Pub Date : 2024-09-07DOI: 10.1177/02557614241268049
Katarina Stekić
The aim of this study is to provide a systematic review of the effects of active and passive music engagement on cognitive development. Out of the 66 studies uncovered by the initial search, methods, and conclusions of 12 quantitative, 2 qualitative, and 12 review studies were analyzed. The present review shows active music engagement may improve cognitive skills in near transfer domains, such as verbal and motor skills, as well as auditory discrimination. Improvements in distant transfer domains have also been reported, such as enhanced general IQ, memory skills, numeracy and spatial skills, executive skills, and problem-solving. Benefits for affective and social skill development have also been shown for both active and passive music engagement, while passive engagement is specifically beneficial in clinical settings. However, there are studies that don’t report significant effects. Potential sources of bias are further explored, suggesting that this field may be victim to confirmation and publication bias. Method variety in measurements, sample size, and intervention length, along with the lack of methodological rigor and control groups, prevent us from concluding a direct causal relationship between music engagement and cognitive development. Implications for controlling confounding factors and identifying potential moderator mechanisms are discussed.
{"title":"The role of active and passive music engagement in cognitive development: A systematic review","authors":"Katarina Stekić","doi":"10.1177/02557614241268049","DOIUrl":"https://doi.org/10.1177/02557614241268049","url":null,"abstract":"The aim of this study is to provide a systematic review of the effects of active and passive music engagement on cognitive development. Out of the 66 studies uncovered by the initial search, methods, and conclusions of 12 quantitative, 2 qualitative, and 12 review studies were analyzed. The present review shows active music engagement may improve cognitive skills in near transfer domains, such as verbal and motor skills, as well as auditory discrimination. Improvements in distant transfer domains have also been reported, such as enhanced general IQ, memory skills, numeracy and spatial skills, executive skills, and problem-solving. Benefits for affective and social skill development have also been shown for both active and passive music engagement, while passive engagement is specifically beneficial in clinical settings. However, there are studies that don’t report significant effects. Potential sources of bias are further explored, suggesting that this field may be victim to confirmation and publication bias. Method variety in measurements, sample size, and intervention length, along with the lack of methodological rigor and control groups, prevent us from concluding a direct causal relationship between music engagement and cognitive development. Implications for controlling confounding factors and identifying potential moderator mechanisms are discussed.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"12 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142152410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-04DOI: 10.1177/02557614241269061
Kelly Bylica, Betty Bauman-Field
The purpose of this content analysis is to analyze available peer-reviewed middle school general music literature to determine the ways in which middle school general music has been conceived of in extant literature in the United States. The researchers performed a content analysis of peer-reviewed empirical and practitioner articles relating to middle school general music ( N = 45), creating a coding scheme of categorical clusters that related to the Association of Middle Level Education’s position paper: This We Believe. Content coding revealed curricular content (78%) and pedagogical practice (42%) as the most common topics. Several topics were underrepresented in the literature including student opinion/voice (11%), inclusive practice (18%), adolescent development (20%), cultural awareness (18%), classroom culture (20%), and teacher preparation and development (16%). These findings may have important implications for preservice music teacher educators preparing teachers for the context of middle school general music, as well as for researchers within this domain.
{"title":"What and how? Or why and for whom? A content analysis of middle school general music literature","authors":"Kelly Bylica, Betty Bauman-Field","doi":"10.1177/02557614241269061","DOIUrl":"https://doi.org/10.1177/02557614241269061","url":null,"abstract":"The purpose of this content analysis is to analyze available peer-reviewed middle school general music literature to determine the ways in which middle school general music has been conceived of in extant literature in the United States. The researchers performed a content analysis of peer-reviewed empirical and practitioner articles relating to middle school general music ( N = 45), creating a coding scheme of categorical clusters that related to the Association of Middle Level Education’s position paper: This We Believe. Content coding revealed curricular content (78%) and pedagogical practice (42%) as the most common topics. Several topics were underrepresented in the literature including student opinion/voice (11%), inclusive practice (18%), adolescent development (20%), cultural awareness (18%), classroom culture (20%), and teacher preparation and development (16%). These findings may have important implications for preservice music teacher educators preparing teachers for the context of middle school general music, as well as for researchers within this domain.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"70 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141891755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-01DOI: 10.1177/02557614241268336
Josef Hanson
The purpose of this study was to investigate U.S. undergraduate music education degree alumni ( n = 3,731) perceptions of and satisfaction with their baccalaureate educational experiences, professional skills development, and careers post-graduation. A secondary aim was to determine the extent to which key aspects of undergraduate music education degree programs and/or demographic variables predicted positive career outcomes. Data for this study were gleaned from the Strategic National Arts Alumni Project’s (SNAAP) 2015, 2016, and 2017 surveys of arts alumni in the United States. Results indicated that respondents were largely satisfied with the training and experiences they received in their undergraduate degree programs, especially development of artistic technique, teaching skills, and a broad knowledge base. A large majority (85.09%) found employment relevant to their training within 1 year of graduation, and although many departed teaching to work in other career fields, those who stayed were generally satisfied with their jobs, although less so regarding compensation levels and career advancement opportunities. Skills gaps in interpersonal relations and communication suggest that collaborative work might be a weak area in undergraduate music teacher education. Logistic regression revealed statistically significant associations between several institutional satisfaction/demographic variables and high subsequent job satisfaction.
{"title":"Music education alumni perceptions of undergraduate degree experiences, skills development, and job satisfaction","authors":"Josef Hanson","doi":"10.1177/02557614241268336","DOIUrl":"https://doi.org/10.1177/02557614241268336","url":null,"abstract":"The purpose of this study was to investigate U.S. undergraduate music education degree alumni ( n = 3,731) perceptions of and satisfaction with their baccalaureate educational experiences, professional skills development, and careers post-graduation. A secondary aim was to determine the extent to which key aspects of undergraduate music education degree programs and/or demographic variables predicted positive career outcomes. Data for this study were gleaned from the Strategic National Arts Alumni Project’s (SNAAP) 2015, 2016, and 2017 surveys of arts alumni in the United States. Results indicated that respondents were largely satisfied with the training and experiences they received in their undergraduate degree programs, especially development of artistic technique, teaching skills, and a broad knowledge base. A large majority (85.09%) found employment relevant to their training within 1 year of graduation, and although many departed teaching to work in other career fields, those who stayed were generally satisfied with their jobs, although less so regarding compensation levels and career advancement opportunities. Skills gaps in interpersonal relations and communication suggest that collaborative work might be a weak area in undergraduate music teacher education. Logistic regression revealed statistically significant associations between several institutional satisfaction/demographic variables and high subsequent job satisfaction.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"5 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141877351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-01DOI: 10.1177/02557614241267829
Jordan Laidlaw
The COVID-19 pandemic profoundly impacted the wellbeing of students and teachers around the world. Job demands-resource theory has been an integral theoretical framework to understand how workers navigate strenuous conditions. Further, the study demands-resource model was conceptualized to understand how students’ school-based responsibilities affect their wellbeing and performance. There is a gap, however, in unifying these models to understand how teachers’ and students’ wellbeing are co-influenced by school-based demands and resources. To address this, I conceptualized the school demands-resource model to explore the intersections of this phenomena. Through autoethnography, I reflected upon my own professional practices as a public school music teacher facilitating learning experiences during the COVID-19 pandemic. Findings generated provide new understandings into the intersections of job demands-resources and study demands-resources and how public health regulations impacted music program function. Increased school demands included physical distancing, teaching and learning without singing or movement, and increased sanitation of classroom materials, but were alleviated via successful job/study crafting. School resources were also affected by pandemic-related health protocols, including changes in classroom relationships, school materials, and self-efficacy. Implications for future research include exploring how classroom relationships and job/study crafting may optimize engagement and wellbeing in school music programs.
{"title":"Adapting music education to pandemic regulations: Conceptualizing the school demands-resource theoretical innovation through autoethnography","authors":"Jordan Laidlaw","doi":"10.1177/02557614241267829","DOIUrl":"https://doi.org/10.1177/02557614241267829","url":null,"abstract":"The COVID-19 pandemic profoundly impacted the wellbeing of students and teachers around the world. Job demands-resource theory has been an integral theoretical framework to understand how workers navigate strenuous conditions. Further, the study demands-resource model was conceptualized to understand how students’ school-based responsibilities affect their wellbeing and performance. There is a gap, however, in unifying these models to understand how teachers’ and students’ wellbeing are co-influenced by school-based demands and resources. To address this, I conceptualized the school demands-resource model to explore the intersections of this phenomena. Through autoethnography, I reflected upon my own professional practices as a public school music teacher facilitating learning experiences during the COVID-19 pandemic. Findings generated provide new understandings into the intersections of job demands-resources and study demands-resources and how public health regulations impacted music program function. Increased school demands included physical distancing, teaching and learning without singing or movement, and increased sanitation of classroom materials, but were alleviated via successful job/study crafting. School resources were also affected by pandemic-related health protocols, including changes in classroom relationships, school materials, and self-efficacy. Implications for future research include exploring how classroom relationships and job/study crafting may optimize engagement and wellbeing in school music programs.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"18 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141877352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-01DOI: 10.1177/02557614241268168
Siyu Tian
Previous researchers have identified the barriers faced by international teaching assistants (ITAs), yet few studies have specifically explored these barriers within music disciplines. Teaching assistants at American universities often encounter linguistic and sociocultural challenges, while those working in music schools may face additional obstacles due to the unique nature of the subject. The qualitative research method was used to conduct semi-structured interviews with five individuals who currently were or who had been teaching assistants in music departments of colleges and universities. This study explored the challenges faced by international teaching assistants in terms of communication, language and cultural barriers, differences in teaching methods, and difficulties in balancing learning and teaching. Tutor support became an important resource, but the support resources available varied from university to university. The result of this study highlighted the need for professional music teaching training, regular mentor meetings, and support in the daily work and professional development of international teaching assistants.
{"title":"Perspectives of international teaching assistants on working in music disciplines in American higher education","authors":"Siyu Tian","doi":"10.1177/02557614241268168","DOIUrl":"https://doi.org/10.1177/02557614241268168","url":null,"abstract":"Previous researchers have identified the barriers faced by international teaching assistants (ITAs), yet few studies have specifically explored these barriers within music disciplines. Teaching assistants at American universities often encounter linguistic and sociocultural challenges, while those working in music schools may face additional obstacles due to the unique nature of the subject. The qualitative research method was used to conduct semi-structured interviews with five individuals who currently were or who had been teaching assistants in music departments of colleges and universities. This study explored the challenges faced by international teaching assistants in terms of communication, language and cultural barriers, differences in teaching methods, and difficulties in balancing learning and teaching. Tutor support became an important resource, but the support resources available varied from university to university. The result of this study highlighted the need for professional music teaching training, regular mentor meetings, and support in the daily work and professional development of international teaching assistants.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"36 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141877350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-30DOI: 10.1177/02557614241268010
Ebru Şen
In this study, it was aimed to develop a music listening skill test for primary school teacher candidates to determine their levels of perception of basic musical structures through listening. A total of 260 teacher candidates studying in the department of primary education (early childhood and elementary education) of a public university in Türkiye formed the study group of the research. KR-20 internal consistency coefficient of the Music Listening Skills Test (MLST) was determined as 0.731. The mean of the item difficulty index of the test is 0.60, and the mean of the item distinctiveness index is 0.38. The MLST consists of a total of 27 questions with 53 listening contents converted into audio files in MP3 format to be played by the practitioner. The MLST can be used as a preliminary assessment tool in studies on the development of musical competencies. In addition, the musical structures in the test content can be handled in the music education processes of teacher candidates. Assessing music listening skills can also make it easier to follow the steps to be followed in the education of teacher candidates. In this way, educational contents can be developed and music education programs can be updated.
{"title":"Developing the music listening skills test (MLST) for pre-school and elementary school teacher candidates","authors":"Ebru Şen","doi":"10.1177/02557614241268010","DOIUrl":"https://doi.org/10.1177/02557614241268010","url":null,"abstract":"In this study, it was aimed to develop a music listening skill test for primary school teacher candidates to determine their levels of perception of basic musical structures through listening. A total of 260 teacher candidates studying in the department of primary education (early childhood and elementary education) of a public university in Türkiye formed the study group of the research. KR-20 internal consistency coefficient of the Music Listening Skills Test (MLST) was determined as 0.731. The mean of the item difficulty index of the test is 0.60, and the mean of the item distinctiveness index is 0.38. The MLST consists of a total of 27 questions with 53 listening contents converted into audio files in MP3 format to be played by the practitioner. The MLST can be used as a preliminary assessment tool in studies on the development of musical competencies. In addition, the musical structures in the test content can be handled in the music education processes of teacher candidates. Assessing music listening skills can also make it easier to follow the steps to be followed in the education of teacher candidates. In this way, educational contents can be developed and music education programs can be updated.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"10 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141857935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-28DOI: 10.1177/02557614241268286
Sam de Boise
Higher music education (HME) institutions, globally, have increasingly been expected to incorporate research into teaching in music performance programs (MPPs). This feature of “musical academization” arguably conflicts with a longstanding focus on the development of practical playing skills as part of a music performance education. Whilst academic literature has outlined how to conduct research supervision in performance programs at universities, the question of how students and educators understand research-led teaching and implementation strategies is lacking. This article highlights challenges to implementing research-led teaching in HME, exploring how research and research-led teaching is understood and implemented in MPPs at a medium sized Swedish university. Drawing on 13 semi-structured interviews with students and educators across different MPPs, it asks: (1) how are research and research-led teaching conceptualized and understood amongst music performance students and educators? and (2) what do students and educators see as the potential of research-led teaching for MPPs specifically? The article divides research in music performance programs into three themes: research as a noun, research-competent educators, and student-centered artistic research. Through this, the article informs discussions relating to implementing research in HME and to demonstrate students and educators’ perspectives on the value of research-led teaching in music performance programs.
{"title":"What does research-led teaching mean for music performance programs? Students and educators perspectives from Swedish higher music education","authors":"Sam de Boise","doi":"10.1177/02557614241268286","DOIUrl":"https://doi.org/10.1177/02557614241268286","url":null,"abstract":"Higher music education (HME) institutions, globally, have increasingly been expected to incorporate research into teaching in music performance programs (MPPs). This feature of “musical academization” arguably conflicts with a longstanding focus on the development of practical playing skills as part of a music performance education. Whilst academic literature has outlined how to conduct research supervision in performance programs at universities, the question of how students and educators understand research-led teaching and implementation strategies is lacking. This article highlights challenges to implementing research-led teaching in HME, exploring how research and research-led teaching is understood and implemented in MPPs at a medium sized Swedish university. Drawing on 13 semi-structured interviews with students and educators across different MPPs, it asks: (1) how are research and research-led teaching conceptualized and understood amongst music performance students and educators? and (2) what do students and educators see as the potential of research-led teaching for MPPs specifically? The article divides research in music performance programs into three themes: research as a noun, research-competent educators, and student-centered artistic research. Through this, the article informs discussions relating to implementing research in HME and to demonstrate students and educators’ perspectives on the value of research-led teaching in music performance programs.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"27 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141794899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-27DOI: 10.1177/02557614241264900
Helen F Mitchell, Diana Blom, Peter Long
Music performance is now recognised as a multisensory experience where both sound and sight contribute to its transmission and reception. The challenge for music education is to disseminate recent performance science research findings in this area into the curriculum using engaging and meaningful strategies. Practice without access to key research does not adequately prepare future music professionals as critical thinkers about, and evaluators of, music performance production and reception by themselves and by others. This study reports on a multisensory experiential learning workshop which aimed to equip university music students with knowledge and skills to capitalise on their inherent perceptual capacities. In doing so, students’ responses demonstrated an understanding of how to unlock tacit knowledge about performing and appropriate music perception skillsets which can be drawn into their own performing.
{"title":"‘We hear with our eyes!’ Unlocking tacit knowledge about multisensory music performing","authors":"Helen F Mitchell, Diana Blom, Peter Long","doi":"10.1177/02557614241264900","DOIUrl":"https://doi.org/10.1177/02557614241264900","url":null,"abstract":"Music performance is now recognised as a multisensory experience where both sound and sight contribute to its transmission and reception. The challenge for music education is to disseminate recent performance science research findings in this area into the curriculum using engaging and meaningful strategies. Practice without access to key research does not adequately prepare future music professionals as critical thinkers about, and evaluators of, music performance production and reception by themselves and by others. This study reports on a multisensory experiential learning workshop which aimed to equip university music students with knowledge and skills to capitalise on their inherent perceptual capacities. In doing so, students’ responses demonstrated an understanding of how to unlock tacit knowledge about performing and appropriate music perception skillsets which can be drawn into their own performing.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"44 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141794906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-27DOI: 10.1177/02557614241262798
Dawn Rose, Karen Burland, Kate Blackstone, Elena Alessandri
It is a strange paradox that whilst music is increasingly considered an important part of health and wellbeing, musicians themselves endure physical and psychological challenges within a competitive industry. We compared music student wellbeing in two higher education schools of music; one in the UK, the other in Switzerland, to explore cultural similarities and differences. The study was completed in German (78%) and English (22%) via an online survey and hard copy using a range of psychometric measures. When using the WHO QoL BREF, we found both schools scored lower than norms for physical and psychological health ( p < .001), but higher than norms for social relations ( p < .01) and the Swiss school also for the environment ( p < .001). Self-efficacy predicted physical health (12.3%) whilst psychological health was predicted by self-efficacy and fixed mindset (23.1%). 95% of participants stated that their institution was at least 20% responsible for the wellbeing. This study suggested more similarities than differences between schools of music in different countries in terms of student wellbeing. Whilst physical and psychological health remain risk areas for musicians, the environment and social culture of the school plays an important supportive role in wellbeing and should be considered when preparing music students for professional life.
{"title":"Investigating the health and wellbeing of music students: Perspectives from schools of music in Switzerland and the UK","authors":"Dawn Rose, Karen Burland, Kate Blackstone, Elena Alessandri","doi":"10.1177/02557614241262798","DOIUrl":"https://doi.org/10.1177/02557614241262798","url":null,"abstract":"It is a strange paradox that whilst music is increasingly considered an important part of health and wellbeing, musicians themselves endure physical and psychological challenges within a competitive industry. We compared music student wellbeing in two higher education schools of music; one in the UK, the other in Switzerland, to explore cultural similarities and differences. The study was completed in German (78%) and English (22%) via an online survey and hard copy using a range of psychometric measures. When using the WHO QoL BREF, we found both schools scored lower than norms for physical and psychological health ( p < .001), but higher than norms for social relations ( p < .01) and the Swiss school also for the environment ( p < .001). Self-efficacy predicted physical health (12.3%) whilst psychological health was predicted by self-efficacy and fixed mindset (23.1%). 95% of participants stated that their institution was at least 20% responsible for the wellbeing. This study suggested more similarities than differences between schools of music in different countries in terms of student wellbeing. Whilst physical and psychological health remain risk areas for musicians, the environment and social culture of the school plays an important supportive role in wellbeing and should be considered when preparing music students for professional life.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"40 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141794927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Music education students frequently encounter high-pressure situations that significantly impact their performance and development. These scenarios, which range from public recitals to evaluative sessions, present both challenges and opportunities for growth. This paper examines the nature of these high-pressure environments and explores their effects on music students. We offer practical strategies and evidence-based techniques specifically designed for music educators. Our objective is to provide a comprehensive resource that equips educators with effective tools to support their students in excelling under pressure.
{"title":"High-pressure in music education: Understanding the phenomenon and empowering students","authors":"Oksana Komarenko, Gerardo Ramirez, Kristie Speirs Neumeister","doi":"10.1177/02557614241265907","DOIUrl":"https://doi.org/10.1177/02557614241265907","url":null,"abstract":"Music education students frequently encounter high-pressure situations that significantly impact their performance and development. These scenarios, which range from public recitals to evaluative sessions, present both challenges and opportunities for growth. This paper examines the nature of these high-pressure environments and explores their effects on music students. We offer practical strategies and evidence-based techniques specifically designed for music educators. Our objective is to provide a comprehensive resource that equips educators with effective tools to support their students in excelling under pressure.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"24 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141794907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：