 2015. Web. 07 Mar 2021.

Vancouver:

Mannaerts S. Music in contrast to military occupation: On the significance of community music in occupied territory. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1887/35935.

Council of Science Editors:

Mannaerts S. Music in contrast to military occupation: On the significance of community music in occupied territory. [Masters Thesis]. Leiden University; 2015. Available from: http://hdl.handle.net/1887/35935

North-West University

4. Erasmus, Ewie. The lived musical experiences of individuals living with Williams syndrome : an interpretative phenomenological analysis / Ewie Erasmus .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/14234

► This study was inspired by my experiences with a Williams syndrome child, which drew my attention to the meaningful experiences that children with Williams syndrome… (more)

▼ This study was inspired by my experiences with a Williams syndrome child, which drew my attention to the meaningful experiences that children with Williams syndrome might have with music. The problem of the study can be defined in terms of five aspects. Firstly, individuals diagnosed with Williams syndrome suffer medically, socially and cognitively (Levitin & Bellugi, 1998:358-359) and music seems to be an aspect of their lives that could make things easier for them. Secondly, those suffering from Williams syndrome seemingly struggle to adapt to their social surroundings (Bellugi et al., 1994:5). The third aspect that defines the problem is that families of individuals with Williams syndrome in South Africa do not have sufficient access to educational facilities that are equipped to work with their children. This forces them to home school their children without the ability to educate them optimally. Fourthly, the research problem also stems from the lack of awareness about the lived musical experiences of individuals living Williams syndrome. It becomes clear that heightening awareness of the lived musical experiences of Williams syndrome individuals has not been addressed in research. Lastly, researchers have yet to undertake in-depth qualitative studies on the meaning of musical experience for the learning experiences of those suffering from Williams syndrome. The purpose of this interpretative phenomenological analysis (IPA) is to understand the lived musical experiences of individuals living with Williams syndrome in Southern Africa1. Williams syndrome is defined as a rare genetic disorder which presents when around 20 genes are deleted on chromosome 7 at conception (Bellugi et al., 2007:98). This study follows an IPA approach and aims to gain insight into how participants understand their lived musical experiences. The theoretical foundations for IPA are based on “three key areas of philosophical knowledge, namely phenomenology, hermeneutics and idiography” (Smith et al., 2009: 11). For this study data were collected by conducting in-depth semi-structured interviews with three purposefully selected participants. The interview transcriptions were then analysed separately using ATLAS.ti 7 computer software. After each interview transcript was analysed individually, superordinate themes emerged from a cross-case analysis. The results of the study revealed four superordinate themes regarding the musical experiences of the three Williams syndrome participants: a passion for performing, fostering friendships, lightens the load and dependent on music. The study found that music contributes to the overall well-being of the three participants in a way that allows them to feel accepted by others and to escape the label of being diagnosed Williams syndrome.

Subjects/Keywords: Williams syndrome; Lived experiences; Musical experience; Interpretative phenomenological analysis

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APA (6^th Edition):

Erasmus, E. (2014). The lived musical experiences of individuals living with Williams syndrome : an interpretative phenomenological analysis / Ewie Erasmus . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/14234

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Erasmus, Ewie. “The lived musical experiences of individuals living with Williams syndrome : an interpretative phenomenological analysis / Ewie Erasmus .” 2014. Thesis, North-West University. Accessed March 07, 2021. http://hdl.handle.net/10394/14234.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Erasmus, Ewie. “The lived musical experiences of individuals living with Williams syndrome : an interpretative phenomenological analysis / Ewie Erasmus .” 2014. Web. 07 Mar 2021.

Vancouver:

Erasmus E. The lived musical experiences of individuals living with Williams syndrome : an interpretative phenomenological analysis / Ewie Erasmus . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10394/14234.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Erasmus E. The lived musical experiences of individuals living with Williams syndrome : an interpretative phenomenological analysis / Ewie Erasmus . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/14234

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade do Rio Grande do Sul

5. Specht, Ana Claudia. Formando e se transformando no cantar : dois estudos de caso.

Degree: 2015, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/128894

►

A presente pesquisa pretende refletir sobre a formação do cantar no cotidiano. O olhar investigativo repousou sobre a formação do cantar, que se modifica a… (more)

▼

A presente pesquisa pretende refletir sobre a formação do cantar no cotidiano. O olhar investigativo repousou sobre a formação do cantar, que se modifica a partir das relações que o sujeito cantante estabelece com a sua voz e para além de sua emissão vocal. A pesquisa adotou como método investigativo o estudo de caso para abordar o cantar de dois sujeitos interessados em relatar o seu percurso de formação. A coleta de dados integrou materiais diversos cedidos pelos participantes, gravações de áudio de observações e entrevistas abertas. O foco de análise privilegiou a captura de cantares (passados, presentes e expectativas futuras) e espaços nos quais os sujeitos cantantes circulam, trabalham, vivenciam e experimentam o seu cantar. Essas histórias foram descritas visando ao desvelar do canto vinculado às experiências de vida na perspectiva teórica de Josso (2004) e no cantar diário à luz da sociologia do cotidiano de Pais (2003). Os resultados da pesquisa revelam trajetórias individuais de um saber fazer [cantar] que é/foi apreendido e aprimorado nas experiências de vida e no aqui e agora em que o cantar soa. É nesse contar [estudos de caso] que os sujeitos cantantes apresentam os processos de formação, as estratégias e formas de lidar, relacionar, conhecer e aprender. O presente estudo contribui para as reflexões sobre a aprendizagem e o ensino do canto, oferecendo subsídios para a formação de professores nesta área.

This research seeks to reflect on the formation of singing in daily life. The investigative look rested on the formation of singing, which changes from the relations that the singing person establishes with his or her voice, and beyond with his or her vocal emission. The research adopted as it's investigative method the case study to address the singing of two people interested in reporting their formation course. Data collection included various materials provided by participants, audio recordings of observations and open interviews. The analysis focused on the capture of singing (past, present and future perspectives) and spaces where the singing people go around, work, live and experience their singing. These stories were described, aiming at the unveiling of singing linked to life experiences from the theoretical perspective of Josso (2004) and in the daily singing from the perspective of Pais’ sociology of everyday life (2003). The research results reveal individual trajectories of a know-how [sing] which is or was learned and enhanced through life experiences; and the here and now that the singing sounds and permeates. It is in this telling [case studies] that the singing people show formation processes, strategies and ways to cope, connect, know and to learn. The present study contributes to the reflections on learning and the teaching of singing, providing subsidies for teacher training in this area.

Advisors/Committee Members: Souza, Jusamara Vieira de.

Subjects/Keywords: Singing; Educação musical; Formation; Estudo de caso; Ensino e aprendizagem; Life experience; Sociology of everyday life; Musical education

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APA (6^th Edition):

Specht, A. C. (2015). Formando e se transformando no cantar : dois estudos de caso. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/128894

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Specht, Ana Claudia. “Formando e se transformando no cantar : dois estudos de caso.” 2015. Thesis, Universidade do Rio Grande do Sul. Accessed March 07, 2021. http://hdl.handle.net/10183/128894.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Specht, Ana Claudia. “Formando e se transformando no cantar : dois estudos de caso.” 2015. Web. 07 Mar 2021.

Vancouver:

Specht AC. Formando e se transformando no cantar : dois estudos de caso. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2015. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10183/128894.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Specht AC. Formando e se transformando no cantar : dois estudos de caso. [Thesis]. Universidade do Rio Grande do Sul; 2015. Available from: http://hdl.handle.net/10183/128894

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

NSYSU

6. Fu, Hsiu-chuan. Jonathan D. Kramer's ãThe Time of Musicã: An Inquiry into Time Experience.

Degree: Master, Music, 2007, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0910107-210632

► In 1988, through the book ofãThe Time of MusicãJonathan D. Kramer (1942 - 2004) provided various point of view to understand the description analysis of… (more)

Subjects/Keywords: Personal Time Experience; Musical Performance Interface; Time Experience

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APA (6^th Edition):

Fu, H. (2007). Jonathan D. Kramer's ãThe Time of Musicã: An Inquiry into Time Experience. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0910107-210632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fu, Hsiu-chuan. “Jonathan D. Kramer's ãThe Time of Musicã: An Inquiry into Time Experience.” 2007. Thesis, NSYSU. Accessed March 07, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0910107-210632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fu, Hsiu-chuan. “Jonathan D. Kramer's ãThe Time of Musicã: An Inquiry into Time Experience.” 2007. Web. 07 Mar 2021.

Vancouver:

Fu H. Jonathan D. Kramer's ãThe Time of Musicã: An Inquiry into Time Experience. [Internet] [Thesis]. NSYSU; 2007. [cited 2021 Mar 07]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0910107-210632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fu H. Jonathan D. Kramer's ãThe Time of Musicã: An Inquiry into Time Experience. [Thesis]. NSYSU; 2007. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0910107-210632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

7. Davel, Dewald Hattingh. Improvisation through Dalcroze-inspired activities in beginner student jazz ensembles : a hermeneutic phenomenology / Dewald Hattingh Davel .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/14230

► This dissertation investigated the meanings students from beginner jazz ensembles ascribe to learning jazz improvisation through Dalcroze-inspired activities. Over the course of ten weeks, students… (more)

Subjects/Keywords: Bodily experience; Embodiment; Embodied cognition; Dalcroze Eurhythmics; Improvisation; Jazz ensemble; Musical experiences; Hermeneutic phenomenology

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APA (6^th Edition):

Davel, D. H. (2014). Improvisation through Dalcroze-inspired activities in beginner student jazz ensembles : a hermeneutic phenomenology / Dewald Hattingh Davel . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/14230

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Davel, Dewald Hattingh. “Improvisation through Dalcroze-inspired activities in beginner student jazz ensembles : a hermeneutic phenomenology / Dewald Hattingh Davel .” 2014. Thesis, North-West University. Accessed March 07, 2021. http://hdl.handle.net/10394/14230.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Davel, Dewald Hattingh. “Improvisation through Dalcroze-inspired activities in beginner student jazz ensembles : a hermeneutic phenomenology / Dewald Hattingh Davel .” 2014. Web. 07 Mar 2021.

Vancouver:

Davel DH. Improvisation through Dalcroze-inspired activities in beginner student jazz ensembles : a hermeneutic phenomenology / Dewald Hattingh Davel . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10394/14230.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davel DH. Improvisation through Dalcroze-inspired activities in beginner student jazz ensembles : a hermeneutic phenomenology / Dewald Hattingh Davel . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/14230

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto

8. Hunter, Patrick G. The Malleability of Music Preferences: Effects of Individual Differences and the Listening Context.

Degree: 2011, University of Toronto

URL: http://hdl.handle.net/1807/29753

►

Despite the ubiquity of music and its importance to one’s identity, there has been limited research on individual differences in music preferences. The aim of… (more)

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Despite the ubiquity of music and its importance to one’s identity, there has been limited research on individual differences in music preferences. The aim of this dissertation was to examine how music preferences vary across individual differences in stable traits (e.g., gender, personality) and states (e.g., mood) over three studies. The focus of Study 1 was on the influence of the listener’s mood on emotion-based music preferences. The typical preference for happy- over sad-sounding music was found to be mood-dependent, evident after happy and neutral but not sad mood inductions. When the music was emotionally ambiguous (i.e., with cues to both happiness and sadness), happy listeners liked the music more than other listeners, whereas sad listeners perceived it to be more sad-sounding. Study 2 examined how emotion-based music preferences develop. Adults and children 5, 8, and 11 years of age listened to short pieces expressing emotions that varied in arousal and valence: happiness (high, positive), scariness (high, negative), peacefulness (low, positive), or sadness (low, negative). Adults preferred pieces with a positive valence (happy and peaceful), whereas children preferred excerpts depicting high-arousal emotions (happy and scary). Identification accuracy was predictive of a positive-valence bias among 5- and 8-year-olds. A number of other findings related to accuracy and gender differences were also evident. Study 3 examined whether personality differences affect the influence of exposure on liking. Undergraduates completed the Big Five Inventory and provided liking ratings for novel music excerpts as well as for excerpts they heard 2, 8, or 32 times. Higher scores on Openness-to-Experience were related to greater liking for novel excerpts and more rapid satiation. In sum, these three studies highlight that music preferences vary as a function of individual differences and the listening context.

PhD

Advisors/Committee Members: Schellenberg, E. Glenn, Psychology.

Subjects/Keywords: Music; Liking for Music; Emotion; Openness to Experience; Musical Development; Exposure and liking; 0633; 0451

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hunter, P. G. (2011). The Malleability of Music Preferences: Effects of Individual Differences and the Listening Context. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29753

Chicago Manual of Style (16^th Edition):

Hunter, Patrick G. “The Malleability of Music Preferences: Effects of Individual Differences and the Listening Context.” 2011. Doctoral Dissertation, University of Toronto. Accessed March 07, 2021. http://hdl.handle.net/1807/29753.

MLA Handbook (7^th Edition):

Hunter, Patrick G. “The Malleability of Music Preferences: Effects of Individual Differences and the Listening Context.” 2011. Web. 07 Mar 2021.

Vancouver:

Hunter PG. The Malleability of Music Preferences: Effects of Individual Differences and the Listening Context. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1807/29753.

Council of Science Editors:

Hunter PG. The Malleability of Music Preferences: Effects of Individual Differences and the Listening Context. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29753

9. Pedro Henrique AraÃjo Barbosa. O improviso cÃnico: musical na qualidade de experiÃncia artÃstica na escola.

Degree: Master, 2016, Universidade Federal do Ceará

URL: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17337 ;

►

A presente pesquisa objetivou investigar a potencialidade pedagÃgica do improviso cÃnico- -musical como experiÃncia artÃstica no Ãmbito escolar a partir da percepÃÃo dos sujeitos participantes… (more)

▼

A presente pesquisa objetivou investigar a potencialidade pedagÃgica do improviso cÃnico- -musical como experiÃncia artÃstica no Ãmbito escolar a partir da percepÃÃo dos sujeitos participantes do processo, entendendo que esse saber pode trazer contribuiÃÃes para uma prÃtica pedagÃgica significativa no que se refere ao ensino e aprendizagem de arte no ensino mÃdio. O trabalho teve como referÃncia os estudos sobre experiÃncia formativa de Jorge Larrosa (2002, 2011, 2015), bem como se apoiou nas propostas de improvisaÃÃo de Augusto Boal (2010, 2012) e Hans-Joachim Koellreutter (1997). O contexto da pesquisa de campo foram as aulas de arte da 1Â sÃrie do ensino mÃdio de uma escola estadual do CearÃ, bem como os encontros com um grupo formado com alunos de outras sÃries, turmas e turnos da mesma escola. O mÃtodo utilizado foi a pesquisa-aÃÃo, tendo como principais instrumentos de coleta de dados a entrevista semiestruturada e gravaÃÃes audiovisuais dos encontros. A partir da interpretaÃÃo do discurso dos sujeitos foram encontradas trÃs categorias para anÃlise: abertura do currÃculo: liberdade para expressar-se criativamente; expressÃo da subjetividade e alteridade na formaÃÃo artÃstica; e motivaÃÃo. Constatou-se que o improviso cÃnico-musical revelou mÃltiplas potencialidades pedagÃgicas, dentre as principais: apropriaÃÃo do conhecimento de forma integral a partir da unificaÃÃo das linguagens musical e cÃnica; estÃmulo a novas percepÃÃes da realidade e Ã criatividade; e motivaÃÃo para o aprendizado proporcionado pelo aspecto lÃdico dos jogos.

This research aimed to investigate the pedagogical potential of improvisation cÃnico- -musical as artistic experience in schools from the perception of the subjects participating in the process, understanding that this knowledge can bring contributions to a significant pedagogical practice in relation to teaching and learning art in high school. The work had as reference studies on formative experience of Jorge Larrosa (2002, 2011, 2015) and was based on improvisation proposals Augusto Boal (2010, 2012) and Hans-Joachim Koellreutter (1997). The field research context were the art classes of the 1st year of high school of a state school of CearÃ, as well as meetings with a group formed with students from other series, classes and shifts the same school. The method used was action research, the main instruments of semi-structured interview data collection and audiovisual recordings of the meetings. From the interpretation of the subjects discourse we found three categories for analysis: Opening of the curriculum: freedom to express themselves creatively; expression of subjectivity and otherness in artistic training; and motivation. It was found that the scenic-musical improvisation revealed multiple pedagogical potential, among the main ones: appropriation of knowledge in full from the unification of musical and scenic languages; encouraging new perceptions of reality and creativity; and motivation for learning provided by the playful aspect of the games.

Advisors/Committee Members: Elvis de Azevedo Matos, Erwin Schrader, Gerardo Silveira Viana Junior, Juliana Rangel de Freitas Pereira.

Subjects/Keywords: ARTES; Improviso cÃnico-musical; experiÃncia artÃstica; ensino de arte; Impromptu scenic-musical; artistic experience; Art education; Improviso cÃnico â musical; ExperiÃncia artÃstica; Ensino de arte

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Barbosa, P. H. A. (2016). O improviso cÃnico: musical na qualidade de experiÃncia artÃstica na escola. (Masters Thesis). Universidade Federal do Ceará. Retrieved from http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17337 ;

Chicago Manual of Style (16^th Edition):

Barbosa, Pedro Henrique AraÃjo. “O improviso cÃnico: musical na qualidade de experiÃncia artÃstica na escola.” 2016. Masters Thesis, Universidade Federal do Ceará. Accessed March 07, 2021. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17337 ;.

MLA Handbook (7^th Edition):

Barbosa, Pedro Henrique AraÃjo. “O improviso cÃnico: musical na qualidade de experiÃncia artÃstica na escola.” 2016. Web. 07 Mar 2021.

Vancouver:

Barbosa PHA. O improviso cÃnico: musical na qualidade de experiÃncia artÃstica na escola. [Internet] [Masters thesis]. Universidade Federal do Ceará 2016. [cited 2021 Mar 07]. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17337 ;.

Council of Science Editors:

Barbosa PHA. O improviso cÃnico: musical na qualidade de experiÃncia artÃstica na escola. [Masters Thesis]. Universidade Federal do Ceará 2016. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17337 ;

University of Exeter

10. Dean, Bronya. A hidden world of song : spontaneous singing in the everyday lives of three- and four-year-old children at home.

Degree: PhD, 2017, University of Exeter

URL: http://hdl.handle.net/10871/32957

► This study explores the spontaneous singing of three- and four-year-old children at home, with emphasis on how young children use singing in their everyday lives.… (more)

▼ This study explores the spontaneous singing of three- and four-year-old children at home, with emphasis on how young children use singing in their everyday lives. Spontaneous singing pervades the everyday lives of young children and can provide insights into a child's musical and extra-musical experience at home. Although several studies have examined spontaneous singing in educational settings, young children's musical lives at home are rarely studied in detail. The home is a difficult space to access, and data collection methods often rely on parental reporting. As a result, some types of singing have been overlooked. Located within the sociocultural theoretical tradition, this thesis draws on and develops theories of musical agency to explore how children act musically to engage with others and manage their own experience. Audio data were collected using LENA all-day recording technology supplemented by semi-structured parental interviews. Over 183 hours of audio recording were collected from 15 children (7 boys, 8 girls), aged between 3:0 and 4:10 years (average age 3:8). The children were recorded for continuous periods during their normal everyday routines. The recordings contained more than nine hours of spontaneous singing in total. The data were analysed using qualitative thematic analysis with an element of embedded numerical analysis. Interpretive analysis indicated that the children sang to act on themselves and manage social interactions. Spontaneous singing was used as a tool through which the children could realise personal and social agency and influence themselves and others. The children used different modes of singing in social and solitary contexts, demonstrating knowledge of culturally meaningful ways of singing. The home musical environment, and particularly parental singing, appeared to influence the way young children use singing in their everyday lives. This research used an innovative methodology to access young children’s singing in the home. The findings contribute to a greater understanding of young children’s musical behaviours and the home musical lives of young children. Further, the thesis provides an original contribution to the understanding of how young children use spontaneous singing as musical agents acting in and on the world around them. This research has educational implications relating to the way young children’s musicality is understood and encouraged and the importance of music in young children’s lives.

Subjects/Keywords: 370; Spontaneous singing; Early childhood music; Early years music; Self-directed singing; Solitary singing; Musical lives at home; Everyday musical lives; Singing; Young children; Everyday musical experience; Music at home; Musical agency

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dean, B. (2017). A hidden world of song : spontaneous singing in the everyday lives of three- and four-year-old children at home. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/32957

Chicago Manual of Style (16^th Edition):

Dean, Bronya. “A hidden world of song : spontaneous singing in the everyday lives of three- and four-year-old children at home.” 2017. Doctoral Dissertation, University of Exeter. Accessed March 07, 2021. http://hdl.handle.net/10871/32957.

MLA Handbook (7^th Edition):

Dean, Bronya. “A hidden world of song : spontaneous singing in the everyday lives of three- and four-year-old children at home.” 2017. Web. 07 Mar 2021.

Vancouver:

Dean B. A hidden world of song : spontaneous singing in the everyday lives of three- and four-year-old children at home. [Internet] [Doctoral dissertation]. University of Exeter; 2017. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10871/32957.

Council of Science Editors:

Dean B. A hidden world of song : spontaneous singing in the everyday lives of three- and four-year-old children at home. [Doctoral Dissertation]. University of Exeter; 2017. Available from: http://hdl.handle.net/10871/32957

11. Rosa, Sandro Santos da. Música e liminalidade: a experiência musical em contexto ritual e terapêutico.

Degree: 2017, Escola Superior de Teologica

URL: http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/864

►

231 p. : il.

Studying a small tribe called Ndembu, in northeastern Zambia, the anthropologist Victor Turner (1920-1983) developed the concept of liminality. Through it,… (more)

▼

231 p. : il.

Studying a small tribe called Ndembu, in northeastern Zambia, the anthropologist Victor Turner (1920-1983) developed the concept of liminality. Through it, the author shows that the Ndembu society is characterized by being a mixture of structural phenomena (political, legal and economic framework) and anti-structural phenomena (area of the arts, religion, sports, etc.). In the idea of anti-structural we can find the phenomenon of liminality. This phenomenon is characterized as a “retreat” and “escape” of structural conditions. It's a moment of verification of essential values and axioms of culture, from which come morality and ethics. In the liminal moments which are reached by ritual activity there often occurs the simplification or even the momentary “elimination” of the idea of structure. Victor Turner noted that one of the main reasons for the existence of the phenomenon of liminality is that through it individual and/or social crises and conflicts are repaired. At the moment that some problem is installed in the individual or social life, the rites “appear” to treat it, exploring the symbolic dimension of social reality and putting people face to face with the causes of the problem. The practices ensure the balance and well-being of social life, providing a therapeutic role. From the studies among the Ndembu, Victor Turner went on to reflect on the means of conflict resolution of the industrial, globalized and technological societies. It was there that the author created the theory of the “liminoid”. The liminoid phenomena are characterized for being genes from the liminality of the ancient and traditional societies. In our society the liminality is fragmented into multiple genres of cultural performances such as theatre, music, cinema, sports, etc. This finding recognizes certain deliminalization of the Christian liturgy today. With the fragmentation of liminality, the notion of salus was also fragmented. In liminal totality, the term salus was a concept that encompassed the notions of health and salvation. Currently, health and salvation represent different things. Salvation is linked to the rite. Health to the medical areas. The consequence of this “schism” is that the religious rite was gradually disinstituted of its therapeutic power. With this problem there arose two preliminary questions: is there a reason for liturgy to be re-liminalized? If there is, what are the means for this re-liminalization? As a general question for the research we used: can the musical dimension of rites help liturgy rediscover its liminal and therapeutic potential, considering that music, one of the elements of the rite, has become a specialized form of therapy (music therapy)? As a general hypothesis one presents that the musical dimension of the liturgy is an important factor for the development of liturgical liminality. Potentializing the liminal capacity of liturgy through its musical dimension, the therapeutic dimension inherent in the Christian liturgy since its origins will also be recovered. With the…

Advisors/Committee Members: Cardita, Ângelo Manuel dos Santos, http://lattes.cnpq.br/0248570393312571, Gaede Neto, Rodolfo, http://lattes.cnpq.br/8020748256904139, Painchaud, Louis, Rodolpho, Adriane Luisa, http://lattes.cnpq.br/8870369958030574, Adam, Júlio Cézar, http://lattes.cnpq.br/1768006061329443, CPF:59119500068, CPF:17939534653, RNE:HD209769, CPF:57560161049.

Subjects/Keywords: TEOLOGIA PRÁTICA; Victor Turner; Liminalidade; Liminaridade; Música; Liturgia; Experiência musical; Contexto ritual; Contexto terapêutico; Liminality; Mucic; Liturgy; Musical experience; Ritual context; Therapeutic context; CNPQ::CIENCIAS HUMANAS::TEOLOGIA

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rosa, S. S. d. (2017). Música e liminalidade: a experiência musical em contexto ritual e terapêutico. (Thesis). Escola Superior de Teologica. Retrieved from http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/864

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rosa, Sandro Santos da. “Música e liminalidade: a experiência musical em contexto ritual e terapêutico.” 2017. Thesis, Escola Superior de Teologica. Accessed March 07, 2021. http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/864.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rosa, Sandro Santos da. “Música e liminalidade: a experiência musical em contexto ritual e terapêutico.” 2017. Web. 07 Mar 2021.

Vancouver:

Rosa SSd. Música e liminalidade: a experiência musical em contexto ritual e terapêutico. [Internet] [Thesis]. Escola Superior de Teologica; 2017. [cited 2021 Mar 07]. Available from: http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/864.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rosa SSd. Música e liminalidade: a experiência musical em contexto ritual e terapêutico. [Thesis]. Escola Superior de Teologica; 2017. Available from: http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/864

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade do Rio Grande do Sul

12. Morato, Cíntia Thais. Estudar e trabalhar durante a graduação em música : construindo sentidos sobre a formação profissional do músico e do professor de música.

Degree: 2009, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/17686

►

A temática desta pesquisa diz respeito a uma dimensão da educação superior em música: a formação profissional dos alunos. O que interessa nessa dimensão é… (more)

▼

A temática desta pesquisa diz respeito a uma dimensão da educação superior em música: a formação profissional dos alunos. O que interessa nessa dimensão é a realidade de alunos que já atuam profissionalmente com música enquanto cursam a graduação na área. A pesquisa tem como objetivo geral compreender como os alunos, vivendo no curso e no trabalho, vão estabelecendo relações e produzindo sentidos que instituem a sua formação profissional em música. E, como objetivos específicos: investigar como os alunos vão aprendendo a ser professores de música e/ou músicos à medida que estudam e trabalham e o que consideram importante em suas oportunidades concomitantes de atuação profissional e de estudo na graduação; identificar os sentidos atribuídos pelos alunos à importância de trabalhar e estudar simultaneamente; e examinar as opções feitas, decisões tomadas e ações empreendidas para gerenciar as exigências demandadas pelo seu trabalho e pelo curso. Adoto como conceito de formação as perspectivas teóricas de Jorge Larossa (2002, 2004a, 2004b, 2005), que também se subscreve Larossa Bondiá (2002), e Marie-Christine Josso (2004a). Por essas perspectivas teóricas, a formação se constitui ao longo das experiências vividas pelas pessoas (o âmbito instituinte da formação) quando em relação com as instâncias formadoras (o âmbito instituído da formação). A metodologia adotada é o estudo de caso por se tratar de um fenômeno contemporâneo (YIN, 2005) que interrompe as normas socialmente instituídas (PASSERON; REVEL, 2005), de acordo com as quais tanto o aluno deve primeiro realizar sua formação para depois trabalhar, como a profissionalização em música não se legitima pela formação superior e respectiva titulação. A pesquisa contribui para que os profissionais envolvidos com o ensino superior em música possam problematizar os conceitos sobre formação com os quais preparam os alunos para a vida profissional, bem como questionar os julgamentos que constroem sobre quem são os seus alunos. Os resultados contribuem para a teoria da educação musical ao contemplar mais uma faceta da multiplicidade da vida musical dos alunos de cursos superiores que já trabalham, uma vida musical que se transforma em vida profissional que, por sua vez, retroalimenta a vida musical, num movimento infinito.

This paper's theme has to do with one dimension of higher degree education in music: the professional training of the students. What is of interest in this dimension is the fact of those students who already exercise music professionally while undergoing education in this area. The general aim of this study is to understand how students, sharing their lives between school and work, keep on establishing relationships and developing senses which establish their professional education in music. The specific aim is threefold: investigate how students keep on learning how to be music teachers and/or musicians while at school and at work, and what they, while at school and at work, consider important in their concomitant opportunities of professional experience…

Advisors/Committee Members: Souza, Jusamara Vieira de.

Subjects/Keywords: Professor : Formação : Música; Music; Professional education; Música : Ensino; Educação musical : Ensino superior; Experience; Studying and working; Higher education in music

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Morato, C. T. (2009). Estudar e trabalhar durante a graduação em música : construindo sentidos sobre a formação profissional do músico e do professor de música. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/17686

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Morato, Cíntia Thais. “Estudar e trabalhar durante a graduação em música : construindo sentidos sobre a formação profissional do músico e do professor de música.” 2009. Thesis, Universidade do Rio Grande do Sul. Accessed March 07, 2021. http://hdl.handle.net/10183/17686.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Morato, Cíntia Thais. “Estudar e trabalhar durante a graduação em música : construindo sentidos sobre a formação profissional do músico e do professor de música.” 2009. Web. 07 Mar 2021.

Vancouver:

Morato CT. Estudar e trabalhar durante a graduação em música : construindo sentidos sobre a formação profissional do músico e do professor de música. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2009. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10183/17686.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Morato CT. Estudar e trabalhar durante a graduação em música : construindo sentidos sobre a formação profissional do músico e do professor de música. [Thesis]. Universidade do Rio Grande do Sul; 2009. Available from: http://hdl.handle.net/10183/17686

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Ribeiro, Filipe Gomes. Prática de ensino supervisionada em ensino de Educação Musical no Ensino Básico.

Degree: 2016, Instituto Politécnico de Bragança

URL: https://www.rcaap.pt/detail.jsp?id=oai:bibliotecadigital.ipb.pt:10198/13115

►

Este trabalho consiste no relato de experiências ensino-aprendizagem realizadas ao longo da Unidade Curricular de Prática do Ensino Supervisionada, do mestrado em Ensino da Educação… (more)

Subjects/Keywords: Experiências de ensino-aprendizagem; Ensino da ducação musical; Ensino básico; Teaching-learning experience; Teaching music education; Basic education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ribeiro, F. G. (2016). Prática de ensino supervisionada em ensino de Educação Musical no Ensino Básico. (Thesis). Instituto Politécnico de Bragança. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:bibliotecadigital.ipb.pt:10198/13115

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ribeiro, Filipe Gomes. “Prática de ensino supervisionada em ensino de Educação Musical no Ensino Básico.” 2016. Thesis, Instituto Politécnico de Bragança. Accessed March 07, 2021. https://www.rcaap.pt/detail.jsp?id=oai:bibliotecadigital.ipb.pt:10198/13115.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ribeiro, Filipe Gomes. “Prática de ensino supervisionada em ensino de Educação Musical no Ensino Básico.” 2016. Web. 07 Mar 2021.

Vancouver:

Ribeiro FG. Prática de ensino supervisionada em ensino de Educação Musical no Ensino Básico. [Internet] [Thesis]. Instituto Politécnico de Bragança; 2016. [cited 2021 Mar 07]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:bibliotecadigital.ipb.pt:10198/13115.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ribeiro FG. Prática de ensino supervisionada em ensino de Educação Musical no Ensino Básico. [Thesis]. Instituto Politécnico de Bragança; 2016. Available from: https://www.rcaap.pt/detail.jsp?id=oai:bibliotecadigital.ipb.pt:10198/13115

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Adkins, Bennie Jean. An identification of musical ability, academic achievement and environmental influences of culturally disadvantaged third-grade pupils.

Degree: MA, Music Education, 1972, Texas Woman's University

URL: http://hdl.handle.net/11274/10897

Subjects/Keywords: Melodic memory study; Limited cultural experience; Home musical environment

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Adkins, B. J. (1972). An identification of musical ability, academic achievement and environmental influences of culturally disadvantaged third-grade pupils. (Masters Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10897

Chicago Manual of Style (16^th Edition):

Adkins, Bennie Jean. “An identification of musical ability, academic achievement and environmental influences of culturally disadvantaged third-grade pupils.” 1972. Masters Thesis, Texas Woman's University. Accessed March 07, 2021. http://hdl.handle.net/11274/10897.

MLA Handbook (7^th Edition):

Adkins, Bennie Jean. “An identification of musical ability, academic achievement and environmental influences of culturally disadvantaged third-grade pupils.” 1972. Web. 07 Mar 2021.

Vancouver:

Adkins BJ. An identification of musical ability, academic achievement and environmental influences of culturally disadvantaged third-grade pupils. [Internet] [Masters thesis]. Texas Woman's University; 1972. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/11274/10897.

Council of Science Editors:

Adkins BJ. An identification of musical ability, academic achievement and environmental influences of culturally disadvantaged third-grade pupils. [Masters Thesis]. Texas Woman's University; 1972. Available from: http://hdl.handle.net/11274/10897

15. Morgenstern, Felix. Folk music in the German Democratic Republic: exploring lived musical experience and post-war German folk music discourses.

Degree: 2017, University of Limerick

URL: http://hdl.handle.net/10344/6183

►

peer-reviewed

Following the drastic co-option of German folk music in the ideological service of the Nazi regime during the Third Reich (1933-1945), the genre’s performative… (more)

▼

peer-reviewed

Following the drastic co-option of German folk music in the ideological service of the Nazi regime during the Third Reich (1933-1945), the genre’s performative practice was left highly marginalised. Confronted with this fragility, revival activists in both German post-war states initially recast German folk music in a nostalgic recourse to the soundscape and song themes of Irish and Scottish music, before reconnecting with a 19th century oppositional German-language folk song repertoire. In the GDR, songs of the 1848 Revolution were curated as part of the state’s ‘democratic’ cultural heritage and could not be readily censored. This complexity allowed artists to perform folk songs of the past to metaphorically pass comment on social, cultural and political circumstances existing in the present. Employing Rice’s (2003) model of subject-centred musical ethnography and drawing on fieldwork conducted among former members of the Leipzig-based GDR folk music scene, this thesis examines the lived musical experience of folk musicians in East Germany, nuancing their encounters in comparison to established post-war German folk music discourses. Based on archival research and musicological analysis, I further identify, how these individuals conceptualised their musicking and how this translates into concrete textual and sonic form. I conclude, that existing discursive portrayals of the relationship between folk musicians and state authorities, based on the oversimplification that GDR artists unconditionally sacrificed their creative expression to state censorship, require further nuancing. Crucially, interviewees characterise the politically-oppositional potential of their songs in multifaceted ways, ranging from critique to intermittent conformity, as they had to uncover pathways for communicating their oppositional attitudes to listeners, while availing of state sponsorship to maintain a performance platform. On a musical level, affective capacities of sonic references and symbolic lyrics amplify subversive messages in the listening experience of audiences, while allowing artists to creatively and intellectually articulate their being-in-the-world of socialism.

Advisors/Committee Members: Quigley, Colin.

Subjects/Keywords: German folk music; Nazi regime; musical experience

…Exploring Lived Musical Experience and Post-War German Folk Music Discourses places my… …subsequently leads me to point out the centrality of lived musical experience in my methodological… …certain utterances led to the uninitiated surfacing of emic nuances in musical experience. The… …focus on individual, lived musical experience, which is situated at the core of my… …p.6) has defined musical experience as the affective confrontation between…

11 more images…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Morgenstern, F. (2017). Folk music in the German Democratic Republic: exploring lived musical experience and post-war German folk music discourses. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/6183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Morgenstern, Felix. “Folk music in the German Democratic Republic: exploring lived musical experience and post-war German folk music discourses.” 2017. Thesis, University of Limerick. Accessed March 07, 2021. http://hdl.handle.net/10344/6183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Morgenstern, Felix. “Folk music in the German Democratic Republic: exploring lived musical experience and post-war German folk music discourses.” 2017. Web. 07 Mar 2021.

Vancouver:

Morgenstern F. Folk music in the German Democratic Republic: exploring lived musical experience and post-war German folk music discourses. [Internet] [Thesis]. University of Limerick; 2017. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10344/6183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Morgenstern F. Folk music in the German Democratic Republic: exploring lived musical experience and post-war German folk music discourses. [Thesis]. University of Limerick; 2017. Available from: http://hdl.handle.net/10344/6183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Maryland

16. Hairston, Amy Theodosia. High School Choral Students' Perceptions of Choral Music Experience.

Degree: Music, 2011, University of Maryland

URL: http://hdl.handle.net/1903/12348

► The purpose of this study is to explore high school students' perceptions of their choral experiences, providing an understanding of students' ongoing perspectives of choral… (more)

Subjects/Keywords: Music education; Music; Performing arts education; Choir; Choral Music; High School; High School Choir; Musical Experience; Perceptions

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hairston, A. T. (2011). High School Choral Students' Perceptions of Choral Music Experience. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/12348

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hairston, Amy Theodosia. “High School Choral Students' Perceptions of Choral Music Experience.” 2011. Thesis, University of Maryland. Accessed March 07, 2021. http://hdl.handle.net/1903/12348.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hairston, Amy Theodosia. “High School Choral Students' Perceptions of Choral Music Experience.” 2011. Web. 07 Mar 2021.

Vancouver:

Hairston AT. High School Choral Students' Perceptions of Choral Music Experience. [Internet] [Thesis]. University of Maryland; 2011. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1903/12348.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hairston AT. High School Choral Students' Perceptions of Choral Music Experience. [Thesis]. University of Maryland; 2011. Available from: http://hdl.handle.net/1903/12348

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Helsinki

17. Heikkilä, Sampsa. Modes of flamenco.

Degree: Social and Cultural Anthropology (Department of Sociology); Helsingfors universitet, Social- och kulturantropologi (Sociologiska institutionen), 2005, University of Helsinki

URL: http://hdl.handle.net/10138/13166

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Etnografiani tutkii kokemuksen "samankaltaisuutta" erilaisissa sosiaali-historiallisissa olosuhteissa. Editoidun audiovisuaalisen materiaalin käyttöön perustuva systemaattinen tutkimus kartoittaa variabiliteettia, eli "jotenkin" samankaltaisuutta geneerisessä ilmaisukulttuurissa. Performanssiteorian, musiikkikokemuksen ja puheen… (more)

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Etnografiani tutkii kokemuksen "samankaltaisuutta" erilaisissa sosiaali-historiallisissa olosuhteissa. Editoidun audiovisuaalisen materiaalin käyttöön perustuva systemaattinen tutkimus kartoittaa variabiliteettia, eli "jotenkin" samankaltaisuutta geneerisessä ilmaisukulttuurissa. Performanssiteorian, musiikkikokemuksen ja puheen etnografian metodien ja teorioiden pohjalta tehty työ tulkitsee näistä lähtökohdista käsin musiikillista mediaatiota erilaisissa symbolisissa kommunikaatioprosesseissa. Työn kontribuutio on näiden tutkimusalojen piirissä niin, että sen pohjalta tehtyjä antropologisia väittämiä voidaan hyödyntää esteettisiin konfiguraatioihin perustuvien performanssikulttuurien tutkimuksessa. Havaintojen validiteettia ja relevanssia lisää monipuolinen audiovisuaalisen materiaalin käyttö. Työ pohjautuu n. 5 kuukauden pituiseen kenttätyöhön Sevillan provinssissa Espanjassa. Etnografinen materiaali on flamenco-puheyhteisöistä. Etnografinen metodi hyödyntää haastatteluaineistoja, etnografista video-elokuvaa, sosiaalihistoriallisia dokumentteja sekä antropologista kirjallisuutta. Tutkimusongelma on yleisluonteinen: kuinka tulkita kyseistä informaation paljoutta? Ongelman jäsentämiseksi asetettu hypoteesi olettaa draamallisten muotojen kehityksen mahdollisuuden kokemuksen samankaltaisuudessa. Tutkimuskysymykset ovat näistä kaikista lähtökohdista käsin: Mitkä ovat ilmaisukulttuurin symbolisten kommunikaatioprosessien varioidut muodot ja mitkä niiden funktiot? Mitkä ovat sosiaalihistorian dynamiikan ehdollistamat performanssistruktuuritilanneriippuvaiset "ehdot"? Ongelmat ja kysymykset on tutkittu etnografian metodologian alueella analysoimalla ja tulkitsemalla työn visuaali-antropologinen toteutus. Puheen merkityksellisten tyylien, tyylillisten struktuurien sekä tyylillisten muotojen funktio ja merkitys sosiaalisesti jaettuina prosesseina nousee päällimäiseksi tulkinnaksi kahdella osa alueella. Kulttuurinen subversio ja metaforinen identifikaatio. Kumpaankin osa-alueeseen liittyy symbolisesti tulkitseva yksilö sosiaali-historiallisena agenttina ja aktorina. Osa-alueiden laajempaa tutkimusta ja oman työni rajallisia mahdollisuuksia hahmottaen on työn päätteksi ehdotettu metodologista reduktiota, jolla työn narratiivisesta kokonaisuudesta erottuvia piirteitä voidaan ymmärtää kahdella tavalla 1) ehdollisina "partikulaareina muotoina"; 2) performanssin yleisinä ehtoina. Yleisesti työn merkitys on paikallisessa kulttuurin jatkuvuuden tutkimuksessa ja symbolisten arvojen "taidevälityksessä". Yksilöä painottavan sosiaalitieteen kentässä sen merkitys on genren ja muiden symbolisten muotojen tulkitsevan käytön hahmottamisessa ja ymmärtämisessa.

Endast sammandrag. Inbundna avhandlingar kan sökas i Helka-databasen (http://www.helsinki.fi/helka). Elektroniska kopior av avhandlingar finns antingen öppet på nätet eller endast tillgängliga i bibliotekets avhandlingsterminaler.

Only abstract. Paper copies of master’s theses are listed in the Helka database (http://www.helsinki.fi/helka). Electronic copies of…

Subjects/Keywords: aficiön; situation; performance; musical experience; mediation; mode; style; structure; identification; aficiön; situation; performance; musical experience; mediation; mode; style; structure; identification

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Heikkilä, S. (2005). Modes of flamenco. (Masters Thesis). University of Helsinki. Retrieved from http://hdl.handle.net/10138/13166

Chicago Manual of Style (16^th Edition):

Heikkilä, Sampsa. “Modes of flamenco.” 2005. Masters Thesis, University of Helsinki. Accessed March 07, 2021. http://hdl.handle.net/10138/13166.

MLA Handbook (7^th Edition):

Heikkilä, Sampsa. “Modes of flamenco.” 2005. Web. 07 Mar 2021.

Vancouver:

Heikkilä S. Modes of flamenco. [Internet] [Masters thesis]. University of Helsinki; 2005. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10138/13166.

Council of Science Editors:

Heikkilä S. Modes of flamenco. [Masters Thesis]. University of Helsinki; 2005. Available from: http://hdl.handle.net/10138/13166

18. Houdart-Joud, Sylvie. L’invention musicale collective et guidée : Collective and guided musical invention.

Degree: Docteur es, Musique et musicologie, 2019, Sorbonne université

URL: http://www.theses.fr/2019SORUL146

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L’invention musicale collective est une pratique relativement répandue dans les lieux où la musique est enseignée. Souvent considérée comme une approche primordiale de la musique… (more)

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L’invention musicale collective est une pratique relativement répandue dans les lieux où la musique est enseignée. Souvent considérée comme une approche primordiale de la musique en ce qu’elle sollicite une forte implication du sujet et son ouverture aux autres, elle constitue pourtant un objet de recherche complexe. Elle recèle en particulier plusieurs paradoxes qui ne peuvent se résoudre que par un travail de conceptualisation autour des idées d’invention musicale et de guidage. Dans un premier temps, par un ancrage dans la cphénoménologie de Michel Henry, la thèse cherche à préciser l’idée de corps musicien à partir du concept henryen de corps vivant et à circonscrire les idées de musicalité et d’invention musicale. Dans un second temps, une méthode de recherche est élaborée, dans le sillage des travaux conduits par F. Varela pour servir son projet d’une neuro-psycho-phénoménologie, afin d’enquêter, par le recours à la technique d’explicitation de P. Vermersch, sur les conduites mentales de musiciens en situation d’invention musicale collective. Les résultats concernent de jeunes musiciens en formation professionnelle. Une première expérimentation montre quelques réactions de refuge face à la perte de la référence aux idiomes musicaux habituels. Une deuxième expérimentation ciblant les procédures d’invention d’un matériau musical met au jour un recours à des connaissances corporellement inscrites jamais désignées explicitement par les musiciens. En déduction de ces résultats, il apparaît que le guidage ne peut se définir dans l’absolu car il nécessite la prise en compte de ces processus mentaux autant que la maîtrise de la relation d’interdépendance qu’il noue avec eux.

Collective musical invention is a relatively widespread practice in venues where music is taught. Often considered an essential approach to music since it requires significant involvement of the subject and openness to others, it is nevertheless a complex object of research. In particular, it encompasses several paradoxes that can only be resolved by conceptualizing the ideas of musical invention and of guidance. First, by diving into Michel Henry's phenomenology, the purpose of this thesis is to clarify the concept of “embodied musicality” based on the Henryian concept of “embodied life” and to define the ideas of musicality and musical invention. In a second step, a research method is developed in the wake of the works conducted by F. Varela for his project of a neuro-psycho-phenomenology. This method involves investigating, through "the explicitation method of private thinking” elaborated by the French psychologist P. Vermersch, the mental behaviour of musicians placed in a situation of collective musical invention. The results refer to young musicians who are part of a professional syllabus. A first experiment shows that musicians tend to take refuge in various behaviors due to the loss of reference points regarding the usual musical idioms. A second experiment whose target is the process involved for inventing musical materials, reveals the…

Advisors/Committee Members: Madurell, François (thesis director), Lalitte, Philippe (thesis director).

Subjects/Keywords: Invention musicale collective; Improvisation musicale; Guidage; Expérience subjective; Didactique de la créativité musicale; Psycho-phénoménologie; Auto-affection; Auto-organisation; Collective musical invention; Musical improvisation; Guidance; Subjective experience; Theory of musical creativity pedagogy; Psycho-Phenomenology; Self-Affection; Self-Organization; 781.36

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Houdart-Joud, S. (2019). L’invention musicale collective et guidée : Collective and guided musical invention. (Doctoral Dissertation). Sorbonne université. Retrieved from http://www.theses.fr/2019SORUL146

Chicago Manual of Style (16^th Edition):

Houdart-Joud, Sylvie. “L’invention musicale collective et guidée : Collective and guided musical invention.” 2019. Doctoral Dissertation, Sorbonne université. Accessed March 07, 2021. http://www.theses.fr/2019SORUL146.

MLA Handbook (7^th Edition):

Houdart-Joud, Sylvie. “L’invention musicale collective et guidée : Collective and guided musical invention.” 2019. Web. 07 Mar 2021.

Vancouver:

Houdart-Joud S. L’invention musicale collective et guidée : Collective and guided musical invention. [Internet] [Doctoral dissertation]. Sorbonne université; 2019. [cited 2021 Mar 07]. Available from: http://www.theses.fr/2019SORUL146.

Council of Science Editors:

Houdart-Joud S. L’invention musicale collective et guidée : Collective and guided musical invention. [Doctoral Dissertation]. Sorbonne université; 2019. Available from: http://www.theses.fr/2019SORUL146

19. Laycock, Randolph Philip. The relationship of musical experience, musical aptitude, self-concept, age, and academic achievement to the musical problem-solving abilities of high school students.

Degree: PhD, Music Education, 1992, Case Western Reserve University School of Graduate Studies

URL: http://rave.ohiolink.edu/etdc/view?acc_num=case1056485666

► The purpose of this study was to determine whether significant relationships exist between the musical characteristics of original compositions produced by high school students, aged… (more)

Subjects/Keywords: Education, Music; musical experience musical aptitude self-concept age academic achievement musical problem-solving abilities high school students

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Laycock, R. P. (1992). The relationship of musical experience, musical aptitude, self-concept, age, and academic achievement to the musical problem-solving abilities of high school students. (Doctoral Dissertation). Case Western Reserve University School of Graduate Studies. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=case1056485666

Chicago Manual of Style (16^th Edition):

Laycock, Randolph Philip. “The relationship of musical experience, musical aptitude, self-concept, age, and academic achievement to the musical problem-solving abilities of high school students.” 1992. Doctoral Dissertation, Case Western Reserve University School of Graduate Studies. Accessed March 07, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1056485666.

MLA Handbook (7^th Edition):

Laycock, Randolph Philip. “The relationship of musical experience, musical aptitude, self-concept, age, and academic achievement to the musical problem-solving abilities of high school students.” 1992. Web. 07 Mar 2021.

Vancouver:

Laycock RP. The relationship of musical experience, musical aptitude, self-concept, age, and academic achievement to the musical problem-solving abilities of high school students. [Internet] [Doctoral dissertation]. Case Western Reserve University School of Graduate Studies; 1992. [cited 2021 Mar 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1056485666.

Council of Science Editors:

Laycock RP. The relationship of musical experience, musical aptitude, self-concept, age, and academic achievement to the musical problem-solving abilities of high school students. [Doctoral Dissertation]. Case Western Reserve University School of Graduate Studies; 1992. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1056485666

University of Michigan

20. Zirbel, Katherine Elizabeth. Musical discursions: Spectacle, experience and political economy among Egyptian performers in globalizing markets.

Degree: PhD, Theater, 1999, University of Michigan

URL: http://hdl.handle.net/2027.42/132286

► What is spectacle? How does performance spectacle reflect the ethos of a locale, a region, a nation? This dissertation compares the life experiences and performance… (more)

▼ What is spectacle? How does performance spectacle reflect the ethos of a locale, a region, a nation? This dissertation compares the life experiences and performance spectacles of two regionally distinct Egyptian performance communities from their respective local markets and roles within national discourses, to their spectacles on international stages. Their experiences, under neo-conservative conditions that have rendered performance culture morally suspect, speak to increasingly contentious issues of identity and memory, morality and political economy in Egypt's quickly transforming society. Since the 1970s, increasing moral and religious conservatism in Egypt has given rise to political spectacles and national debates that are concerned with authentic Egyptian culture, identity and politics. During the same period, performers from Muhammad ^cAli Street in Cairo, compelled by diminishing local markets, have come to perform in bellydance orchestras in nightclubs catering to Gulf Arab tourists, while folkloric musicians from Luxor, in the south, perform before European world music audiences. Drawing on performance theory and cultural Marxism, I argue that, despite genre and audience differences, both groups are commoditized as exotic Egyptian spectacles by virtue of their marketed cultural, geographical and ideological displacements. Secondly, these spectacles invoke images and associations that symbolically reassert historical and continuing legacies of domination over Egypt. Third, local perspectives suggest that nightclub spectacles, which violate the neo-conservative gender ideology, provoke moral and political antagonisms in Egypt, while further ostracizing performers. Cairene performers agonize between economic necessity and the moral stigma of nightclub performances before Gulf Arab men. Women performers find this especially difficult. Their struggle to reinterpret their identity vis-a-vis work likewise elucidates the dilemmas faced by many Egyptian women concerning work, family and honor. In contrast, the all-male Luxor musicians remain relatively unscathed by local scrutiny. Historical and comparative analyses reveal a north-south dialectic, fueled circulation of pejorative regional stereotypes associated with these performance communities, which influences local interpretations of national events and the government-Islamist conflict. The combined analyses of this dialectic and of performance spectacle shed light on the political spectacle of Islamists and provide a framework for better understanding the national debates currently reshaping Egyptian culture and politics. Advisors/Committee Members: Messick, Brinkley M. (advisor).

Subjects/Keywords: Egyptian; Experience; Globalizing Markets; Musical Discursions; Performers; Political Economy; Spectacle

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Zirbel, K. E. (1999). Musical discursions: Spectacle, experience and political economy among Egyptian performers in globalizing markets. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/132286

Chicago Manual of Style (16^th Edition):

Zirbel, Katherine Elizabeth. “Musical discursions: Spectacle, experience and political economy among Egyptian performers in globalizing markets.” 1999. Doctoral Dissertation, University of Michigan. Accessed March 07, 2021. http://hdl.handle.net/2027.42/132286.

MLA Handbook (7^th Edition):

Zirbel, Katherine Elizabeth. “Musical discursions: Spectacle, experience and political economy among Egyptian performers in globalizing markets.” 1999. Web. 07 Mar 2021.

Vancouver:

Zirbel KE. Musical discursions: Spectacle, experience and political economy among Egyptian performers in globalizing markets. [Internet] [Doctoral dissertation]. University of Michigan; 1999. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/2027.42/132286.

Council of Science Editors:

Zirbel KE. Musical discursions: Spectacle, experience and political economy among Egyptian performers in globalizing markets. [Doctoral Dissertation]. University of Michigan; 1999. Available from: http://hdl.handle.net/2027.42/132286

University of Manchester

21. Skandalis, Alexandros. Aesthetics and taste formation in musical spaces of consumption: A multi-sited ethnographic study.

Degree: 2016, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301011

► The aim of this study is to investigate the interrelationships between place and tastethrough a multi-sited ethnography of music consumption. Place and taste areimportant theoretical… (more)

Subjects/Keywords: taste; place; experiential consumption; consumer culture theory; arts marketing; music consumption; interpretive consumer research; musical taste; consumption aesthetics; consumption experience; Bourdieu; identity investments; social fields

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Skandalis, A. (2016). Aesthetics and taste formation in musical spaces of consumption: A multi-sited ethnographic study. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301011

Chicago Manual of Style (16^th Edition):

Skandalis, Alexandros. “Aesthetics and taste formation in musical spaces of consumption: A multi-sited ethnographic study.” 2016. Doctoral Dissertation, University of Manchester. Accessed March 07, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301011.

MLA Handbook (7^th Edition):

Skandalis, Alexandros. “Aesthetics and taste formation in musical spaces of consumption: A multi-sited ethnographic study.” 2016. Web. 07 Mar 2021.

Vancouver:

Skandalis A. Aesthetics and taste formation in musical spaces of consumption: A multi-sited ethnographic study. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2021 Mar 07]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301011.

Council of Science Editors:

Skandalis A. Aesthetics and taste formation in musical spaces of consumption: A multi-sited ethnographic study. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301011

Universidade Federal da Bahia

22. Zuraida Abud Bastião. A abordagem AME Apreciação Musical Expressiva como elemento de mediação entre teoria e prática na formação de professores de música.

Degree: 2009, Universidade Federal da Bahia

URL: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2452

► This research investigates the effect of a program for the education of teachers, aiming the development of articulations between practice and theory during the field… (more)

▼ This research investigates the effect of a program for the education of teachers, aiming the development of articulations between practice and theory during the field experience of a student-teacher at the Federal University of Bahia Music Education Course. Using a one subject case study, the research developed and applied an approach for the preparation of student-teachers with emphasis in music appreciation, entitled AME approach Expressive Musical Appreciation , taking as theoretical reference the PONTES approach. Data was collected during the period of training carried out in a private elementary school in Salvador, BA, Brazil, through the following procedures: interview, autobiographie, report, memorandas, questionnaires, video registers and field diaries. After analysis of twenty and two scenes in the educational context, it became evident that the teaching orientation based in the AME approach significantly influenced the process of interactions between practice and theory in the student field experience. The theoretical reference given by the PONTES approach was of utmost importance to her pedagogical praxis. The student-teacher established efficient didactic contacts with the educational context and with the students in classroom. This process also enhanced her reflections about the teaching practice, according to the evidences of the field experience diaries, memorandas and the final report of activities. The results of the study showed that the student-teacher, in partnership with her advisor, created and developed correct decisions, extending qualitatively the pedagogical and musical possibilities of connections between theory and practice in music appreciation classes. The process of orientation contributed for the professional development of the student-teacher and her advisor, for the musical growth of the students, for the quality of the music classes in the context of the elementary school and for a more significant inclusion of music in the Pedagogical Project of the school selected for this research. The data presented situations that involved interactions between the student teacher and employees, directors, pedagogical coordinators, (existing) parents of the students, teachers of the disciplines of the general curriculum, and articulations with the whole educational context. The student-teacher developed articulations related with the auditory experience, the elements of music and the verbal, corporal and visual expressions of the students, and with the situations of classroom, presenting visible signals of positivity, observation, naturalness, teaching techniques, expressivity and sensitivity. She also developed articulations with the students previous knowledge and experiences, as well as articulations with her proper verbal and writing narratives and teaching practice. It was detected a need for deeper experiences in the teacherstudent connections with her previous knowledge in music performance. Results indicated that the AME approach, using music appreciation as an element of mediation… Advisors/Committee Members: Ana Cristina Gama dos Santos Tourinho, Regina Celia de Souza Cajazeira, Alda de Jesus Oliveira, Joel Luís da Silva Barbosa, Antonio Dias Nascimento.

Subjects/Keywords: apreciação musical; articulações pedagógicas; formação de professores; estágio; estudo de caso; music appreciation; pedagogical articulations; teachers education; field experience; case study; MUSICA

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bastião, Z. A. (2009). A abordagem AME Apreciação Musical Expressiva como elemento de mediação entre teoria e prática na formação de professores de música. (Thesis). Universidade Federal da Bahia. Retrieved from http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2452

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bastião, Zuraida Abud. “A abordagem AME Apreciação Musical Expressiva como elemento de mediação entre teoria e prática na formação de professores de música.” 2009. Thesis, Universidade Federal da Bahia. Accessed March 07, 2021. http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2452.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bastião, Zuraida Abud. “A abordagem AME Apreciação Musical Expressiva como elemento de mediação entre teoria e prática na formação de professores de música.” 2009. Web. 07 Mar 2021.

Vancouver:

Bastião ZA. A abordagem AME Apreciação Musical Expressiva como elemento de mediação entre teoria e prática na formação de professores de música. [Internet] [Thesis]. Universidade Federal da Bahia; 2009. [cited 2021 Mar 07]. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2452.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bastião ZA. A abordagem AME Apreciação Musical Expressiva como elemento de mediação entre teoria e prática na formação de professores de música. [Thesis]. Universidade Federal da Bahia; 2009. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2452

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Tokay, Serâ. Approche empirico-eidétique de l'expérience musicale en sa constitution affective : une phénoménologie de la motricité musicale : An eidetic approach of affective constitution of musical experience.

Degree: Docteur es, Philosophie, 2015, Paris 1; Università degli studi (Ferrare, Italie)

URL: http://www.theses.fr/2015PA010606

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La phénoménologie, portant à l’expression une intuition eidétique de la spécificité de l’expérience musicale nourrie de la pratique quotidienne de l’instrument et de la fréquentation… (more)

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La phénoménologie, portant à l’expression une intuition eidétique de la spécificité de l’expérience musicale nourrie de la pratique quotidienne de l’instrument et de la fréquentation des œuvres du répertoire classique, doit pouvoir exercer, dans le dialogue avec les neurosciences, une double fonction : critique et positive. D’une part, elle est un révélateur des erreurs de catégorie des récents programmes de réduction de la musique, tantôt aux émotions de base, tantôt à la structure dynamique de la perception du temps, tantôt à un langage de communication non verbale. D’autre part, elle nous a servi à réorienter la recherche vers les conditions neurophysiologiques de l’immersion dans l’univers spirituel de Brahms (et des autres compositeurs) par projection intropathique d’une auto-affection kinesthésique, mettant l’écoute mélomane en résonance avec les tensions et relaxations musculaires du corps musicien accomplissant les gestes producteurs du «son musical». L’auteure, pianiste et chef d’orchestre, retirant l’enseignement philosophique de sa participation à l’équipe de neurophysiologistes du professeur Fadiga de l’Université de Ferrare, dont les travaux ont abouti à la publication d’un critère quantitatif de la «driving force» du chef d’orchestre applicable au jugement esthétique, pose les fondements d’une nouvelle eidétique kinesthésique de l’incarnation, l’empathie, l’intersubjectivité et la noématique musicale. L’anticipation, propriété fondamentale du vivant pour le physiologiste, la protention, structure de distensio animi de la conscience du temps pour le philosophe, sont à la base d’un principe technique intuitivement connu des grands chefs d’orchestre.

By giving expression to an eidetic intuition of the specificity of musical experience enriched by the daily practice of the instrument and familiarity with works from the classical repertoire, phenomenology, in its dialogue with the neurosciences, has to be able to fulfill a double function: both critical and positive. On the one hand, it brings to light the category mistakes inherent in recent programs seeking to reduce music either to basic emotions or else to the dynamic structure of the perception of time or again, to a non-verbal language of communication. On the other hand, it has made it possible for us to reorient ongoing research in the direction of an investigation of the neurophysiological conditions underlying the immersion into the spiritual universe of Brahms (and other composers), and this by way of an intropathic projection of a kinaesthetic auto-affection, establishing a resonance between the music-lovers auditive appreciation and the muscular tensions and relaxations of the musician body accomplishing the gestures productive of his ‘musical sound’. The author, a pianist and orchestral conductor, wants to lay the foundations for an eidetic investigation of our kinaesthetic experience of embodiment, of empathy, of intersubjectivity and of a musical noematics. The present work draws the philosophical lessons of her participation in a team of…

Advisors/Committee Members: Benoist, Jocelyn (thesis director), Fadiga, Luciano (thesis director).

Subjects/Keywords: Einfühlung; Expérience musicale; Planum temporale; Motricité kinesthésique; Apprésentation; Driving Force; Aires de Broca; Rétension protension; Einfühlung; Musical experience; Driving Force; 100; 780

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tokay, S. (2015). Approche empirico-eidétique de l'expérience musicale en sa constitution affective : une phénoménologie de la motricité musicale : An eidetic approach of affective constitution of musical experience. (Doctoral Dissertation). Paris 1; Università degli studi (Ferrare, Italie). Retrieved from http://www.theses.fr/2015PA010606

Chicago Manual of Style (16^th Edition):

Tokay, Serâ. “Approche empirico-eidétique de l'expérience musicale en sa constitution affective : une phénoménologie de la motricité musicale : An eidetic approach of affective constitution of musical experience.” 2015. Doctoral Dissertation, Paris 1; Università degli studi (Ferrare, Italie). Accessed March 07, 2021. http://www.theses.fr/2015PA010606.

MLA Handbook (7^th Edition):

Tokay, Serâ. “Approche empirico-eidétique de l'expérience musicale en sa constitution affective : une phénoménologie de la motricité musicale : An eidetic approach of affective constitution of musical experience.” 2015. Web. 07 Mar 2021.

Vancouver:

Tokay S. Approche empirico-eidétique de l'expérience musicale en sa constitution affective : une phénoménologie de la motricité musicale : An eidetic approach of affective constitution of musical experience. [Internet] [Doctoral dissertation]. Paris 1; Università degli studi (Ferrare, Italie); 2015. [cited 2021 Mar 07]. Available from: http://www.theses.fr/2015PA010606.

Council of Science Editors:

Tokay S. Approche empirico-eidétique de l'expérience musicale en sa constitution affective : une phénoménologie de la motricité musicale : An eidetic approach of affective constitution of musical experience. [Doctoral Dissertation]. Paris 1; Università degli studi (Ferrare, Italie); 2015. Available from: http://www.theses.fr/2015PA010606

24. Skandalis, Alexandros. Aesthetics and taste formation in musical spaces of consumption : a multi-sited ethnographic study.

Degree: PhD, 2016, University of Manchester

URL: https://www.research.manchester.ac.uk/portal/en/theses/aesthetics-and-taste-formation-in-musical-spaces-of-consumption-a-multisited-ethnographic-study(f21c7408-360c-4589-aeb1-191c0a9fca18).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686786

► The aim of this study is to investigate the interrelationships between place and taste through a multi-sited ethnography of music consumption. Place and taste are… (more)

Subjects/Keywords: 658.8; taste; place; experiential consumption; consumer culture theory; arts marketing; music consumption; interpretive consumer research; musical taste; consumption aesthetics; consumption experience; Bourdieu; identity investments; social fields

11 more images…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Skandalis, A. (2016). Aesthetics and taste formation in musical spaces of consumption : a multi-sited ethnographic study. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/aesthetics-and-taste-formation-in-musical-spaces-of-consumption-a-multisited-ethnographic-study(f21c7408-360c-4589-aeb1-191c0a9fca18).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686786

Chicago Manual of Style (16^th Edition):

Skandalis, Alexandros. “Aesthetics and taste formation in musical spaces of consumption : a multi-sited ethnographic study.” 2016. Doctoral Dissertation, University of Manchester. Accessed March 07, 2021. https://www.research.manchester.ac.uk/portal/en/theses/aesthetics-and-taste-formation-in-musical-spaces-of-consumption-a-multisited-ethnographic-study(f21c7408-360c-4589-aeb1-191c0a9fca18).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686786.

MLA Handbook (7^th Edition):

Skandalis, Alexandros. “Aesthetics and taste formation in musical spaces of consumption : a multi-sited ethnographic study.” 2016. Web. 07 Mar 2021.

Vancouver:

Skandalis A. Aesthetics and taste formation in musical spaces of consumption : a multi-sited ethnographic study. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2021 Mar 07]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/aesthetics-and-taste-formation-in-musical-spaces-of-consumption-a-multisited-ethnographic-study(f21c7408-360c-4589-aeb1-191c0a9fca18).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686786.

Council of Science Editors:

Skandalis A. Aesthetics and taste formation in musical spaces of consumption : a multi-sited ethnographic study. [Doctoral Dissertation]. University of Manchester; 2016. Available from: https://www.research.manchester.ac.uk/portal/en/theses/aesthetics-and-taste-formation-in-musical-spaces-of-consumption-a-multisited-ethnographic-study(f21c7408-360c-4589-aeb1-191c0a9fca18).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686786

KTH

25. Paloranta, Jimmie. Interaction with a large sized augmented string instrument intended for a public setting.

Degree: Computer Science and Communication (CSC), 2016, KTH

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-187740

►

Interactive installations in public settings have increased in popularity over the past decade, as well as the construction of digital musical instruments. In this… (more)

▼

Interactive installations in public settings have increased in popularity over the past decade, as well as the construction of digital musical instruments. In this paper I present a study of the interaction with a large sized augmented string instrument intended for a large installation in a museum, with focus on encouraging creativity, learning, and providing engaging user experiences. In the study, 9 participants were video recorded while playing with the string on their own, followed by an interview focusing on their experiences, creativity, and the functionality of the string. I then used McCarthy and Wright’s framework for analysing technology as experience and Frank E Williams creativity taxonomy model to analyse the results. In line with previous research, results highlight the importance of designing for different levels of engagement (exploration, experimentation, challenge). However, results additionally show that these levels need to consider the users’ age and musical background as these profoundly affect the way the user plays with and experiences the string.

Interaktiva installationer i offentliga miljöer har ökat i popularitet under det senaste decenniet, liksom även skapandet av digitala musikinstrument. I denna uppsats presenterar jag en studie av interaktionen med ett stort augmenterat stränginstrument avsedd för en stor installation i ett museum, med fokus på att uppmuntra kreativitet, lärande, och att ge engagerande användarupplevelser. I studien blev 9 deltagare videoinspelade samtidigt som de spelade med strängen på egen hand, följt av en intervju med fokus på deras upplevelse, kreativitet, och strängens funktionalitet Jag använde sedan McCarthy och Wrights ramverk för att analysera teknik som upplevelse och Frank E Williams kreativitets taxonomi för att analysera resultaten. I linje med tidigare forskning så betonar resultaten vikten av att designa för olika nivåer av engagemang (undersökande, experimenterande, utmaning). Dock så visar resultaten dessutom på att dessa nivåer måste ta hänsyn till användarnas ålder och musikaliska bakgrund då dessa starkt påverkar hur användaren spelar med och upplever strängen.

Subjects/Keywords: Interactive installations; museum exhibits; digital musical instruments; string instruments; sensor design; creativity; engagement; interaction design; user experience; Human Computer Interaction; Människa-datorinteraktion (interaktionsdesign)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Paloranta, J. (2016). Interaction with a large sized augmented string instrument intended for a public setting. (Thesis). KTH. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-187740

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Paloranta, Jimmie. “Interaction with a large sized augmented string instrument intended for a public setting.” 2016. Thesis, KTH. Accessed March 07, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-187740.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Paloranta, Jimmie. “Interaction with a large sized augmented string instrument intended for a public setting.” 2016. Web. 07 Mar 2021.

Vancouver:

Paloranta J. Interaction with a large sized augmented string instrument intended for a public setting. [Internet] [Thesis]. KTH; 2016. [cited 2021 Mar 07]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-187740.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Paloranta J. Interaction with a large sized augmented string instrument intended for a public setting. [Thesis]. KTH; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-187740

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

KTH

26. Jap, Lilian. Mapping detected periodic dance movements to control tempo in the music playback of Electronic Dance Music.

Degree: MID, 2019, KTH

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-247301

►

Engaging in the music set of one’s favorite artist or DJ is oftentimes leading to the result of a powerful and euphoric felt experience,… (more)

Subjects/Keywords: Interactive dance; IMU; real-time; sonic interaction design; periodicity; user-study; Max/MSP; yin; musical gestures; user experience; Interaction Technologies; Interaktionsteknik; Media and Communication Technology; Medieteknik

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jap, L. (2019). Mapping detected periodic dance movements to control tempo in the music playback of Electronic Dance Music. (Thesis). KTH. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-247301

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jap, Lilian. “Mapping detected periodic dance movements to control tempo in the music playback of Electronic Dance Music.” 2019. Thesis, KTH. Accessed March 07, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-247301.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jap, Lilian. “Mapping detected periodic dance movements to control tempo in the music playback of Electronic Dance Music.” 2019. Web. 07 Mar 2021.

Vancouver:

Jap L. Mapping detected periodic dance movements to control tempo in the music playback of Electronic Dance Music. [Internet] [Thesis]. KTH; 2019. [cited 2021 Mar 07]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-247301.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jap L. Mapping detected periodic dance movements to control tempo in the music playback of Electronic Dance Music. [Thesis]. KTH; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-247301

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Stefanic, Nicholas Michael. Creativity-Based Music Learning: Modeling the Process and Learning Outcomes in a Massive Open Online Course.

Degree: 2014, University of South Florida

URL: https://scholarcommons.usf.edu/etd/5315

► While developing creativity is an important goal of many educational endeavors, creating music, from a music education perspective, is a powerful pedagogical tool. Beyond comparing… (more)

▼ While developing creativity is an important goal of many educational endeavors, creating music, from a music education perspective, is a powerful pedagogical tool. Beyond comparing the relative creativity of individuals' musical creative products (e.g., melodies, songs, lyrics, beats, etc.), research in musical creativity must consider how engaging in the creative process can be an effective teaching tool, what I have termed creativity-based music learning. If music teachers are to develop students' abilities “to experience music as meaningful, informed by sensitive discernments and broad understandings, in each particular musical role engagement in which one becomes involved” (Reimer, 2003, p.214), then we must gain a better understanding of how different aspects of the person and context interact during the creative process. Based on the available literature, Webster (1987a, 2002) conceived the Model of Creative Thinking in Music as a conceptual model for understanding the importance of various components that are at work in the musical creative process. Since, generally speaking, learning results from thinking of some sort, Webster's model represents a reasonable starting point from which to examine how musical creative thinking leads to musical learning. There is much research in music education and the general creativity literature that has investigated how these various component parts (e.g., music aptitude, personality, motivation, previous experience, context) relate to creativity, but there has yet to be any substantive attempt to understand how all of these various elements simultaneously interrelate during a given musical creative process. More importantly, there is limited research on how creativity-based music learning contributes to important learning outcomes such as students' perceptions of learning from the process, students' self-evaluations of creative products (e.g., songs they have written), the development of conceptual understandings, and the development of musical creative self-efficacy. The initial primary purpose of this study was to develop and identify a statistical model that best represents the nature of the various interrelationships of components of the musical creative process, as identified in Webster's (2002) model, and as they relate to learning outcomes. Understanding how all of these components relate and ultimately impact various learning outcomes has important implications for how we educate our music students. Data were collected from students taking a Massive Open Online Course entitled “What is Music?: Finding Your Song,” which was designed, developed, and taught by the researcher, and offered in January 2014 through the Canvas Network. In the course, the question “what is music?” was approached from several perspectives, including Music as Human Activity, Music as Emotion, Music as Physics, and Music as Form. While learning about each perspective, students were encouraged to engage with and complete various musical creative projects (e.g., creating a representative…

Subjects/Keywords: Composition; Engagement; MOOC; Motivation; Musical Experience; Other Education

…in the MOOC study, the Past Experience in Music Inventory (PEMI) and the Musical… …101 Table 4.1 Listening Experience Coding Scheme… …129 Table 4.6 Validity Coefficients for PEM Class and Musical Creative Self-Efficacy… …147 vi Table 5.5 Reliability Estimates for Musical Creative Self-Efficacy Sub-Scales and… …148 Table 5.6 Descriptive Statistics for Musical Creative Self-Efficacy Sub-Scales and…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Stefanic, N. M. (2014). Creativity-Based Music Learning: Modeling the Process and Learning Outcomes in a Massive Open Online Course. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5315

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stefanic, Nicholas Michael. “Creativity-Based Music Learning: Modeling the Process and Learning Outcomes in a Massive Open Online Course.” 2014. Thesis, University of South Florida. Accessed March 07, 2021. https://scholarcommons.usf.edu/etd/5315.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stefanic, Nicholas Michael. “Creativity-Based Music Learning: Modeling the Process and Learning Outcomes in a Massive Open Online Course.” 2014. Web. 07 Mar 2021.

Vancouver:

Stefanic NM. Creativity-Based Music Learning: Modeling the Process and Learning Outcomes in a Massive Open Online Course. [Internet] [Thesis]. University of South Florida; 2014. [cited 2021 Mar 07]. Available from: https://scholarcommons.usf.edu/etd/5315.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stefanic NM. Creativity-Based Music Learning: Modeling the Process and Learning Outcomes in a Massive Open Online Course. [Thesis]. University of South Florida; 2014. Available from: https://scholarcommons.usf.edu/etd/5315

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Cheston, Sharon Brown. Relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students.

Degree: PhD, Music Education, 1994, Case Western Reserve University School of Graduate Studies

URL: http://rave.ohiolink.edu/etdc/view?acc_num=case1057865886

► The purpose of this study was to gain more information about the relationships among harmonic complexity preference, musical training and experience, and music aptitude in… (more)

▼ The purpose of this study was to gain more information about the relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students. The specific problems of this study were as follows: (1) to determine the relationship between amount of musical training and experience and harmonic complexity preference, (2) to determine the relationship between tonal music aptitude and harmonic complexity preference, (3) to determine the relationship between rhythm music aptitude and harmonic complexity preference, and (4) to determine the relationship between composite (combined tonal and rhythm) music aptitude and harmonic complexity preference. The subjects were 106 high school music students from a suburban Cleveland, Ohio, high school. The subjects completed a researcher-designed harmonic complexity preference test (HCPT), Advanced Measures of Music Audiation (AMMA), which is an aptitude test, and a researcher-designed musical training and experience survey. To analyze the data, the researcher calculated the correlations between the survey scores and HCPT scores, AMMA tonal raw scores and HCPT scores, AMMA rhythm raw scores and HCPT score s, and AMMA composite scores and HCPT scores. Statistically significant relationships at the.05 level were found at the twelfth grade level in every relationship with the exception of AMMA tonal scores and HCPT scores. Statistically significant relationships at the.05 level were found at the eleventh grade level in every relationship. No statistically significant relationships were found at the tenth or ninth grade levels. In conclusion, students in twelfth grade with high rhythm music aptitude and composite (combined tonal and rhythm) aptitude preferred more harmonically complex music. In addition, students with more musical training and experience preferred more harmonically complex music. Students in eleventh grade with high tonal, rhythm, and composite (combined tonal and rhythm) music aptitude preferred more harmonically complex music. In addition, students with more musical training and experience preferred more harmonically complex music. Thus, eleventh and twelfth grade students with more musical training and experience and high music aptitude preferred more harmonically complex music. Advisors/Committee Members: Taggart, Cynthia (Advisor).

Subjects/Keywords: Relationships harmonic complexity preference musical training experience music aptitude high school music students

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cheston, S. B. (1994). Relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students. (Doctoral Dissertation). Case Western Reserve University School of Graduate Studies. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=case1057865886

Chicago Manual of Style (16^th Edition):

Cheston, Sharon Brown. “Relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students.” 1994. Doctoral Dissertation, Case Western Reserve University School of Graduate Studies. Accessed March 07, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1057865886.

MLA Handbook (7^th Edition):

Cheston, Sharon Brown. “Relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students.” 1994. Web. 07 Mar 2021.

Vancouver:

Cheston SB. Relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students. [Internet] [Doctoral dissertation]. Case Western Reserve University School of Graduate Studies; 1994. [cited 2021 Mar 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1057865886.

Council of Science Editors:

Cheston SB. Relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students. [Doctoral Dissertation]. Case Western Reserve University School of Graduate Studies; 1994. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1057865886

29. KJELLBERG, JOHANNES. A Step Out of the Grid - Interaction with Touch-Based Alternative Rhythm Programming Layouts in Drum Machine User Interfaces .

Degree: Chalmers tekniska högskola / Institutionen för data och informationsteknik, 2020, Chalmers University of Technology

URL: http://hdl.handle.net/20.500.12380/302146

► Drum Machines have been popular tools in music creation since their great penetration in the 80s. Even though this was 40 years ago, the layout… (more)

Subjects/Keywords: Alternative step programming layouts; Rhythm programming; Drum machine; Step sequencer; Interaction design; User experience; ouchscreen interaction; Human computer interaction; Player behaviour; Digital musical instruments

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

KJELLBERG, J. (2020). A Step Out of the Grid - Interaction with Touch-Based Alternative Rhythm Programming Layouts in Drum Machine User Interfaces . (Thesis). Chalmers University of Technology. Retrieved from http://hdl.handle.net/20.500.12380/302146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

KJELLBERG, JOHANNES. “A Step Out of the Grid - Interaction with Touch-Based Alternative Rhythm Programming Layouts in Drum Machine User Interfaces .” 2020. Thesis, Chalmers University of Technology. Accessed March 07, 2021. http://hdl.handle.net/20.500.12380/302146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

KJELLBERG, JOHANNES. “A Step Out of the Grid - Interaction with Touch-Based Alternative Rhythm Programming Layouts in Drum Machine User Interfaces .” 2020. Web. 07 Mar 2021.

Vancouver:

KJELLBERG J. A Step Out of the Grid - Interaction with Touch-Based Alternative Rhythm Programming Layouts in Drum Machine User Interfaces . [Internet] [Thesis]. Chalmers University of Technology; 2020. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/20.500.12380/302146.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

KJELLBERG J. A Step Out of the Grid - Interaction with Touch-Based Alternative Rhythm Programming Layouts in Drum Machine User Interfaces . [Thesis]. Chalmers University of Technology; 2020. Available from: http://hdl.handle.net/20.500.12380/302146

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade Federal da Bahia

30. Jorge Luis Sacramento de Almeida. Ensino de música com ênfase na experiência prévia dos alunos: uma experiência com percussionistas de Salvador.

Degree: 2004, Universidade Federal da Bahia

URL: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=181

►

The present study was based on the learning/teaching dynamics of the project ?Formation of Multiplying Agents? carried through in 2003 in the UFBA School of… (more)

▼

The present study was based on the learning/teaching dynamics of the project ?Formation of Multiplying Agents? carried through in 2003 in the UFBA School of Music in Salvador, which participated percussionists of 12 afro-bahians entities. The requirement to choose these citizens, in the total of 27, was the evidence of wide experience in this musical activity. The research focused on the knowledge and techniques exchange between the academy and the popular culture. In this perspective, the professor also assumed the roles of mediator and apprentice. The adopted methodology consisted of using the previous knowledge of the percussionists, in order to make possible the transmission and the assimilation of the writing and musical reading, and the snare drum technique. 42 lessons, 27 of practice and 15 of music theory had been given. In the closing of the second term a Festival of Percussion took place in the UFBA rector?s office which had been protagonists the citizens of the pedagogical experiment. The theoretical basis of the study came from educator Pablo Freire (from Pernambuco), who considers the use of popular culture to develop the learning/teaching process. The essential of Freire?s thoughts is to use the education as an act to read the world, to know it and to be able to transform it. Thus the learning practice needs dialogue, severity (it does not mean strictness), intuition, imagination and affective connection. The freedom exercise and the individuality respect of the pupils are, therefore, of crucial importance in this process. The results obtained allow affirming that the project was advantageous and beneficial useful for the new interchange developed between this university and the percussionists, that never before had had any contact with musical theory, and most of them spent few years in school.

O presente estudo baseou-se na dinâmica de ensino/aprendizagem do projeto ?Formação de Agentes Multiplicadores?, realizado em 2003 na Escola de Música da UFBA, em Salvador, do qual participaram percussionistas de 12 entidades afro-baianas. O requisito para a escolha desses sujeitos, no total de 27, foi a comprovação de larga experiência nessa atividade musical. A pesquisa focalizou a troca de saberes e fazeres entre a academia e a cultura dita popular. Nessa perspectiva, o professor assumiu também os papéis de mediador e aprendiz. A metodologia adotada consistiu em utilizar os conhecimentos prévios dos percussionistas, a fim de possibilitar a transmissão e a assimilação da escrita e leitura musical, além da técnica de caixa clara. Foram ministradas 42 aulas, 27 das quais práticas e 15 teóricas. No encerramento do segundo semestre realizou-se, na Reitoria da UFBA, um Festival de Percussão, do qual foram protagonistas os sujeitos do experimento pedagógico. A fundamentação teórica do estudo é a obra do educador pernambucano Paulo Freire, que propõe a utilização da cultura popular para o desenvolvimento do processo de ensino/aprendizagem. O essencial do pensamento de Freire é fazer da educação um ato de ler o…

Advisors/Committee Members: Ana Cristina Gama dos Santos Tourinho, Luiz Cesar Marques Magalhaes, Regina Celia de Souza Cajazeira.

Subjects/Keywords: MUSICA; percussion; rhythm; experiência pedagógica; educação musical; cultura popular; percussão; ritmo; pedagogical experience; musical education; popular culture

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Almeida, J. L. S. d. (2004). Ensino de música com ênfase na experiência prévia dos alunos: uma experiência com percussionistas de Salvador. (Thesis). Universidade Federal da Bahia. Retrieved from http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=181

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Almeida, Jorge Luis Sacramento de. “Ensino de música com ênfase na experiência prévia dos alunos: uma experiência com percussionistas de Salvador.” 2004. Thesis, Universidade Federal da Bahia. Accessed March 07, 2021. http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=181.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Almeida, Jorge Luis Sacramento de. “Ensino de música com ênfase na experiência prévia dos alunos: uma experiência com percussionistas de Salvador.” 2004. Web. 07 Mar 2021.

Vancouver:

Almeida JLSd. Ensino de música com ênfase na experiência prévia dos alunos: uma experiência com percussionistas de Salvador. [Internet] [Thesis]. Universidade Federal da Bahia; 2004. [cited 2021 Mar 07]. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=181.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Almeida JLSd. Ensino de música com ênfase na experiência prévia dos alunos: uma experiência com percussionistas de Salvador. [Thesis]. Universidade Federal da Bahia; 2004. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=181

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations