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Jun 11, 2017 · Metaphors can be very effective in both creating visual (concrete) images about abstract things, as well as broadening one’s perception of a particular concept or object. Sometimes a powerful metaphor can be the exact thing that fuels those “aha!” moments we all cherish (teacher and student, alike).
Mar 24, 2021 · Music teachers uses images and metaphors, which can usually be divided into those that convey mood and emotions (e.g., “sing like you’ve just fallen in love”) and those that depict motion (e.g., “imagine skipping a stone across a lake”) (Woody, 2002).
- Simon Schaerlaeken, Donald Glowinski, Didier Grandjean
- 2021
May 25, 2017 · Draw visual images in the music. Feel free to annotate the score with little images that help recall the mental picture that your child has about the music. Use mental imagery to have more fun in practice.
- Purpose and Research Question
- Method
- Results
- Discussion
- Conclusions
- Recommendations
- References
In recent research, I found metaphor/imagery statements to be significantly beneficial compared to more traditional pedagogical practices regarding expressive musical performance when I examined three instructional conditions investigating possible effects upon overall expressive musical performance (Author, 2014). The purpose of this research was ...
This study focused on randomly selected seventh-grade participants who were enrolled in two middle school wind band programs (N= 200; n= 60) in the southeastern United States. Before emotional, expression evoking metaphor/imagery statements were created, age-appropriate melodies were selected. To insure that the melodic and rhythmic content was wit...
This researcher found that the metaphor/imagery (MI) instructional condition produced significant change in all three expressive properties. The condition generated significant effects in mean differences between pre-test to post-test sets of scores indicating that the MI instructional condition may be worthy of consideration for effecting change i...
The metaphor/imagery statement, “Play this melody like you are the Disney character ‘Tinkerbell’ or a ballerina dancer flying, skipping, and dancing along in a song,” suggested emotion by stating a figurative statement that was significantly effective in evoking change from the pre-test performances to the post-test expressive performances in the e...
Several important conclusions emerged based on the analyses of the present study’s data. The results of this study seem to reinforce previous researchers’ findings that inexperienced performers can learn expressive skills through a variety of instructional conditions (Chester, 2008; Dickey, 1991; Hewitt, 2001). Findings from this study support asse...
The music educator often shapes expressive performance; one might suggest that the best music educators are those who can think of a least forty different ways to teach a particular musical concept (Demaree & Moses, 1995). Instructors need to develop a large vocabulary of exercises, tools, and terminology to communicate expressive musical concepts ...
Adachi, M. & Trehub, S. (1998). Children's expression of emotion in song. Psychology of Music, 26, 133-153. Adobe Systems Inc. (2012). Adobe Audition CS6. Available from http://www.adobe.com/cfusion/tdrc/index.cfm?product=audition. Barten, S.S. (1998). Speaking of music: The use of motor-affective metaphors in music instruction. Journal of Aestheti...
Across disciplines, metaphor allows teachers to communicate with learners to visualise abstract concepts, clarify complex concepts, and label difficult concepts. This role potentially intensifies venturing into the intangible realms of musical meaning and expression.
Aug 19, 2010 · In teaching music students to perform expressively, many instructors use imagery and metaphors to call attention to the emotional qualities of music. This article examines existing theories of emotion, imagery and metaphor in music performance, and reviews empirical studies of expressive performance that have considered these topics.
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Sep 19, 2018 · Metaphors were identified, analysed in relation to contextual meanings, and explored in relation to relevant literature. The findings suggest that with attentive use, metaphors can be useful “bridges to learning” in music instruction contexts.
