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- Listening to music at home and at schoolPublication . Boal-Palheiros, G.; Hargreaves, David J.This study investigated the differences between the functions of music listening at home and at school, and the potential effects of age and nationality on these differences. 120 participants completed an individual structured interview schedule, which consisted of ten open-ended questions. These covered the role of music listening in young people's leisure interests as a whole, and more speci®c aspects of listening at home and at school. Sixty participants were from schools in the UK, and sixty from schools in Portugal: within each nationality group, thirty were aged 9±10 years and thirty aged 13±14 years. The ®ndings showed that music listening was an important leisure activity, especially for the older children, and that most children showed moderate positive attitudes towards school music. Home music listening and school music ful®lled different functions: participants reported that home listening was linked with enjoyment, emotional mood and social relationships, whereas school music was associated with motivation for learning and being active, and particular lesson content. There were few clear-cut national differences, and music was generally undervalued in both countries.
- Interpersonal Influences on Children's Emotional Responses to New Age MusicPublication . Boal-Palheiros, G.; Hargreaves, David J.This study investigated the effects of interpersonal context and age on children's emotional responses to new age music. One hundred and twenty participants aged 9-10 and 13-14 years listened to four excerpts either alone, or in groups of three. Immediately after listening, they rated the emotions aroused by the excerpts on eight five point-scales based on a circumplex model which conceives of four quadrants of emotional response: positive/negative affect, and high/low arousal. The results showed that participants gave significantly higher ratings on four of the eight scales when listening in groups rather than when listening alone, and that the younger children gave significantly higher ratings on positive emotional states (relaxed, excited, energetic) and liking, whereas the older children gave significantly higher ratings on negative emotions (irritated, bored). These findings suggest the influence of both social and developmental factors upon children 's emotional responses to music; namely group effects, and younger children 's higher tolerance for unfamiliar styles.
- 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
- Ouvir música em casa e na escola. Influência do contexto educativo, em crianças e adolescentesPublication . Boal-Palheiros, G.; Hargreaves, David J.Este estudo investigou as diversas funções de ouvir música em diferentes contextos, casa e escola e os efeitos potenciais da idade e da nacionalidade nestas diferenças. Foi realizada uma entrevista estruturada com questões abertas, que abrangeram o papel da audição musical no conjunto de actividades de lazer das crianças e aspectos específicos dos contextos casa e escola.
- Modos de ouvir música em crianças e adolescentesPublication . Boal-Palheiros, G.; Hargreaves, David J.Este estudo investigou as relações entre os diferentes modos como crianças e adolescentes ouvem música informalmente e os diversos contextos em que ouvem, considerando efeitos potenciais da idade e da nacionalidade nos modos de ouvir.
- Funciones y modos de oír música de niños y adolescentes, según contextosPublication . Boal-Palheiros, G.
- 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.
- Music education in context: the construction of the teacher's identity within cross-disciplinary collaboration in the artsPublication . Mota, Maria; Costa, Jorge Alexandre; Leite, A.This study was part of a research project that examined innovative practices in a primary school with an integrated arts curriculum. While the school started an expansion of its curriculum, a music teacher was hired to become part of the arts learning area. Her commitment to the overall project determines that she works in collaboration with the other arts teachers, namely, Visual Arts and Drama. Baring in mind a theoretical background that traces the lines of a liberating, autonomy promoting, and collaborative education, the development of the identity process of the music teacher was analyzed through her diary, fi eld notes, and other observational data, gathered by the research team. Findings indicate that, while signifi cant gains were brought about by crossdisciplinary collaboration, some problems remain to solve, concerning the role of specifi c musical skills development. The implications for music education research are suggested, with reference to the relationship between music skills development and integrated art projects.
- 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.
- 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.