Music in the Early Years

Glover, Joanna; Young, Susan

doi:10.4324/9780203030387

Cited by 3 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In line with many other studies, this may be due to task specific factors and/or the type of illusion. Where perception-action disassociations are reported, online feedback of the moving limb has been found with some illusions to fine tune the motor estimation of the target illusion to the correct size (Glover, 2002;Hughes, Bates and Aimola Davies, 2008). In the absence of this feedback, the motor estimate corresponds to the illusory effect (Aglioti, DeSouza and Goodale, 1995;Gentilucci et al, 1996;Otto-de Haart, Carey and Milne, 1999).…”

Section: Discussionmentioning

confidence: 99%

The next step in optimising the stair horizontal-vertical illusion: Does a perception-action link exist in older adults?

Skervin

Thomas

Schofield

et al. 2021

Experimental Gerontology

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

The next step in optimising the stair horizontal-vertical illusion: Does a perception-action link exist in older adults?

Skervin

Thomas

Schofield

et al. 2021

Experimental Gerontology

View full text Add to dashboard Cite

“…The importance of play, fun and games is emphasised in early childhood as they help students develop listening and motor skills, interact musically and understand concepts, among various other benefits (Glover & Young, 1998).…”

Section: Playful Dialoguementioning

confidence: 99%

What forms of communication did a music therapy student use in her work with high school students who have special needs, and why?

Curtain¹

View full text Add to dashboard Cite

<p>This research project is aimed at answering the question: What forms of communication did a music therapy student use in her work with high school students who have special needs, and why? As communication is one of the primary goals for children with Autistic Spectrum Disorder (ASD) and other learning difficulties, (Gadberry 2011) I, as the music therapy student and researcher explored different forms of communication used in my practice and the reasoning behind them using Secondary Analysis of Data and Thematic Analysis. Forms of communication discussed include musical communication, social communication, direct instruction, gestures, key signs from New Zealand Sign Language, verbal communication, visual communication, technology and Augmentative and Alternative Communication systems, and combinations of each. The wide variety of reasons for my use of these forms of communication include, but are not limited to: supporting engagement, encouraging communication, promoting self-regulation, encouraging choice-making and turn-taking, supporting socialization and interaction and reinforcing behavioural messages. The research was informed by my clinical work on placement at a learning support centre for children with special needs at a high school. The concepts of music as therapy and music in therapy are explored in relation to music therapy work involving different forms of communication. My conclusions support the use of various forms of communication in music therapy in special needs education settings when aligned with a focus on music, improvisation and the individual participant.</p>

show abstract

Music listening within preschool music education in normative documents and professional publications in Serbia from the end of the XIX century until today

Sokolović-Ignjačević¹

2019

Artefact

View full text Add to dashboard Cite

СажетакСлушање музике једна је од веома значајних и учесталих активности које се реализују у предшколским установама, у оквиру музичког васпитања и образовања деце. У овом раду намера нам је била да сагледамо начин на који је слушање музике обрађено у програмским документима и стручним публикацијама коришћеним и објављеним у Србији од краја XIX века до данас, које сличности и разлике су уочљиве међу наведеним смерницама, те у којој мери су оне усклађене са иностраном литературом у овој области. У овом раду је најпре креиран својеврстан теоријски оквир, у ком су сумирани кључни ставови и резултати иностраних истраживања везаних за слушање музике. Потом су анализиране публикације, коришћене или објављене на нашим просторима, у којима је обрађена тема слушања музике, применом анализе садржаја, кроз одабране категорије. Установљене су сличности и разлике међу анализираним публикацијама у погледу постављених циљева за рад у домену слушања музике у предшколској узрасној фази, критеријума за одабир музичких садржаја и методских поступака.Кључне речи: предшколско музичко образовање, слушање музике, програмска документа, музички садржај, методски поступак. УводУ уводном делу рада представићемо различите ставове о неким од кључних методичких проблема везаних за слушање музике у предшколској узрасној фази, првенствено о начину рада са децом у овој области и критеријумима за избор музичких садржаја, који ће бити предмет анализе различитих штампаних извора који их обрађују, а коришћени су или објављени у Србији од краја XIX века до данас.1 Овај рад део је истраживања спроведеног у оквиру докторске дисертације, чија израда је у току. Оригинални научни чланак Језик чланка: српски језикlistening is devoid of questions and informations about the music piece, while the next ones are followed by certain tasks, questions or conversations about a single musical characteristic.We noticed that the verbal response of children is dominant, while the response through movement, musical or the artistic expression is largely neglected. The importance of increasing the variety of procedures within the music listening activities in pre-schools and the implementation of empirical research, which would confi rm the validity of procedures often applied in practice, were pointed out.

show abstract

Music in the Early Years

Cited by 3 publications

References 0 publications

The next step in optimising the stair horizontal-vertical illusion: Does a perception-action link exist in older adults?

The next step in optimising the stair horizontal-vertical illusion: Does a perception-action link exist in older adults?

What forms of communication did a music therapy student use in her work with high school students who have special needs, and why?

Music listening within preschool music education in normative documents and professional publications in Serbia from the end of the XIX century until today

Contact Info

Product

Resources

About