This paper provides an attempt to conceive of music in terms of a sounding environment. Starting from a definition of music as a collection of vibrational events, it introduces the distinction between discrete-symbolic representations as against analog-continuous representations of the sounds. The former makes it possible to conceive of music in terms of a Humboldt system, the latter in terms of an experiential approach. Both approaches, further, are not opposed to each other, but are complementary to some extent. There is, however, a distinction to be drawn between the bottom-up approach to auditory processing of environmental sounds and music, which is continuous and proceeding in real time, as against the top-down approach, which is proceeding at a level of mental representation by applying discrete symbolic labels to vibrational events. The distinction is discussed against the background of phylogenetic and ontogenetic claims, with a major focus on the innate auditory capabilities of the fetus and neonate and the gradual evolution from mere sensory perception of sound to sense-making and musical meaning. The latter, finally, is elaborated on the basis of the operational concepts of affordance and functional tone, thus bringing together some older contributions from ecology and biosemiotics.
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http://dx.doi.org/10.3390/bs5010001 | DOI Listing |
Heliyon
June 2024
Didactics of Musical, Plastic and Body Expression Department, University of Granada, Spain.
In today's digitally advanced society, there is a need to focus on collaborative educational approaches of a socio-community nature that incorporate technology. From this perspective, the FEJYLEN and FEJYLENVAL programs were conceived and implemented for both remote (online) and face-to-face teaching. These programs are based on an E-Learning-Service methodology, enabling the training of university students in digital skills, and facilitating the transfer of their interactive educational video-animations to early childhood education centers.
View Article and Find Full Text PDFJ Music Ther
December 2024
Music Therapy Program, New York University, New York, NY, USA.
This philosophical inquiry critically examines music therapy musicianship in order to reconceptualize the ways in which musicianship is conceived of and taught in education and training programs in the United States. Through a constructive and critical interaction with historical and extant literature, we seek to create space for the uniqueness of musicianship in our field. We challenge the relevance of the conservatory model, the primacy of the work concept, and the focus on fine art often found in educational settings.
View Article and Find Full Text PDFMultisens Res
November 2023
Centre for Multisensory Marketing, Department of Marketing, BI Norwegian Business School, 0484 Oslo, Norway.
The past two decades have seen an explosion of research on cross-modal correspondences. Broadly speaking, this term has been used to encompass associations between and among features, dimensions, or attributes across the senses. There has been an increasing interest in this topic amongst researchers from multiple fields (psychology, neuroscience, music, art, environmental design, etc.
View Article and Find Full Text PDFSports (Basel)
July 2023
Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain.
Currently, many combat sports are pedagogically conceived as uneducational and unreliable for the development of young people. The present research aims to investigate the influence of a Judo intervention programme on the motivational climate towards sport, aggressive behaviour, emotional intelligence, and self-concept in secondary school students and to establish the relationships between them. This objective was broken down into (a) developing an explanatory model of the variables mentioned above and (b) testing the model equations through a multi-group analysis in terms of pre-test and post-test.
View Article and Find Full Text PDFProc Natl Acad Sci U S A
July 2023
Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD 21218.
Auditory perception is traditionally conceived as the perception of sounds-a friend's voice, a clap of thunder, a minor chord. However, daily life also seems to present us with experiences characterized by the absence of sound-a moment of silence, a gap between thunderclaps, the hush after a musical performance. In these cases, do we positively silence? Or do we just , and merely judge or infer that it is silent? This longstanding question remains controversial in both the philosophy and science of perception, with prominent theories holding that sounds are the only objects of auditory experience and thus that our encounter with silence is cognitive, not perceptual.
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