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INDEX

PRIMARY RESEARCH

SECONDARY RESEARCH

POINT OF VIEW

BIBLIOGRAPHY















PRIMARY RESEARCH

1. Educational and psychological research suggests that gender and musical genre can
influence musical learning and the development of musical identities, particularly during
adolescence. However, there is a relative paucity of educational studies in higher
education (HE) concerning the possible impact on musical learning of gender and musical
genre, either individually or collectively. As part of a two-year comparative study funded
under the Economic and Social Research Council (ESRC)'s Teaching and Learning Research
Programme (TLRP) that is focused on musical learning in HE, we investigated the effect of
musicians' gender and chosen musical performance genre (embracing Western classical,
jazz, popular, and Scottish traditional music) on undergraduate and postgraduate (career-
based) learning. Data were gathered through a web-based survey of participants (n=244)
drawn from four HE institutions (HEIs) in Glasgow, York, Leeds and London and the wider
workplace, supplemented by semi-structured case study interview data from a sub-set
(n=27) of these participants. Statistical and qualitative analyses indicate that gender and
genre can impact individually on some aspects of participants' psychological and socio-
psychological make-up and in their attitudes to learning. However, there was no evidence
statistically or qualitatively of any major interaction between the variables of genre and
gender in the data from the chosen measures. Furthermore, irrespective of musical genre,
skilled musicians had many aspects in common in terms of their core musical identities
and behaviours, implying that the requirements for highly skilled
musical performance can transcend particular group characteristics.

2. This paper reports a study investigating trainee teachers' beliefs about music abilities and
learning. The study employed two questionnaires: the Music abilities beliefs questionnaire
(MABQ) and the Music learning beliefs questionnaire (MLBQ) which were specially
designed to reveal the beliefs of trainee teachers of primary and secondary schools
(middle and high school). Internal consistency and factor structure of the two
questionnaires were investigated through the application of Cronbach alphas and factor
analysis techniques. For the MABQ, four factors were extracted, which were interpreted
as study abilities, performance technical skills, discriminative abilities and interpretation.
For the MLBQ, five factors were extracted, which were interpreted as personality,
cognitive characteristics, musical factors, family and social factors, and physiological and
body factors. Each factor from both questionnaires was subjected to ANOVA taking into
consideration the influence of three concurrent variables, such as age, gender and grade
taught (primary/secondary). Results revealed significant differences between primary and
secondary trainee teachers in the way they consider music ability and learning. The results
are discussed in relation to their potential impact on teacher education and implications
for future research.




3. Rating scale questionnaires were administered to 600 students in three age groups, 12-13,
15-16 and 20-21 from Japan, the UK, Greece and the USA. The questionnaires explored the
extent of playing music while studying, the kinds of tasks when music was played, the
perceived effects of music on studying, the characteristics and types of music played while
studying and the factors that influenced the decision to play music while studying.
Statistical analysis revealed both commonality and differences in playing music while
studying related to both age and culture. Some tasks were more frequently accompanied
by music than others. Students reported being able to make decisions about the impact of
background music on their performance. The results are discussed in relation to their
educational implications.

4. The impact that high school and college experiences and activities have on students'
musical independence (MI) was investigated. MI is related to the actual production and
performance of music, as opposed to musical achievement or the mastery of any
academic skill related to music. Colwell's Musical Achievement Test 3, Musical
Achievement Test 4, and the Instrumental College Survey-2 were administered to 276
music majors in 3 university bands. Seven statistical treatments were used to identify the
relationships between the study's 46 items and student MI. Twelve activities and
experiences were identified as important in MI formation, although not all were positive.
The 24 items identified as positive for formation of MI were headed by the number of
courses in private lessons, grades in ear training, time practicing solos and etudes, grades
in theory, and time on other practice. Results suggest that selection of statistical method
bears on items identified as having impact. Implications for music instruction are explored.
One figure and one table present findings. Appendix A contains the student survey, and
Appendixes B through L discuss the statistical methods used.














SECONDARY RESEARCH
PROS:
It prevents the public display of disrespect to any particular individual or community.
It promotes political correctness.
Children are prevented from learning things that could harm them and others.
It shields the morals of society.
It restrains vulgarity and obscenity.
The abundance of violence in music videos is restricted by it.

CONS:
Freedom of speech is compromised.
It prevents ideas from flowing freely.
Censorship in music and music videos may compromise their entertainment value.
Creativity is restricted.
If you hide something from people they will become extra curious about it.
It has no place in a democratic nation.
It is used to control people.
There can be different standards of morals among different societies quite different from
the imposed ones by the censorship.
It may be used to block legitimate criticism.
Governments should not control people. It should be the other way around.
Individuals have different tastes.
It stifles the opposition, broadcasting only a particular point of view.
People have a right to hear.


PROS:
.Music can be used as an escape from problems faced in reality.
2.Can make you feel happier when sad; changes emotions so that you can forget a
negative mood.
3.Can help with health, like lowering blood pressure or helping people recover from
strokes, etc.
4.Set a good atmosphere for parties and spending time with friends.
5.Helps induce sleep, or calm one down.

CONS:
1.Problems should be dealt with rather than just ignored
2.Can also make you go from content to depressed by listening to certain songs, the rapid
change of emotion can be regarded as dangerous to your well-being
3.People can rely on music as a healer, or may come to expect that it will better their
circumstances.
4.Many song lyrics refer to drugs, sex and alcohol. This may influence peoples outlook on
these things.
5.Dependency to get to sleep, or to remain calm.


PROS:
Its entertaining
It's fun
It helps me clean my room
I get to sing along in the car at the top of my lungs!!!
It is one of the best relaxation methods known to the human race. Everyone finds music as an
escape, a shelter in times of stress. No matter what's happened, music doesn't judge you, and it
doesn't change. It's always available.
you expand your mind.

CONS:
Its a sin
Listening to any sound too loudly damages your ears, so keep it at an acceptable level.
And sometimes certain songs can make you too emotional. Makes sure that you have time and
privacy to listen to a sad song when you're having a bad day, so you can get it out of your system,
but also have time to recuperate.
you lose your hearing to tinnitus

PROS:
Music stimulates and motivates you to push harder
Music can help to tune out distractions around you (noise at the gym/kids screaming)
Music can help to put you in a positive mood and make you feel better about exercising
Music helps to facilitate better relaxation of your mind and allow for you to feel less strain on your
body

CONS:
Music can distract you and take away from important parts of your workout. (Form and technique)
Music can lock you into a certain tempo or pace and throw off your bodies response time
Music can be dangerous because it can limit your ability to hear whats going on around you
Music can make you push your body beyond what you normally are used to and thus result in
injury


POINT OF VIEW

PRIMARY RESEARCH:
1. I really liked the way this essay talked about how music and learning through it is really
good.
The thing I didnt liked was that it sayed that classical music was better than the one that
teenagers actually listened. But I really liked the way this article proved to a lot people,
adults in its majority, that music is a way of expressing ourselves and a way for learning.

2. This article talked about how musical traineers choosed and trained their students, I liked
it, because it sayed that anyone can be a miscian, and it sayed what you need to be a
really good musician or how classical music teacher evaluate their students.

3. This article talked about the decisions teenagers make with a certain type of music in
the background, and also how teenagers developed teir activities during the day with
music.
4. I liked tis article it was really well written and it expressed all the thoughts that I had
about the topic.

SECONDARY RESEARCH:
I LIKED THE CONS AND PROS OF THIS PERSON, BECAUSE IT COVERED PRETTY MUCH
EVERYTHING I HAD A QUESTION OF.
I FELT REALTED WITH THIS PROS, BUT I KINDA THINK THIS CONS ARENT REALLY TRUE.
REALLY LIKED THE PROS THEY ARE REALLY FUN RELATEBLE, THE CONS WERE REALLY
SERIOUS.
THESE PROS AND CONS TALKED MORE ABOUT BODY DAMAGE.



Bibliography

Welch, G., Papageorgi, I., Haddon, L., Creech, A. A., Morton, F., de Bezenac, C. C., & ... Himonides,
E. (2008). Musical genre and gender as factors in higher education learning in music. Research
Papers In Education, 23(2), 203-217.
Biasutti, M. (2010). Investigating trainee music teachers' beliefs on musical abilities and learning: a
quantitative study. Music Education Research, 12(1), 47-69
Bobbett, G. C., & And, O. (1994). Identifying and Measuring the Activities That Impact Musical
Growth from High School through Graduate School
Kotsopoulou, A., & Hallam, S. (2010). The perceived impact of playing music while studying: age
and cultural differences. Educational Studies (03055698), 36(4), 431-440
[DATO NO ENCONTRADO], 2014, EXCERCING AND MUSIC THE PROS AND CONS, 21 DE OCTUBRE
DEL 2014, LASER GYM, http://lasergym.com/news/exercising-and-music-the-pros-and-cons.html
[dato no encontrado] 2014, music censorship, 21 de octubre del 2014, music censorship,
http://censoryofmusic.weebly.com/pros-and-cons.html
[dato no encontrado] 2008, What are the pros and cons of Listening to Music?, 21 de octubre del
2014, yahoo, https://answers.yahoo.com/question/index?qid=20081026003847AAJVGw5
[dato no encontrado] 2012, studying with music, 21 de octubre del 2014, Edu nova,
http://www.edu-nova.com/articles/studying-with-music/

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