Learning music has been demonstrated to provide many benefits for children. However, music students, especially beginners, often suffer from lack of motivation and even can be frustrated if their musical skills do not improve as they practice over and over. In such situations, they usually end up dropping out of music school. To face this challenge, in this work a novel approach based on mixed reality and gamification is proposed to motivate music students. This approach has been validated thanks to HoloMusic XP, a multimedia tool that helps students learn music and piano. The devised architecture that supports HoloMusic XP has been designed and developed to scale when new music concepts must be addressed. Thanks to the use of mixed reality, the usually steep learning curve for beginner students can be mitigated and complex music concepts can be simplified due to the use of visual metaphors. The system has been evaluated in a real environment by teachers and students to measure its effectiveness and usability. After conducting the experiments, an increase in the students’ motivation and a general understanding of the multimedia representation have been achieved.

A novel approach to learning music and piano based on mixed reality and gamification

http://fsu.digital.flvc.org/islandora/object/fsu%3A253126/datastream/PDF/view

Sight-singing systems in collegiate choral curricula: An examination of conductors' best practices at degree-granting institutions of the National Association of Schools of Music

methodologies is commanding increasing attention in current educational research. This article presents an examination of the nature and unique contributions of teacher knowledge in the scholarly literature of music teaching. The first section provides a context within the field of education, discussing the state of the art in teacher knowledge, its innovative formats (e.g., teachers' conferences), and the more conventional ones (e.g., books), many of which are shaped by close collaboration of teachers and researchers. The second section presents four research projects in music education that reflect different methods: an in-depth survey, a case study, teacher research, and action research. The different issues, data sources and methods, and the roles that teachers play in each of these projects are discussed in the second section. The article concludes by reflecting on the contribution of teacher knowledge to the existing university-based literature.

Teacher Knowledge in Music Education

Comparative Analysis of Kodály, Suzuki, Dalcroze, Orff, and Gordon Music Learning Theory in Early Childhood Music Education: A Literature Review

Abstract Most creative professionals develop and refine their talents by learning from others. In most empirical settings, estimating how this learning process fosters quality is challenging. This paper explores the transmission of quality among music composers over more than seven centuries. How does a composer’s quality influence the quality of the composers they teach? Using a unique dataset of 17,433 composers, we show a strong relationship between student and teacher quality. Moreover, this quality transmission persists across multiple generations. Our results provide new insights on drivers of creativity, as well as the influence of teachers on students’ achievements. 

Harmonious relations: quality transmission among composers in the very long run

This chapter presents some selected research findings and applications of the techniques, methods, curricula, and methodologies in selected areas of music education teaching and learning. The methodologies in general music education that are present in the classroom can be traced to a number of individuals whose philosophy of music in the education of children incorporated the nature of music, the learner, and a particular approach to instruction. Edwin E. Gordon has incorporated the music-learning theory and sequences into a curriculum for both general music education and instrumental music education. It is surprising that sight singing or sight-reading remains one of the weakest components in the teaching of choral music in that it is one of the few areas in choral music education that has specific methods. Gordon Learning Theory explains how persons gain knowledge, comprehension, or mastery when they study music.

Methodologies in Music Education

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Methodologies in Music Education