DOCSLIB.ORG

Move to the Music

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Move to the Music MOVE TO THE MUSIC Understanding the relationship between bodily interaction and the acquisition of musical knowledge and skills in music education Beweeg op de muziek De relatie tussen lichamelijke interactie en de beheersing van muzikale kennis en vaardigheden in muziekeducatie Proefschrift ter verkrijging van de graad van doctor aan de Erasmus Universiteit Rotterdam op gezag van de rector magnificus Prof.dr. H.A.P. Pols en volgens besluit van het College voor Promoties. De openbare verdediging zal plaatsvinden op donderdag 24 mei 2018 om 13:30 uur Cornelis Jacob van den Dool geboren te De Lier Promotiecommissie: Let your body move to the music. Let your body go with the flow. Promotoren: prof.dr. C.J.M. van Eijck - Madonna, Vogue (1990) prof.dr. T.A.M. Bevers Overige leden: prof.dr. E.H. Bisschop Boele dr. B. Titus dr. R. Timmers Promotiecommissie: Let your body move to the music. Let your body go with the flow. Promotoren: prof.dr. C.J.M. van Eijck - Madonna, Vogue (1990) prof.dr. T.A.M. Bevers Overige leden: prof.dr. E.H. Bisschop Boele dr. B. Titus dr. R. Timmers Preface – Music is in the mind: how my body got removed from doing so the students dexterously circumvented the notes on the sheet music by making a sound learning and how I reversed this recording while focusing on my hand movements on the piano. Back in 2007, smartphones were not yet widely available in Nepal, or at least they were the reserve of the upper class alone. My students As a piano student at the conservatory, I was a huge fan of Bach. It was with great fervor and were dependent on sound recordings coupled with visual data, stored as a memory from the music determination that I studied Bach’s work. During my weekly class, the teacher noticed something class. Week after week I got increasingly aware of the pivotal role of my visual example and the odd. Emerging from under the polyphonic structures of Bach’s work, there was a constant, regular sound recordings for the learning process. Not the cognitive comprehension of written notes, but the beat produced by my foot, holding the complex, autonomous melodies together. Despite regular auditory input of a sound recording, the visual input of my hands on the piano, and my swaying body warnings from my teacher, pointing at the annoying nuisance my foot produced, I couldn’t help but on the beat, served as the mainstay of learning for my students. This shook the foundations of my involving my body in the learning process. It was partly habitual and partly deliberately studied. After own educational belief systems. I had spent my formative years at the conservatory actively a few weeks of consecutive warnings, the teacher stopped my feet from moving, turned his head to removing my body from learning, as most of my classes were geared towards cognitive learning. me with a determined look in his eyes and said: “music is in the mind.” Regardless of what my Once in Nepal, I suddenly realized that the body played an essential role in learning. This realization teacher said, I felt the music in my body. formed the driving force and inspiration of my quest to reverse the Cartesian split and find the links This anecdote is exemplary of learning processes in which the mastery of knowledge and between bodily involvement and the mastery of music. Back in 2007, the realization that the body skills is considered a cognitive endeavour. The body is an obstacle that needs to be tamed. The classic plays an important role in learning was a hunch and not substantiated by any data. A decade later, I division between body and mind influenced our educational system and ways of knowledge proudly present my study on the role of the body in musical learning processes. transmission (Bowman & Powell, 2007). But what if children and students were to allow their body to be fully included in the musical learning process, as an equal partner to the mind? This is a music educational question, and yet it is an allegory of a broader question about the role of the body in learning processes in general. In this study, I will explore the role of the body in musical learning processes with the specific aim of understanding the relationship between bodily movements and the mastery of knowledge and skills. At a broader level, this study seeks to contribute to learning and teaching in general in which the body is celebrated and used to its full potential. With two case studies in Nepal and the Netherlands, I examine how bodily interaction is conducive to the acquisition of musical knowledge and skills. The large datasets compiled for this research were collected through fieldwork in Nepal and the Netherlands. With an extensive amount of video material, observations, and interviews, I strive to present two unique case studies on musical learning. Both complementary case studies show how young musicians acquire musical knowledge and skills by sensing the other, through embodied learning strategies. This dissertation is the result of a musical journey that started about a decade ago. In 2007 I embarked on a plane from Amsterdam to Kathmandu. In an attempt to broaden my musical horizon, I left my secure job as a music teacher in the Netherlands. Enticed by the unknown adventure, I accepted a position as a piano teacher and teacher trainer in Kathmandu. During my work as a teacher, I discovered that my method of teaching often fell short. Against the backdrop of a conservatory training, I desperately taught my students to read the notes. But whatever I tried, the notes were ignored. Every week, the students politely requested me to play the piece for them. By Preface – Music is in the mind: how my body got removed from doing so the students dexterously circumvented the notes on the sheet music by making a sound learning and how I reversed this recording while focusing on my hand movements on the piano. Back in 2007, smartphones were not yet widely available in Nepal, or at least they were the reserve of the upper class alone. My students As a piano student at the conservatory, I was a huge fan of Bach. It was with great fervor and were dependent on sound recordings coupled with visual data, stored as a memory from the music determination that I studied Bach’s work. During my weekly class, the teacher noticed something class. Week after week I got increasingly aware of the pivotal role of my visual example and the odd. Emerging from under the polyphonic structures of Bach’s work, there was a constant, regular sound recordings for the learning process. Not the cognitive comprehension of written notes, but the beat produced by my foot, holding the complex, autonomous melodies together. Despite regular auditory input of a sound recording, the visual input of my hands on the piano, and my swaying body warnings from my teacher, pointing at the annoying nuisance my foot produced, I couldn’t help but on the beat, served as the mainstay of learning for my students. This shook the foundations of my involving my body in the learning process. It was partly habitual and partly deliberately studied. After own educational belief systems. I had spent my formative years at the conservatory actively a few weeks of consecutive warnings, the teacher stopped my feet from moving, turned his head to removing my body from learning, as most of my classes were geared towards cognitive learning. me with a determined look in his eyes and said: “music is in the mind.” Regardless of what my Once in Nepal, I suddenly realized that the body played an essential role in learning. This realization teacher said, I felt the music in my body. formed the driving force and inspiration of my quest to reverse the Cartesian split and find the links This anecdote is exemplary of learning processes in which the mastery of knowledge and between bodily involvement and the mastery of music. Back in 2007, the realization that the body skills is considered a cognitive endeavour. The body is an obstacle that needs to be tamed. The classic plays an important role in learning was a hunch and not substantiated by any data. A decade later, I division between body and mind influenced our educational system and ways of knowledge proudly present my study on the role of the body in musical learning processes. transmission (Bowman & Powell, 2007). But what if children and students were to allow their body to be fully included in the musical learning process, as an equal partner to the mind? This is a music educational question, and yet it is an allegory of a broader question about the role of the body in learning processes in general. In this study, I will explore the role of the body in musical learning processes with the specific aim of understanding the relationship between bodily movements and the mastery of knowledge and skills. At a broader level, this study seeks to contribute to learning and teaching in general in which the body is celebrated and used to its full potential. With two case studies in Nepal and the Netherlands, I examine how bodily interaction is conducive to the acquisition of musical knowledge and skills. The large datasets compiled for this research were collected through fieldwork in Nepal and the Netherlands. With an extensive amount of video material, observations, and interviews, I strive to present two unique case studies on musical learning. Both complementary case studies show how young musicians acquire musical knowledge and skills by sensing the other, through embodied learning strategies.
Load more

Recommended publications
  • Music Learning and Mathematics Achievement: a Real-World Study in English Primary Schools
    Music Learning and Mathematics Achievement: A Real-World Study in English Primary Schools Edel Marie Sanders Supervisor: Dr Linda Hargreaves This final thesis is submitted for the degree of Doctor of Philosophy. Faculty of Education University of Cambridge October 2018 Music Learning and Mathematics Achievement: A Real-World Study in English Primary Schools Edel Marie Sanders Abstract This study examines the potential for music education to enhance children’s mathematical achievement and understanding. Psychological and neuroscientific research on the relationship between music and mathematics has grown considerably in recent years. Much of this, however, has been laboratory-based, short-term or small-scale research. The present study contributes to the literature by focusing on specific musical and mathematical elements, working principally through the medium of singing and setting the study in five primary schools over a full school year. Nearly 200 children aged seven to eight years, in six school classes, experienced structured weekly music lessons, congruent with English National Curriculum objectives for music but with specific foci. The quasi-experimental design employed two independent variable categories: musical focus (form, pitch relationships or rhythm) and mathematical teaching emphasis (implicit or explicit). In all other respects, lesson content was kept as constant as possible. Pretests and posttests in standardised behavioural measures of musical, spatial and mathematical thinking were administered to all children. Statistical analyses (two-way mixed ANOVAs) of student scores in these tests reveal positive significant gains in most comparisons over normative progress in mathematics for all musical emphases and both pedagogical conditions with slightly greater effects in the mathematically explicit lessons.
    [Show full text]
  • Nepali Aawaz | 27 Baisakh.2063 A;Gtl K'g Algg\  Xªsªsl Csl{ ?K;L Snfsf/X?Sf]  Page 5 » Lab]Z Df]X Page 11 »
    Nepali Aawaz | 27 Baisakh.2063 a;GtL k'g algg\ 1 xªsªsL csL{ ?k;L snfsf/x?sf] Page 5 » lab]z df]x Page 11 » 1974 AD: On Air Page 13 » Nepali Aawaz May 10.06 • Baisakh 27.63 Vol.1 Issue 14 nepaliaawaz.com FREE United we stand democracy failed?” bnfnn] em'SofP/ Shrestha Anushil Photo: stf/df g]kfnL cnkq /f]huf/sf nfuL stf/ cfPsf g]kfnsf] df]/ª, sf7df08f}sf] z'ed cf]e/;Lhsf gfdaf6 b'O{ dlxgfb]lv stf/df cnkq k/]sf x'g\ . Continued on Page 15 » la/f6gu/sf k/z'/fd 8f]6]n, z';Ln zfSo / u+uf axfb'/ a:g]tn] k|lt AoflQm ^) pgLx?nfO{ vfg / a:g ;d]t sl7g ePsf] jLkLg sfsL{ clxn] cnkq ag]sf5g\,. xhf/ lnP/ k7fPsf df]/ªsf oL tLg hgf 5 . Diaspora Politics Nation ANA Convention 2006 Talk program on Nepali media “History need not be lived again.” Yet New York Nepal Youth Council, the we are reliving it, Netajis, because of organizers of the 24th annual ANA your lack of leadership and courage. convention "ANA-NYC 2006." and 4 » Just look around as you stand behind this publication, Nepali Aawaz, thave that high podium that you claim to be officially entered a partnership in your pulpit. Everything looks eerie as which the newspaper will be the official Nepal finds itself, once again, trapped in media for the ANA- NYC 2006. During the vortex of the same historic karmic the convention, Nepali Aawaz will be chakra that has gripped it in the past.
    [Show full text]
  • Cortical Encoding of Melodic Expectations in Human Temporal Cortex Giovanni M
    bioRxiv preprint doi: https://doi.org/10.1101/714634; this version posted July 28, 2019. The copyright holder for this preprint (which was not certified by peer review) is the author/funder. All rights reserved. No reuse allowed without permission. Cortical encoding of melodic expectations in human temporal cortex Giovanni M. Di Liberto1, Claire Pelofi2,3,*, Roberta Bianco4,*, Prachi Patel5,6, Ashesh D. Mehta7, Jose L. Herrero7, Alain de Cheveigné1,4, Shihab Shamma1,8,**, Nima Mesgarani5,6,** 1 Laboratoire des Systèmes Perceptifs, UMR 8248, CNRS, France. Ecole Normale Supérieure, PSL University, France 2 Department of Psychology, New York University, New York, NY, USA 3 Institut de Neurosciences des Système, UMR S 1106, INSERM, Aix Marseille Université, France 4 UCL Ear Institute, London, United Kingdom 5 Department of Electrical Engineering, Columbia University, New York, NY, USA 6 Mortimer B. Zuckerman Mind Brain Behavior Institute, Columbia University, New York, NY 10027, United States 7 Department of Neurosurgery, Zucker School of Medicine at Hofstra/Northwell and Feinstein Institute of Medical Research, Manhasset, NY 11030, United States 8 Institute for Systems Research, Electrical and Computer Engineering, University of Maryland, College Park, USA * The authors contributed equally ** Co-senior authors Correspondence: [email protected] Conflicts of interest: none declared. Funding sources: This study was funded by an Advanced ERC grant (Neume). G.D.L. and A.d.C. were supported by the EU H2020-ICT grant 644732 (COCOHA). N.M., P.P., A.D.M., and J.L.H. were supported by NIMH MH114166-01. C.P. and R.B. were supported by the Agence Nationale de la Recherche (ANR-16-CE28-0012 RALP) and by a BBSRC grant (BB/P003745/1) respectively.
    [Show full text]
  • EHHD Research Report 2017 (& AY 2017‐18)
    EHHD Research Report 2017 (& AY 2017‐18) Submitted September 2018 Authors: Bill Ruff, EHHD Associate Dean for Research Development Elizabeth Bird, EHHD Project Development & Grants Specialist Debby Haynes, HHD Department Head Tricia Seifert, Education Department Head Ann Ewbank, Education Department Director of Accreditation and Operations Alison Harmon, EHHD Dean College of EHHD Research Report 2017 Table of Contents Enacting the Land Grant Mission: Synthesis of a Research Identity for the College of EHHD 2 EHHD Strategic Plan for Research Development 5 Presentation to Dean’s Council: February 2018 11 EHHD Strategic Goals Aligned with the MSU Draft Strategic Plan 15 EHHD Research Themes: Well‐Being of Diverse Populations 19 EHHD Research Centers 23 Center for Research on Rural Education 2017 23 Center for Bilingual and Multicultural Education 2017 27 EHHD Internal Grants Program 32 Internal Grants Awarded AY 2017‐18 32 Internal Grants Assessment Report for FY 2016 and 2017 34 EHHD Grant Funding History 2011‐2018 36 Department of Education Research Productivity Report 2017 38 Department of HHD Research Productivity Report 2017 57 EHHD Undergraduate and Graduate Student Research Activity 2017‐18 93 Critical Evaluation of EHHD Research Productivity & Impact 101 Journal Impact Factor Trends for EHHD Publications 101 Assessment: EHHD Publications by Journal Impact Factor 110 Scholarship Dissemination Comparison by Year 111 Academic Analytics Department Productivity Radar Education 112 Academic Analytics Department Productivity Radar Education 113 Executive Summary of EHHD Research Report (2017) The research agendas of our faculty are diverse, ranging from reporting biochemical differences between organic and non‐organic Fuji Apples to describing the impact of Indigenous leadership on institutional racism in schools serving American Indian communities.
    [Show full text]
  • Language Development in Kindergarten Students Using Melodic Learning
    Rowan University Rowan Digital Works Theses and Dissertations 2-11-2015 Language development in kindergarten students using melodic learning Tara Hart Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Elementary Education and Teaching Commons Recommended Citation Hart, Tara, "Language development in kindergarten students using melodic learning" (2015). Theses and Dissertations. 381. https://rdw.rowan.edu/etd/381 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. LANGUAGE DEVELOPMENT IN KINDERGARTEN STUDENTS USING MELODIC LEARNING By Tara M. Hart A Thesis Submitted to the Department of Language, Literacy, and Special Education College of Education In partial fulfillment of the requirement For the degree of Master of Arts in Reading Education at Rowan University December 15, 2014 Thesis Chair: Dr. Susan Brown © 2014 Tara M. Hart Dedication I would like to dedicate this manuscript to my family, friends, and students who supported and encouraged me throughout this entire process. Acknowledgements I would like to express my greatest appreciation to Dr. Susan Browne as well as the rest of the professors in the College of Reading Education for their guidance and help throughout this research. iii Abstract Tara M. Hart LANGUAGE DEVELOPMENT IN KINDERGARTEN STUDENTS USING MELODIC LEARNING 2014 Dr. Susan Browne Master of Arts in Reading Education The purpose of this study is to investigate a non-traditional method of enhancing language through the use of songs, chants, and rhymes.
    [Show full text]
  • Cortical Encoding of Melodic Expectations in Human
    RESEARCH ARTICLE Cortical encoding of melodic expectations in human temporal cortex Giovanni M Di Liberto1*, Claire Pelofi2,3†, Roberta Bianco4†, Prachi Patel5,6, Ashesh D Mehta7,8, Jose L Herrero7,8, Alain de Cheveigne´ 1,4, Shihab Shamma1,9*, Nima Mesgarani5,6* 1Laboratoire des syste`mes perceptifs, De´partement d’e´tudes cognitives, E´ cole normale supe´rieure, PSL University, CNRS, 75005 Paris, France; 2Department of Psychology, New York University, New York, United States; 3Institut de Neurosciences des Syste`me, UMR S 1106, INSERM, Aix Marseille Universite´, Marseille, France; 4UCL Ear Institute, London, United Kingdom; 5Department of Electrical Engineering, Columbia University, New York, United States; 6Mortimer B Zuckerman Mind Brain Behavior Institute, Columbia University, New York, United States; 7Department of Neurosurgery, Zucker School of Medicine at Hofstra/ Northwell, Manhasset, United States; 8Feinstein Institute of Medical Research, Northwell Health, Manhasset, United States; 9Institute for Systems Research, Electrical and Computer Engineering, University of Maryland, College Park, United States Abstract Humans engagement in music rests on underlying elements such as the listeners’ cultural background and interest in music. These factors modulate how listeners anticipate musical events, a process inducing instantaneous neural responses as the music confronts these *For correspondence: expectations. Measuring such neural correlates would represent a direct window into high-level [email protected] (GMDL); brain processing. Here we recorded cortical signals as participants listened to Bach melodies. We [email protected] (SS); [email protected] (NM) assessed the relative contributions of acoustic versus melodic components of the music to the neural signal. Melodic features included information on pitch progressions and their tempo, which † These authors contributed were extracted from a predictive model of musical structure based on Markov chains.
    [Show full text]
  • Comparative Audiation Difficulty of Tonal, Rhythm, and Melodic Patterns Among Grade 4 Students Alan Danahy University of South Carolina - Columbia
    University of South Carolina Scholar Commons Theses and Dissertations 1-1-2013 Comparative Audiation Difficulty of tonal, Rhythm, and Melodic Patterns Among Grade 4 Students Alan Danahy University of South Carolina - Columbia Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Music Commons Recommended Citation Danahy, A.(2013). Comparative Audiation Difficulty of tonal, Rhythm, and Melodic Patterns Among Grade 4 Students. (Master's thesis). Retrieved from https://scholarcommons.sc.edu/etd/2564 This Open Access Thesis is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. COMPARATIVE AUDIATION DIFFICULTY OF TONAL, RHYTHM, AND MELODIC PATTERNS AMONG GRADE 4 STUDENTS by Alan P. Danahy Bachelor of Music Eastman School of Music, 2009 ________________________________________________________________________ Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Music Education in Music Education School of Music University of South Carolina 2013 Accepted by: Edwin E. Gordon, Director of Thesis Gail V. Barnes, Reader Wendy H. Valerio, Reader Lacy Ford, Vice Provost and Dean of Graduate Studies i © Copyright by Alan P. Danahy, 2013 All Rights Reserved ii Dedication My thesis is dedicated to the countless individuals who have supported me throughout my journey as an undergraduate student at the Eastman School of Music and as a graduate student at the University of South Carolina. I wish to thank my family, friends, colleagues, and professors for their advice, friendship, and support. In addition, I wish to extend my appreciation to my undergraduate music education professors, Dr.
    [Show full text]
  • Saving Green with a Flair
    www.fridayweekly.com.np Every Thursday | ISSUE 143 | RS. 20 SUBSCRIBER COPY 14 November 2012 | @( sflt{s @)^( ISSN 2091-1092 9 772091 109009 FRENCH SPECIAL ISSUE www.facebook.com/fridayweekly ENTERTAINMENT Enjoy different destinations in France at the perfect season, and grasp the short traveler’s vocabulary—gear 3 4 10 12 up for France! 16 PAGE3 FEATURE HALLOFFRAME GOURMET Four French nationals The French are known for We caught some vampires, Here is a peek into French currently residing in Nepal their chivalry and passion, zombies and other gastronomy with some share what Nepal and but they aren’t just limited notorious creatures in our delectable regional delights France have in common to that. Find out more frames from the night of from around France. and what they miss the about the French ways. Halloween. most about home. Saving Green with a Flair The Alliance Française of Kathmandu and the French Embassy are organizing the second edition of Planet Nepal to bring scientists, artists, and people in general together for an eventful festival to celebrate the environment. While bringing art and music together to speak volumes in an attempt to raise awareness for environment conserva- tion, it only makes sense for Planet Ne- pal Festival to gather people and attract their attention to the cause through public events. The beautiful Basantapur Durbar Square will be the venue for the performances that will gather people and artistes for lively performances while raising awareness for a cause that affects us all equally. For more, turn to page 2 2 Issue 143 | 14 November 2012 Fr!day cover Saving Green with a Flair Climate Change, Arts and Environment — Anne-Lise Heynen, Director, Alliance Française Katmandou Jean-Charles Demarquis, French Ambassador in Nepal ince artists can suggest their vi- in a mountainous country such as Nepal Questions of the environment and climatic change are today, more than ever, a priority of international diplomacy.
    [Show full text]
  • February 27, 2014 Hyatt Regency Hotel
    KMEA Board Meeting February 27, 2014 Hyatt Regency Hotel Avian Bear, KMEA President John W. Taylor, Executive Director February 2014 Business Meeting Board Book 2 In-Service Workshop Board Meeting February 27, 2014 Hyatt Regency Ballrooms A-C 9:00 AM – 12:00 PM Agenda I. Call to Order II. Approval of minutes III. Introductions and Remarks a. NAfME President – Nancy Ditmer* b. NAfME SW Division Past President – John Taylor* c. KMEA Teacher of the Year – Jane Vanderhoff, Vocal Music Garden City HS d. KMEA Administrator of the Year – Jon Bishop, Pittsburg High School e. NFHS Section V Outstanding Music Educator Award – Jean Ney f. KMEA Composition Competition Winner 2014 – Logan Nelson, 10 th grader, Wichita East HS g. 2014 Give A Note Foundation $10,000 Grant – Sumner Academy, KCK IV. Announcements a. 2014 Presidents Concert: “A Salute to the Military Bands of Kansas”, featuring Fort Riley 1 st Infantry Division Band, with guests from the 312 th Army Band from Lawrence – something for everyone! b. The National Association for Music Education (NAfME) has created two new workbooks that will help school administrators and teachers navigate the sometimes murky waters of teacher evaluations. The books are titled Workbook for Building and Evaluating Effective Music Education in the School Ensemble and Workbook for Building and Evaluating Effective Music Education in General Music. Available in both paper and digital from www.nafme.org c. NAfME Resources Exhibits Booth, this year’s host – Betty Cook d. A review of the Kansas Music Standards, chaired by Craig Gray, will begin in March. e. The National Music Standards will be made public in June.
    [Show full text]
  • Teaching Children Hymns in the Church Setting Using Orff- and Kodály-Based
    TEACHING CHILDREN HYMNS IN THE CHURCH SETTING USING ORFF- AND KODÁLY-BASED STRATEGIES BY HANNA KATJA ELINA POWELL Submitted to the faculty of the School of Music in partial fulfillment of the requirements for the degree, Doctor of Music in Organ and Church Music, Indiana University December, 2015 Accepted by the faculty of the School of Music, Indiana University, in partial fulfillment of the requirements for the degree Doctor of Music. Doctoral Committee Brent Gault, Research Director Janette Fishell, Chair Marilyn Keiser Christopher Young May 1, 2015 ii ACKNOWLEDGEMENTS To my two wonderful sons Patrick and Jonathan and my loving husband Andy. Thank you for supporting my passion for music and understanding all that it has taken to get this far. Music brings joy and beauty to our lives; and also it heals, especially in my own personal cancer journey. Thank you to my beloved parents Pekka and Marjo, for bringing music to my life and all the sacrifices you have made for all your children; thank you to my brothers Juha and Teemu for all your love and support as well. I also want to give my greatest gratitude to my inspiring and caring organ professor Dr. Marilyn Keiser. Thank you to the Indiana University Organ Department for giving me an opportunity to learn and study under your amazing talents. Thank you also to the Music Education Department for giving me so many tools and examples to become as well rounded of a teacher as I can. Our children and students deserve the best! Thank you to Dr. Brent Gault for helping me with this document.
    [Show full text]
  • Lived Experiences of Kodály-Inspired Music Educators" (2011)
    University of St. Thomas, Minnesota UST Research Online Education Doctoral Dissertations in Leadership School of Education 2011 Pedagogy in Practice: Lived Experiences of Kodály- Inspired Music Educators Leigh Ann Mock Garner University of St. Thomas, Minnesota Follow this and additional works at: https://ir.stthomas.edu/caps_ed_lead_docdiss Part of the Education Commons Recommended Citation Garner, Leigh Ann Mock, "Pedagogy in Practice: Lived Experiences of Kodály-Inspired Music Educators" (2011). Education Doctoral Dissertations in Leadership. 2. https://ir.stthomas.edu/caps_ed_lead_docdiss/2 This Dissertation is brought to you for free and open access by the School of Education at UST Research Online. It has been accepted for inclusion in Education Doctoral Dissertations in Leadership by an authorized administrator of UST Research Online. For more information, please contact [email protected]. Pedagogy in Practice: Lived Experiences of Kodály-Inspired Music Educators A DISSERTATION SUBMITTED TO THE FACULTY OF THE SCHOOL OF EDUCATION OF THE UNIVERSITY OF ST. THOMAS ST. PAUL, MN By Leigh Ann Mock Garner IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION 2011 ii Pedagogy in Practice: Lived Experiences of Kodály-Inspired Music Educators We certify that we have read this dissertation and approved it as adequate in scope and quality. We have found that it is complete and satisfactory in all respects, and that any and all revisions required by the final examining committee have been made. Dissertation Committee __________________________________________ Carroll Gonzo, Ph.D., Committee Co-Chair __________________________________________ Bruce Kramer, Ph.D., Committee Co-Chair __________________________________________ Eleni Roulis, Ph.D., Committee Member __________________________________________ Final Approval Date iii Dedication This dissertation is dedicated to my husband Bill, and my children Liam and Landon.
    [Show full text]
  • Foundations in Music Psychology
    Foundations in Music Psy chol ogy Theory and Research edited by Peter Jason Rentfrow and Daniel J. Levitin The MIT Press Cambridge, Mas sa chu setts London, England © 2019 Mas sa chu setts Institute of Technology All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from the publisher. This book was set in Stone Serif by Westchester Publishing Ser vices. Printed and bound in the United States of Amer i ca. Library of Congress Cataloging- in- Publication Data Names: Rentfrow, Peter J. | Levitin, Daniel J. Title: Foundations in music psy chol ogy : theory and research / edited by Peter Jason Rentfrow and Daniel J. Levitin. Description: Cambridge, MA : The MIT Press, 2019. | Includes bibliographical references and index. Identifiers: LCCN 2018018401 | ISBN 9780262039277 (hardcover : alk. paper) Subjects: LCSH: Music— Psychological aspects. | Musical perception. | Musical ability. Classification: LCC ML3830 .F7 2019 | DDC 781.1/1— dc23 LC rec ord available at https:// lccn . loc . gov / 2018018401 10 9 8 7 6 5 4 3 2 1 Contents I Music Perception 1 Pitch: Perception and Neural Coding 3 Andrew J. Oxenham 2 Rhythm 33 Henkjan Honing and Fleur L. Bouwer 3 Perception and Cognition of Musical Timbre 71 Stephen McAdams and Kai Siedenburg 4 Pitch Combinations and Grouping 121 Frank A. Russo 5 Musical Intervals, Scales, and Tunings: Auditory Repre sen ta tions and Neural Codes 149 Peter Cariani II Music Cognition 6 Musical Expectancy 221 Edward W. Large and Ji Chul Kim 7 Musicality across the Lifespan 265 Sandra E.
    [Show full text]