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A strain is often referred to as a "section" of a musical piece. Often, a strain is repeated for the sake of instilling the melody clearly. This is so in ragtime and marches. The Oxford English Dictionary lists this use of "strain" (n.2, III, 12) as part of the same noun more often used to denote an extreme of effort or pressure. OED derives it ...
In instrumental music, a style of playing that imitates the way the human voice might express the music, with a measured tempo and flexible legato. cantilena a vocal melody or instrumental passage in a smooth, lyrical style canto Chorus; choral; chant cantus mensuratus or cantus figuratus (Lat.) Meaning respectively "measured song" or "figured ...
The benefits of music as a core subject and its impact on the education system through the arithmetic, language, concentration, and other skills involved still have to be assessed before conclusions can be drawn about the concrete, measurable impacts music and the arts have on children in the United States public school system.
Music education is a field of practice in which educators are trained for careers as elementary or secondary music teachers, school or music conservatory ensemble directors. Music education is also a research area in which scholars do original research on ways of teaching and learning music.
Musical symbols are marks and symbols in musical notation that indicate various aspects of how a piece of music is to be performed. There are symbols to communicate information about many musical elements, including pitch, duration, dynamics, or articulation of musical notes; tempo, metre, form (e.g., whether sections are repeated), and details about specific playing techniques (e.g., which ...
Gordon music-learning theory is a model for music education based on Edwin Gordon's research on musical aptitude and achievement in the greater field of music learning theory. [1] [2] The theory is an explanation of music learning, based on audiation (see below) and students' individual musical differences. The theory takes into account the ...
Leonard Meyer's Emotion and Meaning in Music [38] is the classic text in music expectation. [citation needed] Meyer's starting point is the belief that the experience of music (as a listener) is derived from one's emotions and feelings about the music, which themselves are a function of relationships within the music itself. Meyer writes that ...
The problems in music education the MMCP sought to address were the students’ rejection of music education upon reaching the stage of formal operations (logic & reasoning) observed by Jean Piaget, and the rejection of music in the educational environment as compared to the strong acceptance of music outside school.