1,721,061 research outputs found
Valutazione di una riabilitazione cognitiva musicale con anziani: una ricerca controllata randomizzata
No full textInfluenza delle temperature di stagionatura sull’evoluzione della maturazione, sul profilo aromatico e sulle caratteristiche sensoriali del formaggio Montasio
No full textCOMPOSITION PEDAGOGY IN ITALIAN SCHOOLS: A model for teaching music composition through processes
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E-learning during the COVID-19 lockdown: An interview study with primary school music teachers in Italy
No full textThe present article provides an in-depth look at the strategies and practices developed by a cohort of primary school music teachers in Italy to deliver online music lessons during the COVID-19 lockdown. We used a qualitative methodology based on semi-structured interviews to bring out our participants’ voices and reflections in a very personal manner and examine their perspectives on issues important to their profession and daily work. We were interested in investigating which practices and strategies were used or developed to deal with the difficulties and positive aspects characterising their experiences as teachers during the lockdown period. A focus was put on lesson planning, time management, student involvement, and information and communication technology (ICT) skills. Qualitative data were analysed using an inductive method based on grounded theory, giving rise to the five following dimensions: classroom activities; the role of the school and staff members; teachers’ interactions with children and their parents; positive outcomes; unresolved challenges. Participants discussed how they used ICT and managed their classes remotely, provided vivid descriptions of their professional relationships with colleagues and students, and reflected on the advantages and disadvantages of teaching music remotely, pointing to new ways to improve current teaching methodologies
Aroma retention capacity of different whey protein concentrates
No full textSome commercial whey protein concentrates (WPCs) were analyzed in order to determine the composition and relative content of the various whey protein fractions. The retention capacity of a homologous series of ester compounds (ethyl acetate, isoamyl acetate and ethyl hexanoate) was investigated in model systems and the data were also compared with those measured in the presence of P-lactoglobulin. The flavour/matrix interactions were studied using headspace solid-phase microextraction combined with gas-chromatography (HS-SPME-GC). The results showed that the WPCs considered differed in terms of protein, fat and lactose content. Moreover, the WPCs were also different as regards the relative content of single whey protein fractions (P-lactoglobulin, a-lactalbumin, immunoglobulins, proteose-peptones). These differences had a great effect on the aroma retention capacity. The WPCs showed aroma retention properties only for more hydrophobic ester compounds. The higher retention value for ethyl hexanoate measured in one of the WPCs was probably due to the higher fat content in this sample. Finally, no statistically significant retention property was found in the WPC sample that has been modified by thermal denaturation during manufacture to improve gelling properties
Music teachers’ professional development: assessing a three-year collaborative online course
No full textThe study examines the professional development of in-service advanced music teachers as a result of their participation in a three-year collaborative online course. A socio-constructivist theoretical framework was used for designing and implementing the course. Participants were 24 teachers (22 teaching instrumental music and 2 vocal music) enrolled in blended collaborative learning activities. A mixed research method was adopted for assessing the impact of the course on teachers’ attitudes and skills, including quantitative data (a close ended questionnaire about the quality of the online activities) and qualitative information (focus groups and interviews). Focus groups were conducted with teachers for collecting their satisfaction and perceived professional enhancement. School principals were interviewed to investigate perceived changes of teachers’ behaviours in their music schools. The findings highlighted the impact of the course for improving music teachers’ professional skills. Attending the course was an opportunity to discuss student-centred didactic principles, teaching methods, and practices in music education. Participants reported the development of a metacognitive attitude, a reflective teaching approach and a goal-oriented method to curriculum planning. The key factors that contributed to the effectiveness of the course as well as implications for designing professional learning activities for music teachers are also discussed
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