Music interventions have been shown to improve parent-child interactions (e.g., Lyons, 2000; Mackenzie & Hamlett, 2005; Nicholson et al., 2008; Oldfield et al., 2003) and maternal sensitivity (Nicholson et al., 2008). However, there are currently no studies of Canadian parents’ perceived motivations for, and their experiences participating in, singing classes with their infants. Therefore, more information is needed on Canadian parents’ experiences, and motivations for, participating in singing classes with their infants in order to better understand and support healthy parenting behaviours and infant development.. Specifically, the research questions guiding this preliminary inquiry, were: (1) What do parents identify as factors motivating them to participate in parent-infant singing classes? and (2) What do parents identify as the benefits of participating in parent-infant singing classes? Interviews were conducted with four mothers who were attending parent-infant singing classes. Two music instructors involved in the parent-infant singing classes were also interviewed to learn more about the content and functioning of the classes. Additionally, the Parenting Sense of Competency Scale (PSOCS) and the Key to Interactive Parenting Scale (KIPS) were administered to gain additional information related to parent participation in parent-child singing groups (i.e., parenting behaviours and parental sensitivity), and to triangulate data from parent interviews. Four themes emerged from the parents’ interview data: (1) mothers’ motivations, (2) enhanced parenting, (3) parents’ enhanced view of self, and (4) predictors of change. Parents described their development of music-based parenting tools they perceived to have helped them better regulate their infants’ emotions and behaviours, strengthen their parent-child relationship, and support their child’s language and musical development. In addition, parents described the positive development of their view of self as demonstrated by decreases in reported parenting guilt, normalization of parenting struggles, and an increased focus on success. Moreover, preliminary findings raised questions about additional variables that may enhance growth of parenting skills to foster language and musical development and parental self-efficacy, such as using repetition, routines and structure, and developing supportive relationships with classmates and instructors. Implications for practice and future research are discussed.

Teen Music es un servicio de intermediación entre músicos profesionales y padres de familia que requieren de profesionales que apoyen a sus hijos en lecciones de música con instrumentos modernos y canto a domicilio, dicha solución se basa en el uso de un sistema de página web, la cual se encargará de hacer posible la negociación entre padres y profesores de música. A lo largo del proyecto, se utiliza diversas metodologías de validación de hipótesis para saber cuáles son las alegrías y frustraciones de los clientes. Además, se establece el mercado total, disponible y operativo (target) para poder elaborar las diversas estrategias de marketing que serán necesarias para ofrecer el servicio de música a domicilio en sus diversas modalidades. No deja de ser importante, el desarrollo del plan de operaciones que contempla políticas operacionales, diseño de instalaciones, las especificaciones técnicas del servicio, la inversión en activos fijos que están vinculados al desarrollo del servicio y la estructura de los costos y gastos operativos. Asimismo, se realiza un análisis detallado de la estructura organizacional y recursos humanos. Finalmente, se utiliza todas las herramientas financieras para saber si el proyecto es viable. / Teen Music is an intermediation service between professional musicians and parents who require professionals to support their children in music lessons with modern instruments and home singing. This solution is based on the use of a website system, the which will be responsible for making possible the negotiation between parents and music teachers. Throughout the project, various hypothesis validation methodologies are used to find out what are the joys and frustrations of clients. In addition, the total, available and operational market (target) is established to be able to elaborate the various marketing strategies that will be necessary to offer the home music service in its various forms. The development of the operations plan, which includes operational policies, the design of facilities, the technical specifications of the service, the investment in fixed assets that are linked to the development of the service, and the structure of operating costs and expenses are still important. In addition, a detailed analysis of the organizational structure and human resources is carried out. Finally, all the financial tools are used to know if the project is viable. / Trabajo de investigación

It is the purpose of this thesis to present some of the material to be employed in the pedagogy of the woodwind instrument classes at the college level in order that this material may serve as a useful and beneficial guide for the students and teachers of the woodwind instrument classes. This study has been prepared in the belief that a most serious obstacle in the teaching of woodwind instrument classes is the lack of a comprehensive text dealing with the fundamentals underlying the selection of teaching materials to be used. In a large number of instances young teachers are confronted with the necessity of developing a woodwind department in their schools without having had any systematic preparation for the task. This thesis attempts to meet this need.

No description available.

Instrumental music classes in the public schools of Tulsa, Oklahoma, have experienced a phenomenal growth during the past twenty years. Prior to this period, opportunity for instrumental music expression was limited to the high school band and orchestra,which rehearsed outside of school hours. No instruction other than this was provided and the student who wished to play in the school band or orchestra studied first from private instructors. In this study the investigator has examined a great many devices for measuring capacities and aptitudes which are known to the profession. He has attempted to evaluate these procedures in the light of sound educational philosophy. He has set forth a plan which he believes will materially improve the instrumental program through discovering unsuspected musical capacity and through sound guidance in the selection of suitable instruments.

<p>The purpose of my study is to examine if the total study results differ between music classes and regular classes. Are there higher grades in music classes? If so, what are the causes for this? I chose to make an inquiry at two schools in different town districts, with music classes. At those schools I also collected data of pupils grades, and was informed by the principals and the music teachers about the activities. The number of respondents were ninety.</p><p>The inquiry showed that the grades were markedly better in music classes, and that you can see great differences in well-being, parental engagement and ambition level, compared to regular classes. The study gives several factors. The social background has some significance. The group effect of the music playing and the well-being in class has good influence on the grades.</p>

The purpose of my study is to examine if the total study results differ between music classes and regular classes. Are there higher grades in music classes? If so, what are the causes for this? I chose to make an inquiry at two schools in different town districts, with music classes. At those schools I also collected data of pupils grades, and was informed by the principals and the music teachers about the activities. The number of respondents were ninety. The inquiry showed that the grades were markedly better in music classes, and that you can see great differences in well-being, parental engagement and ambition level, compared to regular classes. The study gives several factors. The social background has some significance. The group effect of the music playing and the well-being in class has good influence on the grades.

This study investigated how and to what extent music listening was initiated by elementary general music teachers. The specific problems of the study were (1) identification of activities and materials related to music listening and (2) the determination of how and to what extent assigned and assumed music listening was initiated in the selected classrooms. Systematic observation was chosen to investigate these problems. An observation instrument, the Elementary Music Listening Schedule (EMLS), was developed by which eighteen elementary general music teachers were observed during ten lessons.

Elever i musikklasser med körinriktning i grundskolan ingår i en lokalt situerad musikkultur som är formad av traditioner med rötter i förra seklets första hälft. I denna tradition har konventioner om sång med barn utvecklats. Undervisning i musikklasser sker i stora grupper men den enskilda eleven internaliserar kunskapen om att sjunga individuellt. Varje elev bidrar med sitt individuella kunnande i musicerande tillsammans med andra. Studiens syfte var därför att belysa enskilda elevers lärande om att sjunga. Deltagarna i studien var musiklärare och elever i en årskurs fyra och en årskurs fem i musikklasser med körinriktning. Data samlades in genom observation och videodokumentation av en körlektion i respektive klass och genom enskilda intervjuer med åtta elever. Data analyserades ur ett kulturpsykologiskt perspektiv med fokus på kulturella redskap. Betydelsen av den individuella musikkulturella inramningens synliggjordes liksom elevernas strävan efter kvalitet. Samstämmighet visade sig mellan elevernas beskrivningar av förutsättningar för lärande, där den viktigaste faktorn som eleverna lyfte fram var möjligheten att få sjunga i ett, för eleven, bekvämt sångläge. Ett övergripande mönster i resultaten var att elever uppmärksammar de kulturella verktyg som distribueras i undervisningen med stor variation. / Students, who attend a special musical training which focus on choral singing and is offered in the Swedish compulsory school (i.e. musikklass in Swedish), are included in a locally situated music culture, which is shaped by traditions from the early twentieth century. In this tradition, conventions relating to singing with children have developed. Teaching choral singing in large groups is common in these music classes. However, students internalize knowledge about singing individually. Therefore, each student contributes his or her expertise about singing in music making together with other singers. Consequently, the purpose of this study was to highlight individual student learning about singing in a large choir group. The participants in this study were two music teachers and 8 students aged 10 an 11 years old who attended music classes with a focus on choral singing. Data were collected by observations and video documentations of one choir lesson in each grade and by interviews with the students. Data were analysed from a culture psychology perspective with a focus on cultural tools. The results showed the importance of the individual music cultural framing as well as the students’ pursuit of quality. Furthermore, the results showed consistency between the students descriptions of prerequisites for learning. The most important prerequisite, according to the students, was the opportunity for them to sing in a comfortable singing mode. Finally, an overall pattern in the results was the variation in how students pay attention to cultural tools distributed to them in choral teaching.

Made available in DSpace on 2016-06-02T19:39:02Z (GMT). No. of bitstreams: 1 2058.pdf: 5756868 bytes, checksum: de0bb81dc92b7faebf48ab2d319e90ef (MD5) Previous issue date: 2008-09-17 / Financiadora de Estudos e Projetos / The research work here presented has as a theretical base, authors that believe that the social practices and the people's educational processes are developed and favored in the context of their interactions with the family, friends and the community enviromment, Considering that music can create opportunities for the people's development, including mental, corporal and social aspects, this research has for objective to study the affectionate relationships that happen in music classes offered for a group of children of eight months to two years and the adults that accompany them in the musical activities offered in a music education programm. Starting from the idea that to share musical activities it is a social practice between babies and parents, a more attentive glance for the aspects involved in this practice also brings information on the educational processes that happen in elapsing of the interactions. The data were collected and analyzed through a methodology of qualitative research, involving participant observation. Photographic registrations of classroom situations, impressions and two specialist researchers' reflections in musical education, aided in the reception of images and prominence of significant situations for the construction of the data. The diary of the researcher's field and the conversations accomplished between she and the observers were fundamental for the understanding of the affectionate relationships revealed in elapsing of the research. Considering tha the organization and analysis of the data was possible to highlight that the solidarity, the knowledge and respect with the other, the friendship and the construction of affectionate bows, such as the touch, the affection, the change of glances, they were stimulated and noticed in different activities of musical practice. The interface between the data and the literature allowed to reveal how musical activities shared between parents and their babies can be important for the strengthening of affectionate bows and for the people's development. / O trabalho de pesquisa aqui apresentado tem por base teórica autores que acreditam que as práticas sociais e os processos educativos das pessoas são desenvolvidos e favorecidos no contexto das interações delas com os diversos meios em que convivem. Considerando que a música cria oportunidades para o desenvolvimento mental, corporal e social de pessoas este trabalho tem por objetivo olhar para as relações afetivas estimuladas em aulas de música oferecidas para um grupo de crianças de oito meses a três anos e adultos acompanhantes. Na metodologia são descritas e analisadas algumas possibilidades de atividades musicais que podem auxiliar na construção das relações afetivas entre a criança, o adulto e o ambiente em que estão inseridos. Um olhar para as formas compartilhar ações dentro desta prática social traz também informações sobre os processos educativos entre os participantes. Através da pesquisa qualitativa, com observação participante, os dados foram coletados e analisados a partir de registros fotográficos realizados por duas observadoras treinadas. O diário de campo da professora/pesquisadora e as conversas realizadas entre esta e as observadoras é que delinearam os resultados. A partir da análise dos dados foi possível destacar que a solidariedade, o conhecimento e respeito com o outro, a amizade e as construções de laços afetivos, como o toque, o carinho e o olhar mútuo, foram desenvolvidos em diversas atividades apresentadas durante as aulas.