Evaluation of voices foundation primer in primary schools

Music education has an important role in contributing towards society's needs in relation to the culture industries and continued development of active and constructive participation in musical activities. In addition to its role in developing musical skills many claims have been made regarding the benefits of music education in relation to a range of transferable skills

Spartan Daily, April 22, 1960

Volume 47, Issue 112https://scholarworks.sjsu.edu/spartandaily/4028/thumbnail.jp

Can Music Increase Empathy? Interpreting Musical Experience Through the Empathizing–Systemizing (E-S) Theory: Implications for Autism

Recent research has provided evidence that musical interaction can promote empathy. Yet little is known about the underlying intrapersonal and social psychological processes that are involved when this occurs. For example, which types of music increase empathy and which types decrease it; what role, if any, does empathy play in determining individual differences in musical preference, perception, and performance; or, how do these psychological underpinnings help explain the musical experiences of people with autism spectrum conditions (ASC). To address these questions we employ the Empathizing–Systemizing (E-S) theory as a fruitful framework in which to understand these music-related phenomena. Specifically, we explore how individual differences in musical preference, perception, and performance can be explained by E-S theory. We provide examples from open-ended descriptions of strong musical experiences to demonstrate the ways in which empathy and music inter-relate. Importantly, we discuss the implications for the study of autism, and for how music therapists and clinicians can use music as a tool in their work with individuals diagnosed with ASC.

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Meals in a Mason Jar -- 50 Shades of Please Don't -- Summer Study Abroad Opportunities -- The Pros and Cons of Summer Classes -- Springing into Temporary Freedom -- Calendar & Comics

Spartan Daily, November 20, 2003

Volume 121, Issue 59https://scholarworks.sjsu.edu/spartandaily/9925/thumbnail.jp

Spartan Daily, November 20, 2003

Volume 121, Issue 59https://scholarworks.sjsu.edu/spartandaily/9925/thumbnail.jp

The Effects of Movie Time Social Learning on Emotion Recognition, Perspective Taking and Empathy in Children with Autism

Autism is the fastest growing developmental disability in the world, with the latest estimates showing that 1 in 68 children will be diagnosed with the condition. One of the core deficits associated with autism is social communication. Theory of mind (Baron-Cohen, 1985) posits that children with autism do not have the ability to understand that others have thoughts different from their own. This has been suggested as one of the main reasons that social communication deficits exist in children with autism. Motivation is likely the main component in effectively teaching many children with autism. Interventions that incorporate movies would seem to be promising. Movie Time Social Learning (Vagin, 2012) is one such intervention based on the principles of Cognitive Behavioral Therapy (CBT) and Social Thinking (Garcia-Winner, 2005). Children with autism often have specific deficits in the areas of emotion recognition, perspective taking and empathy. This study utilized Movie Time Social Learning intervention tools to target skills in these areas with three children with autism. The three participants were two males and one female, ages 8, 9 and 9 respectively, from a variety of cultural and socioeconomic backgrounds. All were verbal and had a diagnosis of autism. All three participants demonstrated considerable growth over baseline in the areas of emotion recognition and beginning perspective taking over the course of the twelve week study (mean increases of 73%, 35% and 31% respectively in emotion recognition and 68%, 35% and 22% in beginning perspective taking skills). All participants demonstrated some degree of generalization of skills outside of the clinic setting. Movie Time Social Learning would appear to be a great tool to teach social communication skills to children with autism. Parents remarked that they enjoyed using the strategies at home with their children. Interestingly, all participants performed with better accuracy while answering questions during previously unseen movies. Future research in this area should focus on utilization of parents and peers as mediators in multiple settings for maximum generalization

Visual Messages Accompanied by Music: Preschool Children’s Interpretations

Within current visual culture children are continuously exposed to varieties of visual messages accompanied by music which could contribute towards their aesthetic development. However, the interaction between music and image is not always as simple as in animation where music has direct relationship to the visual message to be easily interpreted by the preschool child. Taking a semiotic approach the current paper investigates preschool child’s reception of a more sophisticated interaction between music and visual messages, when the function of music is in mismatch to the visual message. The sample consists of 125 preschool children from Greece, divided into two groups that watched images with, and without, music. Their drawings, comments and explanations in response to our questions were presented as a form of personal interview, which provided rich material for qualitative observations, followed by statistical analysis. It appeared that, during the process of reception and within the specific context of the current investigation, it is the informative part of the visual message, and the child’s experiential relationship with it, that reinforces the receiver’s involvement more than the connotations transmitted by music.Within current visual culture children are continuously exposed to varieties of visual messages accompanied by music which could contribute towards their aesthetic development. However, the interaction between music and image is not always as simple as in animation where music has direct relationship to the visual message to be easily interpreted by the preschool child. Taking a semiotic approach the current paper investigates preschool child’s reception of a more sophisticated interaction between music and visual messages, when the function of music is in mismatch to the visual message. The sample consists of 125 preschool children fromGreece, divided into two groups that watched images with, and without, music. Their drawings, comments and explanations in response to our questions were presented as a form of personal interview, which provided rich material for qualitative observations, followed by statistical analysis. It appeared that, during the process of reception and within the specific context of the current investigation, it is the informative part of the visual message, and the child’s experiential relationship with it, that reinforces the receiver’s involvement more than the connotations transmitted by music