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esthetics</title> <meta name="description" content="Search results for: music esthetics"> <meta name="keywords" content="music esthetics"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="music esthetics"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 578</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: music esthetics</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">488</span> Microwave Imaging by Application of Information Theory Criteria in MUSIC Algorithm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Majid%20Pourahmadi">Majid Pourahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The performance of time-reversal MUSIC algorithm will be dramatically degrades in presence of strong noise and multiple scattering (i.e. when scatterers are close to each other). This is due to error in determining the number of scatterers. The present paper provides a new approach to alleviate such a problem using an information theoretic criterion referred as minimum description length (MDL). The merits of the novel approach are confirmed by the numerical examples. The results indicate the time-reversal MUSIC yields accurate estimate of the target locations with considerable noise and multiple scattering in the received signals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=microwave%20imaging" title="microwave imaging">microwave imaging</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20reversal" title=" time reversal"> time reversal</a>, <a href="https://publications.waset.org/abstracts/search?q=MUSIC%20algorithm" title=" MUSIC algorithm"> MUSIC algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=minimum%20description%20length%20%28MDL%29" title=" minimum description length (MDL)"> minimum description length (MDL)</a> </p> <a href="https://publications.waset.org/abstracts/13433/microwave-imaging-by-application-of-information-theory-criteria-in-music-algorithm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13433.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">487</span> The Impact of Resource-oriented Music Listening on Oversea Dispatch Employees Work Stress Relief</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei%20Yaming">Wei Yaming</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: In order to compare the stress of employees sent overseas with (GRAS) before and after, we used the resource-oriented music listening intervention in this study. We also collected pertinent experimental data. Methods: The experiment involved 47 employees who were sent abroad by the Chinese side. They completed the stress scale test and documented it before the intervention. They tested for stress after five interventions and performed one-on-one interviews. Quantitative data and SPSS software were used to analyze relationships between stress reduction and resource-oriented music listening, as well as Pearson's correlation, multiple regression levels, and ANOVA. For the qualitative analysis, content analysis of one-on-one interviews was performed. Results: A comparison of data from before and after demonstrates how resource-focused music listening activities can lessen and relieve stress in remote workers. In the qualitative study, stress is broken down into six categories: relationship stress, health stress, emotional stress, and frustration stress. External pressures include work pressure and cultural stress. And it has been determined that listening to music that is resource-oriented can better ease internal stress (health, emotion, and dissatisfaction). Conclusion: The Guide Resource-oriented Music Listening (GROML) Program appears to have had some effect on the participants' stress levels. The resources that the participants encountered while listening to music are bravery, calm, letting go, and relaxing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=resource-oriented" title="resource-oriented">resource-oriented</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20listening" title=" music listening"> music listening</a>, <a href="https://publications.waset.org/abstracts/search?q=oversea%20dispatch%20employees" title=" oversea dispatch employees"> oversea dispatch employees</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20stress" title=" work stress"> work stress</a> </p> <a href="https://publications.waset.org/abstracts/166122/the-impact-of-resource-oriented-music-listening-on-oversea-dispatch-employees-work-stress-relief" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">486</span> Theology and Music in the XXI. Century: An Exploratory Study of Current Interrelation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrzej%20Kesiak">Andrzej Kesiak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Contemporary theology is often accused of answering questions that nobody is asking, and of employing hermetic language that has lost its communication capacity. There is also a question that theology is asking itself: how theological discourse can still be influential on other disciplines and, how to overcome the separation of theology and belief. Undoubtedly, in the wider spectrum, the theological discourse has been and will be needed. The difficulty is how to find the right model of it, the model that would help theology to enter in dialogue with culture, art, science, and politics. Presumably, there is no only one such model, theology constantly needs to seek such models, and this is probably a never-ending journey; in other words, theology should adopt a profile of ‘a restless being’ if it wants to remain influential. Music, on the other hand, has always been very close to theology; in fact, a huge part of classical music is either sacred or religious. Many composers sought inspiration in religion, liturgy, religious painting and sacred texts. This paper will argue that despite all that it seems that a proper and factual dialogue is still in a starting phase. Such a thing as a reciprocal relationship between theology and music definitely exists, but it has not yet been theoretically developed enough. Correlation between musical and theological disciplines constitutes a very broad and complex discourse. Therefore this study would rather narrow the subject and put it in a specific context: Theology and Music in the XXI. Century. This paper is a text-based study; therefore it will be based on textual-analysis with elements of the text hermeneutics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music" title="music">music</a>, <a href="https://publications.waset.org/abstracts/search?q=theology" title=" theology"> theology</a>, <a href="https://publications.waset.org/abstracts/search?q=reciprocal%20relationship%20between%20theology%20and%20music" title=" reciprocal relationship between theology and music"> reciprocal relationship between theology and music</a>, <a href="https://publications.waset.org/abstracts/search?q=XXI%20Century" title=" XXI Century"> XXI Century</a> </p> <a href="https://publications.waset.org/abstracts/83304/theology-and-music-in-the-xxi-century-an-exploratory-study-of-current-interrelation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83304.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">485</span> The Role of the Tehran Conservatory Program in Providing a Supportive, Adaptable Music Learning Environment for Children with Autism Spectrum Disorder and Their Families</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ailin%20Agaahi">Ailin Agaahi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nafise%20Daneshvar%20Hoseini"> Nafise Daneshvar Hoseini</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahnaz%20Tamizi"> Shahnaz Tamizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehrdad%20Sabet"> Mehrdad Sabet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Music education has been recognized as a valuable therapeutic and educational intervention for children with Autism Spectrum Disorder (ASD). This study explores the experiences and perceptions of parents whose children with ASD have participated in music lessons at the Tehran Conservatory. The aim is to understand the impacts and barriers of this educational approach, providing insights into the real-world experiences of families integrating music into the lives of their children. Qualitative research was conducted through in-depth interviews with parents of children with ASD enrolled in the Tehran Conservatory's music program. The interviews examined parental motivations, observations of their child's progress, and evaluations of the program's effectiveness. Preliminary findings suggest that the music program positively impacts social interaction, emotional regulation, and communication. Parents highlighted the program's adaptability to meet the unique needs of children with ASD and the supportive environment fostered by specialized instructors. However, several barriers were identified, including the need for greater awareness and acceptance of music education for children with ASD and the limited availability of similar programs in the region. This research contributes valuable insights from parents and caregivers, emphasizing the importance of inclusive and effective music programs to support the needs of children with ASD and their families. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=therapeutic%20intervention" title=" therapeutic intervention"> therapeutic intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20perspectives" title=" parental perspectives"> parental perspectives</a> </p> <a href="https://publications.waset.org/abstracts/191854/the-role-of-the-tehran-conservatory-program-in-providing-a-supportive-adaptable-music-learning-environment-for-children-with-autism-spectrum-disorder-and-their-families" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191854.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">18</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">484</span> The Conservatoire Crisis: An Exploration into the Lived Experiences of Conservatoire Graduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Scott%20Caizley">Scott Caizley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Widening participation amongst state schooled and British and Minority Ethnic (BME) students in UK conservatoires throughout the past years has persisted to remain at an all time low despite major efforts to increase access for those from underrepresented backgrounds. In the academic year of 2017/18, two of the UK’s leading music conservatoires recruited less state school students than Oxbridge. Whilst conservatories face further public stigmatisation and heavy financial penalties for failing to meet government benchmarks; there appears to be a more costly outcome to this crisis. This of course, is the lack of sociocultural diversity, which is perpetuated both within the conservatoire sector and the classical music industry. This research investigates the lived experiences of former state-schooled students who attended a UK music conservatoire. Given the participant’s underrepresented status, the research seeks to answer whether or not the students are fitting in or standing out within the conservatoire environment. The research will explore the findings through a Bourdieusian contextual framework with hope of generating a wealth of new practises to the field of Higher Music Education. It is through illuminating the underrepresented voices within these elite spaces, which could aid future research and policy to help tackle the diversity dilemma and give classical music the social and cultural renewal it so desperately needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classical%20music" title="classical music">classical music</a>, <a href="https://publications.waset.org/abstracts/search?q=lived%20experiences" title=" lived experiences"> lived experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20music%20education" title=" higher music education"> higher music education</a>, <a href="https://publications.waset.org/abstracts/search?q=Bourdieusian" title=" Bourdieusian"> Bourdieusian</a> </p> <a href="https://publications.waset.org/abstracts/117169/the-conservatoire-crisis-an-exploration-into-the-lived-experiences-of-conservatoire-graduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117169.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">483</span> Predictive Relationship between Motivation Strategies and Musical Creativity of Secondary School Music Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucy%20Lugo%20Mawang">Lucy Lugo Mawang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational Psychologists have highlighted the significance of creativity in education. Likewise, a fundamental objective of music education concern the development of students’ musical creativity potential. The purpose of this study was to determine the relationship between motivation strategies and musical creativity, and establish the prediction equation of musical creativity. The study used purposive sampling and census to select 201 fourth-form music students (139 females/ 62 males), mainly from public secondary schools in Kenya. The mean age of participants was 17.24 years (SD = .78). Framed upon self- determination theory and the dichotomous model of achievement motivation, the study adopted an ex post facto research design. A self-report measure, the Achievement Goal Questionnaire-Revised (AGQ-R) was used in data collection for the independent variable. Musical creativity was based on a creative music composition task and measured by the Consensual Musical Creativity Assessment Scale (CMCAS). Data collected in two separate sessions within an interval of one month. The questionnaire was administered in the first session, lasting approximately 20 minutes. The second session was for notation of participants’ creative composition. The results indicated a positive correlation r(199) = .39, p ˂ .01 between musical creativity and intrinsic music motivation. Conversely, negative correlation r(199) = -.19, p < .01 was observed between musical creativity and extrinsic music motivation. The equation for predicting musical creativity from music motivation strategies was significant F(2, 198) = 20.8, p < .01, with R2 = .17. Motivation strategies accounted for approximately (17%) of the variance in participants’ musical creativity. Intrinsic music motivation had the highest significant predictive value (β = .38, p ˂ .01) on musical creativity. In the exploratory analysis, a significant mean difference t(118) = 4.59, p ˂ .01 in musical creativity for intrinsic and extrinsic music motivation was observed in favour of intrinsically motivated participants. Further, a significant gender difference t(93.47) = 4.31, p ˂ .01 in musical creativity was observed, with male participants scoring higher than females. However, there was no significant difference in participants’ musical creativity based on age. The study recommended that music educators should strive to enhance intrinsic music motivation among students. Specifically, schools should create conducive environments and have interventions for the development of intrinsic music motivation since it is the most facilitative motivation strategy in predicting musical creativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extrinsic%20music%20motivation" title="extrinsic music motivation">extrinsic music motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20music%20motivation" title=" intrinsic music motivation"> intrinsic music motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=musical%20creativity" title=" musical creativity"> musical creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20composition" title=" music composition"> music composition</a> </p> <a href="https://publications.waset.org/abstracts/103585/predictive-relationship-between-motivation-strategies-and-musical-creativity-of-secondary-school-music-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103585.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">482</span> Issues in the Learning and Construction of a National Music Identity in Multiracial Malaysia: Diversity, Complexity, and Contingency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Loo%20Fung%20Ying">Loo Fung Ying</a>, <a href="https://publications.waset.org/abstracts/search?q=Loo%20Fung%20Chiat"> Loo Fung Chiat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The formation of a musical identity that shapes the nation in this multiracial country reveals many complexities, conundrums, and contingencies. Creativity and identity formation at the level of an individual or a collective group further diversified musical expression, representation, and style, which has led to an absence of regularities. In addition, ‘contemporizing accretion,’ borrowing a term used by Schnelle in theology (2009), further complicates musical identity, authenticity, conception, and realization. Thus, in this paper, we attempt to define the issues surrounding the teaching and learning of the multiracial Malaysian national music identity. We also discuss unnecessary power hierarchies, interracial conflicts, and sentiments in the construct of a multiracial national music identity by referring to genetic origins, the evolution of music, and the neglected issues of representation and reception at a global level from a diachronic perspective. Lastly, by synthesizing Ladson-Billings, Gay, Kruger, and West-Burns’s culturally relevant/responsive pedagogical theories, we discuss possible analytic tools for consideration that are more multiculturally relevant and responsive for the teaching, learning, and construction of a multiracial Malaysian national music identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malaysia" title="Malaysia">Malaysia</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a>, <a href="https://publications.waset.org/abstracts/search?q=multiracial" title=" multiracial"> multiracial</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20music%20identity" title=" national music identity"> national music identity</a>, <a href="https://publications.waset.org/abstracts/search?q=culturally%20relevant%2Fresponsive%20pedagogy" title=" culturally relevant/responsive pedagogy"> culturally relevant/responsive pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/160835/issues-in-the-learning-and-construction-of-a-national-music-identity-in-multiracial-malaysia-diversity-complexity-and-contingency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160835.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">481</span> The Women's Orchestra and Music in Auschwitz-Birkenau: A Qualitative Study on Nazi Manipulation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20T.%20%20Kohler">K. T. Kohler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Typically in war, force involves physical violence, though those who perpetrated the Holocaust expanded manipulation techniques to include mental violence. This qualitative research study was conducted to understand the effects that the music of the Women’s Orchestra of Auschwitz-Birkenau had on women prisoners during World War II. Over 100 testimonies from the USC Shoah Foundation’s Visual History Archive reveal that the orchestra’s music had a profoundly distressing effect on many of the women in the camp. Led by Gustav Mahler’s granddaughter, Alma Rosé, the orchestra rhythmed the life cycle of the camp, from marching to and from work, Sunday concerts, welcoming transports, to the prisoners’ walk to gas chambers. What surfaced from these testimonies was that the more technical the exposure a woman had to music before camp, the more disturbing its effect. The juxtaposition of beauty with the visible horror of the camp thrust them into an impossible state where suicide became a plausible alternative. By exploiting the Women’s Orchestra, the Nazis made music a critical component of manipulation within Auschwitz-Birkenau. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alma%20Ros%C3%A9" title="Alma Rosé">Alma Rosé</a>, <a href="https://publications.waset.org/abstracts/search?q=Auschwitz-Birkenau" title=" Auschwitz-Birkenau"> Auschwitz-Birkenau</a>, <a href="https://publications.waset.org/abstracts/search?q=camp%20life" title=" camp life"> camp life</a>, <a href="https://publications.waset.org/abstracts/search?q=concert" title=" concert"> concert</a>, <a href="https://publications.waset.org/abstracts/search?q=Holocaust" title=" Holocaust"> Holocaust</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a>, <a href="https://publications.waset.org/abstracts/search?q=O%C5%9Bwi%C4%99cim" title=" Oświęcim"> Oświęcim</a>, <a href="https://publications.waset.org/abstracts/search?q=Poland" title=" Poland"> Poland</a>, <a href="https://publications.waset.org/abstracts/search?q=women%E2%80%99s%20orchestra" title=" women’s orchestra "> women’s orchestra </a> </p> <a href="https://publications.waset.org/abstracts/102510/the-womens-orchestra-and-music-in-auschwitz-birkenau-a-qualitative-study-on-nazi-manipulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102510.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">185</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">480</span> The Effects of Music Therapy on Positive Negative Syndrome Scale, Cognitive Function, and Quality of Life in Female Schizophrenic Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elmeida%20Effendy">Elmeida Effendy</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20M.%20Amin"> Mustafa M. Amin</a>, <a href="https://publications.waset.org/abstracts/search?q=Nauli%20Aulia%20Lubis"> Nauli Aulia Lubis</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20J.%20Sirait"> P. J. Sirait</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Music therapy may have an effect on mental illnesses. This is a comparative, quasi-experimental study to examine the effect of music therapy added to standard care on Positive Negative Syndrome Scale, Cognitive Function and Quality of Life in female schizophrenic patients. 50 schizophrenic participants who were diagnosed with semistructured MINI ICD-X, were assigned into two groups received pharmacotherapy. Participants were assigned into each group of therapy by using matched allocation method. Music therapy added on to the first group. They received music therapy, using Mozart Sonata four times a week, over a period of six week. Positive and negative symptoms were measured by using Positive and Negative Syndrome Scale (PANSS). Cognitive function were measured by using Mini Mental State Examination (MMSE) and Montreal Cognitive Assessment (MOCA). All rating scale were administrated by certified skill residents every week after music therapy session. The participants who were received pharmaco-and-music therapy significantly showed greater response than who received pharmacotherapy only. The mean difference of response were -6,6164 (p=0,001) for PANNS, 2,911 (p=0,004) for MMSE, 3,618 (p=0,001) for MOCA, 4,599 (p=0,001) for SF-36. Music therapy have beneficial effects on PANSS, Cognitive Function and Quality of Life in schizophrenic patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20therapy" title="music therapy">music therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=rating%20scale" title=" rating scale"> rating scale</a>, <a href="https://publications.waset.org/abstracts/search?q=schizophrenia" title=" schizophrenia"> schizophrenia</a>, <a href="https://publications.waset.org/abstracts/search?q=symptoms" title=" symptoms"> symptoms</a> </p> <a href="https://publications.waset.org/abstracts/58534/the-effects-of-music-therapy-on-positive-negative-syndrome-scale-cognitive-function-and-quality-of-life-in-female-schizophrenic-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58534.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">479</span> The Use of Music Therapy to Improve Non-Verbal Communication Skills for Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Vinca%20Novenia">Maria Vinca Novenia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The number of school-aged children with autism in Indonesia has been increasing each year. Autism is a developmental disorder which can be diagnosed in childhood. One of the symptoms is the lack of communication skills. Music therapy is known as an effective treatment for children with autism. Music elements and structures create a good space for children with autism to express their feelings and communicate their thoughts. School-aged children are expected to be able to communicate non-verbally very well, but children with autism experience the difficulties of communicating non-verbally. The aim of this research is to analyze the significance of music therapy treatment to improve non-verbal communication tools for children with autism. This research informs teachers and parents on how music can be used as a media to communicate with children with autism. The qualitative method is used to analyze this research, while the result is described with the microanalysis technique. The result is measured specifically from the whole experiment, hours of every week, minutes of every session, and second of every moment. The samples taken are four school-aged children with autism in the age range of six to 11 years old. This research is conducted within four months started with observation, interview, literature research, and direct experiment. The result demonstrates that music therapy could be effectively used as a non-verbal communication tool for children with autism, such as changes of body gesture, eye contact, and facial expression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=improvisation" title=" improvisation"> improvisation</a>, <a href="https://publications.waset.org/abstracts/search?q=microanalysis" title=" microanalysis"> microanalysis</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20therapy" title=" music therapy"> music therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=nonverbal%20communication" title=" nonverbal communication"> nonverbal communication</a>, <a href="https://publications.waset.org/abstracts/search?q=school-aged" title=" school-aged"> school-aged</a> </p> <a href="https://publications.waset.org/abstracts/97831/the-use-of-music-therapy-to-improve-non-verbal-communication-skills-for-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97831.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">223</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">478</span> Multimodal Convolutional Neural Network for Musical Instrument Recognition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yagya%20Raj%20Pandeya">Yagya Raj Pandeya</a>, <a href="https://publications.waset.org/abstracts/search?q=Joonwhoan%20Lee"> Joonwhoan Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The dynamic behavior of music and video makes it difficult to evaluate musical instrument playing in a video by computer system. Any television or film video clip with music information are rich sources for analyzing musical instruments using modern machine learning technologies. In this research, we integrate the audio and video information sources using convolutional neural network (CNN) and pass network learned features through recurrent neural network (RNN) to preserve the dynamic behaviors of audio and video. We use different pre-trained CNN for music and video feature extraction and then fine tune each model. The music network use 2D convolutional network and video network use 3D convolution (C3D). Finally, we concatenate each music and video feature by preserving the time varying features. The long short term memory (LSTM) network is used for long-term dynamic feature characterization and then use late fusion with generalized mean. The proposed network performs better performance to recognize the musical instrument using audio-video multimodal neural network. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimodal" title="multimodal">multimodal</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20convolution" title=" 3D convolution"> 3D convolution</a>, <a href="https://publications.waset.org/abstracts/search?q=music-video%20feature%20extraction" title=" music-video feature extraction"> music-video feature extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=generalized%20mean" title=" generalized mean"> generalized mean</a> </p> <a href="https://publications.waset.org/abstracts/104041/multimodal-convolutional-neural-network-for-musical-instrument-recognition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104041.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">477</span> Mapping the Sonic Spectrum of Traditional Music and Instruments Used in Malaysian Kavadi Rituals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ainolnaim%20Azizol">Ainolnaim Azizol</a>, <a href="https://publications.waset.org/abstracts/search?q=Valerie%20Ross"> Valerie Ross</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Music is as old as mankind and rituals using music such as Kavadi have been associated with social, cultural, and spiritual practices in many traditional and modern societies. Recent literature has provided scientific evidence that music affects psychological and physical changes through stimulation of brainwave. Despite such advances, the scientific study of the sonic qualities peculiar to traditional instruments and how it impacts on ritualistic activities is still lacking. This study addresses one such phenomenon. Devotees in Kavadi rituals are known to be in a state of trance state and do not experience pain nor suffer injury despite the hundreds of needles pierced through their skins. Although scientists have sought to understand how this is possible, lesser is known about the music that is used to prepare devotees to enter into the trance state. This study fills this gap of knowledge by providing scientific evidence through the identification and mapping of the sonic spectrum or sound fingerprint of the instruments and the repertoire used in these ritualistic forms in their ethnographic environment and in audio-controlled situations. The objectives are to identify and categorize the different types of traditional music used in Kavadi rituals; to record, transcribe and digitally score the musical repertoire used in the oral tradition of Kavadi rituals; to map the sonic spectrum of ritual music using spectromography and advanced music analytical software a mixed methodology will be used. This comprises ethnographic field studies using interviews, participant observation, audio-video recordings and audio-methodology using spectromography and advanced audio-technology for sonic mapping and the transcription of audio recordings into digital scores. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sonic" title="sonic">sonic</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional" title=" traditional"> traditional</a>, <a href="https://publications.waset.org/abstracts/search?q=ritual" title=" ritual"> ritual</a>, <a href="https://publications.waset.org/abstracts/search?q=Kavadi" title=" Kavadi"> Kavadi</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a> </p> <a href="https://publications.waset.org/abstracts/54012/mapping-the-sonic-spectrum-of-traditional-music-and-instruments-used-in-malaysian-kavadi-rituals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54012.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">476</span> A Sense of Belonging: Music Learning and School Connectedness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Johanna%20Gamboa-Kroesen">Johanna Gamboa-Kroesen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School connectedness, or the sense of belonging at school, is a critical factor in adolescent health, academic achievement, and socioemotional well-being. In educational research, the construct of the psychological sense of school membership is often referred to as school engagement, school bonding, or school attachment. While current research recognizes school connectedness as integral to a child’s mental health and academic success, many schools have yet to develop adequate interventions to promote a child’s overall sense of belonging at school. However, prior researches in music education indicates that, among other benefits, music classrooms may provide an environment where students feel they belong. While studies indicates that music learning environments, specifically performing ensemble learning environments, instill a sense of school connectedness and, more broadly, contribute to a student’s socio-emotional development, there has been inadequate research on how the actions of music teachers contribute to this phenomenon. The purpose of this study was to examine the relationship between school connectedness and music learning environments with middle school music students enrolled in a school-based music ensemble. In addition, the study aimed to provide a descriptive analysis of the instructional practices that music teachers use to promote an inclusive environment in their classrooms and an overall sense of belonging in their students. Using 191 student surveys of school membership, student reflective writings, 5 teacher interviews, and 10 classroom observations, this study examined the relationship between 7th and 8th-grade student-reported levels of connectedness within their school-based music ensemble and teacher instructional practice. The study found that students reported high levels of positive school membership within their music classes. Students who participate in school-based orchestra ensembles reported a positive change in emotional state during music instruction. In addition, evidence in this study found that music teachers use instructional practices to build connectedness through de-emphasizing competition and strengthening a student’s sense of relational value within their music learning experience. The findings offer implications for future music teacher instruction to create environments of inclusion, strengthen student-teacher relationships, and promote strategies that enhance student connection to school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20education" title="music education">music education</a>, <a href="https://publications.waset.org/abstracts/search?q=belonging" title=" belonging"> belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20practice" title=" instructional practice"> instructional practice</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20connectedness" title=" school connectedness"> school connectedness</a> </p> <a href="https://publications.waset.org/abstracts/169582/a-sense-of-belonging-music-learning-and-school-connectedness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169582.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">475</span> DOA Estimation Using Golden Section Search</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Niharika%20Verma">Niharika Verma</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandeep%20Santosh"> Sandeep Santosh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> DOA technique is a localization technique used in the communication field. Various algorithms have been developed for direction of arrival estimation like MUSIC, ROOT MUSIC, etc. These algorithms depend on various parameters like antenna array elements, number of snapshots and various others. Basically the MUSIC spectrum is evaluated and peaks obtained are considered as the angle of arrivals. The angles evaluated using this process depends on the scanning interval chosen. The accuracy of the results obtained depends on the coarseness of the interval chosen. In this paper, golden section search is applied to the MUSIC algorithm and therefore, more accurate results are achieved. Initially the coarse DOA estimations is done using the MUSIC algorithm in the range -90 to 90 degree at the interval of 10 degree. After the peaks obtained then fine DOA estimation is done using golden section search. Also, the partitioning method is applied to estimate the number of signals incident on the antenna array. Dependency of the algorithm on the number of snapshots is also being explained. Hence, the accurate results are being determined using this algorithm. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Direction%20of%20Arrival%20%28DOA%29" title="Direction of Arrival (DOA)">Direction of Arrival (DOA)</a>, <a href="https://publications.waset.org/abstracts/search?q=golden%20section%20search" title=" golden section search"> golden section search</a>, <a href="https://publications.waset.org/abstracts/search?q=MUSIC" title=" MUSIC"> MUSIC</a>, <a href="https://publications.waset.org/abstracts/search?q=number%20of%20snapshots" title=" number of snapshots"> number of snapshots</a> </p> <a href="https://publications.waset.org/abstracts/24181/doa-estimation-using-golden-section-search" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24181.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">474</span> Research and Innovations in Music Teacher Training Programme in Hungary</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monika%20Benedek">Monika Benedek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Improvisation is an integral part of music education programmes worldwide since teachers recognize that improvisation helps to broaden stylistic knowledge, develops creativity and various musical skills, in particular, aural skills, and also motivates to learn music theory. In Hungary, where Kodály concept is a core element of music teacher education, improvisation has been relatively neglected subject in both primary school and classical music school curricula. Therefore, improvisation was an important theme of a one-year-long research project carried out at the Liszt Academy of Music in Budapest. The project aimed to develop the music teacher training programme, and among others, focused on testing how improvisation could be used as a teaching tool to improve students’ musical reading and writing skills and creative musical skills. Teacher-researchers first tested various teaching approaches of improvisation with numerous teaching modules in music lessons at public schools and music schools. Data were collected from videos of lessons and from teachers’ reflective notes. After analysing data and developing teaching modules, all modules were tested again in a pilot course in 30 contact lessons for music teachers. Teachers gave written feedback of the pilot programme, tested two modules by their choice in their own teaching and wrote reflecting comments about their experiences in applying teaching modules of improvisation. The overall results indicated that improvisation could be an innovative approach to teaching various musical subjects, in particular, solfege, music theory, and instrument, either in individual or in group instruction. Improvisation, especially with the application of relative solmisation and singing, appeared to have been a beneficial tool to develop various musicianship skills of students and teachers, in particular, the aural, musical reading and writing skills, and creative musical skills. Furthermore, improvisation seemed to have been a motivating teaching tool to learn music theory by creating a bridge between various musical styles. This paper reports on the results of the research project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=improvisation" title="improvisation">improvisation</a>, <a href="https://publications.waset.org/abstracts/search?q=Kod%C3%A1ly%20concept" title=" Kodály concept"> Kodály concept</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20school" title=" music school"> music school</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20school" title=" public school"> public school</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/102174/research-and-innovations-in-music-teacher-training-programme-in-hungary" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102174.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">473</span> From Sound to Music: The Trajectory of Musical Semiotics in a Selected Soundscape Environment in South-Western Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olatunbosun%20Samuel%20Adekogbe">Olatunbosun Samuel Adekogbe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses the question of musical signification, revolving around nature and its natural divides; the paper tends to examine the roles of the dispositional apparatus of listeners to react to sounding environments through music as coordinated sound that focuses on the powerful strain between vibrational occurrences of sound and potentials of being structured. This paper sets out to examine music as a simple conventional design that does not allude to something beyond music and sound as a vehicle to communicate through production, perception, translation, and reaction with regard to melodic and semiotic functions of sounds. This paper adopts the application of questionnaire and evolutionary approach methods to probe musical adaptation, reproduction, and natural selection as the basis for explaining specific human behavioural responses to musical sense-making beyond the above-sketched dichotomies, with a major focus on the transition from acoustic-emotional sensibilities to musical meaning in the selected soundscapes. It was observed that music has emancipated itself from the level of mere acoustic processing of sounds to a functional description in terms of allowing music users to share experiences and interact with the soundscaping environment. The paper, therefore, concludes that the audience as music participants and listeners in the selected soundscapes have been conceived as adaptive devices in the paradigm shift, which can build up new semiotic linkages with the sounding environments in southwestern Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=semiotics" title="semiotics">semiotics</a>, <a href="https://publications.waset.org/abstracts/search?q=sound" title=" sound"> sound</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a>, <a href="https://publications.waset.org/abstracts/search?q=soundscape" title=" soundscape"> soundscape</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a> </p> <a href="https://publications.waset.org/abstracts/176301/from-sound-to-music-the-trajectory-of-musical-semiotics-in-a-selected-soundscape-environment-in-south-western-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176301.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">472</span> Musical Diversity: The Differences between Public and Private Kindergartens in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kunyu%20Yan">Kunyu Yan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood music education plays a significant role in an individual’s growth. Music can help children understand themselves and relate to others, and make connections between family, school, and society. In recent years, with the development of early childhood education in China, an increasing number of kindergartens have been established, and many of them pay more attention to music education. This research has two main aims. One is to discover how and why music is used in both public and private kindergartens. The second aim is to make recommendations for widening the use of music in kindergartens. In order to achieve these aims, the research uses two main methods. Firstly, it considers the historical background and cultural context of early childhood education in China; and secondly, it uses an approach that compares public and private kindergartens. In this research, six kindergartens were chosen from Qingdao city in Shandong Province as case studies, including 3 public kindergartens and 3 private kindergartens. This research was based on using three types of data collection methods: observation, semi-structured interviews with teachers, and questionnaires with parents. Participant and non-participant observational methods were used and included in daily routines at the kindergartens in order to experience the situation of music education first-hand. Interviews were associated with teachers’ views of teaching and learning music, the perceptions of the music context, and their strategies of using music. Lastly, the questionnaire was designed to obtain the views of current music education from the children’s parents in the respective kindergartens. The results are shown with three main themes: (1) distinct characteristics of public kindergartens (e.g., similar equipment, low tuition fee, qualified teachers, etc); (2) distinct characteristics of private kindergartens (e.g., various tuition fees, own teaching system, trained teachers, etc); and (3) differences between public and private kindergartens (e.g., funding, requirements for teachers, parents’ demands, etc). According to the results, we can see that the main purpose of using music in China is to develop the musical ability of children, and teachers focus on musical learning, such as singing in tune and playing instruments. However, as revealed in this research, there are many other uses and functions of music in these educational settings, including music used for non-musical learning (e.g., counting, learning language, etc.) or in supporting social routines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differences%20between%20private%20and%20public%20school" title="differences between private and public school">differences between private and public school</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=uses%20and%20functions%20of%20music" title=" uses and functions of music"> uses and functions of music</a> </p> <a href="https://publications.waset.org/abstracts/90101/musical-diversity-the-differences-between-public-and-private-kindergartens-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90101.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">471</span> Manodharmam: A Scientific Methodology for Improvisation and Cognition in Carnatic Music</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raghavi%20Janaswamy">Raghavi Janaswamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Saraswathi%20K.%20Vasudev"> Saraswathi K. Vasudev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Music is ubiquitous in human lives. Ever since the fetus hears the sound inside the mother’s womb and later upon birth, the baby experiences alluring sounds, the curiosity of learning emanates and evokes exploration. Music is an education than mere entertainment. The intricate balance between music, education, and entertainment has well been recognized by the scientific community and is being explored as a viable tool to understand and improve human cognition. There are seven basic swaras (notes) Sa, Ri, Ga, Ma, Pa, Da, and Ni in the Carnatic music system that are analogous to C, D, E, F, G, A, and B of the western system. The Carnatic music builds on the conscious use of microtones, gamakams (oscillation), and rendering styles that evolved over centuries and established its stance. The complex but erudite raga system has been designed with elaborate experiments on srutis (musical sounds) and human perception abilities. In parallel, ‘rasa’- the emotions evoked by certain srutis and hence the ragas been solidified along with the power of language in combination with the musical sounds. The Carnatic music branches out as Kalpita sangeetam (pre-composed music) and Manodharma sangeetam (improvised music). This article explores the Manodharma sangeetam and its subdivisions such as raga alapana, swara kalpana, neraval, and ragam-tanam-pallavi (RTP). The intrinsic mathematical strategies in it’s practice methods toward improvising the music have been explored in detail with concert examples. The techniques on swara weaving for swara kalpana rendering and methods on the alapana development are also discussed at length with an emphasis on the impact on the human cognitive abilities. The articulation of the outlined conscious practice methods not only helps to leave a long-lasting melodic impression on the listeners but also onsets cognitive developments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carnatic" title="Carnatic">Carnatic</a>, <a href="https://publications.waset.org/abstracts/search?q=Manodharmam" title=" Manodharmam"> Manodharmam</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20cognition" title=" music cognition"> music cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=Alapana" title=" Alapana"> Alapana</a> </p> <a href="https://publications.waset.org/abstracts/140422/manodharmam-a-scientific-methodology-for-improvisation-and-cognition-in-carnatic-music" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140422.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">470</span> Measuring the Effect of a Music Therapy Intervention in a Neonatal Intensive Care Unit in Spain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pablo%20Gonz%C3%A1lez%20%C3%81lvarez">Pablo González Álvarez</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Vinaixa%20Verg%C3%A9s"> Anna Vinaixa Vergés</a>, <a href="https://publications.waset.org/abstracts/search?q=Paula%20Sol%20Ventura"> Paula Sol Ventura</a>, <a href="https://publications.waset.org/abstracts/search?q=Paula%20Fern%C3%A1ndez"> Paula Fernández</a>, <a href="https://publications.waset.org/abstracts/search?q=Merc%C3%A8%20Redorta"> Mercè Redorta</a>, <a href="https://publications.waset.org/abstracts/search?q=Gemma%20Ginovart%20Galiana"> Gemma Ginovart Galiana</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20M%C3%A9ndez%20Hern%C3%A1ndez"> Maria Méndez Hernández</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: The use of music therapy is gaining popularity worldwide, and it has shown positive effects in neonatology. Hospital Germans Trias i Pujol has recently established a music therapy unit and initiated a project in their neonatal intensive care unit (NICU). Research Aim: The aim of this study is to measure the effect of a music therapy intervention in the NICU of Hospital Germans Trias i Pujol in Spain. Methodology: The study will be an observational analytical case-control study. All newborns admitted to the neonatology unit, both term and preterm, and their parents will be offered a session of music therapy. Data will be collected from families who receive at least two music therapy sessions. Maternal and paternal anxiety levels will be measured through a pre- and post-intervention test. Findings: The study aims to demonstrate the benefits and acceptance of music therapy by patients, parents, and healthcare workers in the neonatal unit. The findings are expected to show a reduction in maternal and paternal anxiety levels following the music therapy sessions. Theoretical Importance: This study contributes to the growing body of literature on the effectiveness of music therapy in neonatal care. It will provide evidence of the acceptance and potential benefits of music therapy in reducing anxiety levels in both parents and babies in the NICU setting. Data Collection: Data will be collected from families who receive at least two music therapy sessions. This will include pre- and post-intervention test results to measure anxiety levels. Analysis Procedures: The collected data will be analyzed using appropriate statistical methods to determine the impact of music therapy on reducing anxiety levels in parents. Questions Addressed: - What is the effect of music therapy on maternal anxiety levels? - What is the effect of music therapy on paternal anxiety levels? - What is the acceptability and perceived benefits of music therapy among patients and healthcare workers in the NICU? Conclusion: The study aims to provide evidence supporting the value of music therapy in the neonatal intensive care unit. It seeks to demonstrate the positive effect of music therapy on reducing anxiety levels among parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neonatology" title="neonatology">neonatology</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20therapy" title=" music therapy"> music therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=neonatal%20intensive%20care%20unit" title=" neonatal intensive care unit"> neonatal intensive care unit</a>, <a href="https://publications.waset.org/abstracts/search?q=babies" title=" babies"> babies</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/abstracts/182826/measuring-the-effect-of-a-music-therapy-intervention-in-a-neonatal-intensive-care-unit-in-spain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182826.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">50</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">469</span> Current Aspects of 21st Century Primary School Music Education in South Korea: Zoltán Kodály Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kyung%20Hwa%20Shin">Kyung Hwa Shin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Primary school music education plays a crucial role in nurturing students' musical abilities and fostering a lifelong appreciation for music. As we embark on the 21st century, it becomes imperative to explore advanced approaches that can effectively engage and empower students in the realm of music. This study aims to shed light on the aspects of primary school music education in South Korea, with a specific focus on the incorporation of the Zoltán Kodály Concept. The Zoltán Kodály Concept, developed by Hungarian composer and educator Zoltán Kodály (Kodály, 1974) advocates for a holistic music education that integrates singing, movement, and music literacy. This concept has gained recognition worldwide for its effectiveness in developing musicianship and enhancing music learning experiences. This study will delve into the ways in which the Zoltán Kodály Concept has been adapted and implemented in the context of South Korean primary school music education. It will highlight the benefits of this approach in nurturing students' musical skills, fostering creativity, and promoting cultural understanding through music. Furthermore, it will enhance the delivery of the Kodály-based curriculum challenges posed by the 21st-century digital age. Drawing on this research, pedagogical practices, and case studies, this study will provide valuable insights into the practical applications of the Zoltán Kodály Concept in South Korean primary school music education. It will discuss the impact of this approach on student engagement, motivation, and achievement, as well as the role of teachers in facilitating effective implementation. Additionally, it will address the professional development opportunities available to music educators to enhance their pedagogical skills in line with the Kodály philosophy. Ultimately, it aims to inspire and empower educators, policymakers, and researchers to embrace the Zoltán Kodály Concept as a transformative and forward-thinking approach to primary school music education in the 21st century. By embracing current aspects and progressive methodologies, South Korea can continue to strengthen its music education system and cultivate a generation of musically literate and culturally enriched individuals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20music%20education" title="primary school music education">primary school music education</a>, <a href="https://publications.waset.org/abstracts/search?q=Zolt%C3%A1n%20Kod%C3%A1ly%20concept" title=" Zoltán Kodály concept"> Zoltán Kodály concept</a>, <a href="https://publications.waset.org/abstracts/search?q=21st%20century" title=" 21st century"> 21st century</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Korea" title=" South Korea"> South Korea</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20literacy" title=" music literacy"> music literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a> </p> <a href="https://publications.waset.org/abstracts/168312/current-aspects-of-21st-century-primary-school-music-education-in-south-korea-zoltan-kodaly-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168312.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">468</span> True Detective as a Southern Gothic: A Study of Its Music-Lyrics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Divya%20Sharma">Divya Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nic Pizzolatto’s True Detective offers profound mythological and philosophical ramblings for audiences with literary sensibilities. An American Sothern Gothic with its bayon landscape of the Gulf Coast of Louisiana, where two detectives Rustin Cohle and Martin Hart begin investigating the isolated murder of Dora Lange, only to discover an entrenched network of perversion and corruption, offers an existential outlook. The proposed research paper shall attempt to investigate the pervasive themes of gothic and existentialism in the music of the first season of the series. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gothic" title="gothic">gothic</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a>, <a href="https://publications.waset.org/abstracts/search?q=existentialism" title=" existentialism"> existentialism</a>, <a href="https://publications.waset.org/abstracts/search?q=mythology" title=" mythology"> mythology</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy" title=" philosophy"> philosophy</a> </p> <a href="https://publications.waset.org/abstracts/21821/true-detective-as-a-southern-gothic-a-study-of-its-music-lyrics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21821.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">510</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">467</span> Musically Yours: Impact of Social Media Advertisement Music per the Circadian Rhythm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Payal%20Bose">Payal Bose</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impact of music on consumers' attention and emotions at different parts of the day are rarely/never studied. Music has been widely studied in different parameters, such as in-store music and its atmospheric effects, to understand consumer arousal, in-store traffic, perceptions of visual stimuli, and actual time spent in the store. Further other parameters such as tempo, shopper's age, volume, music preference, and its usage as foreground or background music acting as a mediator and impacting consumer behavior is also well researched. However, no study has traversed the influence of music on social media advertisements and its impact on the consumer mind. Most studies have catered to the influence of music on consumers conscious. A recent study found that playing pleasant music is more effective on weekdays in enhancing supermarkets' sales than on weekends. This led to a more pertinent question about the impact of music on different parts of the day and how it impacts the attention and emotion in the consumers’ mind is an interesting question to be asked given the fact that there is a high usage of social media advertisement consumption in the recent past on a day-to-day basis. This study would help brands on social media to structure their advertisements and engage more consumers towards their products. Prior literature has examined the effects or influence of music on consumers largely in retail, brick-and-mortar format. Hence most of the outcomes are favorable for physical retail environments. However, with the rise of Web 3.0 and social media marketing, it would be interesting to see how consumers' attention and emotion can be studied with the effects of music embedded in an advertisement during different parts of the day. A smartphone is considered a personal gadget, and viewing social media advertisements on them is mostly an intimate experience. Hence in a social media advertisement, most of the viewing happens on a one-on-one basis between the consumer and the brand advertisement. To the best of our knowledge, little or no work has explored the influence of music on different parts of the day (per the circadian rhythm) in advertising research. Previous works on social media advertisement have explored the timing of social media posts, deploying Targeted Content Advertising, appropriate content, reallocation of time, and advertising expenditure. Hence, I propose studying advertisements embedded with music during different parts of the day and its influence on consumers' attention and emotions. To address the research objectives and knowledge gap, it is intended to use a neuroscientific approach using fMRI and eye-tracking. The influence of music embedded in social media advertisement during different parts of the day would be assessed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music" title="music">music</a>, <a href="https://publications.waset.org/abstracts/search?q=neuromarketing" title=" neuromarketing"> neuromarketing</a>, <a href="https://publications.waset.org/abstracts/search?q=circadian%20rhythm" title=" circadian rhythm"> circadian rhythm</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a> </p> <a href="https://publications.waset.org/abstracts/168129/musically-yours-impact-of-social-media-advertisement-music-per-the-circadian-rhythm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168129.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">466</span> Exploring How Online Applications Help Students to Learn Music Virtually: A Study in an Australian Music Academy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Shah">Ali Shah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper outlines the case study experience of using a variety of online strategies in an Australian music academy context during covid times. The study aimed at exploring how online applications help students to learn music, specifically playing musical instruments, composing songs, and performing virtually. To explore this, music teachers’ perceptions and experiences regarding online learning, the teaching strategies they implemented, and the challenges they faced were examined. For the purpose of this study, a qualitative research structure was adopted through the use of three data collection tools. These methods included pre- and post-research individual interviews of teachers and students, analysis of their lesson plans, virtual classroom observations of the teachers followed by the researcher’sown reflections, post-observation discussions, and teachers’ reflective journals. The findings revealed that teachers had a theoretical understanding of virtual learning and recent musical application such as Flowkey, Skoove, and Piano marvel, which are benefits of e-learning. While teachers faced challenges in implementing strategies to teach keyboard/piano online, overall, both students and teachers felt the positive impact of online applications and strategies on their learning and felt that modern technology made it possible for anyone to take music lessons at home. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music" title="music">music</a>, <a href="https://publications.waset.org/abstracts/search?q=keyboard" title=" keyboard"> keyboard</a>, <a href="https://publications.waset.org/abstracts/search?q=piano" title=" piano"> piano</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning" title=" virtual learning"> virtual learning</a> </p> <a href="https://publications.waset.org/abstracts/158433/exploring-how-online-applications-help-students-to-learn-music-virtually-a-study-in-an-australian-music-academy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158433.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">465</span> Detecting Music Enjoyment Level Using Electroencephalogram Signals and Machine Learning Techniques</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raymond%20Feng">Raymond Feng</a>, <a href="https://publications.waset.org/abstracts/search?q=Shadi%20Ghiasi"> Shadi Ghiasi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An electroencephalogram (EEG) is a non-invasive technique that records electrical activity in the brain using scalp electrodes. Researchers have studied the use of EEG to detect emotions and moods by collecting signals from participants and analyzing how those signals correlate with their activities. In this study, researchers investigated the relationship between EEG signals and music enjoyment. Participants listened to music while data was collected. During the signal-processing phase, power spectral densities (PSDs) were computed from the signals, and dominant brainwave frequencies were extracted from the PSDs to form a comprehensive feature matrix. A machine learning approach was then taken to find correlations between the processed data and the music enjoyment level indicated by the participants. To improve on previous research, multiple machine learning models were employed, including K-Nearest Neighbors Classifier, Support Vector Classifier, and Decision Tree Classifier. Hyperparameters were used to fine-tune each model to further increase its performance. The experiments showed that a strong correlation exists, with the Decision Tree Classifier with hyperparameters yielding 85% accuracy. This study proves that EEG is a reliable means to detect music enjoyment and has future applications, including personalized music recommendation, mood adjustment, and mental health therapy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EEG" title="EEG">EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=electroencephalogram" title=" electroencephalogram"> electroencephalogram</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mood" title=" mood"> mood</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20enjoyment" title=" music enjoyment"> music enjoyment</a>, <a href="https://publications.waset.org/abstracts/search?q=physiological%20signals" title=" physiological signals"> physiological signals</a> </p> <a href="https://publications.waset.org/abstracts/182307/detecting-music-enjoyment-level-using-electroencephalogram-signals-and-machine-learning-techniques" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182307.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">464</span> Practice of Applying MIDI Technology to Train Creative Teaching Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Zhuo">Yang Zhuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the integration of MIDI technology as one of the important digital technologies in music teaching, from the perspective of teaching practice, into the process of cultivating students' teaching skills. At the same time, the framework elements of the learning environment for music education students are divided into four aspects: digital technology supported learning space, new knowledge learning, teaching methods, and teaching evaluation. In teaching activities, more attention should be paid to students' subjectivity and interaction between them so as to enhance their emotional experience in teaching practice simulation. In the process of independent exploration and cooperative interaction, problems should be discovered and solved, and basic knowledge of music and teaching methods should be exercised in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20education" title="music education">music education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=MIDI" title=" MIDI"> MIDI</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/167874/practice-of-applying-midi-technology-to-train-creative-teaching-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">463</span> Problems of Music Teachers in Public Education in Poland – Sketches from Interview Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=El%C5%BCbieta%20Fro%C5%82owicz">Elżbieta Frołowicz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Throughout the ages, pedeutological reflection has been accompanied by numerous controversies resulting from public discourse of social, economic and political forces. According to accepted ideologies or represented interests, these forces generate various visions of self, which should be the result of the educational process at school. Accuracy of visions is particularly important in times of fast and significant socio-cultural changes witnessed by us. The teacher – also the music teacher – is responsible for accomplishing them. The author tries to characterize the group of music teachers and some contexts of their functioning in modern Polish schools based on literature analysis and according to results of her research conducted in the years 2013-2014 and ten years later (2023-2024). The source of analysis material is mostly interviews with music teachers from different types of elementary schools in Poland. This research used a partially structured individual depth interview to ensure a quality encounter between two personalities during a personal conversation. Interviews were conducted with 8 people in 2013-2014 and with 7 in 2023-24. Music teachers' problems have remained essentially unchanged over the decade. In an attempt to formulate some general conclusions, the author offers an assertion that the functioning of music teachers at school is vastly restrained by the coercion of an institution and is not compatible with the present requirements in which they operate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20strategies" title="educational strategies">educational strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=interview" title=" interview"> interview</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20teacher" title=" music teacher"> music teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20education" title=" public education"> public education</a> </p> <a href="https://publications.waset.org/abstracts/188319/problems-of-music-teachers-in-public-education-in-poland-sketches-from-interview-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188319.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">27</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">462</span> Score to Screen: A Study of Emotional and Dramatic Elevation in Films Through Mychael Danna’s Scores</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Namrata%20Hangala">Namrata Hangala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper dives into the powerful intersection between film music and storytelling and how it elevates the visuals while primarily focusing on Mychael Danna’s compositions for the study. Danna, an Academy Award-winning composer, is known for his brilliant ability to mix non-Western and culturally rich instruments with minimalist techniques. This unique approach forms the backbone of the analysis here. We take a close look at key scenes from films like Life of Pi, Moneyball, The Good Dinosaur, and Little Miss Sunshine, where Danna’s music plays a crucial role in shaping the story. By breaking down how these scores impact the scenes emotionally and dramatically, we can see how his music becomes part of the narrative itself. The paper blends different approaches to get to the heart of this scene-by-scene breakdowns, music theory, audience survey, and even insights directly from Danna. It discusses how his scores deepen the emotional connection and give more weight to the visual storytelling. The research also dives into the use of leitmotifs, cultural authenticity, and how his music can psychologically impact the viewer, making the story even more powerful. This study reveals how film music, especially Danna’s, doesn’t just sit in the background. It’s often the driving force behind the emotional and narrative core of the film, anchoring the visuals and shaping the way the viewers experience the story. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnomusicology" title="ethnomusicology">ethnomusicology</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20impact" title=" psychological impact"> psychological impact</a>, <a href="https://publications.waset.org/abstracts/search?q=film%20scores" title=" film scores"> film scores</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20music" title=" cultural music"> cultural music</a>, <a href="https://publications.waset.org/abstracts/search?q=compositional%20techniques" title=" compositional techniques"> compositional techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20storytelling" title=" emotional storytelling"> emotional storytelling</a> </p> <a href="https://publications.waset.org/abstracts/194676/score-to-screen-a-study-of-emotional-and-dramatic-elevation-in-films-through-mychael-dannas-scores" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194676.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">11</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">461</span> Esthetic Rehabilitation of White and Brown Spot Lesions with Ceramic Veneers: A Clinical Report</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rania%20E.%20Ramadan">Rania E. Ramadan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dental esthetics is subjective, can be reported by the dentist and not noticed by the patient. However, if there is any imperfection seen by both the dentist and the patient, it is considered as an unesthetic like white and/or brown spot lesions. Many patients nowadays have been concerned about dental esthetics. Esthetic rehabilitation of anterior teeth and even maxillary premolars aid a lot in patients’ satisfaction of their smile consequently, gaining positive psychological impact for the patients. Many cases need esthetic rehabilitation such as diastema closure, spaced teeth and masking discolored teeth. Dental fluorosis and enamel hypo calcification can be presented as white and/or brown spot lesions. There are many treatment options for the management of these spotted teeth. Treatment options range from bleaching, microabrasion, direct composite restorations, porcelain veneers, and complete coverage crowns. The selection of certain options depends on many factors: the patient’s age, socioeconomic status and the severity of the lesion. In this clinical report, a 22-year-old male patient has been presented to the Department of Prosthodontics in Alexandria University, Egypt. His chief complaint was, “I was unpleased by white and brown spots in my teeth and I want to close the space between the two maxillary central.” Upon medical history, clinical examination, diagnostic photographs, and digital smile design by Exocad software, lithium disilicate veneers were chosen as the treatment of choice in maxillary anterior and first premolars. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flourosis" title="flourosis">flourosis</a>, <a href="https://publications.waset.org/abstracts/search?q=ceramic%20veneers" title=" ceramic veneers"> ceramic veneers</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20report" title=" case report"> case report</a>, <a href="https://publications.waset.org/abstracts/search?q=diastema%20closure" title=" diastema closure"> diastema closure</a> </p> <a href="https://publications.waset.org/abstracts/147146/esthetic-rehabilitation-of-white-and-brown-spot-lesions-with-ceramic-veneers-a-clinical-report" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147146.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">460</span> Carnatic Music Ragas and Their Role in Music Therapy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raghavi%20Janaswamy">Raghavi Janaswamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Saraswathi%20K.%20Vasudev"> Saraswathi K. Vasudev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Raga, as the soul and base, is a distinctive musical entity, in the music system, with unique structure on its construction of srutis (musical sounds) and application. One of the essential components of the music system is the <em>‘tala’ </em>that defines the rhythm of a song. There are seven basic swaras (notes) Sa, Ri, Ga, Ma, Pa, Da and Ni in the carnatic music system that are analogous to the C, D, E, F, G, A and B of the western system. The carnatic music further builds on conscious use of microtones, gamakams (oscillation) and rendering styles. It has basic 72 ragas known as melakarta ragas, and a plethora of ragas have been developed from them with permutations and combinations of the basic swaras. Among them, some ragas derived from a same melakarta raga are distinctly different from each other and could evoke a profound difference in the raga bhava (emotion) during rendering. Although these could bear similar arohana and avarohana swaras, their quintessential differences in the gamakas usage and srutis present therein offer varied melodic feelings; variations in the intonation and stress given to certain swara phrases are the root causes. This article enlightens a group of such allied ragas (AR) from the perspectives of their schema and raga alapana (improvisation), ranjaka prayogas (signature phrases), differences in rendering tempo, gamakas and delicate srutis along with the range of sancharas (musical phrases). The intricate differences on the sruti frequencies and use of AR in composing kritis (musical compositions) toward emotive accomplishments such as mood of valor, kindness, love, humor, anger, mercy to name few, have also been explored. A brief review on the existing scientific research on the music therapy on some of the Carnatic ragas is presented. Studying and comprehending the AR, indeed, enable the music aspirants to gain a thorough knowledge on the subtle nuances among the ragas. Such knowledge helps leave a long-lasting melodic impression on the listeners and enable further research on the music therapy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carnatic%20music" title="Carnatic music">Carnatic music</a>, <a href="https://publications.waset.org/abstracts/search?q=allied%20ragas" title=" allied ragas"> allied ragas</a>, <a href="https://publications.waset.org/abstracts/search?q=melakarta" title=" melakarta"> melakarta</a>, <a href="https://publications.waset.org/abstracts/search?q=gamakam" title=" gamakam"> gamakam</a> </p> <a href="https://publications.waset.org/abstracts/133062/carnatic-music-ragas-and-their-role-in-music-therapy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133062.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">459</span> Automatic Music Score Recognition System Using Digital Image Processing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuan-Hsiang%20Chang">Yuan-Hsiang Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhong-Xian%20Peng"> Zhong-Xian Peng</a>, <a href="https://publications.waset.org/abstracts/search?q=Li-Der%20Jeng"> Li-Der Jeng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Music has always been an integral part of human’s daily lives. But, for the most people, reading musical score and turning it into melody is not easy. This study aims to develop an <em>Automatic music score recognition system using digital image processing</em>, which can be used to read and analyze musical score images automatically. The technical approaches included: (1) staff region segmentation; (2) image preprocessing; (3) note recognition; and (4) accidental and rest recognition. Digital image processing techniques (e.g., horizontal /vertical projections, connected component labeling, morphological processing, template matching, etc.) were applied according to musical notes, accidents, and rests in staff notations. Preliminary results showed that our system could achieve detection and recognition rates of 96.3% and 91.7%, respectively. In conclusion, we presented an effective automated musical score recognition system that could be integrated in a system with a media player to play music/songs given input images of musical score. Ultimately, this system could also be incorporated in applications for mobile devices as a learning tool, such that a music player could learn to play music/songs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=connected%20component%20labeling" title="connected component labeling">connected component labeling</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20processing" title=" image processing"> image processing</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20processing" title=" morphological processing"> morphological processing</a>, <a href="https://publications.waset.org/abstracts/search?q=optical%20musical%20recognition" title=" optical musical recognition"> optical musical recognition</a> </p> <a href="https://publications.waset.org/abstracts/13588/automatic-music-score-recognition-system-using-digital-image-processing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13588.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">419</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=music%20esthetics&page=3" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=music%20esthetics&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=music%20esthetics&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=music%20esthetics&page=3">3</a></li> <li class="page-item active"><span class="page-link">4</span></li> <li class="page-item"><a class="page-link" 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