Parents, children, and the popular music that binds them: New family dynamics and what they mean for community music

Lewis, Judy

doi:10.1386/ijcm.12.1.79_1

Cited by 6 publications

(2 citation statements)

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“…What our findings seem to suggest is that teachers have become increasingly more comfortable with technology in the music classroom, believing that online videos would make their lessons more fun and engaging. Teachers in our study also recognized, to some extent, that OVPs are an integral part of students' everyday lives, which aligns with recent work on the multimodality of learning (Godinho, 2016;Lewis, 2018;Love, 2005).…”

Section: Discussionsupporting

confidence: 85%

O uso de plataformas digitais de video (OVPS) no preparo e nas aulas de música

Hwang

Ilari

2019

RELATEC

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New technological developments and the popularity of the internet have changed the ways that people learn, listen to, make and teach music. Many music teachers now use a variety of digital tools to enhance their students’ learning in the classroom. However, the use of technology in music education, and particularly videos, is still an under-researched area. This paper reports on an exploratory investigation of music teachers’ use of online video platforms (OVP) such as YouTube, Vimeo, Panopto, and Dailymotion in lesson design and instruction. Through an online survey with 21 American music teachers, we gauged: (1) the frequency of use of videos in lesson design and teaching, (2) types of videos used by teachers, (3) the qualities of videos that teachers used, and (4) whether there were differences in video usage between grade levels and modalities of their music class. Findings suggested that music teachers frequently used OVPs both when planning and instructing their lessons, believing that such uses would make their lessons more engaging. Implications for music education are outlined at the end of the report.

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Section: Discussionsupporting

confidence: 85%

O uso de plataformas digitais de video (OVPS) no preparo e nas aulas de música

Hwang

Ilari

2019

RELATEC

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“…erefore, the subject exploration of music therapy abroad has developed into a practical subject with strong clinical application, that is, music therapy. Music therapy became an independent subject in universities and first appeared in the United States, so the United States also occupies a leading position in the global music therapy industry [5,6]. Up to now, music therapy has been widely used in many countries around the world.…”

Section: Introductionmentioning

confidence: 99%

Psychological Adjustment and Emotional Health Care Strategies in the Teaching Process of College Music Teachers Based on Big Data Analysis

Liu

2022

Mathematical Problems in Engineering

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In music teaching in high schools, teachers should not only impart corresponding music knowledge to students but also focus on cultivating students’ comprehensive quality and quality. In the process of music teaching in universities, we should focus on students’ psychological adjustment and emotional health care. In order to quantify the application effect of big data technology in music teaching reform, this paper takes piano teaching in universities as an example to conduct research and mainly analyzes the physiological and psychological prediction effects involved in the teaching process. This paper introduces three typical big data technologies to predict and analyze the data involved in the existing piano teaching in universities. The analysis results show that the prediction effect based on the fuzzy neural inference system is the best. In addition, the three-dimensional display of the prediction data shows that the prediction effect obtained by big data technology shows good consistency and continuity, which indicates that the prediction method based on big data technology is suitable for psychological adjustment and emotional health care in music teaching in universities.

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Families as small-community quarantine pods of sociomusical engagement

Dahm

Flesher

Vita

et al. 2022

International Journal of Community Music

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This article considers the musical lives of eleven US-based families, micro-communities of sorts, as they were affected by the COVID-19 pandemic and associated physical isolation directives. With a focus on family pods as sites and sources of community, we employed processes of virtual ethnography including interviews, observations and the distribution of cameras to help empower participants, especially the children, to become active collaborators in a research study called Project COPE. Families indicated that musical practices during this time of learning, listening, moving and creating with instruments, voices and one another served a variety of purposes. These included self-regulation, identity formation, transmission, social cohesion, emotional bonding, embodied communication, well-being and a recognition of communal music expression as a human need. We note that in some cases, this rupture has been an opportunity for refocusing, reworking and re-envisioning in ways that impact community music practice. In returning to in-person music making, practitioners should be aware of the creative ways in which families were musically active during this time apart. We urge diligent community musicians to continue responsive practices in relation to the ways in which families facilitate their own musical lives and community in the home.

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Parents, children, and the popular music that binds them: New family dynamics and what they mean for community music

Cited by 6 publications

References 0 publications

O uso de plataformas digitais de video (OVPS) no preparo e nas aulas de música

O uso de plataformas digitais de video (OVPS) no preparo e nas aulas de música

Psychological Adjustment and Emotional Health Care Strategies in the Teaching Process of College Music Teachers Based on Big Data Analysis

Families as small-community quarantine pods of sociomusical engagement

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