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This work aimed to analyse factors related to conceptions and beliefs about expressivity in music among students and teachers. A questionnaire with 11 Likert-type items was developed covering the main factors included in the literature of teaching-learning of expressivity and emotion in music. Through exploratory factor analysis three factors were identifed: "expressive technique (ET)", "emotional expression" ("EE"), and "self-learning of expressivity" ("SLE"). Comparisons between teachers and students showed that teachers had signifcant higher scores in EE with no differences in ET or SLE, although the effect size for SLE was high. The three factors are proposed as a tool for the assessment of conceptions of expressivity and its learning in both teachers and advanced students of music for teaching and research objectives.

Service-learning methodology seeks to achieve a balance between academic learning and the application of the acquired knowledge for the benefit of the community. Our study aims to assess the academic and personal development of the students who participated in the educational experience and identify the benefits it brought to the attended children. The total of 73 participants involved: a) university students of a faculty of education, b) hospitalized children and their families, c) a healthcare worker, and d) several volunteers. We conducted a case study featuring qualitative analysis (based on discussion groups, interviews, and daily narratives), analysis of cooccurrence, and data triangulation. The categories we obtained were related to learning achieved by university students, their personal growth, and the impact of hospital service on the different agents who participated in the experience. Findings suggest that service-learning, along with the positive emotional impact of experiential music learning, was associated with student progress in teacher training and personal development. [ABSTRACT FROM AUTHOR]

In recent years, in the field of music education, different research has been conducted on processes, methodologies and strategies to improve instrumental learning. The present exploratory study aims to provide information on what is currently happening in Italy in the violin branch. This research aims to understand the conceptions of Italian professional violinists from the point of view of the learning received and the teaching given. Considerable research attention has been paid to technical and motivational aspects, and some familiar aspect. A sample of 51 professional violinists from Italy was selected for analysis. The results provide information on a post-reform improvement and indicate that teachers do not go as deeply into technical aspects such as those associated with the performance of contemporary music and vibrato. Furthermore, the participants provide information on the appropriate profile of the violin teacher, an empathetic and motivating teacher. In conclusion, this study shows that it is essential to consider the important factors influencing the quality of the teaching-learning process and the beliefs of contemporary teachers, so to understand their perception of classroom reality for further improvements. [ABSTRACT FROM AUTHOR]

This study investigates applied service learning (SL) methodology with the goal of analyzing digital competence in teacher training. Twenty-three preservice teachers completed validated questionnaires regarding both general and specific digital competence in music as well as a self-evaluation of SL in a case study complemented by a quasi-experimental quantitative pre-post-test comparison. The experience highlighted in this paper not only includes the application of a variety of didactic, musical, and technological knowledge and strategies but also emphasizes the aspects of reflection, analysis, and the proper use of digital media for personal, educational, and social purposes on the part of students at different educational levels. The results indicate that preservice teachers acquired the values of social and personal responsibility (82.6% of participants) and became aware of the advantages of incorporating technologies into the music classroom (87.5% of participants). Moreover, the research design provided these teachers with an in-depth perspective on the evaluation of the SL experience and its significance. [ABSTRACT FROM AUTHOR]

The outbreak of the worldwide COVID-19 pandemic in March 2020 posed the greatest challenge that online training and teaching has experienced. This field was developing at an unequal pace in a series of different contexts and institutions, but went from being one of several possible methodologies to representing the only viable approach in view of the situation. The current study applies the methodology of bibliographical analysis to critically reflect on problems, benefits, and effects of the current tendency toward virtualization in the area of music education. Our results evidence that substantial, beneficial changes have already been achieved in the areas of the educational environment and tools, processes of motivation and learning, and the development of student socialization and interrelation strategies. However, to ensure that these results continue to provide the educational community with further benefits, it will be necessary to imply all social, governmental, educational agents involved, in order to offer teachers and students improved Information and Communication Technology (ICT) training along with new, concrete opportunities that bring about true educational change and innovation. [ABSTRACT FROM AUTHOR]

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At a time when equality between women and men is considered necessary in most Western cultures, the result of investigations in the area of music shows that gender differences are still present. That affects aspects such as: a) the students' instrumenta l choice; and b) career opportunities, mainly regarding composition and orchestral conducting. From an educational approach this paper considers whether a change in the current situation of these aspects is observable and if there are gender differences in the utilization of strategies of teaching and learning of musical expressivity. 196 English and Spanish students of Higher Education provided information regarding this situation, and results indicate that differences persist in these general aspects and that women compared to men consider more relevant the utilization of strategies such as metaphors and images. [ABSTRACT FROM AUTHOR]