2,834 research outputs found
Exploring the experiences, perceptions and reflections of popular electronic musicians at UK higher education institutions
Get PDFAlthough formal educational institutions in the UK, and particularly in Higher Education (HE), have begun to include aspects of dance music and hip-hop styles of music in their curricula, there is still a notable lack of research into the relationship between popular electronic music-making practices, such as performance, and formal education. This study explores some of the experiences, perceptions and reflections of popular electronic musicians in formal educational institutions in the UK with a specific focus on the performance of popular electronic music. Our findings show that formal education has had some impact on the development of popular electronic musicians' practice and, in some cases, acted as an introduction to popular electronic styles of music. However, the study's findings also highlight the need to develop more comprehensive musical curricula that include popular electronic styles of music as well as the more established popular musical styles such as rock
Perceived quality of a singing performance: The importance of context
Get PDFThe chapter summarizes the author’s work developing a theoretical framework in relation to perceived quality in a singing performance. This work focused on singing performances rather than singing performance related effects, such as visual feedback, audience dynamics, live listening logistics, and other factors that might be part of a general “experience” but not necessarily part of the voiced/sung product. In addition to discussing CReMA, a technological solution the author devised for increasing the specificity of response measurement to musical performances, two examples are offered of unpublished empirical research as vignettes of the context-sensitive and context-specific nature of the singing voice in performance. The outcomes support that although assessments of singing and the perception of quality or beauty in a singing performance are not something that can be made using a deterministic rule-system, there is value in systematically acquiring more evidence specific—and also sensitive—to various singing contexts
An Annotated Bibliography of Selected Music Theory Resources for the Middle and High School Choral Classroom with Alignment to Mississippi College- and Career-Readiness Standards
Get PDFMiddle and high school choral ensembles often struggle to produce musicians who are proficient in music theory skills; however, music theory and ear training skills provide numerous benefits to the student and ensemble. Promoting and fostering theory and ear training skills develop a student’s overall musicianship – thus, strengthening sight-reading skills– further leading to more accurate sight reading, using less rehearsal time, and the option of learning more, or even more technically challenging, literature. Additionally, developing independent musicianship skills encourages higher order and critical thinking in the choral classroom.
This project will examine and review selected music theory and ear training resources readily available to middle and high school choral music educators. Specifications for each publication will be detailed, listing pertinent information such as content description, targeted age group, alignment with the Mississippi College- and Career-Readiness Arts Learning Standards for Music - 2017 (Referred to as MALSM from henceforth), instructional needs, and the publication’s availability and cost. This annotated bibliography will provide middle and high school choral music educators with important information for selecting appropriate theory and ear training resources for their class or ensemble. By connecting each choral resource to the MALSM, the ensemble director has resources that not only meet the needs of their classroom but meet the demands of school administration as well
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