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Through careful listening, discriminating between elements, and sharing different views, the students revealed more layers of the music, and consequently, the way that they represented the music in the end of the process was distinctly different than at the beginning of the reflective and reciprocal process of listening (Bamberger, 1994).
Nov 23, 2023 · During the music listening week (01/31/2022–02/04/2022), students were instructed to listen to 5 min of self-selected music before each class. Given the findings discussed in the introduction that positive, self-selected, and upbeat music can be particularly beneficial, students were asked to choose music that was familiar, pleasant, and uplifting to them.
Dec 21, 2023 · The effects of music on cognitive tasks have been studied with mixed results. Thus, we aim to investigate the effects of three music types of students’ cognitive performance when listening to music while studying. We presumed instrumental music to be the most effective for student performance, silence second, and vocal music last.
Feb 6, 2024 · Significance of music education. Over the last few decades, development and achievement have peaked in every field in this highly competitive world, as development comprises progressive changes in ...
Feb 27, 2022 · Teachers rarely include music into their classes, despite a generally positive opinion regarding the use of music in the foreign language classroom among students [10, 11]. These findings are attributed to two key factors: a lack of understanding regarding adaptable content and a lack of theoretical support for the use of music in foreign language classrooms, according to the findings of the ...
Music listening is a multisensory musical experience. In this chapter, the philosophical, psychological, and pedagogical foundations for including active music-listening experiences in PK-12 general music classes and performance ensembles are explored. Music listening as a cognitive (affective and perceptual) experience is also addressed.
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Jul 22, 2020 · This process is based on two mechanisms: (1) “a practical agenda for change” where the traditional deciders (e.g., the teachers) have the opportunity to better understand the learner's point of view and (2) “an important shift in the status of students […] and in the teacher-student relationship” where the students play an active (rather than passive) role in a more collaborative and ...
