1857 research outputs found
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Touched
No full textMusic for the short film 'Touched' directed by Jeremiah Quinn and starring Mille Bostedt.
The film can be seen on the director's website here: https://www.jeremiahquinn.com/short-films
BBC Radio 3 opera guides: operas by Richard Strauss
No full textShort audio guides to the following operas by Richard Strauss, including contributions from William Mival among other experts:
Die Liebe der Danae: https://www.bbc.co.uk/programmes/p02r4s1q; Die schweigsame Frau: https://www.bbc.co.uk/programmes/p02r6ky9; Salome: https://www.bbc.co.uk/programmes/p02r6b2r; Die Aegyptische Helena: https://www.bbc.co.uk/programmes/p02r4kzb; Friedenstag: https://www.bbc.co.uk/programmes/p02r6drb; Ariadne auf Naxos: https://www.bbc.co.uk/programmes/p02r4kp6; Arabella https://www.bbc.co.uk/programmes/p02r5zr1; Die Frau Ohne Schatten https://www.bbc.co.uk/programmes/p02r5q4x; Feuersnot https://www.bbc.co.uk/programmes/p02r5y8s
Boundaries and bridges: the influence of James Cooksey Culwick on the development of the teaching and learning of music in 19th-century Ireland
No full textJames Cooksey Culwick (1845–1907) was born in England. Trained as chorister and organist in Lichfield Cathedral, he moved to Ireland at 21 and remained there until his death in 1907. Although his reputation as scholar, musician and teacher was acknowledged widely during his lifetime – he received an honorary doctorate from University of Dublin (1893) – little has been documented about the contribution he made to music education. This article addresses this gap in the literature and argues that it was Culwick’s singular achievement to pay attention to music pedagogy at secondary level, by recognizing that music could be seen as a serious career option for girls, and by providing a resource for teachers which could be used with pupils of all abilities. In addition, he considered Irish music as an art that had significance as music first, and Irish music second, and advocated a “laudable tolerance” for opposing views on matters of cultural identity to Ireland at the end of the 19th century
The psychoneuroimmunological effects of music: a systematic review and a new model
No full textThere has been a growing interest over the past decade into the health benefits of music, in particular examining its psychological and neurological effects. Yet this is the first attempt to systematically review publications on the psychoneuroimmunology of music. Of the selected sixty-three studies published over the past 22 years, a range of effects of music on neurotransmitters, hormones, cytokines, lymphocytes, vital signs and immunoglobulins as well as psychological assessments are cataloged.
Research so far points to the pivotal role of stress pathways in linking music to an immune response. However, several challenges to this research are noted: (1) there is very little discussion on the possible mechanisms by which music is achieving its neurological and immunological impact; (2) the studies tend to examine biomarkers in isolation, without taking into consideration the interaction of the biomarkers in question with other physiological or metabolic activities of the body, leading to an unclear understanding of the impact that music may be having; (3) terms are not being defined clearly enough, such as distinctions not being made between different kinds of stress and ‘music’ being used to encompass a broad spectrum of activities without determining which aspects of musical engagement are responsible for alterations in biomarkers.
In light of this, a new model is presented which provides a framework for developing a taxonomy of musical and stress-related variables in research design, and tracing the broad pathways that are involved in its influence on the body
Parent-child group activities in Children’s Centres: comparing music, art, and outdoor activities
No full textParent-child group music making activity in Children’s Centres can be seen as part of socio-cultural learning. Vygotsky suggests that society has an important part to play in an individual’s development with interaction between parents, carers, peers and the wider cultural context contributing to higher order functions (Vygotsky, 1978, 1986). Mental functions originate socially between people (interpsychologically) and then inside a child (intrapsychological), the interaction is dynamic – society influences people and people influence society. Rogoff draws on this theory with a particular interest in the cultural aspects of collaboration, learning through observation and the role of adults as guides to children’s participation in cultural activities (Rogoff, 1991, 2003).
Additionally, the earliest ‘intersubjectve’ interactions between adult and child (Fogel,1977; Stern, Beebe, Jaffe and Bennett, 1977; Trevarthen, 1999; Trevarthen and Malloch, 2000) are viewed as essentially musical in nature, with sustained shared empathetic meaning. There is an emotional and musical aspect to socio-cultural learning between a parent and their young child.
This presentation will propose a model of musical-social-learning based on the findings from the final phase of a three-phase doctoral research project. Parent-child group musical activities were compared with similar art and outdoor activities through an open observation of fifteen children for a random 15-minute time period.
Some of the findings suggest that the music group activity’s action songs, which Eckerdal and Merker (2009) describe as an introduction to active participation in human ritual, may help the child and parent to coparticipate in the activity. Furthermore, this may allow for self-assessment through the shared group
experience (based on Fogel et al., 2000), which may lead to a sense of ‘communitas’ (Turner, 1982) or shared ‘flow’ experience, giving rise to positive feelings and confidence, since more smiling and laughter were evident in the music group than in the other two activities. The art and outdoor activity groups promoted speech,
movement, pointing and the wide use of objects and materials, indicating that different approaches to partnerships in play with young children and their parents/carers may have different benefits
Book review: Raymond MacDonald, Gunter Kreutz & Laura Mitchell, Music, Health, and Wellbeing
No full textImplications for education
No full textIn some music educational contexts, a distinction is made between technical and expressive skills. It is argued that the former are within reach of anyone who is motivated to work hard, pay attention, and heed instruction. The latter, on the other hand, are accessed through more mysterious, subjective, and ephemeral processes—they are skills that simply “cannot be taught.” Irrespective of whether musical skills should be viewed in such dichotomous terms, it is clear from a large and growing body of research that the wide range of musical skills that typically fall within the “expressive” category are indeed amenable to learning and teaching. This chapter therefore addresses the questions of how expressive skills are learned, and how research can begin to inform and direct this learning process
