Education should be developed locally to address the specific needs of individual communities while also fostering global cooperation and understanding. Local leaders understand their communities best and are best positioned to create educational programs tailored to local strengths and challenges. A globally-minded yet locally-focused approach to education can help communities thrive while promoting international cooperation.
La escuela realizará una Muestra Folclórica el 9 de septiembre para celebrar las Fiestas Patrias. Los estudiantes serán evaluados en su desempeño durante los ensayos y la presentación, donde el curso interpretará la danza "Chamamé". Habrá una reunión informativa el 28 de julio para organizar los vestuarios y detalles de la presentación, y se pide que cada curso envíe a 2 representantes.
The Effects of Rhythmical Articulation Skills of Primary School Teacher Candi...inventionjournals
The aim of the research was to determine the effects of rhythmical articulation skills of primary school teacher candidates, who will be responsible from carrying out music courses as well as other domains in teaching, on playing instrument in instrument supported music courses. This study was an ex post facto research which has investıgated the effects of rhythmical articulation skills on ınstrument playing skills. In the research design Teacher Candidates were grouped according the rhythmical articulation and instrument playing examination timing. Firstly, the rhythmical articulation skills of teacher candidates were evaluated shortly after instrument playing skills. The correlation coefficient between two measurements was found to be R=0,73 and prediction coefficient R²=0,53 was found as middle level and significant. It meant that %53 of instrument playing skills were explained by rhythmical articulation skills. There were significant differences in rhythmical articulation skills and instrument playing skills in terms of gender in the second group. Female candidates’ rhythmical articulation and ınstrument playing skills means were found higher and meaningful than the male candidates’. But according to instrument types there were no meaningful differences. Based on this research, it can be suggested frequently skills of playing an instrument is supported by rhythmical articulation skills in general music course implementations and evaluations. Similar researches should be done to develop music and teaching music course in the primary school teacher education program. As a conclusion ıt can be said that rhythmical articulation skills has supply important clue for retention of melody before playing an instrument.
This document provides information on the K to 12 Curriculum Guide for Arts in the Philippines. It discusses the conceptual framework, which focuses on student-centered, spiral learning of artistic skills and cultural literacy. It emphasizes performance-based and active learning through experiences like creating, performing and critiquing art and music. The guide covers philosophy, rationale and standards for both music and arts education. It aims to develop students' cultural identity and appreciation of Philippine arts while preparing them for careers in creative fields.
Early childhood tutors believe in the music power in engaging ch.docxjacksnathalie
Early childhood tutors believe in the music power in engaging children. Scientific research supports the use of music instruction and music as a whole to build the literacy skills. There are high-quality experimental studies that are conducted in the classroom with the youngchildren receiving music education. In addition, relevant brain research which focuses on the impact that the music instruction has on the overall performance of the brain.
The impact of the music instruction and the music on the early literacy and language development for the children in: verbal memory and reading comprehension, listening skills, phonemic and phonological awareness, English language vocabulary, print and writing and awareness, family involvement and the impact on children with disabilities (Kreider, 2002).
The research presents a strong support for music inclusivity and musical instructions inthe early childhood classroom, more importantly this recommendation is made for the musical value and the experience itself and because the impact of music and music instructions can present to language development and the early literacy.
The audience in this argumentative essay is the primary and intermediary school teachers who are at the frontline in impacting the lives of the young children. In essence, they affect the literacy levels and the brain cognitive reasoning coupled with the reading comprehension. It has been found out that from the research that the children who participate in the music instructions tend to score higher marks in reading comprehension than the children who do not participate in the musical instructions (D, 2001). Thus, the musical instructions are fundamental in the reading ability of the child and so is their development.
Music development, skills and creativity can be enhanced through a plethora of technologies. In such a context, investigations motivated mainly by association of musical creativity with the social and cognitive children development focus on creative musical. A Meta-analysis of 25 correlation studies some of which involve a sample size of approximately 500,000 students, found a reliable and a strong association between music instruction and the score test of the reading comprehension (Butzlaff, 2000).
The use of music instructions improves the verbal memory. The findings that link the music training to the verbal memory are essential since the verbal memory is important inreading printed words with a better comprehension. As the reading progresses to text and sentence of greater lengths, the verbal memory gives a prerequisite to the child to retain the material in the memory as it is being read so that the syntactic and the semantic analysis that are necessary to comprehension. Verbal memory is imperative in that it assist in children learning how to read. Poor performance in verbal memory is associated with the reading disabilities for the young children.
Recent psychological and brain research shows that mu ...
This document discusses how instrumental music education can foster socio-emotional intelligence in students. It reviews literature highlighting how band rehearsals can promote empathy, interpersonal skills, and collaboration through practices like peer teaching and coaching. However, band often focuses solely on musical perfection for competitions instead of socio-emotional growth. The document argues for constructivist rehearsal strategies that incorporate socio-emotional learning, such as student-led peer feedback and reflection, to help students develop empathy, self-awareness, and relationship skills through music.
PURE presentation 2016 final, Diana VozianDiana Vozian
This document describes a study that investigated whether early musical training promotes language learning by examining potential skill transfer from music to language. The study compared 24 early-trained musicians who began formal training before age 7 to 24 late-trained musicians who began after age 7. Both groups completed rhythm reproduction and novel language perception tasks. Results found no significant differences between early-trained and late-trained musicians on the music or language tasks, providing no evidence that early musical training enhances these skills or promotes language learning later in life. Limitations of the study are discussed, including potential issues with task sensitivity and participant characteristics. The study did not support the hypothesis that early musical experience during a sensitive period leads to long-term benefits for music or language skills.
Education should be developed locally to address the specific needs of individual communities while also fostering global cooperation and understanding. Local leaders understand their communities best and are best positioned to create educational programs tailored to local strengths and challenges. A globally-minded yet locally-focused approach to education can help communities thrive while promoting international cooperation.
La escuela realizará una Muestra Folclórica el 9 de septiembre para celebrar las Fiestas Patrias. Los estudiantes serán evaluados en su desempeño durante los ensayos y la presentación, donde el curso interpretará la danza "Chamamé". Habrá una reunión informativa el 28 de julio para organizar los vestuarios y detalles de la presentación, y se pide que cada curso envíe a 2 representantes.
The Effects of Rhythmical Articulation Skills of Primary School Teacher Candi...inventionjournals
The aim of the research was to determine the effects of rhythmical articulation skills of primary school teacher candidates, who will be responsible from carrying out music courses as well as other domains in teaching, on playing instrument in instrument supported music courses. This study was an ex post facto research which has investıgated the effects of rhythmical articulation skills on ınstrument playing skills. In the research design Teacher Candidates were grouped according the rhythmical articulation and instrument playing examination timing. Firstly, the rhythmical articulation skills of teacher candidates were evaluated shortly after instrument playing skills. The correlation coefficient between two measurements was found to be R=0,73 and prediction coefficient R²=0,53 was found as middle level and significant. It meant that %53 of instrument playing skills were explained by rhythmical articulation skills. There were significant differences in rhythmical articulation skills and instrument playing skills in terms of gender in the second group. Female candidates’ rhythmical articulation and ınstrument playing skills means were found higher and meaningful than the male candidates’. But according to instrument types there were no meaningful differences. Based on this research, it can be suggested frequently skills of playing an instrument is supported by rhythmical articulation skills in general music course implementations and evaluations. Similar researches should be done to develop music and teaching music course in the primary school teacher education program. As a conclusion ıt can be said that rhythmical articulation skills has supply important clue for retention of melody before playing an instrument.
This document provides information on the K to 12 Curriculum Guide for Arts in the Philippines. It discusses the conceptual framework, which focuses on student-centered, spiral learning of artistic skills and cultural literacy. It emphasizes performance-based and active learning through experiences like creating, performing and critiquing art and music. The guide covers philosophy, rationale and standards for both music and arts education. It aims to develop students' cultural identity and appreciation of Philippine arts while preparing them for careers in creative fields.
Early childhood tutors believe in the music power in engaging ch.docxjacksnathalie
Early childhood tutors believe in the music power in engaging children. Scientific research supports the use of music instruction and music as a whole to build the literacy skills. There are high-quality experimental studies that are conducted in the classroom with the youngchildren receiving music education. In addition, relevant brain research which focuses on the impact that the music instruction has on the overall performance of the brain.
The impact of the music instruction and the music on the early literacy and language development for the children in: verbal memory and reading comprehension, listening skills, phonemic and phonological awareness, English language vocabulary, print and writing and awareness, family involvement and the impact on children with disabilities (Kreider, 2002).
The research presents a strong support for music inclusivity and musical instructions inthe early childhood classroom, more importantly this recommendation is made for the musical value and the experience itself and because the impact of music and music instructions can present to language development and the early literacy.
The audience in this argumentative essay is the primary and intermediary school teachers who are at the frontline in impacting the lives of the young children. In essence, they affect the literacy levels and the brain cognitive reasoning coupled with the reading comprehension. It has been found out that from the research that the children who participate in the music instructions tend to score higher marks in reading comprehension than the children who do not participate in the musical instructions (D, 2001). Thus, the musical instructions are fundamental in the reading ability of the child and so is their development.
Music development, skills and creativity can be enhanced through a plethora of technologies. In such a context, investigations motivated mainly by association of musical creativity with the social and cognitive children development focus on creative musical. A Meta-analysis of 25 correlation studies some of which involve a sample size of approximately 500,000 students, found a reliable and a strong association between music instruction and the score test of the reading comprehension (Butzlaff, 2000).
The use of music instructions improves the verbal memory. The findings that link the music training to the verbal memory are essential since the verbal memory is important inreading printed words with a better comprehension. As the reading progresses to text and sentence of greater lengths, the verbal memory gives a prerequisite to the child to retain the material in the memory as it is being read so that the syntactic and the semantic analysis that are necessary to comprehension. Verbal memory is imperative in that it assist in children learning how to read. Poor performance in verbal memory is associated with the reading disabilities for the young children.
Recent psychological and brain research shows that mu ...
This document discusses how instrumental music education can foster socio-emotional intelligence in students. It reviews literature highlighting how band rehearsals can promote empathy, interpersonal skills, and collaboration through practices like peer teaching and coaching. However, band often focuses solely on musical perfection for competitions instead of socio-emotional growth. The document argues for constructivist rehearsal strategies that incorporate socio-emotional learning, such as student-led peer feedback and reflection, to help students develop empathy, self-awareness, and relationship skills through music.
PURE presentation 2016 final, Diana VozianDiana Vozian
This document describes a study that investigated whether early musical training promotes language learning by examining potential skill transfer from music to language. The study compared 24 early-trained musicians who began formal training before age 7 to 24 late-trained musicians who began after age 7. Both groups completed rhythm reproduction and novel language perception tasks. Results found no significant differences between early-trained and late-trained musicians on the music or language tasks, providing no evidence that early musical training enhances these skills or promotes language learning later in life. Limitations of the study are discussed, including potential issues with task sensitivity and participant characteristics. The study did not support the hypothesis that early musical experience during a sensitive period leads to long-term benefits for music or language skills.
This document describes the development and use of an "Electric Music Board" to enhance audiation, or the cognitive process of comprehending music, in students. The board is made from a whiteboard with permanently attached colored buttons to represent musical notes. It allows students to easily visualize and learn about musical concepts like scales, intervals, and key signatures. The board stimulates learning through hands-on interaction and collaborative work between students without requiring a teacher. It provides an affordable alternative to other musical instruments for developing important foundational skills in music comprehension and appreciation.
This document discusses the development and use of an "Electric Music Board" to enhance the process of audiation in music students. It describes audiation as the cognitive process of comprehending and analyzing musical sounds and patterns. The Electric Music Board allows students to easily understand concepts like musical scales, intervals, and key signatures through interactive buttons and lights. It stimulates independent and collaborative learning compared to traditional teaching methods. The board helps students develop strong audiation skills, which is the foundation of musical understanding and appreciation. Limitations include the board's size, lack of teacher training, and potential technical issues. Overall, the Electric Music Board aims to make music learning more student-centered and experiential.
Benefits of music training for children with hearing loss - HEARing CRC PhD p...HEARnet _
The purpose of the study is to evaluate if music perception and appreciation, speech perception, and social wellbeing are improved after receiving music training.
If there are benefits, we would recommend music training as a complementary means of (re)habilitation.
The document provides an overview of the Grade 10 Music curriculum guide from the Department of Education of the Philippines. It outlines the conceptual framework, philosophy, and rationale of music education. It also includes standards and competencies, as well as content and learning materials for the first and second quarters, focusing on 20th century music styles, Afro-Latin and popular music.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
1. The study examined the relationship between emotional-behavioral traits and rhythm imitation performance in 100 5th grade elementary school students.
2. Students were assessed for internalizing vs. externalizing emotional-behavioral traits using standardized tests. They then completed rhythm imitation tasks that were analyzed based on completion, accuracy, intensity, pace, and grouping.
3. The results showed significant differences between students with internalizing vs. externalizing traits in task completion, accuracy, intensity, and pace, suggesting rhythm performance reflects one's emotional and behavioral characteristics.
The Role of Improvisation in Developing Musical CreativitySunnyLahkar
This essay looks into the pedagogy of improvisation in both the instrumental and vocal contexts of teaching, with the main aim seeking to find out what teachers could do within their pedagogic frame so as to thread improvisation effectively
This document provides details about Katie Wilkie's PhD research which aims to identify conceptual metaphors used by musicians to understand musical concepts like pitch, melody, and harmony. The research will involve discussions with musicians to elicit these metaphors, which will then be used to evaluate existing music interaction designs and inform the creation of new, more intuitive designs. The contributions will include increased knowledge of how metaphors aid musical understanding and guidelines for designing music interactions based on conceptual metaphors.
This document outlines the course information, program outcomes, learning plan, and assessments for a Physical Education rhythmic activities course. The course introduces students to basic dance movements and skills needed to perform Philippine folk dances and social dances. Over the course of the semester, students will learn various dance concepts and styles, and demonstrate their skills through performances assessed during preliminary, midterm, and final exams. The goal is for students to gain an appreciation of dance as an expression of culture and a form of healthy recreation.
Musical expertise develops through extensive formal training, practice, and experience over many years. The development of musical ability is influenced both by innate talent as well as deliberate practice and environmental factors like exposure to music from a young age. Different levels of musical expertise can be distinguished based on factors like the amount of formal training, the total number of practice hours, and the types of musical behaviors and situations an individual has experience in. While some innate musical abilities may exist, true expertise requires thousands of hours of practice and experience over many years of development.
This document provides an overview of design education standards and sample dance activities for K-4 students. It discusses how design is now a required element in arts education standards and focuses on designing functional objects, systems, structures, places and events. Sample dance activities are provided to help teachers align their curriculum with the standards, including having students: 1) observe and mimic gestures to communicate messages and transform them into dance movements; 2) explore locomotor movements and create a dance sequence; and 3) design nature-inspired or story-based dances incorporating design elements. The goal is to expose students to the design process and provide challenging problems to solve as their skills grow.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
This document provides an overview of Mr. Alzaher's music class. The class meets five times a week to focus on vocal technique, choral technique, and music reading. Students will learn to sing various genres of choral literature and develop musicianship skills. In addition to standard music curriculum, the class aims to develop students' life and career skills like flexibility, initiative, social skills, and leadership. As an example activity, students will analyze songs from different eras in groups and present their findings using technology. The goal is to help students become critical thinkers and informed consumers of music.
- The document discusses using a digital system instead of traditional music notation to teach music to beginners, as it may be easier for children to learn and cause less mental strain.
- It proposes experimental research using EEG, EMG, and ENG tests to compare the mental and physical load of learning music digitally versus through standard notation.
- The research aims to better understand children's mental processes and identify new ways to creatively teach music that are more developmentally appropriate.
The document discusses music and arts education in the Philippine basic education curriculum. It aims to develop functional literacy through participation in artistic and cultural performances. This promotes self-development, cultural identity and expanding one's world vision. Students will develop skills in reading/analyzing, listening/viewing, performing and creating music and arts. The curriculum will use approaches like teaching for musical understanding and discipline-based arts education, grounded in theories of schema, social constructivism and multiple intelligences. It outlines standards and assessments for four years of study covering folk songs and arts of the Philippines, Asia, different time periods, and the 20th-21st centuries.
The document provides the K to 12 curriculum guide for music and art from Grade 1 to Grade 10. It includes the conceptual framework, philosophy and rationale for music and art education, standards, and content standards for each grade level. The curriculum is designed to be student-centered and performance-based, empowering students to express themselves artistically and develop cultural literacy through active participation in music and art.
The document describes a vocal learning model for primary students in Indonesia based on developing national character and local values. The model focuses on teaching students to master song lyrics, rhythms, and melodies in order to nurture qualities like faith, discipline, and awareness. It involves teachers demonstrating songs, teaching rhythmic and melodic elements, and having students practice imitation. The goal is to help students develop skills and strengths of character through engaging with music.
A hearing impairment is defined as a hearing loss that impacts a student's ability to process language and perform academically, requiring special education services. There are different types and degrees of hearing loss that can be present from birth or acquired. Hearing loss affects language development and potentially educational achievement, though not intellectual ability. Several educational approaches exist to teach students with hearing loss, including using sign language, speech reading, or a combination. Assistive technologies and adaptations to music education can help students with hearing loss participate and develop skills.
This document provides a unit plan for a dance education unit titled "Movement Explorers" for elementary 3rd grade students. The 8-week unit merges concepts from various subjects like language, science, math, and history to teach students about movement. Students will learn about concepts like body, effort, space, shape, time, imagery and sound through creative and kinesthetic activities. They will understand how movement relates to personal and cultural interactions. The unit aims to develop students' social-emotional skills like self-awareness. It addresses various learning standards and includes formative and summative assessments like a final project where students create an original movement phrase telling a story.
Hearing loss can range from mild to profound and can be present at birth or acquired later in life. It affects students' language development and educational achievement. Several approaches are used to educate students with hearing loss, including oral, manual, and bilingual-bicultural methods. Assistive technology like hearing aids, FM systems, and closed captioning can help students access sound. Music education can benefit students with hearing loss by incorporating visual and tactile elements. Adaptive strategies in teaching music include emphasizing rhythm over pitch and using visual cues. Music therapy supports linguistic, behavioral, academic, and social goals for students with hearing loss.
Business Case Study: Avatar Coronary Stents for IndonesiaStefan
I did this introductory course on managing and commercialising current innovations in BioTechnology in 2010.
*This project preceded development in depth technology strategies coronary stent innovations.
'Tuned Inside-Out': Mediating engagement experiences with music on-the-go"Stefan
PhD Confirmation Seminar: Jun Quan Choo (Stefan)
Date: Friday the 9th of March
Time: 10.00 am- 11.30 am
Venue: GP-V713
Lengthy commute stresses commuters with adverse impacts on their wellbeing. During these experiences, commuters engage with music via portable music technologies, like headphones plugged into iPods. Engaging with music affords listeners distraction from the stresses of commute, for pleasure and other reasons. Empirical evidence suggests classical music is effective in mitigating stresses, and people use music as a wellbeing resource. These studies were based on a listener’s mental representation of music. Instead, a listener’s engagement with music is more than a mental representation in real life; music moves people. There are no available significant studies of how people embody interactions with music via portable music devices in accordance to his needs. To address the gap, this research investigates
what shapes a commuter’s engagement with music as they commute via trains in a major Australian metropolitan city and the involvement of technologies in mediating the commuter’s
interactions with music in context. An experiment involving video-recorded observations will capture individual participating commuter’s movements and physiological reactions in engagement with music devices ranging from headphones to haptic devices and Virtual Reality headsets. Retrospective interviews probe the participant’s association of movements in his music experience. Thematic analyses of participants’ bodily use of senses and movements, how these relate to their music experiences and wellbeing will be distilled into design recommendations. It is expected that these recommendations can inform technology providers, music producers, musicians and railway operators possibilities to adapt or design portable music technologies appropriate for commuters’ use in context.
More Related Content
Similar to Knowledge and communication in bel canto singing- an apprentice's perspective
This document describes the development and use of an "Electric Music Board" to enhance audiation, or the cognitive process of comprehending music, in students. The board is made from a whiteboard with permanently attached colored buttons to represent musical notes. It allows students to easily visualize and learn about musical concepts like scales, intervals, and key signatures. The board stimulates learning through hands-on interaction and collaborative work between students without requiring a teacher. It provides an affordable alternative to other musical instruments for developing important foundational skills in music comprehension and appreciation.
This document discusses the development and use of an "Electric Music Board" to enhance the process of audiation in music students. It describes audiation as the cognitive process of comprehending and analyzing musical sounds and patterns. The Electric Music Board allows students to easily understand concepts like musical scales, intervals, and key signatures through interactive buttons and lights. It stimulates independent and collaborative learning compared to traditional teaching methods. The board helps students develop strong audiation skills, which is the foundation of musical understanding and appreciation. Limitations include the board's size, lack of teacher training, and potential technical issues. Overall, the Electric Music Board aims to make music learning more student-centered and experiential.
Benefits of music training for children with hearing loss - HEARing CRC PhD p...HEARnet _
The purpose of the study is to evaluate if music perception and appreciation, speech perception, and social wellbeing are improved after receiving music training.
If there are benefits, we would recommend music training as a complementary means of (re)habilitation.
The document provides an overview of the Grade 10 Music curriculum guide from the Department of Education of the Philippines. It outlines the conceptual framework, philosophy, and rationale of music education. It also includes standards and competencies, as well as content and learning materials for the first and second quarters, focusing on 20th century music styles, Afro-Latin and popular music.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
1. The study examined the relationship between emotional-behavioral traits and rhythm imitation performance in 100 5th grade elementary school students.
2. Students were assessed for internalizing vs. externalizing emotional-behavioral traits using standardized tests. They then completed rhythm imitation tasks that were analyzed based on completion, accuracy, intensity, pace, and grouping.
3. The results showed significant differences between students with internalizing vs. externalizing traits in task completion, accuracy, intensity, and pace, suggesting rhythm performance reflects one's emotional and behavioral characteristics.
The Role of Improvisation in Developing Musical CreativitySunnyLahkar
This essay looks into the pedagogy of improvisation in both the instrumental and vocal contexts of teaching, with the main aim seeking to find out what teachers could do within their pedagogic frame so as to thread improvisation effectively
This document provides details about Katie Wilkie's PhD research which aims to identify conceptual metaphors used by musicians to understand musical concepts like pitch, melody, and harmony. The research will involve discussions with musicians to elicit these metaphors, which will then be used to evaluate existing music interaction designs and inform the creation of new, more intuitive designs. The contributions will include increased knowledge of how metaphors aid musical understanding and guidelines for designing music interactions based on conceptual metaphors.
This document outlines the course information, program outcomes, learning plan, and assessments for a Physical Education rhythmic activities course. The course introduces students to basic dance movements and skills needed to perform Philippine folk dances and social dances. Over the course of the semester, students will learn various dance concepts and styles, and demonstrate their skills through performances assessed during preliminary, midterm, and final exams. The goal is for students to gain an appreciation of dance as an expression of culture and a form of healthy recreation.
Musical expertise develops through extensive formal training, practice, and experience over many years. The development of musical ability is influenced both by innate talent as well as deliberate practice and environmental factors like exposure to music from a young age. Different levels of musical expertise can be distinguished based on factors like the amount of formal training, the total number of practice hours, and the types of musical behaviors and situations an individual has experience in. While some innate musical abilities may exist, true expertise requires thousands of hours of practice and experience over many years of development.
This document provides an overview of design education standards and sample dance activities for K-4 students. It discusses how design is now a required element in arts education standards and focuses on designing functional objects, systems, structures, places and events. Sample dance activities are provided to help teachers align their curriculum with the standards, including having students: 1) observe and mimic gestures to communicate messages and transform them into dance movements; 2) explore locomotor movements and create a dance sequence; and 3) design nature-inspired or story-based dances incorporating design elements. The goal is to expose students to the design process and provide challenging problems to solve as their skills grow.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
This document provides an overview of Mr. Alzaher's music class. The class meets five times a week to focus on vocal technique, choral technique, and music reading. Students will learn to sing various genres of choral literature and develop musicianship skills. In addition to standard music curriculum, the class aims to develop students' life and career skills like flexibility, initiative, social skills, and leadership. As an example activity, students will analyze songs from different eras in groups and present their findings using technology. The goal is to help students become critical thinkers and informed consumers of music.
- The document discusses using a digital system instead of traditional music notation to teach music to beginners, as it may be easier for children to learn and cause less mental strain.
- It proposes experimental research using EEG, EMG, and ENG tests to compare the mental and physical load of learning music digitally versus through standard notation.
- The research aims to better understand children's mental processes and identify new ways to creatively teach music that are more developmentally appropriate.
The document discusses music and arts education in the Philippine basic education curriculum. It aims to develop functional literacy through participation in artistic and cultural performances. This promotes self-development, cultural identity and expanding one's world vision. Students will develop skills in reading/analyzing, listening/viewing, performing and creating music and arts. The curriculum will use approaches like teaching for musical understanding and discipline-based arts education, grounded in theories of schema, social constructivism and multiple intelligences. It outlines standards and assessments for four years of study covering folk songs and arts of the Philippines, Asia, different time periods, and the 20th-21st centuries.
The document provides the K to 12 curriculum guide for music and art from Grade 1 to Grade 10. It includes the conceptual framework, philosophy and rationale for music and art education, standards, and content standards for each grade level. The curriculum is designed to be student-centered and performance-based, empowering students to express themselves artistically and develop cultural literacy through active participation in music and art.
The document describes a vocal learning model for primary students in Indonesia based on developing national character and local values. The model focuses on teaching students to master song lyrics, rhythms, and melodies in order to nurture qualities like faith, discipline, and awareness. It involves teachers demonstrating songs, teaching rhythmic and melodic elements, and having students practice imitation. The goal is to help students develop skills and strengths of character through engaging with music.
A hearing impairment is defined as a hearing loss that impacts a student's ability to process language and perform academically, requiring special education services. There are different types and degrees of hearing loss that can be present from birth or acquired. Hearing loss affects language development and potentially educational achievement, though not intellectual ability. Several educational approaches exist to teach students with hearing loss, including using sign language, speech reading, or a combination. Assistive technologies and adaptations to music education can help students with hearing loss participate and develop skills.
This document provides a unit plan for a dance education unit titled "Movement Explorers" for elementary 3rd grade students. The 8-week unit merges concepts from various subjects like language, science, math, and history to teach students about movement. Students will learn about concepts like body, effort, space, shape, time, imagery and sound through creative and kinesthetic activities. They will understand how movement relates to personal and cultural interactions. The unit aims to develop students' social-emotional skills like self-awareness. It addresses various learning standards and includes formative and summative assessments like a final project where students create an original movement phrase telling a story.
Hearing loss can range from mild to profound and can be present at birth or acquired later in life. It affects students' language development and educational achievement. Several approaches are used to educate students with hearing loss, including oral, manual, and bilingual-bicultural methods. Assistive technology like hearing aids, FM systems, and closed captioning can help students access sound. Music education can benefit students with hearing loss by incorporating visual and tactile elements. Adaptive strategies in teaching music include emphasizing rhythm over pitch and using visual cues. Music therapy supports linguistic, behavioral, academic, and social goals for students with hearing loss.
Similar to Knowledge and communication in bel canto singing- an apprentice's perspective (20)
Business Case Study: Avatar Coronary Stents for IndonesiaStefan
I did this introductory course on managing and commercialising current innovations in BioTechnology in 2010.
*This project preceded development in depth technology strategies coronary stent innovations.
'Tuned Inside-Out': Mediating engagement experiences with music on-the-go"Stefan
PhD Confirmation Seminar: Jun Quan Choo (Stefan)
Date: Friday the 9th of March
Time: 10.00 am- 11.30 am
Venue: GP-V713
Lengthy commute stresses commuters with adverse impacts on their wellbeing. During these experiences, commuters engage with music via portable music technologies, like headphones plugged into iPods. Engaging with music affords listeners distraction from the stresses of commute, for pleasure and other reasons. Empirical evidence suggests classical music is effective in mitigating stresses, and people use music as a wellbeing resource. These studies were based on a listener’s mental representation of music. Instead, a listener’s engagement with music is more than a mental representation in real life; music moves people. There are no available significant studies of how people embody interactions with music via portable music devices in accordance to his needs. To address the gap, this research investigates
what shapes a commuter’s engagement with music as they commute via trains in a major Australian metropolitan city and the involvement of technologies in mediating the commuter’s
interactions with music in context. An experiment involving video-recorded observations will capture individual participating commuter’s movements and physiological reactions in engagement with music devices ranging from headphones to haptic devices and Virtual Reality headsets. Retrospective interviews probe the participant’s association of movements in his music experience. Thematic analyses of participants’ bodily use of senses and movements, how these relate to their music experiences and wellbeing will be distilled into design recommendations. It is expected that these recommendations can inform technology providers, music producers, musicians and railway operators possibilities to adapt or design portable music technologies appropriate for commuters’ use in context.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Knowledge and communication in bel canto singing- an apprentice's perspective
1. KNOWLEGDE AND COMMUNICATION IN BEL-CANTO SINGING:
AN APPRENTICE’S PERSPECTIVE
S.J.Q.,
Choo
Department
of
Mechanical
Engineering,
Na5onal
University
of
Singapore,
Singapore
Abstract: Knowledge of vocal techniques or expressive nuances in performance is rarely articulated,
since many components of the vocal mechanism cannot be seen and hence are difficult to externalize.
Expressive nuances, also termed as musical prosody, encompass variations in musical events such as
pitch, tempo and intensity and phrasing. These events are influenced by socio-cultural factors and
hierarchical rules that underpin the composer’s message and intent. While one may acquire aspects of
explicit knowledge of musical prosody and vocal techniques, they cannot replace the value of traditional
one-to-one voice instruction. Vast amounts of knowledge- musical and personal are embedded in the
master’s intuitive musical expectations, skills and value systems. Effective externalization of the
master’s knowledge is key in clarifying abstracted notions of technique and expression to the student.
Strategies of externalization include dialogue, visualization and gestures in experiential learning. Finally,
one’s appraisal of acquired knowledge through active repetition and reflection facilitates “indwelling”,
arriving at consistency in vocal technique and artistry in Bel-Canto singing.
Keywords: Knowledge, Communication, Apprenticeship, Prosody, and Gestures
Bel-‐Canto
singing
is
a
tradi0onal
oral
process
passed
down
from
master
to
student
through
genera0ons.
In
singing,
much
knowledge
is
embedded
in
implicit
and
tacit
forms.
Tacit
knowledge
is
personal,
context
specific
and
hard
to
communicate
(Polanyi
&
Sen
1983).
Figure
1
below
gives
an
overall
schema0c
representa0on
of
musical
events
placed
on
the
spectrum
of
explicit-‐
tacit
knowledge
scale.
Experien0al
knowledge
is
communicated
from
master
to
the
appren0ce
through
demonstra0on
and
descrip0on
of
the
results
to
be
achieved
and
the
accompanying
sensa0ons.
The
master
demonstrates,
advises,
ques0ons
and
cri0ques.
The
student
watches,
observes,
imitates
and
seeks
approval
(Burwell,
2012).
Nuances
in
associated
with
music
expression
and
emo0on
oQen
dis0nguishes
expressive
and
inexpressive
performances
(Palmer
&
Hutchins,
2006).
These
nuances
are
oQen
communicated
by
the
master’s
strategies
via
metaphors,
gestures
and
visualiza0ons
(Godøy,
2009;
Juslin
&
Sloboda,
2001;
Molnar-‐Szakacs
&
Overy,
2006).
E x p l i c i t
d o c u m e n t a 0 o n
o f
p r o c e s s e s
a n d
communica0on
of
knowledge
in
Bel-‐canto
singing
drives
clarity
and
awareness
in
music,
ar0stry
and
technique.
Learning
can
only
be
completed
when
the
student
examines
and
internalizes
the
teachings
of
the
master,
by
reflec0ons,
prac0ce
and
doing.
A
schema0c
of
knowledge
conversion
processes
in
Appren0ceships
in
Bel-‐Canto
singing
is
given
in
Figure
2.
Explicit
Knowledge
gained
through
study
of
music
theory,
context,
research
and
prosody
U0lized
Knowledge
Apprehend
Discovering
New
Knowledge
Explicit
Knowledge
Learning
by
Doing/
Reflec0ons
Appraise
Implicit
Knowledge
Tacit
Knowledge-‐
Truth,
Nature
Experien?al
Figure
2:
Appren?ceship
as
a
knowledge
conversion
process
Figure
1:
Knowledge
schema?c:
Depth
of
musical
events
in
Singers
Corresponding
author:
Choo
Jun
Quan,
Stefan,
Department
of
Mechanical
Engineering,
Na0onal
University
of
Singapore
Email:
Stefan.JQ@gmail.com
References:
Burwell, K. (2012). Apprenticeship in music: A contextual study for instrumental teaching and
learning. International Journal of Music Education, 0255761411434501–. doi:
10.1177/0255761411434501
Godøy, R. I. (2009). Musical gestures: Sound, movement, and meaning. Routledge.
Juslin, P. N., & Sloboda, J. A. (2001). Music and emotion.
Molnar-Szakacs, I., & Overy, K. (2006). Music and mirror neurons: from motion to’e’motion.
Social cognitive and affective neuroscience, 1(3), 235–241.
Palmer, C., & Hutchins, S. (2006). What is musical prosody? Psychology of learning and
motivation, 46, 245–278.
Polanyi, M., & Sen, A. (1983). The tacit dimension. Peter Smith Gloucester, MA.
Acknowledgements:
Tenor
Brendan-‐Keefe
Au,
my
dearest
friend,
voice
teacher
and
mentor
for
being
my
inspira0on,
source
of
support
and
encouragement
in
classical
singing.