2,516 research outputs found
Singing as Inter- and Intra-personal Communication
No full textHuman vocalization contains key essences of our musical development and fosters our earliest abilities to communicate musically. Speech melodies are the first linguistic elements experienced and mastered, and are indistinguishable from the melodic precursors of singing as essential elements in intra- and inter-personal musical communication. Singing as communication originates in vocal pitch contours whose musical intervals are exploited by caregivers in infant-directed speech to foster language development. Similar, but more explicit, features are evidenced in caregivers’ infant- directed singing, such as in lullabies and play songs. These basic musical elements of communication can be perceived in utero and underpin the infant’s subsequent vocalizations and musical behaviors. Additionally, the underlying integration of emotion with perception and cognition generates a network of linked vocal and emotional behaviors that are central to human communication. The chapter will examine the growing evidence for musical communication as integral to human vocalization and emotional expression
Handbook Introduction
No full textInvestigation of the role of music in early life and learning has been somewhat fragmented, with studies being undertaken within a range of fields with little apparent conversation across disciplinary boundaries, and with an emphasis on preschoolers’ and school-aged children’s learning and engagement. The Oxford Handbook of Early Childhood Learning and Development in Music brings together leading researchers in infant and early childhood cognition, music education, music therapy, neuroscience, cultural and developmental psychology, and music sociology to interrogate questions of how our capacity for music develops from birth, and its contributions to learning and development. Researchers in cultural psychology and sociology of musical childhoods investigate those factors that shape children’s musical learning and development and the places and spaces in which children encounter and engage with music. These issues are complemented with consideration of the policy environment at local, national, and global levels in relation to music early learning and development and the ways these shape young children’s music experiences and opportunities. The handbook also explores issues of music provision and developmental contributions for children with special education needs, children living in medical settings and participating in music therapy, and those living in sites of trauma and conflict. Consideration of these environments provides a context to examine music learning and development in family, community, and school settings including general and specialized school environments. Authors trace the trajectories of development within and across cultures and settings and identify those factors that facilitate or constrain children’s early music learning and development
Practical Voice Analyses and their Application in the Studio
No full textModern personal computers are fast enough to analyze singing and provide real-time visual feedback of relevant acoustic elements. This feedback provides a quantitative dimension to the learning process in support of developing appropriate sung outputs. However, no computer-based system can replace the singing teacher, as the qualitative listening of an experienced musician cannot be replicated by a computer algorithm. The application of real-time visual displays can facilitate greater efficiency in learning fundamental skills through direct feedback in lessons and during private practice, leaving the teacher more time to work on qualitative aspects of performance that a computer cannot contribute to, such as stagecraft, interpretation, understanding the words, collaborating with an accompanist, and when to use different voice qualities. This chapter describes typical displays that are used in real-time visual feedback systems for singing training and considers how spectrography in particular can be used in pedagogical practice in the voice studio
Digital libraries for singing: The example of the AIRS project
No full textThere is a sizeable and growing body of research on singing, as represented by pioneers including Johan Sundberg (1987, 2013), Ingo Titze (1994, 2011), Graham Welch (1985, 2005) and the increasing numbers of researchers they have inspired. Contributing to the potential for ever-expanding knowledge in this field is the ability to collect singing data in digital formats as compared to formats derived from the analogue devices of the past. New technologies have also led to the possibility of collecting recordings from the different locations where researchers work or travel and sharing data across the world, free from geographic restrictions. Analysis of raw singing data could thereafter be conducted by other researchers, who could then disseminate their findings to others. This chapter outlines some of the information technology resources that have been developed to collect and share singing and musical data, with a focus on the development of a digital library as part of the Advancing Interdisciplinary Research on Singing (AIRS) project which aims to advance knowledge about singing with a focus on human development, education, and well-being
A generative model of teachers' thinking on musical creativity
No full textThis article draws on and extends a four-year investigation of creativity in music education with particular reference to the perceptions of six secondary school teachers (Odena & Welch, 2007; Odena, Plummeridge, & Welch, 2005). A comprehensive review of recent literature in musical creativity is provided, which complements and reinforces the theoretical framework of the original study. A qualitative approach was used for data gathering, including a video elicitation interview technique and Musical Career Path questionnaires. Transcripts were subsequently categorized using NVivo. Taking into account other recent studies, previously unpublished data is examined and a generative model of how the teachers’ thinking about creativity might develop over time is suggested: the teachers’ past in-and out-of-school experiences and their daily classroom teaching shape their perceptions of musical creativity; this occurs as a continuing interaction that has the potential to modify the teachers’ perceptions over time. Educational implications are considered in the conclusion
A Developmental View of Children's Singing
No full textResearch into children's singing has gradually gained momentum since the beginning of this century. These studies have principally concentrated on the identification of children's ”comfortable— singing ranges, and the identification and treatment of children who sing out-of-tune, usually termed ”uncertain singers— or ”poor pitch singers— (p.p.s.). Several investigators have commented that out-of-tune singing appears in different forms (for reviews, see Phillips 1984; Welch 1979a, b, 1985b). The aim of the present article is to discuss these findings and to suggest that children's singing has an underlying developmental process
Assessing the George W. Bush Presidency: A Tale of Two Terms
No full textIn one of the first volumes assessing the full two terms of the George W. Bush presidency, Wroe and Herbert have gathered the work of leading American and European scholars. In fifteen succinct and incisive chapters, authorities such as Jim Pfiffner, John Maltese, Graham Wilson and Alan Gitelson offer assessments of the Bush administration's successes and failures. Extensive attention is paid to Bush's foreign policy, including 'The War on Terror' but the focus is broadened to absorb not only the Bush Doctrine and its repercussions, but also his trade and homeland security policies. The president's domestic leadership in economics and social policy is investigated, as are his dealings as president with the other institutions of the U.S. political system. The result is a comprehensive guide to the Bush presidency and its legacy
Florence Lydia Graham, 2020: Turkisms in South Slavonic Literature: Turkish Loanwords in Seventeenth- and Eighteenth-Century Bosnian and Bulgarian Franciscan Sources
No full textAvtor predstavlja delo F. Lydie Graham: Turkisms in South Slavonic Literature: Turkish Loanwords in Seventeenth- and Eighteenth-Century Bosnian and Bulgarian Franciscan Sources (2020).
The author presents the work of F. Lydia Graham: Turkisms in South Slavonic Literature: Turkish Loanwords in Seventeenth- and Eighteenth-Century Bosnian and Bulgarian Franciscan Sources (2020)
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