共查询到20条相似文献，搜索用时 15 毫秒
1.
Manfred Wagner 《High Ability Studies》1998,9(1):115-124
Mozart's work is quite unique on account of its quantitative and qualitative fullness within a short life. The explanatory patterns offered for this phenomenon range from a concentrated process of musical socialization, which comprised an exclusive preoccupation with music, to the specific fact of his travelling activity at that time (approx. 10 years of Mozart's life); to his good fortune in receiving, as a natural accompaniment in life, a musical education which was focused exclusively on high standards and enabled Mozart to become acquainted with almost the whole of the central European intelligentsia; to a consciously economic way of working which helped him to translate his experience of life into a work of art. These circumstances, which are ideal from the point of view of production, determined as they were by exceptional talent and by the environment, seemed to be so improbable to succeeding generations that the history of the reception of Mozart displays not only a reaction from a non‐academic perspective, but also designed a variety of diverging explanations for the (literally) unbelievable circumstances. This is probably why, ever since the start the nineteenth century, writings about Mozart have been not only contradictory, but have in part also provided no answers whatsoever to those questions which played such a major role in the biography. Consequently, the anomaly is valid not only for the process of production but also for that of reception. 相似文献
2.
"莫扎特效应"的认知神经科学研究 总被引：1，自引：0，他引：1
“莫扎特效应”是近年来音乐心理学乃至音乐教育中的一个热点问题,许多心理学家对之做了解释,但大多只涉及到大脑皮层的神经加工。文章结合认知神经科学的研究成果,从大脑对音乐的认知加工、情绪加工以及两者所共有的加工机制三个方面予以综述,发现莫扎特的音乐能激活大脑的多个脑区,并能挖掘出某些区域潜在的功能,研究的结果有助于人们更好地认识大脑的高级功能。 相似文献
3.
魏华 《新乡师范高等专科学校学报》2007,21(5):141-143
音乐教育从本质上来说是一项塑造"人"的工程。感受与鉴赏(即音乐欣赏)是进行音乐教育的一种重要手段,音乐欣赏可以使受教者有机会接触到更多的音乐作品,培养人的健康向上的音乐审美情感,提高人的音乐审美能力,促进人的全面和谐发展。音乐教育必须遵循"以听为中心"的原则,发展学生的音乐听觉,培养其对音乐良好的感受能力,把全部教学活动牢固地建立在听的基础上。感受与鉴赏是整个音乐学习的基础,是培养学生音乐审美能力的有效途径。 相似文献
4.
《Discourse: Studies in the Cultural Politics of Education》2012,33(1):75-86
Based on the British choralism movement of the nineteenth century, the historical legacy of music education in Canada and the US is one of social control. By the twentieth century, North American music educators used choral singing and music listening to teach music literacy skills to groups assumed to be in need of ‘improvement’: the working class, immigrants, and school-age children. Deploying so-called good music to improve moral character and instill national pride, their goal was to create docile citizens content with their place in society and committed to hard work. Exclusions, stereotyping, and arbitrary standards in music education still construct acceptable musics and musical behaviours along lines of race, gender, class, and sexuality that support the status quo and maintain social order. Uprooting music education practices from these manifestations of the Deleuzian refrain that constrains the profession opens spaces for transformative musical and educational potentialities. 相似文献
5.
孙娟 《湖北广播电视大学学报》2008,28(4):83-84
在发展新世纪音乐教育的进程中,儿童钢琴音乐的多种功能将会起到非常重要的作用。因此,研究儿童钢琴音乐的功能,并让这些功能在音乐教育体系里得到充分发挥,对发展中国现代音乐教育体系有着不可多得的现实意义。 相似文献
6.
本研究从天赋角度,回答职业音乐人的子女,是否与非职业音乐人的子女相比,更适合从事音乐相关行业。从教育分流角度,思考职业音乐人原生家庭的子女,是否更适合接受音乐教育,乃至专业音乐教育。从职业定位、社会分工角度,思考音乐世家是否比单一的音乐人,更容易胜任该领域工作。本研究拟采用定量研究方法研究音乐范围的问题;采用社会科学视角研究音乐相关问题;以数据驱动研究音乐相关问题紧跟时代理论前沿。 相似文献
7.
Abstract Language for children who have special educational needs is generally recognised to be an educational objective in its own right. In the last decade, the pragmatic perspective has currently focussed attention on the contexts within which the structures of language develop and are used. It is suggested that naturalistic interactions between children and adults provide appropriate contexts for language learning. The focus of the present study was to examine the possible relationship between a musical context and language learning. A group of six language‐impaired children was studied in two routinized contexts, a lesson‐without‐music and a singing session. Child‐teacher talk in the musical and non‐musical contexts was analysed using a conversational participation coding system, which included measures of turn‐taking, initiation and imitation. The findings suggest that the addition of music to a routinized context has the potential to increase the language‐impaired child's ability to interact non‐verbally. 相似文献
8.
音乐是人类发展中重要的一部分,它可以陶冶我们的情操,带给我们欢乐和乐趣。在幼儿成长过程中,幼儿阶段的教育离不开各种音乐活动,科学有效的音乐教育可以帮助幼儿获得更好的成长,培养幼儿良好的情操。打击乐教学是幼儿音乐教育的一个重要部分,对于幼儿有很多好处,本文针对幼儿打击乐教学进行探讨。 相似文献
9.
Developmentally appropriate music education is often unintentionally neglected in many preschool, kindergarten, and primary grade programs. Some early childhood teachers may fail to take advantage of opportunities to support children's musical development because they are insecure with their own musical abilities. Other teachers devote relatively little time to music activities because they are unable to locate good quality, age appropriate music tapes, books, and records. This neglect is particularly acute in kindergarten and primary grades, where the current emphasis on basic skills instruction forced on classroom teachers relegates the music curriculum to about thirty minutes of instruction a week from a specialist music teacher. This short dose of music study, removed from the context of classroom and group activities, is not enough to give children an understanding and appreciation of music in their lives. Early childhood teachers themselves must take a more active role in teaching music if children are to develop knowledge, skills, and positive attitudes about music.Kathryn Woodson Barr is a Graduate Assistant at the Barbara K. Lipman Early Childhood School and Research Institute. Memphis State University. John M. Johnston is an Associate Professor of Early Childhood Education, Department of Curriculum and Instruction, Memphis State University. 相似文献
10.
Comparative analysis of musical abilities of 11-year-olds from Slovenia and the island of Martinique
Janez Jerman 《Education 3-13》2013,41(3):233-242
The focus of the study is the comparison between the musical abilities of 11-year-old children on the island of Martinique and in Slovenia, and finding out to what extent their development of musical abilities is influenced by musical and cultural family background, music school attendance, choral singing and playing orchestral instruments. Our analyses showed statistically significant sample differences between the two countries in the comparison of the dependent variables (melodic, rhythmic and harmonic musical ear). Irrespective of the country, the tests showed that a strong musical and cultural family background, music school, choral singing and playing an orchestral instrument further the development of melodic, rhythmic and harmonic musical ear. The study led to some discoveries which will be used to improve music teaching in Slovenia, as the 11-year-olds on the island of Martinique show much better results. The research also indicated important sample differences that will result in a more successful development of musical abilities. 相似文献
11.
J. K. Talabi 《Learning, Media and Technology》1986,12(2):119-126
Does the use of musical accompaniment in instructional media enhance motivation and learning? Many instructional film producers avoid music in their presentations, but others regularly use music to accompany the instruction. Such differences in production may well affect the level of enjoyment, assimilation, retention, recall, transfer and application of the material to be learnt. This paper describes a study into whether the use of music on video‐mediated instruction has any effects on students’ learning. The study revealed only inconclusive differences in effect between video instruction accompanied with music and video instruction without music 相似文献
12.
Integrating experiences with music in the early childhood classroom supports English language learners’ literacy development
(Peregoy and Boyle, Reading, writing, and learning in ESL. Pearson, Boston, 2008; Saricoban and Metin, Songs, verse and games
for teaching grammar. Internet TESL J, 2000). This article describes the benefits of incorporating musical experiences into
daily instruction and provides practical activities for classroom implementation, e.g., reading, writing, and singing songs
for language skill development, reading fluency, and writing progress. Despite a teacher’s level of aesthetic appreciation
and musical training, the value of fostering creativity and enhancing literacy instruction through music is vital in today’s
diverse early childhood classrooms. Music can transform classrooms into positive learning environments where children thrive
academically, socially, and emotionally. Providing children with structured and open-ended musical activities, creating an
atmosphere of mutual trust and respect, and sharing the joy of creativity with each other all are foundational to bases for
the growth and development of the early childhood learner. 相似文献
13.
Children in special education settings often lack appropriate listening skills. Two programs identified with developing listening skills, a music program and a storytelling program, were implemented by teachers with students in special education settings over a 30 week intervention period. A battery of tests measuring different aspects of listening such as receptive vocabulary, phonological processing, and listening comprehension, was administered to the students prior to the intervention period, at the end of the intervention period and again several weeks later. The results from the tests indicated that participation by the students in these programs had a positive effect on the development of their listening skills. The effects of the music and story‐telling programs were not apparent until the postpost‐pretest period suggesting that a longer time‐period is required for a statistically significant music effect or story effect on the listening skills of students in special education settings to show. 相似文献
14.
Shelley M. Griffin 《Pedagogies: An International Journal》2017,12(1):21-40
ABSTRACTChildren’s daily, embodied music experiences are integral to how children live and function in the world. Growing out of a line of work focusing on the interplay between elementary children’s daily experiences of music, both in- and out-of-school and the impact on elementary music education curriculum, this research is nested within the theoretical discourses of experience, children’s musical culture, and children’s agency. Building upon this work, findings from a two-phase, 6-month inquiry, situated in an urban, Canadian, Grade 1 French Immersion classroom, draw upon the tools of ethnography and narrative inquiry, with the intention of deepening understandings of how informal music-making and sound function in children’s lives. Phase one findings highlight: (1) the frequency and spontaneity of children’s daily music experiences, both in- and out-of-school, (2) the nature of how music and sound function fluidly in a variety of contexts as integral to children’s experience, and (3) the power of musical behaviours in assisting young children to acquire French vocabulary and literacy skills. Important considerations for teacher education include: the necessity of creating space in elementary curriculum to engage children in music-making, integrating and infusing the Arts fluidly across the curriculum, and encouraging children autonomy in their musical engagement. 相似文献
15.
This paper examines music education’s legitimation of values as a means of preparing students for entry into the new ‘knowledge society’ of the People’s Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non‐musical meanings in the dual context of nationalism and globalization, and discusses some problems that values education faces in school music classrooms. It examines the ways in which globalization has pressured values education into resolving the apparent contradiction between national identity and national unity in the ever‐changing play of Chinese history and politics. It concludes with a discussion of how music education might juggle three pairs of apparently contradictory relationships in the curriculum: between contemporary cultural and social values on the one hand, and traditional Chinese and Communist ideologies on the other; between collectivism and individualism; and between national and global cultures. 相似文献
16.
Paul Owens 《教育心理学》2008,28(1):29-45
In two experiments, the principles of cognitive load theory were applied to the design of alternatives to conventional music instruction hypothesised to facilitate learning. Experiment 1 demonstrated that spatial integration of visual text and musical notation, and dual‐modal delivery of auditory text and musical notation, were superior to the spatially separated placement of the same visual materials, demonstrating the split‐attention and modality effects respectively. In Experiment 2 there were four conditions differentiated by the presence or absence of musical notation and the simultaneous or successive presentation of auditory music, written explanations, and musical notation. Results indicated that the presence of music notation had no effects, but that the simultaneous presentation of either two or three information sources was superior to successive presentation. These results provide further empirical support for the need to consider cognitive load theory when designing instruction in any domain. 相似文献
17.
论21世纪初我国高等音乐教育改革的五大态势 总被引：2，自引：0，他引：2
李爱平 《宁波大学学报(教育科学版)》2006,28(4):84-88
21世纪初我国高等音乐教育改革将面临五大基本态势:一是创新理念,创新全面发展,素质教育和高等音乐教育功能多元化的理念;二是重构柔性化、综合性和个性化的人才培养模式;三是加强研究高等音乐教育的社会关系规律,教学规律与研究规律;四是谨慎权衡数量与质量的关系,在保证质量的前提下有限度地增加数量;五是走国际化道路,拓展学术视界。 相似文献
18.
19.
刘运龙 《南昌教育学院学报》2010,25(6):28-28,30
莫扎特的音乐风格优美、秀丽、典雅、热情,听后能使人产生心旷神怡的感觉;贝多芬的音乐集中体现了他那个时代人民的痛苦和欢乐、斗争和胜利,因此贝多芬的音乐作品总是激励着人们,鼓舞着人们的斗志,即使在现在也使人们感到亲切和鼓舞;华彦钧的音乐风格流露出一种刚毅、稳健的气质及不甘向命运屈服的性格,同时也表现出对美好生活的憧憬。 相似文献
20.
Responsiveness to General Education Instruction as the First Gate to Learning Disabilities Identification 总被引：1，自引：0，他引：1
Deborah L. Speece Lisa Pericola Case Dawn Eddy Molloy 《Learning disabilities research & practice》2003,18(3):147-156
Most definitions of learning disabilities (LD) include a qualification that adequate general education instruction was received and the child with LD did not benefit. Rarely is this tenet assessed in either practice or research before a diagnosis is made. We review three studies that investigated children's responsiveness to general education reading instruction as an indicator of need for more intensive interventions. Adequacy of instruction was quantified by children's level and rate of progress, compared to classmates, as measured by curriculum‐based measures of oral reading fluency. We found that the response‐to‐instruction model tested was valid in that (1) children who differ from their peers on level and slope of performance (dual discrepancy) have more severe academic and behavioral problems than children who have IQ‐achievement discrepancies or low achievement; (2) children who demonstrate persistent nonresponsiveness over three years differ from other at‐risk children on reading, reading‐related, and behavioral measures; and (3) at‐risk children who participated in specially designed general education interventions had better outcomes than at‐risk children who did not participate. We conducted additional analyses to assess low achievement definitional variations and found that they lack sensitivity and coverage compared to a dual discrepancy definition. 相似文献