Research supporting the viability of music to promote language and literacy development as well as the theory of multiple intelligences suggests that any sound educational program employ a multifaceted approach to teaching and learning. This project created a thematically based multiple intelligence curriculum for first grade English language learners that emphasized the use of song.

Reading is one of the most important skills (although a complex cognitive activity) a learner has to master during the early years of schooling. The reading process involves elements of a learner’s psychological, physical, linguistic, cognitive, emotional and social worlds. Despite the fact that all learners have to be able to read, there is an increasing awareness among professionals of the developmental and educational implications of reading difficulties with school-going learners world wide. Reading is a critical tool for the mastery of all other subjects a learner will meet and one of the best predictors of long-term learning achievement. Therefore, the need for support must be considered a priority area. After a thorough investigation and literary study, it is evident that the effective identification of learning difficulties needs a thorough understanding. Educators must realise that a given learner, who responds favourably to one instructional system, may respond very unfavourably to another, because learners are all unique individuals. To be able to combine speech sounds in a way that recipients can understand the message, learners have to be ready to develop an understanding of phonology, morphology and syntax, therefore maturation must always precede learning and, in the context of this study, emergent literacy must precede reading. Maturation is characterised by a fixed order of progression wherein the pace may vary, but not the sequence. The creative use of language is entirely dependent on the ability to assemble simple building blocks of sound into the complex structure we call sentences.It is widely accepted that music may be used to promote language development and the most crucial aspect in both music and language development is the perception of sound and the core in music and language are the ability to listen. The aim of this study was to investigate the use of music and related activities as part of an intervention strategy to improve reading skills, such as phonics, of learners who have reading difficulties. The researcher proved that a wellplanned intervention method and learning strategy through music activities may be used to develop the reading skills in learners who have reading difficulties. / Educational Studies / D. Ed. (Inclusive Education)

Text in Afrikaans / Sekere bevindings oor die positiewe en negatiewe invloed van musiek en die funksies wat dit met betrekking tot menswees vervul, is as 'n verwysingsraamwerk gebruik om historiese gegewens oar die konstruktiewe en destruktiewe aanwending van musiek in hoofsaaklik Duitsland en die V.S.A. te analiseer. Dit het aan die lig gekom dat musiek konstruktief aangewend is met betrekking tot: Intellektuele vorming: Intellektuele vaardighede en kennisverwerwing is deur musiek bevorder. Die leergebeure is veraangenaam en meer effektief gemaak. Estetiese vorming: Deur musiek is 'n estetiese waardesisteem en 'n goeie kunssmaak ontwikkel en die wording van volwaardige, gebalanseerde individue bevorder. Religieuse vorming: Musiek is aangewend om religieuse denke en gewaarwordinge uit te druk en om kennisoordrag, evangelisasie, sending en die belewing van 'n innige geloofsgemeenskap te bevorder. Etiese vorming: Etiese waarhede is met behulp van musiek herhaal en ingeoefen. 'n "Morele atmosfeer" en die vaslegging van 'n waardesisteem is daardeur bevorder. Politieke vorming: Politieke gevoelens en menings is deur musiek uitgedruk om mense te be1nvloed om bepaalde standpunte, partye, regerings of politieke stelsels te ondersteun. Nasionale vorming: Musiek is gebruik om patriotisme te verwoord, die kulture van volkere te weerspieel, volksfeeste op te luister en nasionale eenheid te bevorder. Sosiale vorming: Musiek is aangewend as 'n bran van vermaak en ontspanning en as 'n kommunikasiemiddel. Dit het gehelp om 'n groepsidentiteit te vestig, 'n gemeenskapsgevoel en sosialisering te bevorder en mense se gedragspatrone te be1nvloed. Affektiewe vorming: Deur middel van musiek is gepoog om die gevoelslewe te orden en te veredel en om positiewe veranderinge ten opsigte van affektiewe toestande teweeg te bring. Fisieke vorming: Verskeie liggaamsaktiwiteite en fisieke vaardighede, ontspanning en verfrissing is deur musiek bevorder en dit is as 'n terapie aangewend. Musiek is oak destruktief aangewend deurdat die Christelike kerk ondermyn, religieuse aanbidding benadeel, die jeug se emosionele beheer, selfstandigwording en etiese waardestelsels negatief be!nvloed, aggressiewe en opstandige gedrag, militarisme, politieke venyn en rassehaat bevorder, beswyming ge!nduseer, gehoorsintuie beskadig en regerings omvergewerp is. 'n Aantal aanbevelings en waarskuwings met betrekking tot die aanwending van musiek in formele, nieformele en informele onderwys- en opvoedingsituasies het uit die analise voortgevloei. / Certain findings concerning the positive and negative influences of music and the functions fulfilled by it in the life-world of man were used as a reference framework in order to analyse historical data on the constructive and destructive applications of music in mainly Germany and the U.S.A. It came to light that music was constructively applied with regard to: Intellectual shaping: Music was employed to enhance various intellectual skills, to improve the acquisition of knowledge and to render the learning process more pleasant and effective. Aesthetic shaping: An aesthetic value system and a good artistic taste were developed and the shaping of complete, balanced individuals was promoted through music. Religious shaping: Music was employed to express religious thoughts and perceptions and to promote close community of faith, knowledge transfer, evangelization and missionary effort. Ethical shaping: Ethical truths were reiterated and "practised" and a "moral atmosphere" and a value system established through music. Political shaping: Political feelings and opinions were expressed through music and people were influenced to support specific viewpoints, parties, governments or political systems. National shaping: Music was employed to express patriotism, to reflect the cultures of nations, to add lustre to national gatherings and to promote national unity. Social shaping: Music was a source of entertainment and recreation and a means of communication. Through music the establishment of a group identity, socialization and a communal sense were promoted and behavioural patterns affected. Affective shaping: Music was a means of ordering and ennobling inner life and of facilitating positive changes in affective conditions. Physical shaping: Relaxation, recreation, physical skills and activities were promoted through music which was utilized as a therapy. Music was also destructively employed by undermining the Christian church and harming religious worship, by negatively influencing youth's emotional selfcontrol, ethical value systems and the actualization of independence, by furthering aggressive and rebellious behaviour, inducing trances, causing physical damage to hearing organs and promoting militarism, political viciousness, racial hatred and the overthrow of governments. A number of recommendations and warnings concerning the employment of music in formal, non-formal and informal educational situations resulted from the analysis. / Art History, Visual Arts & Musicology / D. Ed. (Historiese Opvoedkunde)

Thesis (PhD)--Macquarie University, Faculty of Science, Dept. of Computing, 2009. / Bibliography: p. [265]-280. / Introduction -- Literature review -- Method -- Experiments -- Conclusion. / Video games are becoming increasingly popular and their level of sophistication comes close to that of professional movie productions. Educational institutions and corporations are beginning to use video games for teaching purposes, however, not much is known about the use and effectiveness of video games for such purposes. One even less explored factor in video games is the music that is played throughout the course of the games. Little is known about the role that this music plays in cognitive processes and what effect background music has on players' memory. It is this question that the present thesis explores by asking which effect background music has on participants' memory for facts that are learned from a virtual environment. -- To answer the research question, a computer-animated history lesson, called VirSchool, was created which used the history of the Macquarie Lighthouse in Sydney as a basis for two experiments. Different musical stimuli accompanied the audio-visual presentation of the history topic. These stimuli were tested for their effectiveness to support participants' memory. The VirSchool history lesson was first presented in a Reality Center (a highly immersive, semi-cylindrical 3 projector display system) and one soundtrack was identified which showed a statistically significant improvement in the number of facts that participants remembered correctly from the VirSchool history lesson. Furthermore, Experiment 1 investigated how variations of tempo and pitch of the musical stimuli affected memory performance. It was found that slow tempo and low pitch were beneficial for remembrance of facts from the VirSchool history lesson. -- The beneficial soundtrack that was identified in Experiment 1 was reduced in tempo and lowered in pitch and was subsequently used as the sole musical stimulus in Experiment 2. Furthermore, because of equipment failure, Experiment 2 offered the opportunity to compare memory performance of participants in the Reality Center and a 3-monitor display system, which was used as a replacement for the defect Reality Center. Results showed that, against expectation, the memory for facts from the VirSchool history lesson was significantly better in the less immersive 3-monitor display system. Moreover, manipulated background music played in the second five and a half minutes of the VirSchool history lesson in the Reality Center resulted in a statistically significant improvement of participants' remembrance of facts from the second five and a half minutes of the VirSchool history lesson. The opposite effect was observed in the 3-monitor display system where participants remembered less information from the second five and a half minutes of the VirSchool history lesson if music was played in the second five and a half minutes of the VirSchool history lesson. -- The results from the present study reveal that in some circumstances music has a significant influence on memory in a virtual environment and in others it does not. These findings contribute towards and encourage further investigation of our understanding of the role that music plays in virtual learning environments so that they may be utilised to advance learning of future generations of students. / Mode of access: World Wide Web. / 280 p. ill. (some col.)

Reading is one of the most important skills (although a complex cognitive activity) a learner has to master during the early years of schooling. The reading process involves elements of a learner’s psychological, physical, linguistic, cognitive, emotional and social worlds. Despite the fact that all learners have to be able to read, there is an increasing awareness among professionals of the developmental and educational implications of reading difficulties with school-going learners world wide. Reading is a critical tool for the mastery of all other subjects a learner will meet and one of the best predictors of long-term learning achievement. Therefore, the need for support must be considered a priority area. After a thorough investigation and literary study, it is evident that the effective identification of learning difficulties needs a thorough understanding. Educators must realise that a given learner, who responds favourably to one instructional system, may respond very unfavourably to another, because learners are all unique individuals. To be able to combine speech sounds in a way that recipients can understand the message, learners have to be ready to develop an understanding of phonology, morphology and syntax, therefore maturation must always precede learning and, in the context of this study, emergent literacy must precede reading. Maturation is characterised by a fixed order of progression wherein the pace may vary, but not the sequence. The creative use of language is entirely dependent on the ability to assemble simple building blocks of sound into the complex structure we call sentences.It is widely accepted that music may be used to promote language development and the most crucial aspect in both music and language development is the perception of sound and the core in music and language are the ability to listen. The aim of this study was to investigate the use of music and related activities as part of an intervention strategy to improve reading skills, such as phonics, of learners who have reading difficulties. The researcher proved that a wellplanned intervention method and learning strategy through music activities may be used to develop the reading skills in learners who have reading difficulties. / Educational Studies / D. Ed. (Inclusive Education)

Text in Afrikaans / Sekere bevindings oor die positiewe en negatiewe invloed van musiek en die funksies wat dit met betrekking tot menswees vervul, is as 'n verwysingsraamwerk gebruik om historiese gegewens oar die konstruktiewe en destruktiewe aanwending van musiek in hoofsaaklik Duitsland en die V.S.A. te analiseer. Dit het aan die lig gekom dat musiek konstruktief aangewend is met betrekking tot: Intellektuele vorming: Intellektuele vaardighede en kennisverwerwing is deur musiek bevorder. Die leergebeure is veraangenaam en meer effektief gemaak. Estetiese vorming: Deur musiek is 'n estetiese waardesisteem en 'n goeie kunssmaak ontwikkel en die wording van volwaardige, gebalanseerde individue bevorder. Religieuse vorming: Musiek is aangewend om religieuse denke en gewaarwordinge uit te druk en om kennisoordrag, evangelisasie, sending en die belewing van 'n innige geloofsgemeenskap te bevorder. Etiese vorming: Etiese waarhede is met behulp van musiek herhaal en ingeoefen. 'n "Morele atmosfeer" en die vaslegging van 'n waardesisteem is daardeur bevorder. Politieke vorming: Politieke gevoelens en menings is deur musiek uitgedruk om mense te be1nvloed om bepaalde standpunte, partye, regerings of politieke stelsels te ondersteun. Nasionale vorming: Musiek is gebruik om patriotisme te verwoord, die kulture van volkere te weerspieel, volksfeeste op te luister en nasionale eenheid te bevorder. Sosiale vorming: Musiek is aangewend as 'n bran van vermaak en ontspanning en as 'n kommunikasiemiddel. Dit het gehelp om 'n groepsidentiteit te vestig, 'n gemeenskapsgevoel en sosialisering te bevorder en mense se gedragspatrone te be1nvloed. Affektiewe vorming: Deur middel van musiek is gepoog om die gevoelslewe te orden en te veredel en om positiewe veranderinge ten opsigte van affektiewe toestande teweeg te bring. Fisieke vorming: Verskeie liggaamsaktiwiteite en fisieke vaardighede, ontspanning en verfrissing is deur musiek bevorder en dit is as 'n terapie aangewend. Musiek is oak destruktief aangewend deurdat die Christelike kerk ondermyn, religieuse aanbidding benadeel, die jeug se emosionele beheer, selfstandigwording en etiese waardestelsels negatief be!nvloed, aggressiewe en opstandige gedrag, militarisme, politieke venyn en rassehaat bevorder, beswyming ge!nduseer, gehoorsintuie beskadig en regerings omvergewerp is. 'n Aantal aanbevelings en waarskuwings met betrekking tot die aanwending van musiek in formele, nieformele en informele onderwys- en opvoedingsituasies het uit die analise voortgevloei. / Certain findings concerning the positive and negative influences of music and the functions fulfilled by it in the life-world of man were used as a reference framework in order to analyse historical data on the constructive and destructive applications of music in mainly Germany and the U.S.A. It came to light that music was constructively applied with regard to: Intellectual shaping: Music was employed to enhance various intellectual skills, to improve the acquisition of knowledge and to render the learning process more pleasant and effective. Aesthetic shaping: An aesthetic value system and a good artistic taste were developed and the shaping of complete, balanced individuals was promoted through music. Religious shaping: Music was employed to express religious thoughts and perceptions and to promote close community of faith, knowledge transfer, evangelization and missionary effort. Ethical shaping: Ethical truths were reiterated and "practised" and a "moral atmosphere" and a value system established through music. Political shaping: Political feelings and opinions were expressed through music and people were influenced to support specific viewpoints, parties, governments or political systems. National shaping: Music was employed to express patriotism, to reflect the cultures of nations, to add lustre to national gatherings and to promote national unity. Social shaping: Music was a source of entertainment and recreation and a means of communication. Through music the establishment of a group identity, socialization and a communal sense were promoted and behavioural patterns affected. Affective shaping: Music was a means of ordering and ennobling inner life and of facilitating positive changes in affective conditions. Physical shaping: Relaxation, recreation, physical skills and activities were promoted through music which was utilized as a therapy. Music was also destructively employed by undermining the Christian church and harming religious worship, by negatively influencing youth's emotional selfcontrol, ethical value systems and the actualization of independence, by furthering aggressive and rebellious behaviour, inducing trances, causing physical damage to hearing organs and promoting militarism, political viciousness, racial hatred and the overthrow of governments. A number of recommendations and warnings concerning the employment of music in formal, non-formal and informal educational situations resulted from the analysis. / Art History, Visual Arts and Musicology / D. Ed. (Historiese Opvoedkunde)

Orientador: Esdras Rodrigues Silva / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-20T08:00:47Z (GMT). No. of bitstreams: 1 Santos_LuisOtavio_D.pdf: 1566867 bytes, checksum: d0bf2b9092ba4f51e7eaf93e12e12ceb (MD5) Previous issue date: 2011 / Resumo: Esta pesquisa teve por finalidade estabelecer uma discussão sobre o ensino das práticas interpretativas da música histórica nas escolas de música profissionalizantes atuais. Para tal contextualização, foi realizado um panorama da pedagogia musical em determinadas épocas específicas. Para o propósito do trabalho, foram enfocados a antiga tradição de ensino dos artesãos - relação mestre e aprendiz - e o sistema institucionalizado de ensino de música, como continuação do modelo estabelecido pelo Conservatoire de Paris. O estudo propõe uma leitura contextualizada dos documentos didáticos disponíveis desses dois universos pedagógicos, tendo como exemplo os tratados e métodos de violino. O movimento de resgate da música antiga, ocorrido durante o século XX, é analisado aqui dentro do contexto pedagógico: a sua inserção no sistema educacional de música. A partir desse enfoque, o estudo chama a atenção para o paradoxo do pensamento artesanal dos procedimentos didáticos do ancien régime dentro do contexto metodizado da formação musical da era Conservatoire. Através de um panorama do atual ensino da música antiga oficializada nas escolas, desde suas origens, com especial enfoque no testemunho do pioneiro do movimento Sigiswald Kuijken, o estudo coloca em evidência o paradoxo da didática histórica não linear e artesanal dentro do sistema metodizado moderno como uma possível diretriz pedagógica oficial para o futuro do ensino musical - uma era mais consciente do seu papel de sucessora do canonicismo artístico e pedagógico dos ideais oitocentistas / Abstract: This research intended to provoke a discussion about the teaching of early music practice as part of the system of today's advanced music schools. For that, a panorama of music pedagogy in different epochs was made. As part of the context of the present study, the ancient teaching tradition of the artisans - the master and apprentice relationship - and the contemporary institutionalized system of music teaching, an heritage of the Paris Conservatory model, were put together facing its differences and antagonisms. The study suggests a way of reading the historical pedagogical documents related to violin teaching through the perspective of the two pedagogical universes. The rediscovery of the early music practice, in the XXth century, was analyzed in its pedagogical consequences: the inclusion of period-instrument teaching as part of the music educational system. In this vision, there is an especial look in the paradox of the artisanal thought - as part of the didactics of the ancien régime - inside the methodized form of modern teaching. Through a panorama of the present situation of early music instruction in the advanced schools, from its origins, and with the particular testimony of the pioneer Sigiswald Kuijken, the research puts in evidence the paradox of the historical didactic of the artisans inside the modern methodized system as a possible direction for the future of music teaching - a new era, more conscious of its role as a successor of the canonic ideals of the Romantic times / Doutorado / Praticas Interpretativas / Doutor em Música

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School orchestra programs are overwhelmingly concentrated in suburban districts, which are becoming increasingly racially and economically diverse. Diversifying suburbs lie at the crossroads of race, racism, and whiteness and findings drawn from these settings can have implications for racial dynamics in all educational contexts. The purpose of this instrumental case study was to explore how racially underrepresented students perceive race within an urban characteristic high school orchestra program through the lens of critical race theory. I developed a composite counter-story to examine the racialized experience of school orchestra told from the perspective of students of color with a particular interest on competition. Participants were six students and two teachers affiliated with the same high school orchestra program in Texas. Emergent thematic findings examined students' sense of racial belonging, mechanisms upholding the racial status quo, and fulfilling aspects of students' orchestra participation. Though the lens of critical race theory, I discuss how everyday whiteness, property of whiteness, and meritocracy function to maintain white hegemony in school orchestra.