The study of the viola d'amore = Das Studium der Viola d'Amour = l'Etude de la viole d'amour /cPaul Shirley ; historical preface by Frederick H. Martens.

Text in English, French, and German.

Hermaia, a study in comparative esthetics

Mode of access: Internet.

Does Music Matter to Museum Visitors?: Understanding the Effect of Music in an Exhibit on the Visitor Experience

Thesis (Master's)--University of Washington, 2016-06

Evocations of Nature in the Piano Music of Franz Liszt and the Seeds of Impressionism

Thesis (D.M.A.)--University of Washington, 2016-06

Case Study: Commercial Gentrification in the Pike/Pine Corridor

Thesis (Master's)--University of Washington, 2016-06

Faciltating the transition into motherhood through lullaby singing: A pilot study

This study explored how singing lullabies to babies impacts on first-time mothers' perceived coping and experience of mothering. Eighteen first-time mothers participated in a six-week lullaby intervention program. Data comprised of detailed diaries kept by the mothers over the six weeks in addition to semi-structured interviews with the mothers, pre and post-intervention. Results suggest that lullabies benefit mothers by relaxing and calming them, distracting them from other stressful thoughts, enhancing their experience of the bedtime task and enhancing their perception that they are good mothers. Results indicate that mothers' experience of the bedtime task and her transition to motherhood may be enhanced through singing lullabies to their babies at bedtime.

The effect of music on preoperative anxiety in day surgery

Aim. This paper reports a study to test the hypothesis that day surgery patients who listen to music during their preoperative wait will have statistically significantly lower levels of anxiety than patients who receive routine care. Background. Although previous day surgery research suggests that music effectively reduces preoperative anxiety, methodological issues limit the generalizability of results. Methods. In early 2004, a randomized controlled trial design was conducted to assess anxiety before and after listening to patient preferred music. Participants were allocated to an intervention (n = 60), placebo (n = 60) or control group (n = 60). Pre- and post-test measures of anxiety were carried out using the State-Trait Anxiety Inventory. Results. Music statistically significantly reduced the state anxiety level of the music (intervention) group. No relationships were found between socio-demographic or clinical variables such as gender or type of surgery. Conclusion. The findings support the use of music as an independent nursing intervention for preoperative anxiety in patients having day surgery.

The effect of music therapy services on classroom behaviours of newly arrived refugee students in Australia

This pilot study examined the effects of a short-term music therapy program on the classroom behaviours of newly arrived refugee students who were attending an intensive 'English as a Second Language' secondary school. A cross-over design with two five-week intervention periods was employed with group music therapy sessions conducted one or two times per week. Data from the Behaviour Assessment Scale for Children were used to evaluate a range of positive and negative school behaviours. A significant decrease in externalising behaviours was found with particular reference to hyperactivity and aggression. No significant differences were found in other behaviours. Explanations and implications of these findings are discussed.

Problem-based learning: a case study in providing e-health education using the Internet

The current trend among many universities is to increase the number of courses available online. However, there are fundamental problems in transferring traditional education courses to virtual formats. Delivering current curricula in an online format does not assist in overcoming the negative effects on student motivation which are inherent in providing information passively. Using problem-based learning (PBL) online is a method by which computers can become a tool to encourage active learning among students. The delivery of curricula via goal-based scenarios allows students to learn at different rates and can successfully shift online learning from memorization to discovery. This paper reports on a Web-based e-health course that has been delivered via PBL for the past 12 months. Thirty distance-learning students undertook postgraduate courses in e-health delivered via the Internet (asynchronous communication). Data collected via online student surveys indicated that the PBL format was both flexible and interesting. PBL has the potential to increase the quality of the educational experience of students in online environments.

Online conference case study: Creating a comfort zone within an emerging community of practice

This paper outlines the context and theoretical basis for the design, implementation and evaluation of an online conference conducted in 2003. The purpose of the conference was to provide postgraduate distance learners with an opportunity to interact with human factors and healthcare professionals, thereby providing them with exposure to this emerging community of practice. The conference was delivered through a WebCT site and stimulated various modes of interaction. The paper discusses the design and format of the conference and details an analysis of the online transcript that shows development of learning communities as “comfort zones” within which the participants could communicate in a common language and atmosphere of understanding over the 2 days that the conference ran.

Dynamic response: Real-time adaptation for music emotion

Music plays an enormous role in today's computer games; it serves to elicit emotion, generate interest and convey important information. Traditional gaming music is fixed at the event level, where tracks loop until a state change is triggered. This behaviour however does not reflect musically the in-game state between these events. We propose a dynamic music environment, where music tracks adjust in real-time to the emotion of the in-game state. We are looking to improve the affective response to symbolic music through the modification of structural and performative characteristics through the application of rule-based techniques. In this paper we undertake a multidiscipline approach, and present a series of primary music-emotion structural rules for implementation. The validity of these rules was tested in small study involving eleven participants, each listening to six permutations from two musical works. Preliminary results indicate that the environment was generally successful in influencing the emotion of the musical works for three of the intended four directions (happier, sadder & content/dreamier). Our secondary aim of establishing that the use of music-emotion rules, sourced predominantly from Western classical music, could be applied with comparable results to modern computer gaming music was also largely successfully.

Influencing the perceived emotions of music with intent

Music is an immensely powerful affective medium that pervades our everyday life. With ever advancing technology, the reproduction and application of music for emotive and information transfer purposes has never been more prevalent. In this paper we introduce a rule-based engine for influencing the perceived emotions of music. Based on empirical music psychology, we attempt to formalise the relationship between musical elements and their perceived emotion. We examine the modification to structural aspects of music to allow for a graduated transition between perceived emotive states. This engine is intended to provide music reproduction systems with a finer grained control over this affective medium; where perceived musical emotion can be influenced with intent. This intent comes from both an external application and the audience. Using a series of affective computing technologies, an audience’s response metrics and attitudes can be incorporated to model this intent. A generative feedback loop is set up between the external application, the influencing process and the audience’s response to this, which together shape the modification of musical structure. The effectiveness of our rule system for influencing perceived musical emotion was examined in earlier work, with a small test study providing generally encouraging results.

Queensland's music outcomes: building pedagogical bridges

This paper discusses the challenges surrounding the implementation of the Music strand of the new syllabus for secondary teachers within the context of emerging trends in pedagogical reform in Queensland, and identifies several areas where research is needed to inform classroom music teaching practice and to guide teacher training programs. Secondary music teachers (Years 8-10) have not had the same systemic, school-based curriculum guidance that was given to teachers in years 1-7. This has resulted in a plethora of teaching and learning practices in lower secondary classrooms, many of which may be more experiential than developmental in approach and which may have little reference to the types of music programs common in primary classrooms.