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Browsing ESE - CIPEM - Artigos by Author "Boal-Palheiros, G."
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- Audición musical activa con el musicogramaPublication . Wuytack, Jos; Boal-Palheiros, G.La audición musical tiene un papel fundamental en el aprendizaje de la música. Todavía los niños parecen tener dificultades en escuchar la música clásica occidental, generalmente compleja y no familiar. La metodología de audición musical activa con el musicograma fue propuesta por Wuytack en 1971 para enseñar a escuchar la música clásica a niños y jóvenes sin conocimientos musicales. Este sistema solicita la participación física y mental del oyente antes y durante la audición y también utiliza la percepción visual (el musicograma) para mejorar la percepción musical.
- Children and adolescents’ singing in everyday life and at schoolPublication . Boal-Palheiros, G.; Mito, HiromichiExtensive research has shown the numerous benefits of singing and overall engagement in music for the intellectual, social, personal and musical development of children and young people (Hallam, 2010; Welch et al, 2010). Previous studies on singing in everyday life and at school suggest that young people actively engage in singing in and out of school. Although they enjoy it in both contexts, some adolescents dislike singing at school because they feel uncomfortable when being exposed and stressed when they are evaluated in singing tests or competitions (Mito & Boal-Palheiros, 2012; 2013). A number of studies in various countries showed the students’ low interest for school music and for school singing in particular (Boal-Palheiros & Hargreaves, 2001; Kobayashi, 2004). We need to investigate the possible gap between singing in everyday life and at school and how these contexts relate to each other in order to understand the impact of singing in children and adolescents’ lives.
- Children"s Modes of Listening to Music at Home and at SchoolPublication . Boal-Palheiros, G.; Hargreaves, David J.This study investigated how children listen to music, by examining relationships different modes of listening and different contexts, home and school. It also looked tal and cultural perspectives, by comparing children from different age levels and The 120 participants were British and Portuguese children aged 9-10 years, attending schools, and 13-14 years, attending secondary schools. Children responded interview with open-ended questions, concerning their modes of listening to music at school. Findings showed that children's modes of listening imply various levels emotional involvement with music, and depend on the context, which may be related junctions of music. At home, few children listened to music as a main activity. listening and performing (singing, dancing), or accompanying a variety of non-(studying, playing games). At school, children listened to music often while doing ties (analysis, performing), moderately as a main activity, but rarely while doing activities. There were no relevant national differences, and age differences resulted specific teaching strategies at each school level.
- Children’s responses to 20th century ‘art’ music, in Portugal and BrazilPublication . Boal-Palheiros, G.; Ilari, Beatriz; Monteiro, FranciscoSeveral studies have investigated how children of different ages respond to diverse musical styles. Age seems to be a determinant factor in the development of musical preferences. Although many teachers advocate the use of a wide variety of musical styles at different school levels, most of them seem to rarely include 20th century ‘art’ music in their lessons. Very few studies have examined children’s responses to this musical repertoire. In addition, most of the research on children’s musical preferences has been carried out in Europe and North America, with few crosscultural comparisons. This study investigated the responses to and preferences for 20th century ‘art’ music of children from Portugal (n=119) and Brazil (n=135) at two age levels (9-11 and 12- 14). At their local schools, in Porto and Curitiba, they listened to 13 excerpts from 20th century works. They were asked to rate their preferences and describe each excerpt. They also indicated if they knew the composers’ names from a given list. The results suggested that overall both Portuguese and Brazilian children knew very few composers and gave low or moderate ratings to all excerpts. The responses of both groups fell within predictions of most theories of musical preferences, with younger children showing more openness to novel excerpts than older children. Age differences were also evident in both the quantity and the types of verbal descriptions of the excerpts, with younger children producing fewer descriptions than the older ones. Musical characteristics also seemed to play a role in their preferences, as they overall liked or disliked particular excerpts, regardless of age or nationality. Our conclusion is that school aged children are rarely exposed to 20th century ‘art’ music. When listening to it for the first time, many children question whether some excerpts represent ‘real’ music. Thus, they tend to be rather conservative towards this repertoire. Some implications for music education, in both Portugal and Brazil, are drawn at the end of the paper.
- Uma conversa com Teresa MacedoPublication . Boal-Palheiros, G.
- Effect of strength of rhythmic beat on preferences of young music listeners in Brazil, Greece, Japan, Portugal and the United StatesPublication . LeBlanc, Albert; Fung, C. Victor; Boal-Palheiros, G.; Burt-Rider, Allison J.; Ogawa, Yoko; Oliveira, Alda de Jesus; Stamou, Lelouda
- Effects of the ‘musicogram’ on children’s musical perception and learningPublication . Boal-Palheiros, G.; Wuytack, JosLearning how to listen to music is important, in order to better understand and appreciate it. Children’s everyday modes of listening are often physically active (i.e. singing, dancing), whereas music teachers generally use more passive approaches. Music pedagogue Jos Wuytack has proposed a strategy for teaching non-musicians (‘Active music listening with the musicogram’), which demands the listener’s both physical and mental participation, before and during the listening activity. Children previously learn the musical materials through performance. They then listen while following a ‘musicogram’, in which musical elements and form are represented through colours, geometric figures and symbols. Empirical observation in schools suggests that this strategy enhances children’s learning and enjoyment of ‘classical’ music. Some studies also indicate the advantages of visual materials to enhance perception of ‘classical’ music in nonmusically trained young people. Although music listening and perception have been extensively researched, specific strategies to teach music listening have got somewhat less attention from researchers. This study investigated the effects of the ‘musicogram’ upon children’s perception and learning of ‘classical’ music. Children from Australia, Belgium and Portugal attended to a lesson taught by the same teacher, in which they listened to the ‘March’ from Tchaikovsky’s ‘Nutcracker Suite’ either with or without the ‘musicogram’. After, they were asked about musical characteristics of the excerpt (form, instruments, and tempo) and their enjoyment for both the music and the lesson.
- Empowering or Boring? Discipline and authority in a Portuguese Sistema-inspired orchestra rehearsalPublication . BOIA, Pedro Dos Santos; Boal-Palheiros, G.El Sistema orchestras may be “transformative” and produce positive changes in the lives of young participants, but there are also negative aspects to discipline and authority that may lead to exclusion. This article positions itself within the current debate on Sistema by treating symmetrically its potentially positive and negative sides. We analyse a rehearsal session during a summer camp of a Portuguese Sistema-inspired orchestra program, focusing on the production of order, the socio-musical interactions among participants, the conductor’s leadership and authority, and the young players’ postures and reactions. This is taken as a case study to discuss to what extent discipline and authority, as constituents of orchestral socialization, may be empowering to participants by developing their skills or, on the contrary, symbolically violent and boring. The rehearsal was video-recorded and watched, events were categorized, selected and analysed qualitatively. The article finishes with a critical reflection on the ambivalence and contradictions of discipline and its wider implications for education.
- Factors affecting the formation of adolescents' singing style: A study on Japanese and Portuguese adolescentsPublication . Hiromichi, Mito; Boal-Palheiros, G.The goal of the present study was to explore the factors influencing the development of different types of singing styles. Thirteen junior high school students volunteered for the study; 9 participants were from Portugal. Semi-structured interviews with open-ended questions were conducted by the authors, in the participant's native language. The Modified Grounded Theory Approach (M-GTA) was adopted to analyze the interview transcripts. The interview data yielded 19 concepts. After examining the relationships between these concepts, seven categories were developed; two categories pertained to the singing style and five categories were related to the factors that form a particular style of singing. The first two categories, active singing and inactive singing, represent the degree of active commitment to singing. The remaining five categories, Relieving stress, Evaluation, Positive influence of the interaction with others, Negative influence of others, and Belittling one's singing skill, were considered to influence either the active or inactive singing style. The characteristic singing style for active singing was observed among Japanese participants and the factors for developing such styles seemed to be based on the Japanese singing culture, such as karaoke and choral competition. On the other hand, strong commonalities regarding the factors influencing inactive singing were seen between the Japanese and Portuguese participants. For participants from both countries, it was revealed that singing sometimes becomes a stressful activity.
- Funciones y modos de oír música de niños y adolescentes, según contextosPublication . Boal-Palheiros, G.
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