1,720,975 research outputs found
Effects of Music Marking on Singing Accuracy During Sight-Reading
No full textMusicians often rely on a range of techniques to improve error correction and pitch accuracy during performance, frequently drawing on strategies learned in high school or even earlier. In particular, vocal techniques in choral settings frequently stem from anecdotal evidence, potentially leading to misapplication. To address these gaps in available research, this study isolates the practice of marking corrections in a musical score and examines if, and to what extent, it affects pitch accuracy and error correction within individual choral students. The study will recruit participants (n=64) comprised of treble (n=32) and tenor/bass voices (n=32) from a large, research university's choral offerings. Participants will be randomly assigned to one of two groups: The experimental group will be given up to one minute to mark any performance issues or errors in their music after their first attempt, while the control group will attempt the reading again without marking their scores. Following their first attempt, participants will be told to identify errors made during their performance, regardless of experimental group, to ensure intentional error detection is taking place. The analysis software Praat will be used to assess pitch accuracy and precision following data collection. Results are expected to highlight improvement for performers in the music marking group. Although both groups will be engaged in active error detection, the complexity of the stimulus models the real-world situations in which musicians need to focus on several areas of the music that cannot easily be recalled while performing.Music, Moores School ofHonors Colleg
Multiple memory systems in instrumental music learning
Get PDFPlaying a musical instrument involves the simultaneous expression or performance of several cognitive functions, including motor actions, visual and auditory processing, working temporal-spatial processing, and sensorimotor awareness. To explore relationships between discrete skills in music learning and how performance can all occur at the same time, this constructivist grounded theory (GT) study explored learning phenomena of beginner instrumental music students (n = 15) through the lens of the multiple memory systems theory and its two major memory class systems of explicit and implicit memory. In addition to the multiple memory system model, special focus was given to working memory, an explicit memory operant in which conscious processing and synthesis of information occurs, and automaticity, the immediate recall or action through the implicit memory system. Three major themes emerged in the analysis phase of the study, resulting in the synthesis of a new theory for instrumental music education: the multiple memory music learning (MMML) framework. The first theme central to MMML, automatic music learning, illustrates how automaticity appears to occur within the short-term memory paradigm when learning an instrument. This phenomenon challenges the current viewpoint in neuroscientific and psychological literature that automaticity only exists as a long-term memory function. The second theme, contextual music learning, relates to context-dependent learning outcomes,
and the third theme, music learning sequencing and attentional behavior, pertains to the
order in which learning events took place and how these orders influence performance
outcomes. Although further research is recommended, the results of the study suggest that MMML could be a valuable framework for understanding cognitive and memory functioning for instrumental music students
Reframing The Puerto Rican Art Song As A Latin American And US Genre: Five Representative Works By Roberto Sierra
No full textThis study demonstrates how composers of Puerto Rican art song—Roberto Sierra, especially—have joined the increasingly universal fascination with exploring new technical conventions, engaging with other cultures, and reevaluating the relationship between music and identity, helping to redefine Puerto Rico’s position as both a part of Latin America and the United States. The document is organized as follows: it begins with a summary of the historical and cultural background of Puerto Rico from its first European contact in the late fifteenth century to the present day, highlighting the fusion of Taíno, African, and Spanish elements in music, dance, and poetry, along with documented trends in the arts due to colonization. Next, there is a discussion of the differences between the streams that developed in Puerto Rican art music during the mid-twentieth century—beginning with nationalism in the 1940s and its subsequent transition to postnationalism in the 1960s—explaining how prominent composers used art song as a vehicle for these cultural changes through their manipulation of melodic, harmonic, rhythmic, and textual means. Roberto Sierra is then introduced, offering brief biographical information, framing key elements of his compositional style, and describing the breadth of his contribution to the art song genre as an exemplar of Puerto Rican postnationalism. Finally, five of his song cycles are examined further: Conjuros (1982), Cinco Poemas Aztecas (1994), Rimas (1999), Décimas (2013), and Julia (2015). The author provides a cultural and poetic background of the source material, descriptive analysis of the songs, Spanish diction considerations in accordance with the various dialects, and potential transpositions for future editions that would make the repertoire accessible to more singers
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Bicultural Bilingual Music Teacher Identities: A Multiple Case Study
No full textHispanic music educators navigate bilingual and bicultural identities in an educational system largely rooted in English monolingualism and Western European music traditions. There is a need to better understand how Hispanic bicultural bilingual music teachers negotiate their own identities and how these identities shape their professional practices. This multiple case study examines the identities of four Hispanic bicultural bilingual in-service music educators in Texas. The study is guided by two research questions: (1) How do music teachers describe their bicultural bilingual identities? and (2) How do teachers feel their bicultural bilingual identities interact with their professional music teacher identities? Data was collected through semi-structured interviews, documents, and artifacts. Individual and cross-case analyses were organized using McClellan’s (2017) Social Cognitive Framework of Music Teacher Identity Construction. Findings indicated that participants’ bicultural bilingual identities were complex, multifaceted, and influenced by their life experiences. Their bicultural bilingual identities shaped instructional choices, classroom language practices, and relationships with students. Participants navigated systemic constraints such as language policies and curricular obligations while leveraging their bilingualism as an instructional and socioemotional support tool. They implemented culturally sustaining practices to create affirming classroom environments and viewed their bicultural bilingual identities as professional assets that enhanced their teaching efficacy and cultural responsiveness. The findings suggest the need for teacher education programs and school systems to recognize and support the social and linguistic capital that bicultural bilingual teachers bring to the field of music education more fully
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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