Numerous studies have explored the relationship between musical instruments and their associations with a particular gender. This study focussed on the developing association between gender and musical instruments in young children and further explored the interaction between gender, instrument and musical style. The research was carried out on 65 participants aged three and four years old. Each participant took part in a short musical game which involved matching 14 musical excerpts with photographs of the individuals who might play the instruments represented within each excerpt. The research used a 2 (gender) × 2 (musical style) × 7 (instrument) factoral design in which a ‘feminine’ or ‘masculine’ instrument was featured playing in a ‘masculine’ or ‘feminine’ associated style. Our results suggested that prominent gender stereotypes for some instruments do appear to exist in very young children whilst in other instruments, gender associations appear to be also linked to the musical style in which they are represented and possibly the performance context in which they are experienced.

Objectives: This study explores the specific effects of live music concerts on the clients with dementia, their families and nursing staff / caregivers. Methods:Researchers attended 22 concerts in care facilities in England and Japan. Interviews were carried out with clients with dementia, nursing staff and family members. Observations were also carried out before, during and after the concerts. All observations were recorded in field notes. Results:The effect of the concerts in both countries were seen to be beneficial to all clients and nursing staff, whether or not they attended the concert. Interviews with clients with mild to mid-stage dementia, noted increased levels of cooperation, interaction and conversation. Those with final stage or advanced dementia exhibited decreased levels of agitation and anti social behaviour. Staff members reported increased levels of care, cooperation and opportunities for assessment. Family members noted an increase in the levels of wellbeing in their partner / parent as well as in themselves.The study also suggested that a knowledge of musical components, an awareness of the rules of music and specific musical preferences appear to remain well beyond the time when other cognitive skills and abilities have disappeared.Conclusions: This initial study provided some further indication in terms of the uses of music as a non pharmacological intervention for those living with all stages of dementia. These included opportunities for assessment of physical abilities as well as facilitating an increasing level of care.

Background: Previous studies have argued that technology can be a major support to the music teacher enabling, amongst other things, increased student motivation, higher levels of confidence and more individualised learning to take place [Bolton, J. 2008. Technologically mediated composition learning: Josh's story. British Journal of Music Education 25, no. 1: 41-55; Kardos, L. 2012. How music technology can make sound and music worlds accessible to student composers in further education colleges. British Journal of Music Education 29, no. 2: 143-51]. In contrast, a reasonable number of alternative voices [Conlon, T. and Simpson, M. 2003. Silicon Valley versus Silicon Glen: The impact of computers upon teaching and learning: A comparative study. British Journal of Educational Technology 34, no. 2: 137-50; Convery, A. 2009. The pedagogy of the impressed: How teachers become victims of technological vision. Teachers and Teaching 15, no. 1: 25-41; Treadway, M. 2001.Making a difference? An investigation into the relationship between ICT use and standards in secondary schools. Cowbridge: Fischer Family Trust] have also argued against the claims made for the effectiveness of technology in enhancing the learning process. More specifically, recent work by Armstrong [Armstrong, V. 2008. Hard bargaining on the hard drive: Gender bias in the music technology classroom. Gender and Education 20, no. 4: 375-86; Armstrong, V. 2011. Technology and the gendering of music education. Aldershot: Ashgate] has explored issues of technology and music education in relation to gender, suggesting that the construction of gendered meanings associated with digital technologies is having a major effect on pupils' attitudes and thus ultimately, on their level of achievement in areas such as musical composition. However, there is relatively little research on how primary-aged boys and girls relate to technology as a composing tool and how they experience this compared with using more traditional instruments to compose. More specifically, very little research has been carried out into the extent to which boys and girls differ in their attitudes towards using technology as a composing tool.Purpose: This small-scale, exploratory study had two main aims. The first aim was to investigate whether any gender differences existed between the attitudes of boys and girls towards the use of computers in creating musical compositions. The second aim was to compare their attitudes between composing with instruments and composing with computers. Sample: Our study was based in England and involved class groups of 10-11-year-old pupils in three state primary schools; a total of 63 children were involved in creating short musical compositions over a two-week period. Forty-three of them were interviewed about their experiences. Methods: Our method involved children composing two pieces of music on the same theme. In the first lesson, they composed a piece using a musical notation software package on a computer whilst in the second lesson they composed a piece on...

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Research suggests that the COVID-19 pandemic has had a significant impact on those already living with mental health problems, though there is also evidence of resilience. However, to date there has been limited in-depth qualitative investigation. We interviewed 15 people living with long-term mental health problems who, before the pandemic, were being supported by third sector organisations, to explore how they experienced lockdowns and accessing services remotely. Template analysis was informed by the Power Threat Meaning Framework and suggested that participants experienced significant threats to their mental wellbeing and recovery which were exacerbated by current or previous powerlessness and inequality. Although participants described positive coping strategies, several described a return of unhelpful behaviours that had contributed to the original difficulties. The findings illustrate the wider contributions of social and economic context to mental health problems and the importance of ensuring that people do not feel abandoned and are proactively supported.