A Comparative Examination of the 2013 Musical Aptitude Test Scores of Music Education Students and their 1st Academic year GPAs

Demirbatır, Rasim Erol; Çeliktaş, Hatice; Engür, Doruk

doi:10.1016/j.sbspro.2015.07.193

Cited by 2 publications

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“…Also, with non-auditory aspects and unarticulated perceptions of knowledge and quality, there is a risk that the reliability of the assessments may be weakened. Tests of instrumental, aural, and theory skills have admittedly shown positive correlation with study results in music teacher (Demirbatir et al, 2015) and bachelor of music programmes (Lehman, 2014) but little or no correlation (Bergby, 2013; Wolf & Kopiez, 2014) between study results and aural and theory skills in bachelor of music programmes. Several professional and personal traits, such as teaching experience, beliefs about musical ability, and social skills, have been identified as predictors of instrumental and vocal music teacher self-efficacy (Biasutti & Concina, 2018), yet no correlation has been found between assumed occupational personality traits and the teaching effectiveness of music teacher students (Teachout, 2001).…”

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confidence: 99%

Musical skills, or attitude and dress style? Meaning-making when assessing admission tests for Swedish specialist music teacher education

Sandberg-Jurström

Lindgren

Zandén

2021

Research Studies in Music Education

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Although entrance test criteria seem decisive for accessing higher music education programmes, and problems and challenges with the assessment process are reported, the area is largely unexplored. This article concerns how entrance auditions, specifically primary instrument auditions for Swedish specialist music teacher programmes, are examined and discussed. The data comprise video-documented auditions, focus group conversations, and stimulated-recall-based interviews involving assessor groups at four music education departments. Social-semiotic theory is used to study how assessors judge applicants’ knowledge representations in audition performances. A music-centred assessment culture is constructed, emphasising assessments of technical, communicative, and genre-anchored interpretation skills essential for meeting the demands of the education and profession. Also, a person-centred assessment culture is revealed, emphasising the assessment of personal traits suitable for education and profession. The discussion addresses the reliability, credibility, and validity of assessing abilities in terms of being and behaving in a particular way.

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Section: Introductionmentioning

confidence: 99%

Musical skills, or attitude and dress style? Meaning-making when assessing admission tests for Swedish specialist music teacher education

Sandberg-Jurström

Lindgren

Zandén

2021

Research Studies in Music Education

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A Method of Extracting and Identifying College Students’ Music Psychological Features Based on EEG Signals

Liang¹

2022

Scientific Programming

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With the development of information technology, music education in universities is also changing. Traditional music education can not effectively explore the feature of students, resulting in the quality of music education being restricted. The rapid development of Electroencephalogram (EEG) signals has brought a new educational model to music education. Through the extraction of students’ psychological features of music by EEG, psychological features can be identified and different educational programs can be formulated according to the results. Multifeature extraction and combination method can improve the accuracy of EEG feature extraction. Using empirical mode decomposition and wavelet packet decomposition of the two kinds of methods to analyze EEG data, respectively, then the average energy, volatility index, sample entropy, and approximate entropy and multiscale features such as permutation entropy and Hurst index, select features in combination, to classify the feature set after the combination, so as to find out the feature of the performance of the optimal combination. The experimental results show that the feature combination of sample entropy and approximate entropy can better represent the main features of EEG psychological characteristic signals after wavelet packet decomposition, and the recognition accuracy is more than 90%.

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A Comparative Examination of the 2013 Musical Aptitude Test Scores of Music Education Students and their 1st Academic year GPAs

Cited by 2 publications

References 1 publication

Musical skills, or attitude and dress style? Meaning-making when assessing admission tests for Swedish specialist music teacher education

Musical skills, or attitude and dress style? Meaning-making when assessing admission tests for Swedish specialist music teacher education

A Method of Extracting and Identifying College Students’ Music Psychological Features Based on EEG Signals

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