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The article is devoted to the actual problem in design projection of children’s choreographic costumes based on a bionic creative source. The analysis aimed to identify the scope of use of vegetables as a creative source for the production of fashion collections. It has been found that designers use vegetables for making clothes, for sketching the models of clothes, as well as a source of inspiration for form, decoration and colour choices. A figurative and stylistic analysis of bionic creative sources and the transformation of plant images into stage costumes for a children’s dance show was carried out in order to come up with models of stage costumes. During the process of costume design, the following principles were adopted: imitation of the bioform in separate elements of the costume, analogousness of silhouette solutions to natural bioforms, bionic design projection with the identification of functionality, and figurative and associative expressiveness of the costume. As a final step, the scenario of performance, as well as the requirements of the children and the creative source were considered when designing a collection of children’s stage costumes.

The fields of community music and popular music education have expanded rapidly over the past few decades. While there are many similarities between these two fields, there are aspects that set these two areas of practice apart. This article seeks to explore the intersections of community music interventions and popular music education to explain how they are similar and in which ways they are unique. This discussion centres on examinations of facilitation, ownership of music, training and certification, inclusivity, life-long music making, amateur engagement, informal learning and non-formal education, and social concerns. The Greek philosophy of eudaimonism, understood as ‘human flourishing’ is then used to explore the opportunities for human fulfilment through popular music education and community music approaches.

Music education majors report low exposure to creative musical activities (CMAs) despite increased discourse surrounding the inclusion of CMAs in standards, curricula, publications, and practice. The purpose of this study was to compare preservice music teachers’ (PMT) and music teacher educators’ (MTE) experiences with CMAs. We used an anonymous survey instrument to explore definitions, perceived importance and preparedness, and the incorporation of CMAs within undergraduate music education curricula. MTEs and PMTs valued the inclusion of CMAs in preK–12 curricula, PMTs felt most prepared to teach arranging and least prepared to teach composing with their future preK–12 students, and PMTs valued and desired more opportunities to practice CMAs in undergraduate curricula. MTEs should consider integrating these activities as regular components in undergraduate music curricula.

Le développement durable est un thème d’actualité dont on peut questionner la récupération lorsqu’appliqué au travail destiné à autrui. Les sept contributions de ce numéro thématique s’ancrent dans les domaines de la gestion, de la santé et de l’éducation. Elles examinent, d’une part, comment la formation améliore la préparation à l’exercice d’une profession, cultive le sens de la gestion socialement responsable, module les dynamiques identitaires de même que les reconversions professionnelles. D’autre part, elles questionnent les répercussions d’une certaine culture managériale et professionnelle sur le sens donné par les travailleurs à leur mission, la reconnaissance de leur expertise, leur satisfaction au travail et leur attachement à l’emploi.

Introduction. Residents of northern regions have a diet low in essential macro- and microelements. The Sea of Okhotsk is an enormous source of fish and non-fish products. We aimed to determine mineral contents in marine fish, shellfish, and algae in order to assess if they could satisfy the daily requirement for these elements through fish and non-fish consumption. Study objects and methods. Our study objects were saffron cod (Eleginus gracilis L.), blue-headed halibut (Reinhardtius hippoglossoides L.), commander squid (Berryteuthis magister L.), northern shrimp (Pandalus borealis L.), salted pink salmon caviar (Oncorhynchus gorbuscham L.), and kelp (Laminaria L.). The contents of 25 macro- and microelements were determined by atomic emission spectrometry and mass spectrometry with inductively coupled argon plasma. Results and discussion. The absolute contents of macro- and microelements in the marine species were used to assess the proportion of the recommended daily requirement that they account for. Also, we performed a thorough comparative analysis of mineral quantities in the studied species of marine fish, pink salmon caviar, shellfish, and algae from the Sea of Okhotsk. Finally, we examined the elemental status of the coastal residents belonging to the “northern type” and identified their deficiencies of vital chemical elements. Conclusion. Some chemical elements in the studied marine species from the Sea of Okhotsk (Magadan Region) satisfy over 100% of the daily human requirement for these minerals. Therefore, their products can be recommended as part of a northern diet in order to compensate for the deficiencies of certain minerals.

In this qualitative, exploratory study we examined the music education backgrounds and current creative practices of thirteen self-described do-it-yourself (DIY) musicians from around the United States. A growing community of scholars within and outside of education have noted the relative inclusionary nature of DIY communities as compared to mainstream society. Several themes have emerged in DIY music participation literature, including social influences and isolation, and music making for self care and self expression. DIY music-making can offer a potentially liberating space for those marginalized by traditional schooling, providing students with social, educational and musical opportunities they could not find or participate in at school. Through an analysis of interviews and participation-observations of creative practices such as band rehearsals and improvisation sessions, we found that similar themes emerged in our own data. Implications for music education include the importance of more individualized instruction and opportunities for self care and self expression.

This article presents a case study of riot grrrl music in a School of Rock franchise in the Midwestern United States. It presents the school as a place in which gender is bound up in specific notions of what it is to play rock music, notions that directly inform what constitutes popular popular music within this context. The article examines the Riot Grrrl project using frame analysis, presenting and discussing three frames through which riot grrrl was taught: as music, punk ethics and social justice. It examines a case of frame conflict as played out in a disagreement between the programme’s two male instructors. It suggests that multi-frame approaches to popular music teaching, including clashes that may arise from conflicting frames, are effective in disrupting the musical-cultural status quo and in creating spaces in which students may productively and empathetically encounter the unpopular popular music of marginalized musical ‘Others’.

Musicians’ drive to be productive on the internet led to the development of practices that can inform popular music education. Expanding the concept of popular music education to include online participatory culture practices provides inspiration for musicking online relevant not only in times of uncertainty (like during mandated quarantines experienced during the COVID outbreak in 2020), but also during times of prosperity when practices can be explored in classrooms and during leisure time. In this article, the author discusses three dispositions towards online musicking: DIY-disposition (do-it-yourself), DIWO-disposition (do-it-with-others) and DIFO-disposition (do-it-for-others). The development of these dispositions leads to online and musical literacies that help develop the skills needed for online musicking and performance. This text offers a creation theory about approaching online musicking that can be applied to new technologies and media as online platforms appear and fade on the internet.

This article documents the work of one community music organisation during the two national lockdowns resulting from the Covid 19 pandemic in 2020. It describes musical and other creative activities confined to just 8 streets in a diverse and deprived part of London and the responses from 20 members of the community. The article ends with questions for arts, education and social science researchers about what those in community education can learn from the experience of lockdown. These questions include: • What have we learned about characteristics of cohesive and supportive communities? • What role have schools and nurseries played in bringing communities together? • Have arts organisations and initiatives built bridges between school and community? • Where are children’s voices represented in post-Covid-19 education planning in what has become known as ‘the recovery curriculum’? • Does government language about ‘catch up’ and a ‘lost generation’ accurately represent the experience of children? • What is the role of arts in constructing cohesive, supportive communities? • What are the links between the arts and positive emotions in children and young people? • In what ways is positive emotion related to resilience? • How can the arts be used to build new cultures? • How do we make community projects more inclusive?

Au xviiie siecle, les constructeurs de navires semblent se detacher progressivement du monde des metiers de la construction navale en acquerant une identite socio-professionnelle reposant sur des savoirs et savoir-faire specifiques dont les modalites d’acquisition constituent un enjeu de la recherche. L’autonomisation de ce metier a lieu dans un contexte ou la construction navale devient un secteur productif majeur en France, stimule par l’essor des trafics oceaniques et le cabotage europeen. Les constructeurs sont desormais des entrepreneurs capables de diriger des chantiers, de traduire et d’anticiper les besoins de leurs commanditaires en developpant une « pensee technique du navire » qui se manifeste par la realisation de devis de plus en plus riches et de plans. Ce role majeur dans l’economie maritime permet aux constructeurs de developper une expertise sur laquelle s’appuient les pouvoirs locaux et l’Etat pour reguler le travail et la vie economique de la sphere portuaire.

The term maritimity, defined by geographers in the early 1990s, offers an interesting conceptual framework for analysing the evolution of the relationship with the maritime world during the 19th century. A century of revolutions, this period is marked by deep and lasting changes in the relationship with the sea, especially affecting cultural, social and artistic practices. It was also affected by the emergence of heritage concerns which paved the way for new disciplines such as naval archaeology or nautical ethnography. Representations of the maritime world have been fundamentally changed as a result.

Cet article presente le CIREVE (Centre interdisciplinaire de realite virtuelle de l’Universite Caen Normandie) son histoire et ses activites. Il retrace la construction du centre et de la salle immersive, des programmes developpes a partir de la restitution du Plan de Rome (ive siecle ap. J.-C.) ainsi que les nouvelles orientations prises autour des modelisations en geographie, medecine, neurosciences, litterature et histoire autour de trois notions cles : representation, experimentation, narration.

This article draws on media studies and professional wrestling studies to examine how the major American wrestling company All Elite Wrestling (AEW) renegotiated the “liveness” and affective “exces...

Goth emerged from post-punk, and by the 1980s became an identifiable feature of the popular music scene and wider popular culture. Fuelled by the success of bands such as the Sisters of Mercy, goth music and culture spread around the world, interacting with wider alternative, gothic fashions. At the end of the 1980s, goth reached a peak of interest followed by retrenchment into the alternative, subcultural spaces from which it had emerged. Nonetheless, it survives. In this article, we interview goths who became active in the 1980s and who remain engaged in order to understand how they became goths and what goth meant to them then. Using memory work, we are interested in how these goths construct their own histories and mythologies, and what this might tell us about the political and sociological importance of goth as a counter-hegemonic space at a time of globalization, consumption and commodification. We explore how they remember goth emerging from the post-punk scene with its radical politics and alternative, anti-mainstream culture. We examine the way these individuals remember becoming goth and their awareness of being in a goth scene. We then show how they remember and construct stories of when goth retrenched in an alternative underground that reconstructed the counter-hegemonic politics of punk and post-punk. Finally, we show what happened in the late 1980s and early 1990s and argue that the scene, or that part of the scene represented by our goths, is following a dialectical path carved out of the neo-Gramscian concept of negotiation when faced with the culturally and aesthetically hegemonic effect of a dominant culture.

Violin bowing is a specialised sound-producing action, which may be affected by psychological performance techniques. In sport, attentional focus impacts motor performance, but limited evidence for this exists in music. We investigated the effects of attentional focus on acoustical, physiological, and physical parameters of violin bowing in experienced and novice violinists. Attentional focus significantly affected spectral centroid, bow contact point consistency, shoulder muscle activity, and novices’ violin sway. Performance was most improved when focusing on tactile sensations through the bow (somatic focus), compared to sound (external focus) or arm movement (internal focus). Implications for motor performance theory and pedagogy are discussed.

Although there is an increasing number of studies investigating the effects of attending music programs and classes, research on the impact of gender role self-concept on the decision to attend music classes is limited. Current research highlights the significance of gender role self-concept in decision-making processes. Accordingly, we conducted path analysis on a sample of n = 353 fifth-graders to identify interrelations and mediation effects of students’ gender role self-concept on the attendance of a specific music class through the self-concept in music, intrinsic value of music, and other relevant aspects. The results showed that only gender role self-concept of femininity revealed direct effects on attending a music class. Students describing themselves as feminine had a more positive self-concept in music and value music more. No mediation effects could be detected. However, a negative direct path from gender role self-concept of femininity on music class attendance was observed. No effect was found for gender role self-concept of masculinity and music class attendance. The intrinsic value for music showed the highest impact on music class attendance. After discussing the main results, recommendations for researchers, teachers, and school administrators are made with regard to an accessible music education, which is independent of gender role orientations.

This article presents a synthesis of findings from a large-scale research project, the Global Visions Through Mobilizing Networks—Co-developing Intercultural Music Teacher Education in Finland, Israel and Nepal ( https://sites.uniarts.fi/web/globalvisions/home ), and conveys its theoretical and practical explorations and insights. By envisioning 21st-century music teacher education from the perspective of interculturality and through transnational collaboration, Global Visions has engaged with international societal changes and struggles related to the rising tides of xenophobia, populism, and social disharmony, by focusing on what happens at the boundaries, in dialogue, and in conflict when difference is encountered, experienced, and reflected upon. While the dominant culturalist view presents music as neutral and diversity as tied mainly to ethnicity, Global Visions has recognized, analyzed, exemplified, and increased understanding of the complex politics of diversity. Resulting in envisioned music teacher education programs as innovative game changers, the project has enhanced professional reflexivity through considering the responsibility and moral aspects of music teacher education. Six main focus areas of the project are presented with recommendations for future research and practice in music teacher education: (a) research education and research as intervention; (b) reflexivity and professional learning in intercultural encounters; (c) the capacity to aspire in music teacher education; (d) the development of intersectional praxis; (e) intercultural music education as a political engagement; and (f) transcultural professional development and international professionalization.

This essay addresses the need to expand the musical repertory for analysis beyond the western canon, as well as to develop intercultural strategies for analysis that reflect the multicultural subject positions of composers, performers, and theorists. In my area of specialization, discourses on exoticism, transculturation, Orientalism, and globalization have provided frameworks for examining music composed by postwar composers of East Asian heritage, such as Chou Wen-chung, Tōru Takemitsu, Chen Yi, Isang Yun, and others. However, scholarly writings and reception of this music have tended to perpetuate the East–West binary by reinforcing musical stereotypes and familiar labels. Within the music theory, this repertory has been assimilated into the canon and legitimized through application of post-tonal and other formalized models of analysis. Prompted by developments in studies of gesture, semiotics, and East Asian cultural history and aesthetics, I explore analytical approaches that counter-frame the binarism by illustrating culture-specific modes of attending to musical gestures and expressive meanings, as exemplified in recent publications on music by Chou and Chen.

An undersurface sequence is a type of motivic parallelism that unifies parallel patterns into a single sequential unit. This article focuses on various undersurface sequences that leading Schenkerian scholars, including Schenker himself, integrated into their voice-leading graphs without explicitly pointing them out. The phenomenon is discussed according to different levels of distance from the surface, starting with sequences that lie very close to the surface and may allow for intuitive auditory perception, and ending with hidden sequences that lie deep in the middleground and are entirely analysis-dependent.

This article examines how Pain of Salvation’s album The Perfect Element: Part I (2000) develops narrative subjectivity through a range of compositional and performative parameters. We reveal a myriad of ways in which the music contributes to the expression of human subjectivity and offers significant moments of interpretive clarity. Attending to the expressive aspects of music, we focus in particular on how the song structures are articulated through the following elements: formal, harmonic, temporal, thematic and textural/timbral content. Contextualizing the concept album narrative within the genres of progressive rock and heavy metal and offering a framework for analysis derived from narrative theory, we interpret how the musical parameters convey the song lyrics and overall album concept. Pain of Salvation’s narrative of human trauma emerges through musical structures that are channelled to shape storyworld and subjectivity. Presenting analytic snapshots of the twelve album tracks, our aim is to create a sense of analytic ‘immersion’, whereby the reader engages actively with the multifaceted expressive content of words and music.

The present study investigated the role of music education in early childhood education and care (ECEC) in relation to the daily activities of children ages one to three, i.e. toddlers (N = 918) in...

Funder: Center for Educational Research and Academic Development in the Arts (CERADA), Making sense of musicians’ professional learning pathways is of crucial importance to understanding their career progressions, their routes into creative employment, and the relevance of various policies to their professional lives. However, this is a far cry from understanding how critical reflection catalyzes diverse learning routes, especially when considering evidence originating from postgraduate musicians’ own accounts of their journeys into job creation. In this study, we invited five postgraduate classical musicians who were invested in professional learning through performance programs in higher education to contribute these types of personal perspectives. The article explores the value of postgraduate musicians’ own accounts of their journeys and illustrates how a more nuanced understanding of them can be arrived at through the use of visual-based tools, for example, Rivers of Musical Experience and Dixit Cards. This constructivist intervention prompted both group and individual critical reflections, as well as sense-making processes that enabled the participants to become more informed about the (typically overlooked or neglected) critical incidents that differently catalyze professional learning pathways. All of the participants articulated sociocultural influences that were situated along historical, present, and future points of departure and arrival, helping them to create meaning and understanding of themselves and their (at times unsettling) professional learning pathways. From the ensuing thematic analyses, we identified a commonality of themes across life phases with three key influential groups of people (parents, peers, and professionals) that strongly affected their professional learning pathways and learner identity-construction. The results indicate that the relationships between these phases and people are complex. The research illuminates the previously unexplored connection between the meaning-making trajectories that are instantiated through critical reflection, and adds to our understanding of the development of musicians’ professional learning pathways and learner identities.

The constrained action hypothesis states that focusing attention on action outcomes rather than body movement improves motor performance. Dexterity of motor control is key to successful music performance, making this a highly relevant topic to music education. We investigated effects of focus of attention (FOA) on motor skill performance and EMG muscle activity in a violin bowing task among experienced and novice upper strings players. Following a pedagogically informed exercise, participants attempted to produce single oscillations of the string at a time under three FOA: internal (on arm movement), external (on sound produced), and somatic (on string resistance). Experienced players’ number of bow slips was significantly reduced under somatic focus relative to internal, although number of successful oscillations was not affected. Triceps electromyographic activity was also significantly lower in somatic compared to internal foci for both expertise groups, consistent with physiological understandings of FOA effects. Participants’ reported thoughts during the experiment provided insight into whether aspects of constrained action may be evident in performers’ conscious thinking. These results provide novel support for the constrained action hypothesis in violin bow control, suggesting a somatic FOA as a promising performance-enhancing strategy for bowed string technique.

The article are given the scientific and methodological conditions for the production and progress of distance learning courses for future teachers of music through the competencebased, system, action approaches. The author identifies the components that are formed on the basis of the content of the course are and portion of the structure of the competence hierarchy of future music teacher. Materials of research are founded on the experience of education in the course of distance learning of Basic Musical Instrument (piano). The study considers the principal components of development and design of a distance learning course, including theoretical, practical, individual work, and control. The author grounds the specifics methods of distance learning for future teachers of music, in specific their instrumental training and the effectiveness of this training, differentiating the following main methods: of collecting information and using technologies of communication , such us multimedia and method of project . The criteria for control of information and skills were developed. The research was portion of educational experiment involving 52 bachelor students, Music Specialization. According to the results of the study, the study of the subject Basic Musical Instrument (Piano) using the Moodle learning environment contains a number of advantages, which are primarily manifested in higher assessment results of students’ learning. The motivational, musical instrumental and cognitive abilities of these students were approximately 10% higher than students who studied according to traditional methods. The opinion characterize the results of implementation and effectiveness of experimental study on the use of distance learning courses for the progressof instrumental performance competence of future teachers of music. The influence of different methods of distance learning on learner performance is also determined

The authors have collaborated on a machine learning multiscreen video installation powered by computer algorithms and inspired by mimicry in the natural world. The artwork explores a pseudo-environment loop system in nature and artificial mechanical organisms combining living flowers with projectors, webcams, and computer monitors. Technically, the software adopts a genetic algorithm to simulate the process of mimicry; conceptually, this real-time art installation is in conversation with Nam June Paik's piece TV Garden. The project explores the possibilities of integrating artificial intelligence and nature in the landscape of the future.

In this literature review, I explore poverty, the barriers to participation that exist for students in poverty, and why this issue should matter to music educators. Research findings about students and poverty generally fall into three categories: logistics, teacher attitudes, and policy. I identify participation barriers in each of these categories and offer suggestions how they might be addressed. Overall, findings involving poverty and music education indicate that when teachers are well-supported at the micro and macro level by legislators, administrators, parents, and other teachers, most barriers can be reduced or eliminated, and participation increases.

Ang Lee’s 2019 film Gemini Man features the most realistic digital human to grace the cinematic screen, specifically a computer-generated version of young Will Smith who battles his more aged self throughout the film. And for the first time in film history, this photorealistic digital human is Black. This essay explores why this groundbreaking achievement has not been acknowledged or celebrated by the film's production or publicity teams. I argue that Will Smith’s particular “post-racial” identity mediates contemporary concerns related to the racialized implications of facial recognition and other digital imaging technologies, as well as to the future of the film industry in the digital age. In the second half of the essay, I examine how the appearance of Will Smith in deepfake parody videos illustrates how race circulates on screens of various media formats. I conclude with a call to use digital visual effects, deepfake tools, and other advanced technologies to further racial justice instead of repeating the problematic usage of the past.

Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and productive dialogue throughout their undergraduate music education coursework. In combination with theory, we describe specific strategies for designing environments and activities that encourage students to identify and question dualistic thinking, engage with diverse ideas and perspectives, and interrogate underlying assumptions and discursive patterns in their own and others’ thinking. Increasing undergraduate student competency in critical reflection and dialogue could motivate and assist them to pass on these important skills to their future PK–12 students.

Many view music teacher education as a locus for socially just transformation of music education through the development of preservice teacher agency and identity development. However, few have directly examined values in music teacher preparation programs, and values are implicit in agency. The purpose of this exploratory, intrinsic case study was to investigate the visible values in music education courses at one institution to add a new dimension to research and practice. We collected data from four instructor and five undergraduate participants through observations, interviews, and syllabus review. Themes of critical thinking, agency, student centeredness, positive teacher-student relationships, and skills and knowledge for teaching emerged from the data. Findings indicate that values may be relative in practice despite shared language among preservice teachers and music teacher educators. We provide guiding questions for program review and future research through the lens of values.

To perform reliably and confidently from memory, musicians must able to recover from mistakes and memory failures. We describe how an experienced singer (the second author) recovered from mistakes and gaps in recall as she periodically recalled the score of a piece of vocal music that she had memorized for public performance, writing out the music six times over a five-year period following the performance. Five years after the performance, the singer was still able to recall two-thirds of the piece. When she made mistakes, she recovered and went on, leaving gaps in her written recall that lengthened over time. We determined where in the piece gaps started ( losses) and ended ( gains), and compared them with the locations of structural beats (starts of sections and phrases) and performance cues ( PCs) that the singer reported using as mental landmarks to keep track of her progress through the piece during the sung, public performance. Gains occurred on structural beats where there was a PC; losses occurred on structural beats without a PC. As the singer’s memory faded over time, she increasingly forgot phrases that did not start with a PC and recovered at the starts of phrases that did. Our study shows how PCs enable musicians to recover from memory failures.

On July 14, 2019, a 3-minute 36-second video titled “Keanu Reeves Stops A ROBBERY!” was released on YouTube visual effects (VFX) channel, Corridor. The video’s click-bait title ensured it was quickly shared by users across platforms such as Facebook, Twitter, and Reddit. Comments on the video suggest that the vast majority of viewers categorised it as fiction. What seemed less universally recognised, though, was that the performer in the clip was not Keanu Reeves himself. It was voice actor and stuntman Reuben Langdon, and his face was digitally replaced with that of Reeves, through the use of an AI generated deepfake, an open access application, Faceswap, and compositing in Adobe After Effects. This article uses Corridor’s deepfake Keanu video (hereafter shorted to CDFK) as a case study which allows the fleshing out of an, as yet, under-researched area of deepfakes: the role of framing contexts in shaping how viewers evaluate, categorise, make sense of and discuss these images. This research draws on visual effects scholarship, celebrity studies, cognitive film studies, social media theory, digital rhetoric, and discourse analysis. It is intended to serve as a starting point of a larger study that will eventually map types of online manipulated media creation on a continuum from the professional to the vernacular, across different platforms, and attending to their aesthetic, ethical, cultural and reception dimensions. The focus on context (platform, creator channel, and comments) also reveals the emergence of an industrial and aesthetic category of visual effects, which I call here “platform VFX,” a key term that provides us with more nuanced frames for illuminating and analysing a range of manipulated media practices as VFX software becomes ever more accessible and lends itself to more vernacular uses, such as we see with various face swap apps.

This study aimed to test a hypothesis about the correlation between levels of gelotophobia, gelotophilia, and katagelasticism and understanding of Internet memes as a specific form of humour. Participants were 45 native speakers of Russian (aged 18 – 30; 73,3 % female). The levels of Internet memes understanding were assessed independently by two judges with the use of criteria based on the results of a series of semi-structured in-depth interviews. Gelotophobia, gelotophilia, and katagelasticism were assessed with PhoPhiKat questionnaire. J. Raven’s “Standard Progressive Matrices” test was used to control the level of psychometric intelligence. Concordance of judges’ scores for the understanding of memes was assessed with Kendall’s W and ranged from 0.71 to 0.84. Spearman’s rank correlation coefficient was used to test the main hypothesis. We found no correlation between the scores for gelotophobia, gelotophilia, and katagelasticism and understanding of Internet memes. Presumably, the type of attitude towards humour does not play a significant role in the understanding of comical texts. The qualitative content analysis of the interview protocols revealed some specific features of cognitive mechanisms of Internet memes understanding. Namely, successful participants with higher levels of understanding of Internet memes reflected more on their thinking process than those with lower levels of understanding of Internet memes, easily switched from an abstract level of reasoning to a concrete one, and tended to consistently develop detailed mental representations of the memes.

The purpose of this study was to examine the effects of focus of attention instructions (i.e. focus on the solo, accompaniment, or collaboration) on listeners’ performance evaluations. Participants ( N = 159) were inservice band directors who listened to and evaluated the accuracy and expressivity of four excerpts of Haydn’s Concerto for Trumpet in E-Flat Major, which we created by synchronizing recordings of good and bad performances of a trumpet soloist with good and bad performances of a piano accompaniment. Results indicated a significant main effect for focus-of-attention instructions group, indicating that listeners’ ratings were affected by the focus-of-attention instructions they received. However, we also found a significant three-way interaction among solo, accompaniment, and group, which signified that the effects of focus-of-attention instructions varied according to both solo and accompaniment conditions. Asking adjudicators to focus their evaluations on the collaborative performance of a soloist and pianist may result in different performance ratings than when asked to rate the soloist or pianist only. Implications for music educators and solo and ensemble event organizers are discussed.

Music Information Research (MIR) comprises all the research topics involved in modeling and understanding music. Visualizations are frequently adopted to convey better understandings about music pieces, and the association of music with visual elements has been practiced historically and extensively. We investigated papers related to music visualization and organized the proposals into categories according to their most prominent aspects: their input features, the aspects visualized, the InfoVis technique(s) used, if interaction was provided, and users’ evaluations. The MIR and the InfoVis community can benefit by identifying trends and possible new research directions within the music visualization topic.

Music-based interventions and music lessons modulate cognitive functions, such as language or attention. However, the specific and differential effects of musical activities are a new focus of research. Therefore, this study aimed to investigate the effect of musical improvisation, a focal musical intervention, on the emotional memory of 4- and 5-year-old children. Each child individually looked at 24 neutral and emotional pictures and rated their valence and arousal. After that, the children were exposed to one of three interventions: musical improvisation (experimental intervention), musical reproduction (active control intervention), or rest (passive control intervention). Then, recall and recognition (immediate and deferred) were used to evaluate memory performance. The main results indicated that musical improvisation, compared with a reproduction music activity, improved memory. In addition, rest improved recognition compared with reproduction. Besides, children recalled more emotional than neutral images. Musical improvisation is a promising technique to be implemented in the educational field.

Focusing on a series of YouTube creators, this essay interrogates the persistence of the hegemonic power of the white male hardbody, arguing that digital facial replacements – in particular those of 1980s action stars – produce a mode of white, masculine identity that is essentially exchangeable and transactional. These bodies are capitalist commodities, fundamentally interchangable and asserting the same bundle of ideological traits. The technology of digital facial replacement allows creators to visualize this exchange value. As opposed to the pornographic, invasive, and misogynistic face swap videos originally posted on reddit.com by user ‘deepfakes’ in 2017, the facial replacement videos found on YouTube are more playful in nature, imagining alternate histories and using face swapping as a mode of comedy. This case study of 1980s action stars opens up to a broader examination of issues of identity in digital facial replacement. In the videos under analysis, gender swaps are relatively common, but ethnic swaps are scarce. The reluctance of the YouTubers to ‘blindcast’ their revisionist videos reveals a subtle critique of the fantasy of a post-racial world. Racial difference – and, perhaps, cultural specificity – remains intact, and the creators take a seemingly apolitical, comical, ‘safe’ approach to identity rather than an explicitly critical stance. By denuding the more threatening and destructive aspects of deepfakes, these YouTube videos produce a more palatable version of facial replacement. This version, however, is no less ideologically complex than its more explicitly political and misogynistic counterparts. These contemporary facial substitutions not only continue to ‘reboot’ white male hegemony, but they also function as an ideological reclamation of masculine power in the present through modified images of the (revisionist) past.

Numerous studies have demonstrated the capacity of choral singing to improve human well-being and that, in certain sectors of society (including older adults, prison populations, underprivileged social groups, and mentally illness groups), choral singing bears several benefits. Thus, this descriptive study proposed a comprehensive structural model of the dimensions that comprise choral singing’s contribution to individual well-being and aimed to explain these benefits. The study was conducted in a non-random sample of 1,513 adult Spanish singers of both sexes and variable age. An instrument was developed to assess the psychosocial benefits of choral singing, as perceived by singers; it comprised five constituent dimensions: satisfaction, ability, group engagement, belonging, and optimism. The instrument enabled us to assess how choral singing contributed to well-being, with adequate reliability (Cronbach’s α = .917) and validity. The system of relationships proposed by the model represents a plausible explanation regarding the benefits of choral practice and singing for well-being.

20 Shots of Opera, released in December 2020, is a series of twenty short pieces of music theatre between five and eight minutes long. They were created and produced in just a few months. What makes the pieces special is that they were conceived to be produced under pandemic conditions and with purely an online reception in mind. This has affected details of the recording process as well as directorial concepts such as the use of animation or superimposition of pictures. This article will analyze how selected Shots engage with these conditions, look at different types of how the voices are used and assess the specific aesthetic circumstances of digital reception, as well as discussing other specific challenges and opportunities of creating music theatre in times of Covid-19.

Chief Caupolican is Emile Barrangon, an early 20th-century performer in the US who was born in Chile to an indigenous Mapuche father and a French mother. Despite his fame, he has not yet been included in studies on indigenous agency in Native American representations, likely because of his immigrant origins. We situate his indigenous self-identification and media success within the broader context of ongoing pan-indigenous activism in the country and Native Americans’ efforts to engage indigenous representations in the media. The pan-indigenous movement that sought to unify indigenous political claims, regardless of tribal affiliation, enabled and encouraged foreign-born aborigines and persons of mixed ancestry to identify with indigeneity in ways that transcend nation-state borders. By presenting and examining his multi-faceted life, performance, and political views, this article contributes to better understanding the complex dynamics of the indigenous performance landscape in the early 20th century.

This article analyses composer Pamela Z's work in light of critiques of posthumanism from Black studies and sound/music studies. Z's large-scale multimedia workVoci(2003), which the artist describes as a ‘polyphonic mono-opera’, consists of a series of eighteen scenes that combine vocal performance with digital video and audio processing. Z manipulates these sources using the BodySynth, an alternate controller interface that converts bodily gestures into expressive control signals. Z's work has been considered through cyborgian, Afrofuturist, and posthumanist discourses. But rather than affirm her practice as fully consonant with technological visions of the posthuman, I argue that she challenges the very liberal humanism upon which the posthuman is built. For a key tenet of liberal humanism, as Alexander G. Weheliye observes, was the racial and gendered apportionment of humanity into full humans, not-quite-humans, and non-humans. We have never been completely human, he suggests, let alone posthuman.Z uses technologies of the embodied voice to confront both the posthuman imaginary and the continued effects of its ideological preconditions in racio-colonial liberal humanism. In aVociscene entitled ‘Voice Studies’, for instance, Z engages the problem of ‘linguistic profiling’ as it applies to housing discrimination, citing the work of Stanford linguistics researcher John Baugh. Against a backdrop of percussive vocalizations, Z explains, ‘Studies reveal that people can often infer the race of an individual based on the sound of their voice’, subsequently playing back recordings of housing applicants containing vocal signifiers of racial difference. The article then contrasts this kind of ‘aural dimension of race’ found in Jennifer Lynn Stoever's notion of the ‘sonic color line’ with Pierre Schaeffer's attempt to separate sound from the social – as well as from bodies and identities – in his practice of acousmatic reduction. With this in mind, I show how Z construes the voice as an acous(ma)tic technology of embodiment while reframing opera's humanist legacy throughVoci's allegorical narration of the ‘prehuman’, ‘human’, and ‘posthuman’. Moving with and against a posthuman imaginary, Z suggests that although we have never quite been human or posthuman, we may nevertheless narrate new versions of each.

The purpose of this study was to investigate how professional pianists practice music for a concert, and whether their individual cognitive orientations in such practice processes can be identified accurately from the resulting performances. In Study I, four pianists, previously found to be skilled music memorizers, practiced and performed a short piece by André Jolivet over the course of two weeks, during which their practice strategies were studied using semi-structured interviews, and analyses of practice diaries, practice activities, and eye-movement data. The results indicate that the pianists used similar basic strategies but had different cognitive orientations, here called “practice perspectives,” consistent with each individual, in that they focused on different kinds of information while practicing. These practice perspectives may be related to skills and habits in using imagery and music analysis, as well as to professional and educational background. In Study II, 34 piano teachers listened to recordings of the concert performances and evaluated them against 12 statements representing the four practice perspectives identified in Study I. The results did not support the prediction that practice perspectives would be correctly detected by listeners. Nonetheless, practice perspectives can be used to highlight potentially vast differences between the ways in which individual professional classical musicians conceptualize music and make it meaningful to themselves and others. They could be used in the context of music education to increase musicians’ knowledge of different practice strategies and the ability to develop their own preferred working methods.

Highlighting the need for teacher education programs to respond to rapidly diversifying societies, this article reports a qualitative metasynthesis of intercultural outreach projects in music teacher education, conceptualizing these projects as a “pedagogy of interruption.” Results show that such outreach projects interrupt the individualistic frame of music teacher education, the known difference, the logic of teaching, and the understanding of what intercultural teacher competence is, rather moving toward letting the context teach. The complex relational work involved in intercultural outreach projects can be seen to establish spaces for framing learning within professional self-reflexivity, embracing uncertainty and trusting relational becomings through an investment in the political and moral aspects of teacher education and intercultural theorization. The article argues that intercultural outreach projects and theorization can be taken as a healthy test for contemporary music teacher education to rethink what competence and its own education is for in the 21st Century.

Glottal adduction is a crucial aspect in voice education and vocal performance: it has major effects on phonatory airflow and, consequently, on voice timbre. As the voice is a non-visible musical instrument, controlling it could be facilitated by providing real-time visual feedback of phonatory airflow. Here, we test the usefulness of a flow ball (FB) training device, visualizing, in terms of the height of a polystyrene ball placed in a plastic basket, phonatory airflow during phonation. Audio and electroglottographic recordings of five postgraduate, classically trained singer students were made under three subsequent conditions: before, during, and after phonating into the FB. The calibrated audio signal was inverse-filtered, using an electroglottograph signal to guide the manual tuning of the inverse filters. Mean phonatory airflow, peak-to-peak pulse amplitude, and normalized amplitude quotient were extracted from the resulting flow glottograms. After the FB condition, increases of mean flow and peak-to-peak pulse amplitude were observed in four singers. In addition, the singers’ mean normalized amplitude quotient increased significantly. The findings, although exploratory, suggest that reduction of glottal adduction can be observed immediately after FB phonation.

Though methods of somatic education such as the Feldenkrais Method are becoming more widely recognized as complementary approaches in vocal and choral pedagogy, there is little research that examines the experiences of singers who participate in such mind–body approaches. With the intent of exploring pedagogical implications of somatic education in music education, the purpose of this phenomenological study was to examine the experiences of undergraduate vocal music education majors enrolled in an elective, 7-week Feldenkrais course. Specifically, how do singers describe in their participation in Feldenkrais Awareness Through Movement lessons, and how do these experiences inform their understanding of how they sing? Data were gathered from questionnaires, weekly journals, and semi-structured interviews. Phenomenological data analysis following Moustakas’s approach revealed three themes reported as textural and structural descriptions: (a) improved quality of movement, (b) heightened awareness of singing, and (c) enhanced practice. The overall essence of participants’ experience may be summarized as a process of self-discovery that provided individualized benefits for singing. Discussion includes pedagogical implications of somatic teaching and learning in PreK through university contexts as well as suggestions for future research.

While the ensemble is a ubiquitous learning environment within jazz education, opportunities to learn through engagement in ensemble performances and industry-level recording opportunities are rare classroom environments tertiary jazz music institutions offer. This qualitative study examines jazz performance contexts within an Australian tertiary music course, exploring students’ learning experience spanning three diverse collaborative projects across nine months. Phenomenological analysis explores the instructional relationship outlining connection between the student and instruction, the subject matter that is taught, and the connection between the student and the teacher as master improviser. Findings outline substantive teacher crafting of learning, relationship building and learning experiences garnered from interpersonal learning relationships, and the application of content with pedagogy that aims to build a positive learning climate between improvising teachers and their students. The author contends that a phenomenological perspective can highlight this diversity and emphasize effective interpersonal strategies and ensemble pedagogies that enhance student learning and potentially enculturate richer and more sophisticated musicianship in students and their developing creative abilities.

Cet article propose une réévaluation critique de la notion de corps sans organes dans l’oeuvre d’Antonin Artaud à la lumière des cahiers d’Ivry publiés fin 2011 et dans lesquels Artaud mentionne un nouveau « corps de gloire ». L’auteur commence par préciser la relation entre « le corps sans organes » et la tradition catholique de façon à montrer comment Artaud détourne cette dernière de façon hérétique. Le corps sans organes d’Artaud est ensuite distingué de sa conceptualisation par Gilles Deleuze et Félix Guattari en prenant appui sur des commentaires de Paule Thévenin, qui a édité les Œuvres complètes d’Artaud, ainsi que sur des textes d’Artaud contemporains à l’émission radiophonique qui contredisent la lecture deleuzo-guattarienne. En effet, le corps sans organes d’Artaud est défini de façon explicite en réaction à la psychanalyse freudienne et sa définition hérétique en tant que « corps de gloire » est destinée à s’opposer dans un même geste à la religion ainsi qu’à la psychanalyse.

Previous research has led to the hypothesis that poor-pitch singing is the result of a weakness in the auditory/vocal loop. The present study evaluated this hypothesis in a training paradigm that used visual feedback to augment potentially faulty auditory-vocal associations. Following pretest with the Seattle Singing Accuracy Protocol (SSAP), participants were randomly assigned to one of three 20-min training conditions: (1) visual feedback training with auditory doubling, in which participants could both see and hear real-time feedback showing the relationship between their sung pitch and the target, (2) auditory feedback training, where participants relied only on airborne auditory feedback from their own voice, and (3) control training which involved imitation of speech from a foreign language instruction recording. After training, the SSAP was administered again as a posttest measure. There was a general improvement from pretest to posttest across all groups. However, the effect of training was only significant for participants who received visual feedback training, with greater gains in visual training than either of the other conditions. This pattern of results was particularly pronounced for performance on 4-note melodies in the SSAP, in contrast to single pitch matching. Visual feedback may facilitate accuracy by substituting for inaccurate auditory-motor associations. The fact that training, even over a very short time-span, can have significant effects on singing underlines the importance of practice, and supports the hypothesis that singing is a learned skill that can benefit from experience and may not simply reflect an inherited talent.

With the intent of informing the practice of music teachers navigating “multi-musicality” in their classrooms, this qualitative study, employing case study and narrative research tools, investigates the experiences of three musical “boundary crossers”—professional musicians whose work traverses the popular–classical divide. Three questions guided the inquiry: (a) How do professional musicians describe the experience of boundary crossing from one musical domain to another? (b) What musical skills do these professionals find valuable for their work in various domains, and what skills have they acquired or adapted in crossing musical boundaries? and (c) How does working in one musical domain influence work in another? Each participant navigates the balance between and the integration of their classical and popular musicianship(s) differently. All acknowledge that classical training, although it may afford some advantages, also can be a hindrance for individuals pursuing the creation and performance of music in a popular domain. Findings point to the need for functional piano skills, practical application of ear training, and development of a musical value set that includes “focused simplicity.” The findings have implications for how preservice teachers develop musical versatility, enabling them to respond to students’ varied interests and needs.