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This paper discusses migrant welcoming strategies in the Brazilian public education system and offers critical reflection on the underlying concepts. We argue that the redemocratized Brazilian government provides centralizing, non-specific legal frameworks and policies tending to see vulnerable persons as a social problem; racial and economic biases place migrants from peripheral countries as part of this problem. The data collected to investigate this hypothesis were: (a) the 2019 Brazilian School Census; (b) an inquiry sent to the State Department of Education of all 27 Federative Units of Brazil; and (c) the official state government websites. Our analysis indicated that, in the absence of a federal education policy attentive to the specificities of contemporary migrants, the state governments undervalue migrants and disregard their cultural, economic, social and intellectual potential. The data also confirm that public policies have been slowly changing this outlook into an equitable appreciation of difference but still do not impact the education of migrants. Finally, the notion of Brazil as a welcoming country is challenged. [ABSTRACT FROM AUTHOR]

Although digital music streaming and downloading practices highlight a preference for portability over fidelity among pop music consumers, for some 'high fidelity' continues to be a crucial component of their pop music engagement. This article examines the political dimensions of audio preferences. It considers comments by Neil Young and those within The Distortion of Sound who claim that the lossy compression encoding process – used in digital downloading and streaming – significantly degrades the quality of recorded sound and compromises valuable pop music characteristics. In 2015, these claims were followed by the development of the 'hi-res' music player device and digital download store 'Pono'. This article argues that some criticism of lossy compression can be understood as 'audio capital'. Rather than merely exchanging aesthetic preferences, or a reliable metric of the audibility of high fidelity, audio capital describes the reconversion of celebrity status and economic capital into a class divide structured by an appreciation for large-scale music production. [ABSTRACT FROM AUTHOR]

The article discusses about the Ramona Holmes, professor at Seattle Pacific University, that created a valuable resource in the book Resilient Voice showing Estonian Choirs and Song Festivals in World War II Displaced Person Camps, in which she is telling the history and significance of Estonian choirs and song festivals in World War II displaced person (DP) camps.

The article discusses about the National Jukebox which is a collection of more than 16,000 historical audio recordings that were produced under record labels within the Sony Music Entertainment umbrella, including Victor Records. It mentions the recordings span numerous genres, including classical, opera, musical theatre.

The article discusses about few approaches in music education. It argues the music education profession must contribute its skills and insights towards social problems as in cities or other areas with culturally deprived individuals. It reports a major purpose of music education is to validate the many forms of music making found in local communities and to prepare students to take their place in a globalized cultural environment.

The purpose of this study was to examine the effects of timbral instructions on pitch and timbre production. High school (n = 28) and collegiate (n = 28) trumpeters played sustained tones at two octave levels (written C4 and C5) following three types of timbral instructions (dark-timbre, bright-timbre, or neutral instructions). Presentation orders were randomly assigned. Dependent variables included one acoustical measure of pitch (absolute cent deviation) and one acoustical measure of timbre (spectral centroid). Participants also reported which type of instruction they perceived to result in their "best sound" and their "most in-tune performance." Results indicated a significant interaction between timbral instruction condition and octave. Post hoc testing revealed that timbral instructions affected participants' absolute cent deviation, but different effects were observed in each octave. The effect of timbral instructions on participants' spectral centroid was nonsignificant. Participants demonstrated a preference for the neutral instruction over the dark- and bright-timbre instructions, and their tuning accuracy varied by octave and instruction condition. These data suggest that music educators may need to use timbral instructions judiciously so that the instruction to play with a different timbre does not result in unintentional changes in pitch. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe and explain American undergraduate students' social experiences interacting with non-native English-speaking Chinese international students during conversational practices at an American university. This study used an explanatory (holistic) multiple case study design (Yin, 2003) using in-depth, semistructured interviews grounded in the social exchange theory. The participants were seven American students (three men and four women) who served as conversation partners of Chinese international exchange students during each fall semester. Three major interrelated and complex themes emerged from the data. They were (a) developing social reward relationships, (b) proving the social norm information during the conversational partnerships, and (c) employing/utilizing strategies for developing trust relationships. The results of this study can be utilized to encourage faculty, global education office staff, and all students to respect, value, and embrace the languages and cultures of Chinese international students. This contribution can prompt a greater appreciation for diversity which leads to meaningful academic, athletic, and social experiences for all students at American college and university. [ABSTRACT FROM AUTHOR]

Performing Racial Uplift: E. Azalia Hackley and African American Activism in the Postbellum to Pre-Harlem Era, by Jackson, Juanita Karpf. Like contemporaries, Peter Dykema and Arthur Farwell, Hackley promoted and led community music events, sometimes for thousands of participants, and she attended the National Conference on Community Music in 1917 as one of only two Black delegates. [Extracted from the article]

Recent advances in music technology include practical tools for sound recording and production in school music classrooms. Secondary school music production classes allow students to make meaningful connections between school music and the music in their own lives. We offer several projects for teaching music production and sound recording; provide examples of authentic, performance-based assessments; and identify opportunities for collaboration through digital means. These projects are particularly well aligned with the United States' Core Arts Standards related to creating music and may widen the door for students who are less interested—or less able to participate—in traditional bands, orchestras, and choirs or music appreciation electives. [ABSTRACT FROM AUTHOR]

Frances Elliot Clark (1860-1958) lived through a transitional time for music education and the music industry in the United States, and she influenced American culture by bringing these two communities together. She brought her background in school and community music education along with strong ties within music education communities to the position of director of the Education Division at the Victor Talking Machine Company. As Victor's spokesperson and a national leader in the music appreciation movement, she convinced educators to overcome their distrust of the recording industry and view Victor machines and records as modern pedagogical tools. By aligning the cause of music appreciation with contemporary social reform efforts, Clark heightened the social relevance of school and community music education and she modernized nineteenth-century notions of taste, self-improvement, and cultural progress. She even taught Victor salespeople to use the discourse of music appreciation that resonated with educators and community volunteers and helped them sell to women. Stemming from the study of Clark's Collected Papers in the Special Collections of the University of Maryland Libraries, this article demonstrates how Clark persuaded educators, school administrators, community volunteers, and Victor employees to spread the ideologies of music appreciation. [ABSTRACT FROM AUTHOR]

Recognizing the broad potential of singing as a facilitator of moral instruction, academic learning, and societal participation, New Hampshire native Asa Fitz (1810-1878) was committed to advancing music and music education. A prolific publisher, editor, and author, he was involved in the production of dozens of works filled with songs and music, designed to further everything from reform movements to congregational singing, spiritualism to family life. As a singing master and music teacher, he instructed both children and other teachers, promoting his song books, his instructional techniques, his personal principles, and his overriding belief that everyone could, and should, learn to sing. Yet, for all that he was well known during his lifetime, little scholarly attention has been paid to the man, his philosophical underpinnings, or his disparate publications. This article focuses on the development of his "new system of figured music," culminating with the publication of School Songs for the Million! in 1850. It briefly reviews the concept and expressions of alternate systems of musical notation in early to mid-nineteenth-century America and then places Fitz within that context, as he created, developed, and promoted his system to children and teachers. Though School Songs for the Million! was not as commercially successful as some of his other titles, it serves to demonstrate Fitz's willingness to experiment with unconventional and controversial ideas in an effort to advance participation in music. [ABSTRACT FROM AUTHOR]

The period from 1865 to 1900 proved to be one of tremendous growth for music education in the United States, as well as a time of renewed activity for the temperance movement. Numerous single-volume school songbooks were published, and several sources note the inclusion of temperance songs in these songbooks. By conveying the temperance message to school children, reformers both indoctrinated those children to temperance ideology and used them as intermediaries to convey the message of temperance to their parents and other adults. This study examines temperance songs included in sixty-seven school songbooks from this period, noting common themes and tactics employed by temperance lyricists as well as variations in dominant themes across this thirty-five-year span. [ABSTRACT FROM AUTHOR]

The article discusses the learning while navigating teaching during a pandemic. these learning's includes checking in with students, maintain a level of normalcy that one can control, modify with meaningful intentions, including opportunities for students to connect with each other, engaging in self-care. It mentions the educators are creative and resourceful and adapt to what lies ahead to provide the best instruction and classroom environment for students.

The article discusses about few approaches in music education. It argues the music education profession must contribute its skills and insights towards social problems as in cities or other areas with culturally deprived individuals. It reports a major purpose of music education is to validate the many forms of music making found in local communities and to prepare students to take their place in a globalized cultural environment.

The article discusses the importance of equity in music education. It is about the precision and accuracy when playing music with the right notes in the right order, and in time that are prerequisite for a successful performance. It reports importance of carrying research with young people playing in out-of-school youth classical music.

The purpose of this study was to determine relationships among pacing, teacher effectiveness, and teacher intensity in the context of a realistic teaching situation. A scripted stimulus video was created in which the teacher demonstrated predefined pacing lapses to measure their effects on observers’ ratings of teacher effectiveness, teacher intensity, teacher pacing, and general perceptions. Participants (N = 164 college students) were randomly assigned to one of four groups (n = 41) to evaluate ongoing teacher effectiveness, teacher intensity, teacher pacing, or general perceptions (control group). Participants evaluated the teacher on their assigned construct using both continuous (Continuous Response Digital Interface) and summative measures (Likert-type scale). Results showed that the constructs had strong positive linear correlations with each other. The pacing group evidenced a greater response magnitude than the other three groups (effectiveness, intensity, control), suggesting that participants in the pacing group may have been reacting differently to some aspect of the teaching demonstration compared to the other groups. [ABSTRACT FROM PUBLISHER]

This case study provides practical and theoretical insights into the Stony Brook news literacy program, which is one of the most ambitious and well-funded curricular experiments in modern journalism education and media literacy. Analysis of document, interview, and observation data indicates that news literacy educators sought to teach students how to access, evaluate, analyze, and appreciate journalism. Students responded favorably to the approach that was designed for all undergraduates, instead of just journalism majors. Implications and future directions include looking at the preferred readings of news texts found in the Stony Brook curriculum in the same way one would contextualize lessons in college-level music appreciation courses. [ABSTRACT FROM PUBLISHER]

Listeners (N = 543) in grades 4, 5, and 6 rated their preference for 10 instrumental and vocal selections from various styles, including four popular music selections with versions performed in English, Spanish, or an Asian language. Participants estimated their identification with Spanish/Hispanic/Latino and Asian cultures, the number of languages they spoke, and the number of musical styles the adults in their family listened to at home. There were significant but small correlations between degree of identification with pinpointed cultures and preference for the four popular songs chosen to represent those cultures and significant, small correlations between preference for those and number of languages spoken. However, results on how degree of cultural identification corresponded with preference when responding to English or non-English versions of songs were mixed. There was a significant, small correlation between the number of musical styles adults at home were estimated to like and overall preference, providing data with which to consider the issue of musical omnivorousness. Overall, there was a significant interaction between mean preference ratings by grade level, gender, and selection. With specific vocal selections, girls rated female performances higher than did boys, and boys rated male excerpts higher than did girls, with interesting grade-level patterns. [ABSTRACT FROM PUBLISHER]

The article discusses about the National Association for Music Education(NAfME) that is planning to hold a national meeting in San Francisco, California in 1906. It reports events intervened to prevent this happening, because of the earthquake. It reports the Music Supervisors National Conference met for the first time the following year in Keokuk, Iowa, a Mississippi.

The study examined the effects of music therapy and dance /movement therapy on cognitively impaired and mild to moderately depressed older adults. Passive listening to music and active observation of dance accompanied by music were studied in relation to memory enhancement and relief of depressive symptoms in 100 elderly board and care residents. The Beck Depression Inventory and the Recognition Memory Test-Faces Inventory were administered to two groups (one group exposed to a live 30-min. session of musical dance observation, the other to 30 min. of pre-recorded music alone) before the intervention and measured again 3 and 10 days after the intervention. Scores improved for both groups on both measures following the interventions, but the group exposed to dance therapy had significantly lower Beck Depression scores that lasted longer. These findings suggest that active observation of Dance Movement Therapy could play a role in temporarily alleviating moderate depressive symptoms and some cognitive deficits in older adults. [ABSTRACT FROM AUTHOR]

The article presents information on various debates on music appreciation in the schools of the U.S. during the period 1930 to 1950 and clarify various terms used in music education including appreciation, middlebrow education, and pedagogical. It mentions about the novel "Babbitt" by Sinclair Lewis which provides comprehensive and accurate illustration of the types of adults who sought middlebrow education.

One challenge for music educators is to find techniques to help students “listen across time” to the examples they are assigned to study and to stay focused on a piece as they listen. Measurement tools to assess music listening have a long history, ranging from very simple to very complex, and very dated to very recent. This article traces the development of the Continuous Response Digital Interface (CRDI) device and reviews its use in music education research, with suggestions for how general music teachers can apply this research in their classrooms. [ABSTRACT FROM PUBLISHER]

An examination of the 2005–2010 online archives of major American network news stations and newspapers reveals a troubling picture for music education. News stories frequently mention the disappearance of music education. When the media mention the existence of music education, they often promote it as a means of raising standardized test scores or “helping” troubled students. In contrast, the facts show that schools continue to value music education. Additionally, while music education may aid brain development, the link between music education and improved test scores remains inconclusive. Music educators should advocate for their programs using a variety of rationales as well as clear, concise language that evokes positive frames. Music educators should also consider focusing on exchanges in addition to advocacy. [ABSTRACT FROM PUBLISHER]

Music educators can nurture students’ lifelong musical involvement, both as consumers and as participants. Orienting musical instructional practices around classroom elements suggested by achievement goal theory can foster lifelong musical connections. Practices related to using meaningful and challenging tasks, evaluations that decrease emphasis on competition and emphasize effort and enjoyment, and allowing students to participate in decision making are advocated and described. [ABSTRACT FROM PUBLISHER]

An important factor in our appreciation of music in a hall is the perception of the spatial distribution of sound, influenced by room shape and form. This paper investigates new techniques for visualizing 3D impulse responses and two new spatial indicators are proposed: LH (ratio of low lateral versus high lateral energy), FR (ratio of front lateral versus rear lateral energy). Different room shape characteristics are illustrated from B-format measurements conducted in a selection of famous music spaces such as old and new recital and concert halls, and sacred music spaces. [ABSTRACT FROM AUTHOR]

The article presents suggestions for making band members the center of rehearsals rather than focusing entirely on the efforts of the band director or conductor. Particular focus is given to engaging students in the process of making music. Building partnerships, focusing on listening skills, and lecturing less during rehearsal time are discussed. The author suggests conducting rehearsals without speaking and notes the efficiency and interest players develop through this rehearsal method. The importance of developing active listening skills is also explored.

The article presents a broad exploration into music education research and its application towards middle-school level general music curricula. Discussion is given noting the unique elements of adolescent psychology and education as well as the particular role of music within that sphere of influence. Several means by which general music education can be improved are provided. Subjects addressed include the utilization of problem-based learning activities, exposure to diverse musical genres and forms, and the emphasis of performance-, listening-, and creative-based exercises.

The purpose of the present study was to identify the characteristics of music used to accompany physical exercise and investigate the effects of such music using a qualitative approach. This work underpins the further development of a theoretical structure that is still relatively new. Semi-structured interviews were conducted with a sample of exercise participants (N = 13), seven males and six females, all with at least two years' experience of exercising to music. An inductive content analysis of the interview data was undertaken and results contrasted with the conceptual model developed by Karageorghis et al. (1999) which describes the effects of musical and cultural factors with reference to psychophysical outcomes. The findings demonstrated the importance of musical (e.g. rhythm, lyrics, bass), contextual (e.g. time of day) and individual factors (e.g. background, personality) in determining both shortterm (e.g. mood, imagery) and long-term (e.g. heightened work-rate, endurance) outcomes. The findings point towards a more expansive conceptual framework. In particular, facets of the response to music such as flow state, cognitive responses, rhythm response and anticipation are discussed. Music perceived to be motivating could lead to increases in exercise intensity and endurance during performance of self-regulated tasks. These findings have implications for the use of music in physical education settings. [ABSTRACT FROM AUTHOR]

THIS PAPER REPORTS ON a research study of the effectiveness of a series of music-appreciation activities for young children in Hong Kong. These activities were designed using world music and were presented as part of a local early childhood television program for community interest. One-hundred-and-sixty-eight local preschool children (mean age 4.25) and their classroom teachers, from 16 childcare centres or kindergartens, participated in this study. Qualitative data was collected using individual structured interviews with both children and teachers. The data showed that these music-appreciation activities enriched children's musical experiences and teachers' musical repertoires in early childhood settings. Teachers also showed positive preferences to learn the activities using multimedia tools. Implications for the curriculum planning and teacher training of early childhood music education are discussed. [ABSTRACT FROM AUTHOR]

The article discusses what 21st-century educators can learn from the earliest ethnomusicologists about the appreciation of music. It says that an increased awareness of the ethics involved in listening to new or different music assists every other aspect of music instruction go better. Also stressed is the need for ethnomusicological awareness if educators wish to engage students' interest. Information on some ethnomusicologists is presented, including Jean Chardin.

There are many ways in which music and the management of work, space, time, bodies, and feelings are linked, and there is a small but rich tradition of academic research that has attempted to explore these connections. This special issue aims to contribute to this work. Our introduction identifies existing work, introduces the three articles that make up the substantive contribution of this special issue, and points to opportunities for researchers to make further contributions. [ABSTRACT FROM AUTHOR]

The institution of copyright has frequently been criticized by scholars of popular music for systematically misrepresenting and under-privileging popular music as a field of creative practice. In this respect, it is sometimes suggested, copyright law harbours a bias in favour of Western art music that is remarkably similar to that embedded in musicology, the discipline in opposition to which popular music studies chiefly defines itself. Setting the scene for this special section of Social & Legal Studies on (copyright) law and music, this introduction reviews the literature in which these concerns have been expressed, and traces them to the fact that copyright law — not unlike musicology — operates with a conception of the musical artefact as a bounded expressive form originating in the compositional efforts of some individual: a fixed, reified work of authorship. It explores the origins and significance of the work-concept as a musicological category, and critically analyses the claim that the legal concept of the musical work is identical to this category and has been determined by it. It concludes with the suggestion that the legal and aesthetic musical work-concepts are at once distinct and overlapping: both reify a temporal experience (a musical event), but for very different reasons. Whereas the musicological category facilitates a certain kind of musical appreciation and certain kinds of listening practice, the legal category facilitates the drawing of proprietary boundaries around ‘objects’ that will figure in commercial transactions and be the focus of commercial expectations. [ABSTRACT FROM AUTHOR]

Examination of the early debate over the impact of people listening to phonograph records on musical culture and French cultural health. Challenges brought by new private experience of listening to phonograph music to the traditional conceptions of public musical cultural praxis; Impact of the changes in how music was being produced, promoted, and consumed in the 1920's to the early 1930's on how French critics view music; Development of new procedures for the evaluation of popular music and new theories about the function, importance, and paradoxical nature of modern popular culture.

Discusses the findings of the researches investigating the preferred circumstances of people for listening to music, their basis for choosing the music they listen to and the difference of their musical attitudes inside and outside the school. Application of the findings to the way music teachers share listening with their students; Preference of people to listen to music while engaged in other activities; Differing functions of music listening at home and school; Guide to choosing music for classroom listening.

Explores the musical backgrounds and beliefs of nonmusicians. Relationship of musical background with music appreciation factors; Factors that influence music appreciation; Association of the choice of music with mood or emotional expression.

Presents information on techniques which are used for the development of chorale reading skills at the secondary level of education. Information on `echo clapping;' Use of diction in training procedures; Information on `Orff and Kodly' techniques;

The article explores ways for music teachers to deal with the many stressful situations that can cause them to abandon the profession and offers remedies for the burnout phenomena. It discusses how being a master music teacher means selecting goals of high worth, finding creative ways to achieve those goals, and using extraordinary music teaching and rehearsing skills in the pursuit of musical excellence.

The article explores characteristics of a master music teacher such as sense for understanding his or her students, competence, fertile imagination, theatrical flair and the drive to work hard. It discusses how being a master music teacher means selecting goals of high worth, finding creative ways to achieve those goals, and using extraordinary music teaching and rehearsing skills in the pursuit of musical excellence.

The article explores characteristics of a master music teacher such as sense for understanding his or her students, competence, fertile imagination, theatrical flair and the drive to work hard. It discusses how being a master music teacher means selecting goals of high worth, finding creative ways to achieve those goals, and using extraordinary music teaching and rehearsing skills in the pursuit of musical excellence.

Examines the effects of video rock-music images on the enjoyment of rock music. Involvement of sexual stimuli in the video; Impact of the images on the appreciation of the music; Enjoyment level of women on the visual accompaniments of rock.

This article discusses the contribution of research to quality in music education in the U.S. In summarizing the effect of Puritanism on the decline of Colonial music. Philosophy is regarded as research when its methods of inquiry are critical and objective. Presented arguments spending time on peripheral matters in the teaching of music appreciation. Summarized the results of a normative survey dealing with trends in the administration of music in the public schools. Studied the appropriateness of textbooks for achieving the aims of music education in the elementary school.

This article focuses on the use of music as an instruction tool for nursery schools in the U.S. Since some of the directors have not been satisfied to be guided by opinion in such matter, many nursery schools, especially those maintained by universities, have become veritable research centers in which facts regarding the mental as well as the physical development of the young child are recorded, their behavior, emotions, language, and problems solving abilities are observed. Listening to music and musical appreciation have gained untold facilities through the use of the phonograph and the radio. This form of musical experience, which has long been a part of the program of the kindergarten, has been accepted as an integral part of musical education.

Offers advice on creating a course on music for public high schools in the U.S. Factors to consider in conducting voice training; Benefits of conducting sight-reading; Tips on creating a course for music appreciation.

The article explores ways for music teachers to deal with the many stressful situations and remain motivated. It discusses how being a master music teacher means selecting goals of high worth, finding creative ways to achieve those goals, and using extraordinary music teaching and rehearsing skills in the pursuit of musical excellence.

The article focuses on the improvements in the methods of the instruction of music in the U.S. It emphasizes that a fundamental change in the attitude toward teaching of music has been made in public schools. It discusses the periods of development during a child's school life. It cites that music appreciation and sight singing are some of the general topics of music instruction in public schools.