74,747 research outputs found
Sounds of Waitakere: Using practitioner research to explore how Year 6 recorder players compose responses to visual representations of a natural environment
How might primary students utilise the stimulus of a painting in a collaborative composition drawing on a non-conventional sound palette of their own making? This practitioner research features 17 recorder players from a Year 6 class (10ā11-year-olds) who attend a West Auckland primary school in New Zealand. These children were invited to experiment with the instrument to produce collectively an expanded ārepertoireā or āpaletteā of sounds. In small groups, they then discussed a painting by an established New Zealand painter set in the Waitakere Ranges and attempted to formulate an interpretation in musical terms. On the basis of their interpretation, drawing on sounds from the collective palette (complemented with other sounds), they worked collaboratively to develop, refine and perform a structured composition named for their chosen painting. This case study is primarily descriptive (providing narrative accounts and rich vignettes of practice) and, secondarily, exploratory (description and analysis leading to the development of hypotheses). It has implications for a range of current educational issues, including curriculum integration and the place of composition and notation in the primary-school music programme
Culturally responsive classrooms through art integration
Integrating arts into teaching and learning can result in more engaging classrooms for students of all backgrounds. Addressing content through drawing, painting, music, drama, sculpture, and manipulatives results in motivating lessons that reach diverse learners by means of multiple pathways. Benefits of incorporating the arts include not only academic achievement (Ruppert, 2006; Rabkin & Redmond, 2006), but also increased cultural understandings, better self-esteem, and a healthier cultural identity (Purnell, et al., 2007; Graham, 2009). Sample lessons with detailed explanations from an elementary classroom are highlighted to demonstrate how forms of linguistic and nonlinguistic artistic expression benefit all children in their development
Abstracts and classification of graduate studies.
Thesis (Ed.M.)--Boston Universit
An exploratory study of imagining sounds and āhearingā music in autism
Individuals with autism spectrum disorder (ASD) reportedly possess preserved or superior music-processing skills compared to their typically developing counterparts. We examined auditory imagery and earworms (tunes that get āstuckā in the head) in adults with ASD and controls. Both groups completed a short earworm questionnaire together with the Bucknell Auditory Imagery Scale. Results showed poorer auditory imagery in the ASD group for all types of auditory imagery. However, the ASD group did not report fewer earworms than matched controls. These data suggest a possible basis in poor auditory imagery for poor prosody in ASD, but also highlight a separability between auditory imagery and control of musical memories. The separability is present in the ASD group but not in typically developing individuals
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CreaTable Content and Tangible Interaction in Aphasia
Multimedia digital content (combining pictures, text and music) is ubiquitous. The process of creating such content using existing tools typically requires complex, language-laden interactions which pose a challenge for users with aphasia (a language impairment following brain injury). Tangible interactions offer a potential means to address this challenge, however, there has been little work exploring their potential for this purpose. In this paper, we present CreaTable ā a platform that enables us to explore tangible interaction as a means of supporting digital content creation for people with aphasia. We report details of the co-design of CreaTable and findings from a digital creativity workshop. Workshop findings indicated that CreaTable enabled people with aphasia to create something they would not otherwise have been able to. We report how usersā aphasia profiles affected their experience, describe tensions in collaborative content creation and provide insight into more accessible content creation using tangibles
Graduate Catalog, 1982-1983
https://scholar.valpo.edu/gradcatalogs/1011/thumbnail.jp
Graduate Catalog, 1986-1987
https://scholar.valpo.edu/gradcatalogs/1014/thumbnail.jp
Graduate Catalog, 1987-1988
https://scholar.valpo.edu/gradcatalogs/1015/thumbnail.jp
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