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In the face of systemic neglect of low-income urban neighborhoods, Hip Hop was much more than entertainment: it was a countercultural revolution embodied as a way of life bound to community action and social change. Hip Hop represents resilience, resistance, and redemption for those living on the margins; to this day, it is an art form for the underdog and is used in social action and political protest all over the world. Given their drastically different cultural underpinnings, it might seem counterintuitive to merge Hip Hop and therapy. In both, however, people are partaking in expressive practices to help them release, communicate, and connect. This article discusses the author's use of Hip Hop therapy (HHT) in a Bronx transfer school.

This study delves into the cultural significance and educational potential of Hua'er folk songs within the Hui ethnic communities of Gansu and Ningxia in northwest China. By positioning Hua'er as an indispensable educational tool in folk song history, the research seeks to safeguard and elevate this revered musical tradition. Employing literature reviews, immersive fieldwork, questionnaire surveys, interviews with four significant contributors, and direct observations, the study sheds light on the importance of Hua'er music as a cultural legacy. These insights offer valuable guidance for educators, cultural institutions, and future research initiatives. Through a detailed exposition of the research methodology, this study enriches our understanding of the diverse landscape of Chinese folk song history, presenting avenues for further exploration and practical application in educational contexts.

Purpose: This study aimed to conduct a needs analysis for developing the ethnomathematics e-module based on Sundanese Gamelan to facilitate mathematics learning in junior high school. Specifically, this study identified crucial components for module development and to gather feedback from both students and teachers regarding the learning material. Methodology: The Research and Development (R&D) method was used, specifically the Plomp model, to create e-module for mathematics learning. Qualitative data were collected from ethnomathematics experts, a mathematics teacher, and five students via purposive sampling. The instruments used for this data collection included expert validation sheets, student interview recordings, teacher questionnaires, and small group observations. Findings: The results indicated that the integration of Sundanese Gamelan ethnomathematics into junior high school mathematics e-module significantly improved students' understanding and interest in the subject. This culturally infused approach increased students' motivation and engagement, indicating a potential shift towards more inclusive and culturally responsive educational practices. Significance: The integration of Sundanese Gamelan ethnomathematics into mathematics curriculum is known for the unique blend of cultural elements with academic content, contributing to enhanced students' understanding and cultural awareness. In addition, this method offered benefits for students, teachers, curriculum developers, and ethnomathematics researchers, presenting a holistic model that combined educational innovation with cultural appreciation.

Gifted individuals are more advanced than their peers in cognitive, affective, psychomotor, or creative areas. This study aimed to find an answer to how gifted students' immediate emotional states change by means of music containing different emotions. The sample of the study consisted of 122 students studying at Adana BILSEM. Their moods were measured after listening to different pieces of music. The findings showed that there was a significant difference between the emotions that the students felt with different music, they felt more positive emotions, and the girls felt the emotion much more than the boys. The results of this study can be used to better understand gifted students and to develop musical activities to help them manage their emotions.

Funded by the Social Sciences and Research Council of Canada (SSHRC) grant, this national study examines arts-based adult education organizations involved in dance, music, drama, and visual arts with a philosophical perspective aligned with a multiliteracies theoretical framework. Multiliteracies considers how cultural and linguistic diversity must be fostered to encourage adults to thrive in all learning environments and recognizes that multimodality provides an expanded way to engage in literacy practices. Utilizing Carey Jewitt's four theoretical tenets to characterize multimodality serves to structure the analytical framework for the findings and discussion of this paper. Multiple case studies and constructivist grounded theory were used for the methodology. Some of the sites discussed in this paper include an art gallery; an immigration museum; and a chamber music organization that offers interactive performances. Participants included adult educators and learners who had options around face-to-face interviews; observations; document analysis of lesson plans or exemplars; or secondary data analysis of original ¿lm footage shot in these spaces. This research has found that arts-based approaches can infuse the work of adult educators to engage adult learners in inclusive pedagogy and active citizenship.

People's lives tend to the outside world, leading to the waning of cultural preservation values due to the ease with which foreign cultural influences enter and threaten the existence of local culture. To avoid the decline of the younger generation's interest in traditional art, it is necessary to carry out an idea of preservation through education, in this case, social studies subjects at school. This study aims to analyze the relationship between traditional art and social studies as a learning resource. The traditional art discussed in this study is panting music which is traditional arts in South Kalimantan. This is done to get a pattern for preserving traditional arts through social studies subjects. The research method used is qualitative. Data collection is done through observation, interviews, and documentation. Informant this research panting music players, and social studies teachers. The various data obtained are then reduced, presented, and then concluded. The researcher triangulated and extended the observations. The study's results confirmed panting music performance activities could be packaged as social studies learning resources. This is done by integrating class VII textbooks on the theme of cultural and ethnic diversity in the Indonesian traditional musical.

This study investigated the thematic content of Thai and English country songs, shedding light on commonalities and distinctions in the cultural ideologies across cultures. Using a corpus-driven approach, the lyrics of 200 Thai and 200 English country songs were compiled and examined by analysing the collocational patterns and concordance lines of the top 20 most frequent nouns. The results suggest that Thai country songs emphasize LOVE AND RELATIONSHIP, LIFE AND PEOPLE, NATURE, SORROW, BODY ORGANS, and PROMISE. English country songs feature themes like LOVE AND RELATIONSHIP, LIFE AND PEOPLE, TIME, PLACES, ALCOHOLIC DRINKS, RELIGION, and BODY ORGANS. Findings reveal that Thai and English country songs share some common themes but exhibit notable distinctions, as Thai songs often focus on societal struggles. In contrast, English songs portray life with a sense of hardship and self-reliance. The influence of love and family values is more prevalent in Thai songs, while English songs often rely on alcohol and God in their narratives. This study provides a comprehensive analysis of these themes in both cultures, offering a novel perspective on the thematic content of country songs.

Singing or listening to songs is one of the most common L2 activities outside the classroom, and many language teachers integrate songs in their teaching; however, the effect of varying song practice modes on L2 learners' retention of linguistic knowledge is under-researched. Eighty-seven EFL learners of university students were recruited and divided into three subgroups. To avoid different song different effect, the study adopted a counterbalanced designed, in which each subgroup practiced three songs under three modes: listening + singing, listening + reading lyrics orally, and listening only. Three aspects of vocabulary knowledge (aural and written meaning recognition, written form production) were measured in the pre-test, one-week delayed, and eightweek delayed post-tests. HLM was performed to analyze the data. Results showed that the main effects of the four variables (times, practice modes, vocabulary dimensions, songs) had significant effects on L2 learners' vocabulary retention, but the interaction effects between times and the three other variables were less salient. Overall, students scored higher for singing mode and for written meaning recognition; however, different songs and times seem to have played an important but complicated role on vocabulary retention. Applications of integrating songs in teaching L2 are discussed.

The objectives of this study were to investigate (i) The knowledge and wisdom of treatment with a blue spirit medium and (ii) The learning methods for treating patients with the wisdom of MoLam Phee Fa. The study was conducted by analyzing documents and collecting field data by surveys, interviews, observations, and group discussions. The results of the descriptive analysis of the data collected from a group of 40 participants indicated that: (i) Belief in Phee Fa Phaya Thaen is considered to be an ancient religion that exists in southern China along the Mekong River Basin. People who respect it believe that Phaya Thaen will bring prosperity as well as help in times of illness. This knowledge has continuously been passed on by learning the steps in ceremonies to help cure the sick. (ii) MoLam Phee Fa is a group of people who have inherited the knowledge of black magic healing by inviting the Phee Fa spirit into a medium to predict the cause of the illness of those who come for treatment. Those who come to receive the knowledge transfer will strictly adhere to the rules. Disciples must learn the skills while treating patients and memorize the literature used, including memorizing the contents of the poems and melodies and using the principles of psychiatry to empower patients to have the strength to live their lives. In conclusion, MoLam Phee Fa are in possession of a method for curing patients using magical methods that relies on building morale. This wisdom, therefore, deserves to be learned and passed on as an alternative treatment.

Qiqiao songs, originating from the Qiqiao Festival, celebrate the annual meeting of the Cowherd and the Weaver Girl and serve as vessels of cultural storytelling, rich in linguistic structures and moral teachings. The objective of this research is to explore the educational potential of Chinese Qiqiao songs as tools for literacy, with a specific focus on the "Ying Qiao Ge" song. The study took place in Jiangyao Village, Xihe County, Gansu Province, and used qualitative methods. It included semi-structured interviews with seven informants, including scholars, cultural inheritors, teachers, and community members, and field observations of Qiqiao festivals. Data were analyzed using thematic analysis, revealing that the song's musical characteristics and lyrical content significantly contribute to vocabulary acquisition and comprehension while fostering cultural appreciation. The results indicate that integrating Qiqiao songs into educational practices creates an engaging learning environment that respects students' cultural identities. This research advocates for incorporating traditional songs in curricula to enrich literacy education and preserve cultural heritage. Suggestions for future research include exploring the long-term impacts of Qiqiao songs on literacy development across diverse educational contexts and enhancing educator training for effective integration.

The objectives of this study were: (i) to compare the scores on the test between students who took a Chinese Traditional Culture course (including ancient fairy tales, traditional festivals, and ancient etiquette) and students who did not, (ii) to examine students' performance on the traditional culture after taking the Chinese Traditional Culture course, and (iii) to investigate students' satisfaction about the Traditional Culture course and the corresponding Traditional Culture teaching method. For this purpose, we recruited 90 students divided into the two experimental and control groups with 45 students in each group. Additionally, five teachers and five experts were selected as the cases for the qualitative phase. The research instruments were a questionnaire, test, and structured interview. The study had a mixed methods design. We used both descriptive (i.e., percentages, means (M), standard deviation (SD), and inferential statistics (i.e., t-test analysis) to analyze the data. The results indicated (i) students who took the Traditional Culture course had higher scores on the Chinese test than students who did not, (ii) Students' performance on the traditional culture after implementing the Traditional Culture course was improved, and (3) Students' satisfaction about the Traditional Culture course and the corresponding traditional culture teaching method was at a good level. The results showed that taking the Traditional Culture course positively affects language learning for primary students; most students are satisfied with the Chinese Traditional Culture course and the corresponding teaching method. The students highlighted the positive impact of cultural activities, such as traditional dance, music, and theater on their language development, so schools should emphasize the importance of Traditional Culture courses and enhance students' interest in learning traditional culture to improve learning effectiveness.

Mixed-methods research is employed to investigate the implementation of the Stanislavski system in the study of Thai court drama. This study investigates the successful application of the Stanislavski method in Thai Court Theater, focusing on its role in enabling actors to portray emotions with accuracy and conviction. Research methods encompass activities including document and literature analysis, comprehensive interviews, observation of Thai Court Theater performances, data assessment, dissemination of academic findings, and clarification of results. The results illustrate that the utilization of Stanislavski's acting technique amplifies the intensity and genuineness of Thai court dramas learning. Stanislavski enhances the authenticity of a performance. Actors can derive advantages from the act of committing lines and music to memory. Fluid movements and facial gestures. Actors convey emotion by aligning themselves with the tempo and significance of the scene. Understanding character backgrounds and attributes improves performance. It helps to facilitate the process of learning and creating dance choreography. Concentration enables a broad spectrum of focus. The performances take center stage. This method enhances the actors' gestures, interactions, and relationships with the audience. An individual's intrinsic motivation lies in comprehending a character's objectives and employing personal encounters to elicit feelings. "This conveys emotion," states Stanislavski. Players gain a clearer understanding of their roles when they have a vivid mental image. Vision enhances performance, ethics, and emotional intelligence. Physical activity, procreation, and intentional observation influence individuals' existence. The Thai court game involves vigorous physical activity while wearing masks and costumes. Consequently, it is crucial to prioritize relaxation and maintain proper breathing. The implementation of Stanislavski's ideas can aid Thai Court Theater actors in preserving and enhancing their artistic style. These techniques facilitate the discovery of emotional and cultural satisfaction for actors. This study discovered that the utilization of Stanislavski's techniques enhances the emotional expressiveness of Thai court drama performers.

Dongjing Chinese folk music, a traditional musical form deeply embedded in the cultural heritage of the Naxi people, combines elements of Han and Naxi cultural traditions. This study explores the role of Dongjing Chinese folk music in enhancing musical literacy and education among students and communities in Lijiang City, Yunnan Province. From ancient Chinese religious practices, Dongjing music has evolved into a significant cultural expression, serving the community's social and religious functions. The research explores how integrating Dongjing music into educational practices can enhance musical literacy and foster cultural preservation. Utilizing a qualitative case study approach, data was collected through semi-structured interviews with sixteen informants, including cultural leaders, musicians, and educators. The analysis revealed that incorporating Dongjing music into curricula significantly improves students' musical literacy by providing practical experience with traditional instruments and fostering a deeper connection to their cultural identity. However, challenges such as globalization and the dominance of Western music education highlight the need for more structured and innovative programs. The study suggests further research on integrating traditional music across different regions, the role of digital technology in music preservation, and the importance of intergenerational transmission in sustaining these musical traditions.

Pansori, a traditional Korean musical storytelling art form, has been a vital cultural expression of the Chaoxian ethnic group in China, particularly in Yanji City. This study explores the educational and literacy practices involved in transmitting Pansori within this community, focusing on how these practices influence the younger generation's engagement with their cultural heritage. The research aims to understand the role of musical and linguistic literacy in preserving Pansori and ensuring its continued relevance in a rapidly modernizing society. Using a qualitative case study approach, data were collected through semi-structured interviews conducted with three groups of eight informants: Two key informants, three casual informants, and three general informants, including provincial-level intangible cultural heritage transmitters, community members, and young learners, supplemented by participant observations and document analysis. Thematic analysis revealed that while traditional literacy practices effectively sustain Pansori, challenges remain in engaging youth who are increasingly influenced by global cultural trends. The study suggests the integration of digital media and innovative educational strategies to bridge the gap between tradition and modernity, ensuring Pansori's vibrant future. This research contributes to the broader discourse on cultural transmission and the preservation of intangible heritage within minority communities.

Dongying folk songs are a vital component of the cultural heritage in Shandong Province, China, reflecting the region's history, customs, and collective memories. The primary objective of this study is to investigate the Chinese musical literacy on Dongying folk songs preservation and transmission in Shandong Province, China. The study was conducted in Shandong Province and involved in-depth interviews with eight key informants, including provincial-level intangible cultural heritage transmitters, experienced singers, and community participants. Data were collected through semi-structured interviews, participant observations at local cultural events, and document analysis. The findings reveal that musical literacy within family and community settings plays a crucial role in maintaining the transmission of Dongying folk songs. However, challenges persist in formal education systems, where limited resources and a lack of specialized educators hinder the effective teaching of traditional music. The study suggests enhancing community-based initiatives and integrating digital media to bolster preservation efforts. This research contributes to the broader discourse on cultural preservation, emphasizing the need for a holistic approach to musical literacy that includes technical, cultural, and emotional dimensions.

Advocates of using songs and music in English as a second language (EL2) teaching and learning contexts emphasize the educational benefits of song lyrics. To make the full potential of using songs more visible and accessible to EL2 teachers, this article presents a methodological framework that can be used when planning a song unit for learners. While fostering EL2 learning in instructional settings, the framework not only uses songs as a language resource for EL2-focused teaching purposes, but also treats the song as a literary and cultural artefact itself. The article also includes a description of a related task that learners can do outside the classroom with friends.

By addressing the research question, "How do Korean international students engage in music for their own well-being in the UK?", this study aims to understand a group of international students' experiences of their temporary migrant status and the coping mechanisms they employ in the pursuit of subjective well-being in response to these experiences. After semi-structured interviews, the thematic analysis resulted in five themes: (1) music as a tongbanja [Korean characters omitted] (companion), (2) music as a safe konggan [Korean characters omitted] (space), (3) music for gwangye [Korean characters omitted] (relationships), (4) music for gibun [Korean characters omitted] (moods), and (5) musical demands of international students. This led to discussions of music as: 'Being' a companion and safe space, and 'doing' in relationships and moods, including doing K-pop for 're-membering'. Therefore, this study adds depth to understanding of how Korean international students in the UK engage with music to address the challenges they face and, thus, enhance their subjective wellbeing.

Concurrency is a complex to learn topic that is becoming more and more relevant, such that many undergraduate Computer Science curricula are introducing it in introductory programming courses. This paper investigates the combined use of Sonic Pi and Team-Based Learning to mitigate the difficulties in early exposure to concurrency. Sonic Pi, a domain-specific music language, provides great support for "playing" with concurrency, and "hearing" common problems such as data races and lack of synchronization among different concurrent threads. More specifically, the paper focuses on students' misconceptions regarding concurrency in Sonic Pi and compares them to those arising in traditional concurrent programming languages. In addition, it preliminarily explores knowledge transfer from Sonic Pi to C/C++. The approach has been applied in two teaching experiments with undergraduate students in our University involving 184 participants. Our investigations bring out the need to address misconceptions through targeted interventions for a clear understanding of concurrent programming concepts. Sonic Pi's simplified abstraction and domain-specific flavor has demonstrated to be effective, especially for first-year students.

Music therapy is a unique form of psychotherapy that has a broad range of applications. Music has the advantage of being an unobtrusive instrument with communicative flexibility, reaching to clients who may not accept other forms of therapy. The transformative qualities of music are valued because a client can ascribe meaning to sounds, or thoughts to music.

Chinese court music from the Zhou Dynasty holds immense cultural and historical significance, reflecting ancient China's sophisticated societal ethos, rituals, and values. The study's objective is to investigate the reviving of literacy in Chinese court music from the Zhou Dynasty at a University in China. The study encompasses a comprehensive literature review exploring ancient Chinese music, educational practices, and cultural preservation efforts. The research primarily focuses on the efforts made at a university in China to reconstruct and promote ancient court music, collaborating with cultural institutions like museums and performance venues. Three key informants include experts in Chinese court music, educators specializing in ancient music education, and students engaged in court music programs. Data analysis involves thematic analysis of qualitative data gathered through observation forms, interview forms, and questionnaires. The research results reveal the significant educational role of court music in moral education, virtue cultivation, and societal harmony. Suggestions for future research include exploring innovative pedagogical approaches, expanding collaborative partnerships, and evaluating long-term sustainability strategies for preserving Chinese court music heritage.

This research employs a multidisciplinary approach, incorporating musicology and ethnomusicology, to explore the cultural significance of Huaibang Opera--a traditional Chinese Han ethnic local opera genre in Henan province, China. The investigation encompasses the historical evolution, cultural contexts, and musical attributes of Huaibang Opera, aiming to contribute to education, literacy, and a deeper comprehension of this traditional art form. The methodology involves interviews with key informants possessing profesional experience in Huaibang Opera, coupled with live performance observations. Through the analysis of collected data and its alignment with existing literature and theoretical frameworks, the study delineates the evolution of Huaibang Opera from a folk song art form to a prototype opera and its subsequent establishment as a local opera. This comprehensive examination sheds light on the cultural and artistic dimensions of education and literacy within Huaibang Opera, providing valuable insights into the historical significance, artistic expressions, and cultural heritage of this distinctive Chinese opera.

The Poya Songbook, an integral part of Zhuang traditional culture, embodies rich music and folklore passed down through generations. This study aims to examine the historical development and literacy transmission of the Poya Songbook for education and literacy studies in Funing County, Wenshan Prefecture, Yunnan Province, China. Drawing upon a combination of ethnographic methods and semiotic analysis, the research delves into the intricate journey of the Poya Songbook, contrasting its state before and after the pivotal year 2006, when it received official recognition as an intangible cultural heritage. Three key informants, deeply rooted in the local cultural milieu, provide valuable insights into the songbook's transformation, its role in education, and the challenges of preserving its authenticity amidst modern influences. The data analysis discerns shifts in transmission methods, content, and performance, shedding light on the evolving relationship between tradition and cultural identity. The findings underscore the importance of balancing preservation with adaptation to ensure the continued vitality of this cherished cultural heritage. Suggestions for the sustained safeguarding of the Poya Songbook include innovative educational initiatives that integrate its teachings into contemporary curricula, fostering a deeper understanding and appreciation of Zhuang cultural identity.

The study on the preservation and transmission of Lusheng knowledge in Qiandongnan Miao and Dong Autonomous Prefecture, Guizhou Province, China, yields important findings. It begins by detailing the traditional 6-pipe Lusheng's production process, stressing its employment on numerous cultural occasions but its limited applicability for solo performances owing to its narrow tonal range. Throughout, regional differences in Lusheng scale configurations contribute to a variety of musical styles. Mr. Dong Dan Gan is a key figure in the growth of Lusheng instruments. It starts with the 8-pipe Lusheng, then moves on to the 11-pipe version, which expands tonal potential. Subsequent variations, such as the 12-pipe, 13-pipe, 14-pipe, 16-pipe, 19-pipe, and ground-breaking 18-pipe, 21-tone Lusheng, increased adaptability and melodic possibilities even more. Moreover, Lusheng has a wider tone range. These advancements accommodate varied musical traditions and help to preserve and disseminate Lusheng knowledge, strengthening the cultural legacy. And efforts have enhanced Lusheng music greatly, aiding its transmission and cultural continuation.

This research represents a creative exploration in the field of music (Practice as Research: PaR) with the objectives of 1) studying the use of a sampler from Isan instruments and instruments from various cultures to create musical compositions using music software, and 2) examining the appropriate contexts for using a sampler in creative musical works. The research findings reveal that 1) Isan folk music possesses unique characteristics in terms of sound quality and performance techniques, while other musical elements can be combined with it in a technologically driven creative process. This involves connecting the concepts and methods of both traditional and diverse cultural music to create unified compositions using technology, such as recording musical notes in standard notation, exporting them as MIDI files, and then importing them into audio recording software to refine the sounds for complete songs. 2) Regarding the appropriate contexts for using a sampler in creative music, three main contexts were identified: an Isan folk music composition context, a music education context, and a commercial or music business context. In summary, the process of using a sampler for creative music works can bridge the concepts of various cultural music and integrate them with technology. Furthermore, this process can be extended to enhance interdisciplinary learning and teaching methods, making it applicable in diverse contexts.

In this article we explore the work of two after-school programs in Toronto, Ontario. Our Youth Success (OYS) is a community-based mentoring program dedicated to lowering the push-out rates of students of Spanish and/or Portuguese-speaking descent. In the Youth Speak Program (YSP), community activists use spoken word poetry and rapping as a vehicle for Black students to express their emotional lives. The data we present come from two separate studies which both used ethnographic approaches, focusing on observation and interviews with participants (Hammersley & Atkinson, 2019). Using Critical Race Theory (CRT), we examine interview data on how the pedagogical relationships developed in these spaces promote the wellbeing of Latinx and Black youth beyond academic outcomes. We argue that these spaces provide insight into the transformative possibilities of critical pedagogies for the wellbeing and healing of communities who have long been marginalized from mainstream institutions.

Chinese Gu Shi Ci art songs are a genre that combines ancient Chinese poetry with music, reflecting profound emotional depth and cultural ethos. The primary objective is to investigate the integration of vocal techniques and musical literacy in the performance of Chinese Gu Shi Ci art songs. The study conducted at Nanchang University and the China Conservatory of Music involved interviews and observations with five key informants: professors, vocal coaches, professional singers, music educators, and opera performers. Data analysis included transcribing interviews, coding for recurring themes, and cross-referencing observational data. The findings reveal that precise vocal techniques, such as breath control and tone modulation, and a deep understanding of the poems' contexts significantly enhance performance authenticity and emotional resonance. The study underscores the need for an integrated curriculum in music education that combines technical skills with cultural and literary education. It suggests incorporating historical context modules, technical workshops, interdisciplinary approaches, performance analysis, and practical opportunities to foster a comprehensive understanding of Gu Shi Ci art songs. This approach can deepen students' appreciation and ensure the rich cultural heritage of these songs continues to resonate with contemporary audiences.

The Dong Grand Songs, renowned for their polyphonic choral arrangements, are a vital cultural heritage of the Dong ethnic group. This study investigates the contemporary educational approaches to the literacy and development of the Dong Grand Songs in Guangxi, China. Employing a qualitative design, the research includes fieldwork, in-depth interviews, participant observation, and document analysis. Key informants comprise school administrators, teachers, song teachers, cultural inheritors, students, and community members. The findings reveal that integrating Dong Grand Song courses into primary and secondary school curricula, with support from song teachers and cultural inheritors, effectively enhances musical literacy and preserves this tradition. However, challenges such as youth migration, modern entertainment influences, and the aging population of song masters threaten the continuity of this cultural heritage. The study suggests comprehensive approaches, including economic support for rural areas, increased public awareness, and sustainable cultural programs, are necessary to address these challenges. This research provides valuable insights for policymakers, educators, and cultural practitioners on preserving intangible cultural heritage and promoting musical literacy through education.

Test anxiety is alarmingly rising and has been shown to correlate with academic performance and affect occupations and well-being. Graduate occupational therapy (OT) students encounter a rigorous workload and pressure to become entry-level practitioners. Higher levels of baseline graduate student anxiety is correlated with increased test anxiety. Practical examinations are essential for assessing graduate OT students' higher learning and entry-level clinical skills. Educators are often challenged with identifying coping strategies to assist graduate OT students in reducing their test anxiety. Substantial research supports the use of music to reduce anxiety in adults. Seventy-five OT graduate students participated in this quasi-experimental study which explored the influence of background music on test anxiety during a lab practical examination. Participants completed pre- and post-outcome measures using the State-Trait Anxiety Inventory for Adults and the Test Anxiety Inventory and had their blood pressure and heart rate recorded. Results showed a significant main effect in the experimental group with music decreasing systolic blood pressure in participants with high state anxiety. Music had no significant interaction with mean arterial pressure, systolic blood pressure, diastolic blood pressure, heart rate, state anxiety, trait anxiety, test anxiety, or practical scores when comparing the experimental groups. Most participants indicated that background music assisted in decreasing anxiety experienced during practicals, and experimental group participants self-reported that background music was effective. Music intervention may be useful during practicals by reducing test anxiety. Additional studies would assist in further examining the efficacy of test anxiety reduction interventions with graduate OT students.

Throughout 2022, we carried out an outreach project called "Young Adults and Pop Songs in English: Exploring Connections for Post-Pandemic Teaching" at the National University of La Pampa in Argentina. The project consisted of a sequence of online and in-person workshops for young adults (YAs) between the ages of 14 and 18. The workshops were taught mostly by pre-service teachers enrolled in the English language teaching (ELT) program at the university. Those pre-service teachers selected a pop song for each session and designed a structured lesson based on the form and content of the song's lyrics. The lessons, 60 to 80 minutes long, were delivered mostly in English, except for the final discussions which, due to their relatively abstract nature, often combined English and Spanish. The main aim of the project was not merely to review the structures and lexicon of pop songs in English but also to open spaces for dialog around the problems experienced by YAs in the post-pandemic context.

This research aimed to scrutinize and delineate the figures of speech manifesting in English hit songs. A selection of songs from Spotify's Top 30 Hit Songs List was chosen as the study material. The study employed a qualitative content analysis approach to classify the type and calculate the frequency of the figures of speech within the corpus of English hit songs. The results of this study revealed 200 figurative speech examples in our small-scale corpus, which comprised 8352 words. This suggests a prevalence of figurative language use within English-language songs. While metaphors and hyperboles were the most frequently used figures of speech, apostrophes, and understatements were the least common. The results underscore the linguistic richness of hit songs, advocating their inclusion in English language teaching (ELT) classrooms, particularly for vocabulary instruction.

The process of perceiving music involves the transference of environmental physics in the air to anatomical and physiological interpretations of resonance in the body and psychological perceptions in the brain. These processes and musical interpretations are the basis of physical and cognitive science, neurophysiology, psychoacoustics, and cultural psychology. The intersection of interdisciplinary and transdisciplinary curricular offerings forms the basis of STEM (Science, Technology, Engineering, and Mathematics). In this study, the researcher explores the synergy of music in STEM for formulating and affording authentic STEAM programmatic offerings for learners. The blending of the art of music within STEM provides opportunities for teachers and students to address and connect content through creative, innovative approaches for deeper, meaningful learning. Threading the art of music within STEM affords discovery-learning opportunities that facilitate both critical thinking and social, emotional learning skills development in students. This study provides perspective in terms of developing curricular offerings for students that blend physical and cognitive science with the art of sound. The researcher provides authentic curricular exemplars regarding the synergy of music in STEM and concludes by offering recommendations for designing and implementing expressive curricular programmatic offerings for students from early childhood settings through higher education.

This research paper aimed to develop a training curriculum to enhance the competency of music teachers in Buriram Province who graduated from Rajabhat University and became professional teachers in active learning management. The study involved 50 music teachers who participated in workshops and academic exchange forums. The training curriculum consisted of eight components, including the development of active learning unit plans and lesson plans. The research instruments used were the training curriculum, the active learning unit plan assessment form, and the active learning lesson plan assessment form. The use of the curriculum resulted in positive outcomes, with most of the active learning unit plans receiving high assessment scores, and the academic exchange forums effectively showcased best practices. This study provides insights into the development of a training curriculum aimed at enhancing the competencies of music teachers in active learning management, which can be adapted to other teaching fields.

This literature review offers compelling evidence for the significant role music and song can play in cultivating student engagement in elementary school science lessons. With students disengaging from science education, there is concern about the lack of necessary scientific literacy skills required in today's world. To explore whether music and song could be used engage students in science we conducted a thorough search of composite education databases for relevant scholarly articles published 1993-2021. Synthesis of the resulting 26 articles revealed four themes: the common goal of engagement, evidence of learning improvement, broad utility of music and songs as pedagogical tools, and limited long-term studies. While acknowledging the limited evidence presented in these articles, we emphasize that incorporating music and song into science lessons not only enriches the educational environment but also contributes to an arts-infused education known to enhance student performance across a wide range of curriculum domains. We recommend further research with a particular focus on investigating the impact of music and song on science engagement and learning over the long-term in elementary school science classrooms.

Chinese Dongbei Dagu vocal songs, a traditional genre hailing from Northeast China's Dongbei region, possess a rich history spanning over two centuries, distinguished by their unique combination of rhythmic speech-like delivery and melodic elements. The objective of this study is to investigate the fostering of literacy through the transmission of Chinese Dongbei Dagu vocal songs in Xiuyan County, Liaoning Province. The research utilized questionnaires and interviews with six key informants as research tools, including two academic experts, three singers of Dongbei Dagu, and one musical accompanist, who played a pivotal role in providing invaluable insights into various facets of Dongbei Dagu, ranging from its historical significance to the methods employed for its traditional and modern transmission. Qualitative data analysis revealed the existence of two primary modes of transmission: the time-honored apprentice style and the familial family-style methods within traditional settings. Moreover, it uncovered contemporary transmission modes that ingeniously adapt to folk activities, tea houses, theaters, and specialized training workshops. The research findings underscore the paramount importance of cultural databases, governmental support, educational initiatives, innovation, audience expansion, and early education in the continuous preservation and promotion of Dongbei Dagu. Ultimately, this study not only enhances our comprehension of intangible cultural heritage but also offers a pragmatic blueprint for sustaining traditional art forms within the context of contemporary society.

Traditional Chinese fiddle instruments have a long history, with their origins dating back over a thousand years. They are an integral part of Chinese culture and have evolved over time, incorporating various regional styles and techniques. The objective is to examine the historical perspective on literacy and learning resources of traditional Chinese fiddle musical instruments in Jiangxi Province, with a primary focus on Jiujiang City. The study employs a multidisciplinary approach, drawing from ethnomusicology, organology, and musical acoustics, to unravel the intricate cultural, social, and historical context of fiddle music. Key informants, including master craftsmen and experts in fiddle production, provide valuable insights into the region's musical heritage. The research also explores the emergence of the Zhonghu, a plucked stringed instrument, and its role in Chinese folk music. The study's findings reveal the rich cultural landscape of Jiujiang City, characterized by the fusion of fiddle music with silk and bamboo music, private music clubs, religious ceremonies, and Taoist traditions. In conclusion, this research contributes to the preservation and enrichment of Jiangxi's cultural heritage and offers insights into the continued development of traditional Chinese fiddle music education and cultural preservation.

Chuanjiang Haozi, a distinctive form of folk music originating from the Yangtze River Basin in Chongqing, China, serves as a unique cultural treasure, blending utility with artistic expression. This study aims to investigate the preservation and promotion of literacy through performing arts education in Chuanjiang Haozi in Chongqing Province, China. Through a comprehensive research approach, including interviews with key informants who are inheritors of this art form, this study delves into the preservation and promotion strategies for Chuanjiang Haozi. The research site encompasses the Chuanjiang River system, spanning Chongqing and Sichuan, where this art form has deep historical roots. The two key informants were interviewed to gather essential information for this study, including prominent inheritors of Chuanjiang Haozi, providing valuable insights into its cultural significance and preservation challenges. The data analysis process involves transcription, coding, categorization, and theme identification, enabling a comprehensive understanding of the research topic. The research results advocate for a multifaceted approach, including the establishment of digital museums, festival tourism, legal support, and funding for inheritors, to ensure the continued preservation and promotion of Chuanjiang Haozi. These strategies aim to integrate tradition with modernity, safeguarding this intangible cultural heritage for future generations.

The objectives of this research were to study (1) the development of knowledge on the aesthetics of Lam in Ubon Style, and (2) the process of transferring knowledge to inherit the performing arts of Molam Morlam-Ruang-Tor-Klon in Ubon style. Data from documents and fieldwork were analyzed and presented using descriptive analysis. The results showed that there are developments and changes according to the eras, divided into the old era before 1937, a few numbers of performers; the changing era into theatrical performance; the modern Morlam era brought popular musical instruments to play; and the current Morlam era, in which light and sound technology is used to help in the performance of three aspects of aesthetics: melody, poetry, and aesthetics of singing techniques. Regarding the process of transferring knowledge, the results indicated that two national artists have provided knowledge by practicing the performing arts in singing, dancing, and poetic gestures. Improvements are made in each area to enhance learners' skills development. The study provides significant insight and implications for developing learners' skills in performing arts at home.

Jiang Han Ping Yuan Shadow Puppetry, a traditional Chinese performing art rooted in Hubei Province's cultural heritage, embodies intricate shadow play, music, and storytelling. This research aims to explore the efficacy of integrating Jiang Han Ping Yuan Shadow Puppetry into education for cultural protection and literacy development among students. Conducted in Qianjiang City, the birthplace of Jiang Han Ping Yuan Shadow Puppetry, the study employs a multidisciplinary approach, drawing on ethnomusicology, historical theory, and the anthropology of music. Two key informants, selected for their expertise and local cultural ties, provide insights into the historical development, artistic characteristics, and cultural resilience of this shadow puppetry. Through a meticulous analysis of historical aspects, artistic features, props, and cultural practices, the research uncovers the rich tapestry of Jiang Han Ping Yuan Shadow Puppetry. Findings suggest that despite challenges such as declining popularity and economic factors, the art form has persisted, showcasing adaptability through reforms and innovations. Recommendations include curriculum development, community engagement, and awareness initiatives to strengthen the role of Jiang Han Ping Yuan Shadow Puppetry in literacy programs and cultural preservation.

This research investigates the literacy transmission of Guqin culture at the Wangji School in Henan Province, China, through the lenses of ethnomusicology and transmission theory. The goal is to gain an understanding of the educational opportunities provided by this institution and its function in preserving and advancing this ancient Chinese musical tradition. Located in Henan, a province known as the "Cradle of Chinese Civilization," the Wangji School serves as a vital hub for Guqin education, performance, and transmission. Key informants provide perspectives on the diverse backgrounds and pedagogical approaches of Guqin instructors at the school. Using thematic analysis to look at observations and interviews as data shows that there is a focus on copying, expressing oneself, and combining lifestyle elements. The research highlights the school's commitment to cultural preservation, fostering an inclusive learning environment, and employing online outreach. In conclusion, the Wangji School emerges as a beacon of Guqin culture, bridging tradition and innovation to ensure the continuity and vitality of this cherished musical tradition, offering valuable lessons for the preservation of cultural heritage in contemporary educational settings.

Chengdu's popular music, with its profound historical and cultural significance, serves as an educational resource at the intersection of music, literacy, and cultural education. This research aims to propose guidelines for the teaching resource of Chengdu popular music for fostering literacy and cultural education. Located in the culturally diverse Sichuan Province, Chengdu boasts a rich tapestry of musical traditions, from folk to hip-hop, making it an ideal research site. Two key informants, experts in folk and hip-hop music, provide valuable insights into Chengdu's musical evolution. Data analysis involves thematic analysis of questionnaires and interviews, offering a comprehensive understanding of the city's music culture. The study reveals Chengdu's historical role as a cultural crossroads and the evolution of its pop music into a distinctive force within China's music landscape. Advocating for the integration of Chengdu popular music into educational curricula, this research emphasizes the need for well-structured teaching resources to capture its cultural authenticity. The benefits of cultural education include fostering diversity appreciation, enhancing cultural understanding, promoting literacy skills, cultivating emotional intelligence, strengthening cultural identity, and inspiring creativity and expression. Chengdu popular music offers a transformative approach to fostering cultural literacy, empowering students to thrive in a globalized world.

Chinese music has played a significant role in the lives of the Chinese people for generations, being passed down from one generation to the next. Particularly, Changchao Lu's Guqin teaching holds valuable academic insights. Therefore, this study aims to investigate the transmission of Guqin knowledge and literacy by Changchao Lu. The researchers used qualitative approaches, specifically interviews and observations. The study's findings illustrate that Changchao Lu's Guqin playing style exhibits attributes of tranquility, minimalism, strength, and adaptability. The instructor's pedagogical approach integrates conventional and progressive elements, placing significant emphasis on a comprehensive and balanced educational experience. He established the College of Chinese Arts, which aimed to amalgamate conventional and contemporary Guqin education. The institution prioritized several aspects, such as theoretical knowledge, performing skills, pedagogy, and even the craft of instrument-making. The use of online technologies, the promotion of collaborative learning, and the implementation of a student-centered approach all improve the educational experience. Changchao Lu's activities encompass the integration of Guqin, a traditional Chinese musical instrument, into rural schools, the promotion of cultural understanding, and the active engagement of local education officials. In addition, he engages in collaborative efforts with local governmental bodies to rejuvenate rural culture by means of Guqin, therefore nurturing artistic potential and establishing connections between Guqin art and local industry.

Jiujiang Folk Songs, from Jiujiang County in Jiangxi Province, is a traditional Chinese folk genre with unique musical styles and themes focusing on daily life, labor, love, and historical narratives. Beginning with an introduction that highlights the cultural significance of these songs, the study's objective is to propose strategies for education and literacy in the preservation and transmission of Jiujiang folk songs in Jiangxi Province. Focusing on Jiujiang County, known for its rich cultural heritage, the research involves key informants with deep roots in the region and extensive experience in performing and teaching Jiujiang folk songs. Through qualitative data analysis, including live performance observations and structured interviews, the study identifies key challenges such as an aging population of practitioners, language barriers, and a lack of modern promotion. Drawing from these findings, the research suggests strategies at multiple levels, including legislative protection, cultural promotion, and school involvement, to bridge these gaps and ensure the continued preservation and transmission of Jiujiang folk songs. This study contributes to the broader discourse on the preservation of traditional cultural heritage in the face of modernization and serves as a model for safeguarding similar treasures worldwide.

This study aimed to examine the effect of Turkish Music, which is played in the background in preschool education environments, on the intrinsic motivation levels of children in the preschool period. The study used a "quasi-experimental pretest-posttest control group design with retention test", one of the quantitative research models. The study group of the study consists of 21 children aged 48-72 months, who were selected by purposive sampling method, attending the kindergartens of primary schools affiliated to the Ministry of National Education in the city center of Tokat, Türkiye. The "Motivation Scale for Preschool Children (DMQ18)" was employed as a data collection tool to measure the motivation levels of children. In the study, while routine training activities were applied in the experimental group, Turkish Music pieces selected in accordance with each activity were played in the background. In the experimental group, background Turkish Music was played five days a week for four weeks. In the control group, the teacher practiced only daily activities. The study found a significant difference between the control and experimental group post-tests in favor of the experimental group. The study contributed to the literature as the first study to reveal that Turkish Music, which is played in the background during activities in preschool educational environments, makes a significant contribution to the intrinsic motivation levels of children.

This article explores how music and lyrics serve as modes of storytelling in the language classroom, integrating a multimodal approach and the World-Readiness Standards for Learning Languages. In the 'Sing My Story' project, language students creatively write their own lyrics, which are subsequently performed by either student musicians or target language-speaking musicians within the school community. This initiative encourages students at the Intermediate or Advanced proficiency levels to collaboratively produce a music album, creating narrative lyrics for existing songs. Through this project, students are provided with opportunities for meaningful language application, fostering creative and transformative language learning experiences.

Integrating critical literacy and conscious Hip-Hop in the classroom setting offers numerous benefits. It allows students to engage more effectively in conversations about contemporary topics, enhances their ability to integrate cultural perspectives, and provides a fresh perspective on the challenges they face in school and within their communities. When teachers apply a diverse curriculum that resonates with young people, it enhances their ability to better engage students in learning. Ultimately, this should be the academic norm in school and exist as part of the teaching culture to challenge traditional framings that have neglected and disregarded minority people's culture. Combining critical literacy with conscience Hip-Hop allows the two to intersect and enhance a teacher's pedagogical practice.

Occupational therapy practitioners (OTPs) do not receive additional training on the physiological, emotional, mental, and physical effects of music on the body or how to improve and increase its use in occupational therapy (OT) practice. Additionally, the specific effects of the use of music within OT practice have not been fully explored. This workshop was created to develop skills related to appropriately using music as supported by the American Occupational Therapy Association's Occupational Therapy Practice Framework-IV, and to address gaps in knowledge regarding how to use music intentionally, effectively, and safely in OT practice. This study's purpose was to evaluate the effectiveness of a continuing education workshop on increasing OTPs' confidence of facilitating intentional uses of music in OT practice. The free four-hour workshop was implemented as a continuing education course for currently practicing OTPs. Participants (N=13) completed Pre- and Post-Course Surveys and results indicated an increase in confidence levels for all twelve survey items. The One-Month Follow-Up Survey (N=6) measured the carryover of learned material and gathered additional information to inform revisions of workshop content for future implementation. Qualitative themes emerged indicating the workshop was effective for increasing understanding of how music impacts the brain and body and confidence in clinical application of music in OT practice. Results indicate the need to increase educational opportunities for OTPs regarding using music in practice.

Miao Nationality music represents a profound and longstanding musical heritage from the cultural legacy of the Miao community in Yunnan Province, China. This qualitative research study endeavor aims to explore the historical development and transmission of Miao Nationality music, emphasizing its significance within the context of ethnomusicology, cultural transmission theory, and education theory. The chosen research site strategically focuses on Yunnan Province, China, especially targeting regions with substantial Miao populace and deeply entranced musical traditions. Seven key informants, including elder musicians, music educators, community leaders, and cultural enthusiasts, were purposefully sampled to provide expert insights. A thematic analysis of qualitative data gathered through interviews and observations revealed important information about the ancient roots of Miao Nationality music, how it is used in everyday life, how cultural exchanges affect it, and how important it is for traditional instruments, vocal styles, and passing down the music from one generation to the next. The study suggests strategies for safeguarding and disseminating Miao Nationality music, emphasizing cultural awareness, technological advancements, support for inheritors, environmental protection, and innovative communication methods.

The academic study of harsh vocals has been gaining traction of late, as the physiology (Eckers et al., 2009), creative attributes (Di Lorenzo & Trantino, 2016) and socio-political ramifications (Heesch, 2019) of usage have been covered in some depth by existing literature. However, formalised pedagogical study around the technique is somewhat lacking, as each vocalist has a unique path to the style and it is highly unlikely to be the result of formal training. In Australia this situation is exacerbated by the relative isolation of the individuals learning due to its small population, large geographic size and relative lack of popularity of heavy metal. This research involved interviewing five active harsh vocalists about their journey to learning and revealed that individuals were unlikely to engage in formal training and were more likely to experiment, seek access to information online and engage with strategies from other vocal styles in order to develop their own sound.

There is an urgency for compelling new narratives of ecological survival that draw on Indigenous and 'othered' millennial intelligences and agencies. With a focus on the lifegivingness and sacredness of water, this paper is a call for collective inter-cultural cross-species oral-performative, recuperative conversations for re-learning to care for our damaged finite planet. Spirit-being is ever-present in the "St'at'imc" multiverse. Be humble, kind, respectful and at peace the elders tell us. Our original instructions teach us how to live together in harmony and compassion with the rest of creation. In this narrative score, musical signs, symbols spaces and terminologies gesture toward lyrical, rhythmic, somatic, sensate, collaborative performance, including "pause-silence-beat." At a bend of the river, with ancestors and those to come, ubiquitous Indigenous tricksters Coyote and Raven speak on the page as "dramatis personnae" to encourage metamorphosizing from normalizing Eurodiacritics that extinguish and essentialize Indigenous oral expression. Joining the conversation are Sam Jim, a "St'at'imc" elder born in 1866, and German astrophysicists Helga and Viktor who are researching water beyond our shared earthly home, Viktor having had "St'at'imc" research experience in British Columbia. The text is meant to be read aloud.

This systematic review examines the efficacy of the Suzuki music teaching method in cultivating instrumental skills through experimental research. The research indicates that the Suzuki music teaching method accommodates various instruments for students of different ages but its effectiveness in enhancing rhythm skills varies with the instrument and age group. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidance, the study searched four e-databases. Seven researches were identified as eligible for final inclusion from the 481 identified literature. The included studies compared the Suzuki method to conventional music teaching methods, with the majority showing a positive effect on instrumental skills, particularly posture, musicality, and technique control. The Suzuki method is expanding its target population from children to adults, providing evidence of its effectiveness for various groups of individuals learning an instrument and proposing future research directions related to the Suzuki music teaching method.