scholarly journals The development of learning strategies in individual instrumental practice: an exploratory study with Organ Students in Higher Music Education

Opus ◽  
2020 ◽  
Vol 26 (1) ◽  
pp. 1
Author(s):  
Any Raquel Souza Carvalho ◽  
Marcos Vinícius Araújo ◽  
Luís Cláudio Barros ◽  
Yuri Miorelli Antunes Dos Santos
Keyword(s):  
Music Education ◽  
Learning Strategies ◽  
Exploratory Study ◽  
Instrumental Practice

Maschine-itivity: How I found my creativity using a digital sampling device to compose music

2016 ◽  
Vol 9 (3) ◽  
pp. 289-313
Author(s):  
Jonathan Kladder
Keyword(s):  
Music Education ◽  
Learning Strategies ◽  
Creative Process ◽  
Contemporary Music ◽  
Music Learning ◽  
Sampling Device ◽  
Digital Sampling ◽  
Informal Music Learning ◽  
Contextual Understanding ◽  
Auto Ethnography

The ubiquity of digital music technology has prompted researchers and scholars to examine how music educators might support music learning that encourages creativity through the use of these mediums. Infusing technology into current curricular offerings offers one avenue in fostering a diversity of music learning experiences for students when teachers are interested in developing creativity in their students. Research examining current practising teachers and their experiences with digital sampling and beat making technology is limited. The purpose of this research was to offer my experiences learning, writing and sharing music using a sampling and beat-making device called the Maschine. This auto-ethnography uses Sawyer’s eight stages of the creative process as the theoretical framework to guide analysis of my creativity. The aims of this research were to: (1) reflect on the creative process involved in making music on a digital sampling and beat-making device; (2) provide a contextual understanding of my challenges and successes along the way; and (3) suggest implications for both current and future music teachers interested in learning to use this type of technology in their music teaching to provide contemporary music making experiences for their students. Results suggest that vernacular and informal music learning strategies were common over the 14-week semester, as YouTube tutorials supported my learning. My creativity occurred in small incremental steps and yielded three completed compositions at the culmination of the project. A conceptual model of the creative process is proposed, outlining the non-linearity of my creative process. Implications for music education are offered in conclusion.

The educational backgrounds of DIY musicians

2021 ◽  
Author(s):  
Nicholas Patrick Quigley ◽  
Tawnya D. Smith
Keyword(s):  
Music Education ◽  
Exploratory Study ◽  
Self Care ◽  
The United States ◽  
Individualized Instruction ◽  
Music Participation ◽  
Educational Backgrounds ◽  
Music Making ◽  
Do It Yourself ◽  
Mainstream Society

In this qualitative, exploratory study we examined the music education backgrounds and current creative practices of thirteen self-described do-it-yourself (DIY) musicians from around the United States. A growing community of scholars within and outside of education have noted the relative inclusionary nature of DIY communities as compared to mainstream society. Several themes have emerged in DIY music participation literature, including social influences and isolation, and music making for self care and self expression. DIY music-making can offer a potentially liberating space for those marginalized by traditional schooling, providing students with social, educational and musical opportunities they could not find or participate in at school. Through an analysis of interviews and participation-observations of creative practices such as band rehearsals and improvisation sessions, we found that similar themes emerged in our own data. Implications for music education include the importance of more individualized instruction and opportunities for self care and self expression.

scholarly journals Foreign Language Learning Strategies and Consecutive Interpreting Achievement: An Exploratory Study on Taiwanese Interpreting Students

2014 ◽  
Vol 58 (1) ◽  
pp. 146-164
Author(s):  
Yung-Nan Chiang ◽  
Daniel Steve Villarreal
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Exploratory Study ◽  
Foreign Language Learning ◽  
Future Research ◽  
Language Learning Strategies ◽  
Positive Correlations ◽  
Consecutive Interpreting ◽  
The Relationship

Although it has been frequently noted that interpreting students’ command of their working languages has not been solid enough to meet the challenge of interpreting, especially the challenge of interpreting from an A language to a B language, there has been no empirical research into whether their B language learning strategies are related to their interpretation achievement. This exploratory study filled this gap in the literature by investigating the relationship between foreign language (English) learning strategies and consecutive interpreting achievement among a group of undergraduate interpreting students in Taiwan. The participants’ learning strategies were assessed by Oxford’s Strategy Inventory for Language Learning (SILL), while their achievement was measured by their semester grades in Mandarin-English interpreting classes. Descriptive statistics and correlation analyses were used to analyze the data. The results showed that learning strategies had significant positive correlations with interpreting achievement, regardless of whether the SILL was analyzed in terms of the overall scale, its subscales, or its individual items. Based on the results, implications for offering learning strategies training to students are discussed and directions for future research are suggested.

scholarly journals Switching to Fully Online EFL Learning Environments: An exploratory study on learners’ perceptions

2021 ◽  
Vol 7 (3) ◽  
pp. 23-42
Author(s):  
Marco Cancino ◽  
Daniel Avila
Keyword(s):  
Learning Strategies ◽  
Social Presence ◽  
Exploratory Study ◽  
Online Teaching ◽  
Online Courses ◽  
Instructional Materials ◽  
Teaching Presence ◽  
Structured Interviews ◽  
Home Based ◽  
Research Findings

One aspect of online classes that has recently experienced a paradigm shift is fully online language environments (FOLEs) – that is, learning settings where 100% of the content of the class is being delivered online. The SARS-CoV-2 (COVID-19) outbreak in 2020 called for the use of fully online teaching in schools and universities in many countries due to confinement measures. Accordingly, schools have made extraordinary efforts towards implementing home-based schooling and delivered online courses to their students during the pandemic. In many universities, online platforms such as Blackboard Collaborate are being used to fulfil the need to keep up with the requirements of academic programmes. However, research findings addressing specific FOLE platforms are scarce, with even fewer studies focusing on learners’ engagement perceptions in those settings. Therefore, the purpose of this mixed-methods exploratory study was to delve into aspects involved in engagement, such as participation, group work, instructional materials, and learning strategies, regarded as key factors influencing the success of FOLEs. Thus, a FOLE questionnaire was administered to 54 EFL university learners, which was followed by semi-structured interviews conducted with seven participants. Our analysis drew from FOLE engagement research (Sun, 2014) and the community of inquiry (CoI) framework (Garrison & Arbaugh, 2007; Garrison et al., 2000). The main findings revealed that the poor interactions with peers and the lack of peer rapport negatively influenced the social presence of students (Garrison & Arbaugh, 2007), that the instructor can use teaching presence to increase student awareness of the relevance of the online environment and overcome adaptation issues (Kebritchi et al., 2017), and that teaching presence can help increase cognitive presence and facilitate effective interactions with the content. Implications for pedagogy were put forward as part of a FOLE approach.

scholarly journals Considering the role of neurodidactics in medical education as inspired by learning studies and music education

2020 ◽  
Author(s):  
Carlos Trenado ◽  
Nicole Pedroarena Leal ◽  
Diane Ruge
Keyword(s):  
Medical Education ◽  
Music Education ◽  
Medical School ◽  
Learning Strategies ◽  
Medical Curriculum ◽  
Large Body ◽  
School Curriculum ◽  
Learning Technologies ◽  
Principles Of Learning

A large body of research targeting learning in medical school has shown the benefit and importance of adopting appropriate learning strategies, nevertheless instruction and use of scientifically-based learning strategies is not standard in the medical school curriculum. In this commentary, we advocate the use of the principles of neurodicatics in the medical curriculum, namely by taking into consideration neurobiology principles of learning for optimizing learning strategies. The advancement and progress of learning technologies in the upcoming years and their adoption by medical students make this discussion highly relevant regarding proper establishment of an evidence-based science of education and learning, which would certainly impact medical education.

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