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  • 1.
    García, Victoria Eugenia Bautista
    et al.
    University of Malaga, Spain.
    Mateos-Moreno, Daniel
    Univeristy of Malaga, Spain.
    Diseño y validación de un cuestionario de evaluación de la actitud hacia la música clásica del alumnado de educación secundaria obligatoria2012Ingår i: Revista Electrónica de Investigación y Docencia (REID), ISSN 1989-2446, nr 7, s. 141-161Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In order to measure the attitude of Secondary School Students towards Classical Music, a questionnaire based on the traditional tri-dimensional model was built and validated. Items were therefore built upon the three-dimensional attitudinal model (i.e affective, cognitive and behavioural). Other variables were also taken into account in order to help for characterizing the study-population. In a first stage, 56 students from a High School in the city of Malaga were the initial sample for carrying out the pilot study. Eventually, the questionnaire was taken by 3137 subjects from Andalusia (Spain) in order to define itspsychometric values. From the first test of 30 items to the last of 25, several changes were made due tothe expert judgments, testing experiences and scale-validity tests.

  • 2.
    Mateos-Moreno, Daniel
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för konstnärliga studier (from 2013).
    Contributions from Neuroscience and Philosophy for Music Education [Evidencias desde la neurociencia y la filosofía para la educación musical]2014Ingår i: Música y educación: Revista trimestral de pedagogía musical, ISSN 0214-4786, Vol. 27, nr 98, s. 20-31Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The place of music in the general education of individuals is addressed from a renovated paradigm.Through a rereading of certain ideas of Rousseau, Freud, Hegel, Malinowski and Leibniz, a thesis is grounded on what is permanent in human nature and what the aims should be foreducating that nature. Later, recent advances in neuroscience are discussed in relation tothe biological and functional nature of any individual facing music. Finally, a convergence of both paradigms is discussed within the Spanish education system, concludingthat the necessary presence of music as a key pillar in education is supportedby two mainstays: for the intrinsic value of music towards the developmentof human potentiality (music “for the sake of music”); and for theextrinsic values of music given its cross-disciplinary effectson different human potentialities.

  • 3.
    Mateos-Moreno, Daniel
    University of Malaga, Spain.
    Familiarity of the future music teachers in Primary Education with the nowadays classical music2011Ingår i: Revista electrónica de LEEME, ISSN 1575-9563, nr 28, s. 88-114Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Given the high-value of its resources for teaching music, as posed in the 70s by the works of John Paynter, Peter Aston, Robert Murray Schafer, Gertrud Meyer-Denkmann, Brian Dennis and others, it is easy to find literature that places Contemporary Classical Western Music as one of the top dominant trends in the field of Music Education. Our research aimed to detect the present familiarity towards this music on the part of students in their last stage for the awarding of the Primary-school Music-teacher degree in Andalusia. Also it aimed to reveal keys for possible actions to improve this familiarity. The proposed research was pursued following paradigms of the quantitative statistical methodology, with the aid of the computer program SPSS. An instrument was built, piloted, validated and concurrently-validated on a related population. Results were disappointing, putting on the table the real dimensions of a problem, together with a variety of starting-points where a plan could be built to effectively resolve the encountered situation.

  • 4.
    Mateos-Moreno, Daniel
    University of Malaga, Spain.
    Is it possible to teach music composition today?: A search for the challenges of teaching music composition to student composers in a tertiary context2011Ingår i: Music Education Research, ISSN 1461-3808, E-ISSN 1469-9893, Vol. 13, nr 4, s. 407-429Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Our aim is to identify the challenges of teaching music composition to today’s students of composition at a tertiary or professional level. We undertake this by two different approaches: on one level, by establishing a context through reviewing literature on the teaching practices of three renowned teachers from the twentieth century; on a second level, by considering current practice in the UK through a qualitative case study of six distinguished composers involved in the professional and academic world: George Benjamin, Robert Saxton, Michael Finnissy, Judith Weir, Michael Zev Gordon and Nicola LeFanu. Together these two complementary approaches will provide our first look at an insufficiently researched area. Â

  • 5.
    Mateos-Moreno, Daniel
    University of Malaga, Spain.
    Latent dimensions of attitudes towards contemporary music: A structural model2015Ingår i: Psychology of Music, ISSN 0305-7356, E-ISSN 1741-3087, Vol. 43, nr 4, s. 545-562Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Contemporary music from the Western Classical tradition, a term usually reduced to simply "contemporary music," is widely considered as being quite under-represented on the current musical scene in comparison to the music from any other period. As a perspective from which to explore this aversion beyond the obvious likes and dislikes, our aim was to find non-observable variables or latent dimensions by means of psychological constructs modelling attitudes towards contemporary music in a relevant population, such as music teachers to-be, in order to inform thinking about how to effect a change in this aversion. In doing so, a quantitative psychometric instrument was developed, validated and applied to a sample of this population during their university training period. Retrieved data was analysed by exploratory and confirmatory factor analyses, leading to the proposal of a second-order, structural equations model comprising three constructs identified as "Perceived complexity & stridency", "Desire to discover" and "Aesthetic respect". Results could help in a) finding strategies to address aversion, both by the identification of its latent components and their interrelations; and b) proposing a model suitable to be compared to that of other population subgroups and to be connected to other variables for testing the effectiveness of future experimental actions in the teacher training context.

  • 6.
    Mateos-Moreno, Daniel
    University of Malaga, Spain.
    The Profile of the Primary School Music Teacher in the Stage of Pre-Service Music Teaching Training2013Ingår i: Revista electrónica de LEEME, ISSN 1575-9563, nr 31, s. 52-78Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    By means of a quantitative cross-sectional study we aim to explore to the profile of the future music teacher during their last training stage at university. Our approach addresses their sociodemographic characteristics, academic backgrounds, and musical preferences. A brief questionnaire, created and validated for this study, was administered in the eight public Andalusian universities that offer the degree of primary school music teacher. The fruits of these analyses revealed evidence that contrasts similarities and differences by university, and lead to further inquiries based on musical preferences, musical training, and pre-university interest, among other examined variables. Finally, the implications of our results are discussed in relation to the training of these future Andalusian music teachers.

  • 7.
    Mateos-Moreno, Daniel
    et al.
    University of Malaga, Spain.
    Alcaraz-Iborra, Mario
    Conservatorio Elemental Mus San Fernando, Dept Guitar, Cadiz, Spain.
    Grounded Theory as a methodology to design teaching strategies for historically informed musical performance2013Ingår i: Music Education Research, ISSN 1461-3808, E-ISSN 1469-9893, Vol. 15, nr 2, s. 231-248Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Our work highlights the necessity of revising the materials employed in instrumental education, which are systematically based on a progressive development of technical abilities and, though only transversely, without a structured sequence of contents, on issues referring to the interpretation of different periods and styles. In order to elaborate teaching resources systematising the stylistic contents in instrumental education, we propose and justify the use of a research methodology from the social sciences: Grounded Theory. In conjunction, we present a guided demonstration on how to put into practice this methodological system to analyse musical performance based on the concept of Historical Performance of Music and we create related pedagogical resources. © 2013 Copyright Taylor and Francis Group, LLC.

  • 8.
    Mateos-Moreno, Daniel
    et al.
    University of Malaga, Spain.
    Atencia-Doña, Lidia
    Universidad de Malaga, Malaga, Spain.
    Effect of a combined dance/movement and music therapy on young adults diagnosed with severe autism2013Ingår i: The arts in psychotherapy, ISSN 0197-4556, E-ISSN 1873-5878, Vol. 40, nr 5, s. 465-472Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Current literature is scarce on the potential effects of combined dance/movement and music therapy on adults diagnosed with severe autism, particularly in distinguishing these effects on different areas of psychopathological disorders. We set two goals: first, to assess the effectiveness based on the score the participants obtained from the Revised Clinical Scale for the Evaluation of Autistic Behavior (ECA-R) after a series of dance/movement and music therapeutic procedures on adults with severe autism; second, to contrast the differences in effectiveness in concrete areas defined by subscales of the ECA-R, especially in its defined 2 factors and 12 functions. An overall of 36 one-hour sessions were carried out during 17 weeks on a sample of 8 participants with severe autism (approximately 2 sessions per week). During the treatment 8 measurements were taken (1 every 3 weeks) from this sample and from a control sample, which was also comprised of 8 subjects who were equally monitored at the same care center by two independent psychologists. Our experimental study seems to suggest that combined dance/movement and music therapy could be effective if used regularly for the improvement of autistic symptoms in adults diagnosed with severe autism. © 2013 Elsevier Ltd.

  • 9.
    Mateos-Moreno, Daniel
    et al.
    University of Castilla-La Mancha, Didáctica de la Expresión Musical, España.
    Iborra, Mario Alcaraz
    Pedagogy of musical styles in performance [Didáctica del estilo en la interpretación musical]2011Ingår i: Música y educación: Revista trimestral de pedagogía musical, ISSN 0214-4786, Vol. 24, nr 88, s. 16-29Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Style is not commonly taken into account for leveling difficulties in instrumental performance, as technique is. Accordingly, teaching resources are solely organized around the technicalities of performance, leaving style as a cross-curricular aspect. With the aim of achieving a more meaningful learning of style, our work proposes a model for establishing instrumental teaching built not only around technicalaspects but also on performance style, taking as a starting point the rethinking oftwo dichotomies: on one hand, printed music and performance stylisticallyadequate; on the other, instrumental technique and interpretative style.

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