Thesis (M.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / In this thesis, I argue that musical motion takes the place of 'content' as the bridge between form and meaning in the context of instrumental music - music without text, program, or any other verbal indication of subject matter. I begin by discussing the question of musical content: does instrumental music have a conceptual content? Is such a non-representational art capable of communicating ideas? Historically, this question has been answered through the connection of instrumental music to human emotion. In part one, I describe philosophies of musical content, including theories of imitation, representation, and symbolization. I also describe the formalist position, which argues that music's non-verbal nature renders it incapable of communicating anything other than uniquely musical ideas (thematic ideas, movies, etc.). I agree with the formalists that music does not imitate, represent, or symbolize human emotion. Insofar as these sorts of relations traditionally define the idea of 'content,' I agree that music has no explicit 'content.' However, I disagree with the formalist claim that emotions have no aesthetically relevant role in the experience of instrumental music. It is my view that emotions find their place in instrumental music not as a kind of 'content,' but as part of the human experience of musical motion. In part two I discuss this idea of musical motion, and in parts two and three I consider the relationship between music's movement, the emotions that we perceive in music, and the meaning that we give to it. / 2031-01-02

Thesis (M.A.)--Cincinnati Christian Seminary, 1985. / Includes bibliographical references (leaf 182).

Thesis (M.M.-Music)--Cincinnati Bible College & Seminary, 1989. / Abstract. Includes bibliographical references (leaves 95-97).

Musical activities are at the centre of Music on the Lap, a Dutch approach to early childhood music education. The present study takes an in-depth look at the role of movement in these musical activities and thereby focuses on the representation of musical elements through movement. This study has among its aims the raising of more awareness for the conscious use of movement in early childhood music education. Departing from an embodied approach within an interpretative design, the premise of the current study is that movement should be considered an important form of kinaesthetic representation through which preschool children can come to understand and learn different aspects of music. The musical movement responses of children aged 18 to 36 months in a regular Music on the Lap setting were investigated. The musical movement behaviour of the children, during specific musical activities, was captured on DVD and the individual responses of 27 children were analysed. Interviews with the participating teacher provided important additional information. Through microanalysis of the children’s movements, the study arrived at a theoretical interpretation: movement responses to music can be considered enactive symbols, creating direct and indirect representations of musical characteristics. To further musical learning the movements should be firmly based in a temporal framework of aural and verbal connotations in order to stimulate purposeful movement responses. This temporal framework should be structured by the teacher through a process of appropriate movement models and verbal guidance to arrive at meaningful movement actions, which can consequently generate implicit and explicit musical kinaesthetic and musical representational knowledge. In this process the children are actively participating to construct with body and mind their own musical knowledge.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

The Thesis is focused on music and physical education as a part of educational process. It has got an irreplaceable importance in children with mental disorders due to inspiration for their own activity and promotion of the whole motor development. This work is dealing with a content of this education, its importance and role in the Special basic school. It also defines mental handicaped childrens' character and the influence of music and physical education on their general development. It describes a variety of music and physical resources and their usage in the music and movement activities as well. These are applicated into a project called." Dancing and singing, with a fairy tale learning". This elaborated project represents specific examples of music and movement activities and their realization in the Special basic school. Key Words: Children, music, music and physical education, music and movement activities, music and movement games, mental disorders, motivation, songs, movement, physical exhibition, dancing games.

The subject of this thesis is to show how to use folk songs and various musical activities when working with pre-school children. The theoretical part of this thesis includes a definition of folk music as well as a brief introduction into the history of folk music in Bohemia and Moravia. There are also numerous suggestions of musical activities which develop musical talent of children. The activities are divided into groups according to the age of children and therefore can be used not only in kindergarten but also on other occasions. The last chapter of this part is dedicated to Framework Educational Programme for Preschool Education. The practical part focuses on how to use folk songs in everyday life of pre-school children. The songs are grouped so that they are suitable for particular age group, bearing in mind the overall programme of the pre-school educational system. The first chapter called Meeting consists of songs which could be nicely used in September, when children are new to the kindergarten. Then there is a part called Autumn, suitable primarily for this part of the year. Next, children work on a dramatization of the fairy tale called Začarovaný les which is then, together with songs, used as a performance for their parents and friends. At the end of the thesis there are...

The goal of this thesis is to theoretically evaluate and practically prove that children in kindergarten are capable to listen to classical music carefully and to express it with motion, if they are properly guided and motivated. This thesis also provides the theme for kindergarten teachers how to work with classical music to teach children to perceive it as a gift and develop love for music in children. The thesis is divided into two main parts. The first part is theoretical and it summarizes the most important findings concerning music and movement. The second part is practical and it consists of a project closely related to the research. Results of the research clarified the fact to what extent parents perceive the importance of music, movement and dance and how they endorse these aspects. The main objective of this thesis was fulfilled by the implementation of the project "It was said once in nature."

SUMMARY: The diploma thesis deals with the life and work of an important pedagogue and music theoretician prof. PhDr. Eva Jenčková, CSc. It analyzes her present pedagogic, scientific and publishing activities, her efforts in the field of integrative music education and her contribution to education of music teachers by publishing of methodological materials and organizing various courses and seminars. The thesis is include an interview with Eva Jenčková, a photo attachment and research of her influence on musical practice.

This is a qualitative study aiming to find out how and why teachers work with art, music and movement in the English subject in the early years. In this study we have conducted a background study of previous research and as a starting point and as a point for reference we have relied on education policy documents like The Common European Framework of Reference for Languages and the Swedish curriculum for the English school subject. Our research has consisted of interviews with six teachers and ten observation occasions in a total of three different primary schools. Our result show that there seems to be a consensus in both theory and praxis when it comes to integrating art, music and movement in learning and teaching of English in the early school years. The use of methods including art, music and movement in early language learning seems to promote the language development for all students but especially for young learners that require extra support for their language development.