Keywords: musical skills, song This thesis deals with the selection of songs that lead to the development of musical skills in elementary school. The aim is to find the songs that match the child's age and at the same time developing its musical skills. We need to evaluate the difficulty of the song intonation, rhythmic peculiarities of the songs and key, in which it sings the song. Finally, we consider the optimal and versatile selection from both the folk and the artificial music.

Family’s influence to the development of 2-3 year-old children musical skills in the preschool educational institutions In the master’s degree paper, family’s influence to the development of 2-3 year-old children musical skills is analyzed. Not much attention is paid to the children early musical education in Lithuanian preschool educational institutions; it is also not really effective. How to organize the children early musical education in the preschool educational institutions, how to make it more effective, how to create appropriate conditions for 2-3 year-old children musical skills development, what approaches should be used to achieve unity in musical education in a nursery school and in a family - these are the questions that formulate the topical pedagogical problem. The subject of this study is the development of 2-3 year-old children musical skills; the objective of the study is to examine the development of 2-3 year-old children musical skills with their parents’ participation in the musical education classes. The goals of the study are to analyze pedagogical, psychological, musical literature that deals with this topic; to ascertain the parents and teachers’ attitude to music lessons together with 2-3 year-old children during the musical education classes in the preschool educational institution; to create a model for 2-3 year-old children musical skills development and to check the efficiency of this model during the experiment.. The hypothesis: the child... [to full text]

The purpose of this study is to test the hypothesis that there is a link between children's musical experiences and attitudes, and their musical skills and understandings. For the purpose of the research, experience and attitudes have been measured by the National Education Monitoring Projects (NEMP) 2000 Music Survey, whilst the NEMP 2000 Assessment Results have been used to provide levels of musical skills and understandings. The first part of this study focuses on the nature of NEMP music assessment in relation to different aptitude, ability and achievement tests, and compares NEMP with various national assessments, in particular the ones used by the United States of America and Wales. The second part of the study tests the hypothesis that whether a link is present between children's musical experiences and attitudes, and the extent of their musical skills and understandings, as revealed in their NEMP survey results and scores. The analysed results should be helpful in teacher education situations in determining the balance and relationship between teaching musical skills and understandings alongside student attitudes and previous experiences. Based on the sample used in this research, correlation analyses showed that attitudes toward music do not have a strong influence on students' musical abilities. A greater number of relationships was found between musical experiences and students' NEMP scores. This result is similar to a few other attitude researches which will be briefly discussed and compared.

abstract: The work of collaborative pianists can vary widely, requiring a large spectrum of musical and foreign language skills. In addition, many non-musical skills are required of collaborative pianists in order to adapt to various types of work, the roles they assume, and the needs of the people they encounter professionally. Collaborative pianists usually develop good habits for survival on the job, but rarely receive preliminary training in capacities such as facilitation, maintaining objectivity in collaboration, asking good questions, and giving feedback effectively. The emerging field of teaching artistry offers a wealth of information for the development of these non-musical skills in collaborative pianists. The skills necessary for teaching artistry and collaborative piano frequently overlap, which is instructive for collaborative pianists as they prepare for their various musical and leadership roles. This paper explores shared practices between these disciplines, how they can enhance the activities of a collaborative pianist, and also help them develop skills as arts advocates. Advocating techniques for new music and audience engagement are addressed, as well as programming, content development and building teams around projects. The idea of the collaborative pianist becoming a teaching artist is also explored, as the diverse activities and experiences of a collaborative pianist can serve as valuable resources. All of these approaches to non-musical skills focus on building strong processes, leading to creative activities that are process-driven rather than product-driven. This study seeks to enrich activities of collaborative pianists through the application of teaching artist capacities and pave pathways for new, more effective professional collaborations. / Dissertation/Thesis / Doctoral Dissertation Music 2020

This thesis deals with the theme of teaching music lessons at the upper primary schools. The theoretical part of the thesis contains a chapter dealing with the paedagogy of music as a theoretical basis for music education. The following chapters provide resources for music education and problems of psychological aspects of music-related activities. The last chapter of the theoretical part is devoted to a concrete music lesson. The practical part introduces individual teachers and students, giving their view of teaching music and bringing their opinions on particular goals solved.

The thesis concerns practical possibilities how to work with folk-songs not only for building-up the musical skills of pre-school children but also for the influence of their overall personal development. The theoretical part describes the folk-song development in RVP PV, particular musical activities working with songs and this part also mentions the devolepment of pre- school child(e)ren abilities and shortly describes the personality of pre-school pedagogue. The practical part concerns how to work with the folk-song in practice. The concrete example (set of songs) shows how is possible to develop children's personality via musical activities. Songs contain practial topics according to defined aims, which are realised in the concrete nursery school. Subsequently are recorded children's reactions at implemented activities. Key words instrumental activity, folk song, singing activity, motion activity, listening activity, preschool age

Este es el primer estudio realizado en Sudamérica respecto al canto a capella contemporáneo y sus beneficios para un músico. Numerosos son los alumnos que se retrasan o se retiran de la carrera de música debido a que carecen del nivel requerido en algunas habilidades musicales. Aún mayor es la cantidad de alumnos que indican tener dificultad en desarrollar una o más habilidades musicales. Luego de participar en el coro de la universidad por dos años, observé como algunas habilidades musicales se habían desarrollado por la práctica del canto a capella en varios alumnos y en mi caso. Este trabajo de investigación se ha realizado mediante la consulta de fuentes escritas de países como Estados Unidos y Canadá, encuestas a alumnos y exalumnos, entrevistas a profesores, y diversos análisis de arreglos a capella (video y partitura). Así no sólo se comprueba la hipótesis original sobre los beneficios del canto a capella, sino que se muestra la situación actual con respecto a la carrera universitaria de música en varias universidades del continente, y más específicamente en la UPC. En esta investigación, se busca aislar los elementos de un arreglo de a capella contemporáneo que desarrollen una habilidad musical específica; para poder ser aplicados en la elaboración de arreglos vocales a capella. De esta forma, se pueden seleccionar e interpretar los arreglos correspondientes a la habilidad específica que de desee desarrollar. Asimismo, estos elementos podrán ser aplicados a diferentes géneros o estilos musicales, de diferentes países, culturas y épocas. / This is the first research made in South America regarding contemporary a capella singing and its benefits for musicians. Various students fall behind or even drop completely out of the music major because they lack the required level in various musical skills. A significant number of students indicated they are having difficulty in the development of one or more musical skills. During my two years in the university choir, I noted that myself and other students managed to improve certain musical skills due to the choir’s a capella repertoire. This research was made through the consultation of a wide array of written sources from countries like United States and Canada, students and alumni surveys, professors’ and teachers’ interviews, and several analyses of a capella arrangements (video and music sheet). Therefore, not only is the original hypothesis proved, but it also shows the current situation of music degrees in various universities in the continent, and more specifically in a Peruvian university. This research seeks to isolate the elements of a contemporary a capella arrangement that contribute to the development of a specific musical skill. These then isolated elements can be used to construct a capella arrangements in order to improve the students chosen skill(s). Consequently, certain arrangements can be performed according to the specific musical skills the student wants to develop. Additionally, these elements can be applied to different music genres and styles, from various countries, cultures and eras. / Trabajo de investigación

The diploma thesis is devoted to the development of music and musical movement activities at a younger school age. It consists of theoretical and practical part. The first parts acquaints the reader with the characteristics of younger school age and with the somatic- physiological, psychological and social characteristics of this period. It also describes the means that affect the child's musicality. This work lists the basic music-movement activities and their important aspects. The conclusion of this part is focused on expertise publications focusing on piano playing,where the authors in their works use movement elements or musical-movement activities to directly improve the influence of playing the piano. The practical part is based on theoretical knowledge. We chose a pedagogical experiment with the technique of one-group and we used piano compositions fot this purpose. The issue of qualitative research is focused on the connection of piano playing with musical- movement activities. There are objectives, research methods, the subject and its organization described in the research part. For children involved in the research there was developed a thematic program called Traveling with Little prince, which describes methodological steps supporting the expression of music content and understanding...

The subject of this work is aids and their possible use in teaching music reading to beginner pianists. The theoretical part presents the methodology behind aids and games, the importance of music reading for the musical activities of the pupils and for the development of their musical skills. It also explains the importance of using games in piano lessons. In the second part of this work you can find the description of the aids, recommendations for activities (often games), suggestions that are based on author's experience etc. The third part describes the effect of using aids and games on a few pupils of different levels of piano skills.

The purpose of this study was to investigate preservice music educators' perceptions of collegiate large ensemble experiences. The researcher created and tested a survey designed to explore how preservice music educators perceived their large ensemble experiences may impact their pedagogy skills and musicianship skills. Local (n = 101) and national (n = 77) respondents answered agreement statements about ensemble experiences, course enrollment questions, and a ranking question. An exploratory factor analysis on data from the instrument yielded four factors: Conducting Gesture Growth, Musical Skills and Pedagogy Skills, Repertoire and Literature Selection, and Other with a Cronbach's alpha of .92. Composite score results indicated that there was a statistically significant difference for one factor by primary teaching identity. Preservice music educators observed the most musical skills growth for their conducting gesture. Participants gave the highest pedagogy skills ratings for statements about large ensembles preparing them for a career in music education, improving their teaching effectiveness, and ensemble experiences altering their perceptions of music teaching.