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Research Paper Topics For Music Education

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Music education dissertation topics

Author: Torsh Date: 14.12.2015

Music education dissertation topics

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Music education dissertation topics

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Music Research Paper Topics

Music Research Paper Topics

Everyone is fascinated by music in some form or another and uses it to entertain and enliven everyday environment. Students take up music as a specialized field as they are passionate about what sources the very being of their life. This necessarily determines the way they write on music research paper topics as part of their academic course. The field of music is vast and thus can include diverse topics for music research. They can deal with the history of music, psychology, culture education, performance strategies and so on.

What Are Some Examples of Music Research Paper Topics?

Topics for music research can focus on the history of music wherein you can also trace the cultural development and its influence on society. The development of technology has also made a huge influence on music, which can be seen in the functioning of the recording industry. Paper topics for music research could also deal with different musical genres that existed in the Middle Ages and how they evolved during the Modern Times.

If you are interested in great musical works of noted composers, you can select music research paper topics focusing on great musicians and composers, their works and performing techniques. For instance, you could select topics for music research on Richard Wagner and his influence on opera, or you could research about Chopin and his contribution to education of pianists.

The guidelines for selecting music research paper topics are in no way different from other academic disciplines, for ex. when you ask “write mice and men research paper for me “. The first requirement would be to find interesting topic that you can write about with ease. You have to follow all the other requirements of an academic paper such as appropriate structure, formatting, number of pages and citation styles. Conduct your research on paper topics for music research by using relevant sources such as journals, libraries and online music resources.

Compelling Music Research Paper Topics
  1. How can Music be used in the treatment of Mood Disorders?
  2. How Therapeutic is Music?
  3. How does Music affect the various regions of the brain?
  4. Can Music be used for treating cardiovascular diseases?
  5. How does music Influence people?
  6. The History of Music.
  7. Technological Advancements in Music.
  8. English Music against Indian Music.
  9. The Relevance of Opera in Present Times.
  10. The History of Opera.
  11. The Peculiarities of Jazz Music and Rock Music.
  12. The History of Musical Instruments.
  13. The Evolution of Chamber Music.
  14. The Finer Nuances of Classical Music.
  15. Different Musical Styles.

Students find it difficult to identify research topics for music research as they need to spend a lot of time in going through relevant information from authentic sources. All this requires sustained efforts to research and analyze appropriate paper topics for music research. You can always contact us at for all your queries related to music topics. We have a team of professional writers who are trained to write on varied subject areas of music and offer premium custom essay services. Apart from helping you to choose appropriate music research paper topics, they can write the entire paper for you from the scratch. So you can be assured that you will get a high-quality paper that is free from plagiarism.

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Enlightening Melodious Music Research Paper Topics

Post navigation Enlightening Melodious Music Research Paper Topics

Music is an inclusion of all the sounds that have been organized in some particular rhythm or melody. We are surrounded by music but instead of the all time presence in our environment it’s challenging to decide a perfect topic for music research paper. Music is multifaceted and varied in nature. People mostly are not very good at assorted music styles so it may be difficult for them to write an appropriate research paper on music. It is good to write about musicians or composers than to write about musical development. You can reveal current musical trends and their origin in your research paper. Try to make your research paper unique and musical and research on that field of music that attracts you most and you want to know more about it. You may consider a number of topics for your music research paper:

  • Classical Music vs. Contemporary Music
  • History of Classical Music
  • Development of Opera
  • Hymn History
  • Future of Music
  • Children’s’ Musical Memory
  • Music’s Therapeutic Effects
  • Treating Mood Disorders by Music
  • Recognition of Music and Artificial Intelligence
  • Musical Talent and Savant Syndrome
  • Influence of Music on Heart Patients
  • Musicophilia by Oliver Sacks
  • Early Works of Beethoven
  • Baroque Music and Art
  • Censorship of Rock ‘n Roll Music
  • “bel canto” Singing
  • Cremona’s Violin Makers

Do you still need help for your music research paper? Don’t fret… Our Expert writers are here to help you. They have the ability to assist you not only in deciding an intellectual and attracting topic for the paper but also producing a non-plagiarized and original research paper to make the timely submission possible for you.

Effect Of Music Essay Research Paper Everyone

Effect Of Music Essay Research Paper Everyone

Effect Of Music Essay, Research Paper

Everyone knows the story of the Piped Piper of Hamelin. He had the ability to hypnotize people with his flute by playing the most enchanting music. But he’s just myth, right? No one has the power to charm people with music. Well, you’d be surprised. Throughout history, music has always been recognized for its calming and almost hypnotic effects on the human mind, and for its ability to rouse and inspire the spirit. Only recently has science uncovered the truth about music. Researchers have long suspected that music affects the brain in the most profound ways, and now they finally have evidence to back up that theory. Such an interesting topic definitely deserves further exploration. Come with me on this journey as we delve into the deep recesses of the human mind on the wings of a softly played flute note.

After a hard day at work and a difficult commute home, many people just want to settle down on their soft sofas and turn on a CD. As the music fills the room, they instantly begin to relax. Stress melts away as they are taken in by the beauty of the music. Sound familiar? Probably, since all of us at one time or another have used music as a medium for relaxation. But scientifically speaking, how exactly does music help us relax? That in itself is a question worth exploring, and scientists are really not sure how music relieves stress. However, they do know that our bodies will naturally attempt to synchronize with external sounds and rhythms. Using this as a guide, experts in relaxation music suggest that we feed our auditory senses with music between the tempos of 60 to 90 beats per minute, as this is the ideal heart rate for relaxation. However, music that is enjoyable to you is as important as any of the guides. If you do not enjoy the music, even a slow, ideally perfected tempo will not be able to calm you.

Music’s calming effects can extend to children as well, as directors at Young Imaginations have seen for themselves. Young Imaginations is a private arts agency that provides music programs for 30 California schools. Executive director Marianne Locke speaks of their findings: “When we play traditional Japanese and Chinese music or other slow pieces and pair them with movements, such as yoga and T’ai Chi, the children become calmer and more able to focus their attention.” (Cassidy 48) Following up on this observation, the organization is setting up an independent study to determine if children are calmer and perform better on certain learning tasks when exposed to slower and calmer pieces of music. In a separate and totally unrelated study, Harvard researcher Jerome Kagan reported a very interesting finding. “If you present an interesting visual stimulus to a baby, it becomes aroused and begins to move its arms and legs,” Kagan noted. “[However,] if you play some music that interests them, they do the opposite – they quiet down. There is a very different psychological reaction to sound.” (Knox A6)

Music’s affect on children have only recently been documented and published. Although the aforementioned calming effects of music have not been explained by scientists, they now know that the brains of infants are capable of extraordinary feats. New research shows that brain development is largely unfinished at birth and that the stimuli a child receives during the crucial part of their childhood will greatly affect how the brain grows and the connections the nerve-cell networks make. Music, especially classical music, when played at early stages of a child’s development will help open gateways of opportunity for advanced learning. This means that exposing your child to classical music before the age of three may help him become a better math and science student later in life.

Tests all over the world have confirmed that music has a strong relationship to multiple intelligences. First graders who were taught folk melodies for 7 months scored significantly better on reading tests than those who were not exposed to music. At the University of California-Irvine, brain researcher Gordon Shaw showed that preschoolers who were given piano and singing lessons for 8 months performed much better at completing mazes and piecing together puzzles than the other children. In a separate study, preschoolers who listened to classical music tended to score higher on IQ tests. The list goes on and on, and everyday new evidence arises that reinforces this belief.

What causes this dramatic improvement in reading, reasoning, and spatial skills? Experts in cognitive development, commonly referred to as “brain scientists”, believe that when children listen to music, they must order the notes in their brain to forming melodies. They think that tests in spatial reasoning, such as putting together a puzzle, require the same reasoning skills. And since music is so mathematically oriented (8 notes in an octave, 2 beats in a half-note, etc.), experts speculate that by listening to music, children are exercising the same part of the brain that handles mathematics, logic, and higher level reasoning. Dr. Frances H. Rauscher, PhD, a research psychologist at the Center for the Neurobiology of Learning and Memory at UC Irvine, agrees. “By exercising these brain patterns through music early in life,” she says, “[I] think it’s going to have an effect on your abstract reasoning throughout life.” (Learning 24) Thus, by exposing your child to classical music as early as the age of 1, you may be helping his future logic, mathematical, and reasoning skills.

However, researchers warn that listening to music won’t make your child a genius. “Just listening to music presumably isn’t going to make you smarter in the long run,” cautions Dr. Shaw (Learning 24) Most experts also agree that children raised in a loving environment will get all the stimuli they need for healthy development. While this means that you shouldn’t force-feed Mozart to your two-year-old, it doesn’t mean that all this research has gone to waste. Educators in particular are learning everything they can about music’s affect on children, and using them very effectively in the classrooms. The children, meanwhile, are the ones who end up benefiting the most.

Elizabeth Lloyd Mayer, PhD, a psychoanalyst at the University of California-Berkeley, summed up the general idea by saying, “The more we discover about how the brain works, the more we recognize how crucial music is to children’s learning.” (Cassidy 47) At a time when schools are cutting back music programs in an attempt to reduce the budget, her comment brings new light to the issue. Some schools understand the need to integrate music with a child’s education. At the Ashley River Creative Arts Elementary School, administrators would not dream of changing their approach. This public school in Charleston, SC integrates music and other arts into its curriculum. As a result, it has the second-highest academic rating in the country, even though many of their students come from underprivileged backgrounds. As one might expect, there is a great demand for admission and the waiting list for the school numbers over 1200 students.

It’s not too surprising that programs such as the one employed at Ashley River Elementary work. According to a yet-to-be-published study, a group of ten 3-year-olds in an inner city school were given music lessons for 30 minutes a day. Lessons consisted of both singing and piano keyboarding. After six months, all the kids showed significant improvement when their spatial skills were tested. In fact, the inner-city kids scored below the national average on these spatial tests before the music lessons; afterward, their scores nearly doubled. Researchers are not surprised at the results. Whether children are solving math problems or reading for comprehension, they need the skill to look ahead and think abstractly. And music may fire up the same patterns used for abstract reasoning in the brain. “Playing the piano requires you to be able to look ahead – you have to plan your finger patterns based on where you think you’re going,” says Dr. Raucher (Learning 25) And when certain brain patterns are fired continuously, those parts of the brain expand and grow, causing the child to have greater capacity for that type of learning.

One of the most influential people in the field of music and learning is not a researcher at all. He doesn’t have a PhD and doesn’t work at a university. However, he started a worldwide program to incorporate music into a child’s everyday learning environment. His name is Daniel Pratt and he is the founder of the revolutionary Kindermusik program.

Kindermusik originated in West Germany in the late 1960s. Strong government support for music education led to the formation of this program, and it became a very successful program in Germany. Pratt was studying voice at the Cologne Hochschule fuer Musik at that time. After meeting his future wife and getting his degree. They decided to bring the Kindermusik program to the United States. In 1974, Pratt and his wife translated the program into English to train music educators at the Westminister Choir College in Princeton, NJ. Educators came from all over the United Sates to attend this program, and graduates from Pratt’s classes returned to their local areas and began teaching the Kindermusik programs there. In 1984, Pratt founded Music Resource International in Princeton to serve as the company licensed to reproduce and distribute Kindermusik materials. In 1993, he renamed his company Kindermusik International Inc.

The Kindermusik program has been received with open arms in the United States and is growing fast. Two new Kindermusik programs are starting this summer, including a program called Kindermusik Adventures, a camp-like instruction session for students. Pratt says of his mission, “We are serious about our children’s education and their future.” (Foubert 1)

The key component of the Kindermusik philosophy is an emphasis on the process of music learning. Pratt believes that music taught within the context of structured play prepares and motivates children for all types of learning. The program is divided into two sections to accommodate students of different ages. Kindermusik Beginnings is targeted towards children three-and-a-half to five years old. As the children become more verbally developed, they move on to the Kindermusik for the Young Child program, which decreases focus on play and centers it on more formal instruction styles.

No matter which program the children participate in, they are always instructed according to the Kindermusic approach. Formed when the program was founded, the approach sets the following goals for the program: to help a child develop balance, control, and coordination through sequenced, developmentally appropriate activities that are fun and challenging; to explore concepts in music through movement; to develop a child’s self awareness through movement; to facilitate family involvement in musical activities; to express activities and feelings of everyday life through drama and creativity; to emphasize give-and-take social interactions; and to provide a focused environment which encourages a child to develop refined listening skills. (Foubert 1)

Experts now agree that programs such as Kindermusik provide a great medium for a child’s brain development. They encourage schools to take a look into incorporating similar programs into everyday education. However, even with all the information about music’s affect on the development of children, researchers continue to questions many aspects of music and brain research. Recently, one of the most prevalent topics for exploration has been the subject of music appreciation and with good reason. Only within the last decade have scientists acquired the capability to look into the human brain in detail. This capability stemmed from the creation of machines collectively called brain scanners.

Music and brain research rely heavily on the ability of scientists to “see” into the human mind. For a long period of time, brain scientists had to rely on archaic techniques to conduct research. However, with the recent invention of CT, MRI, and PET scanners, scientists are finally able to see the human brain work in detail. The CT scanner and MRI scanner are usually restricted to medical diagnosis use. But neuroscientists have liberally employed the help of the positron emission tomography, or PET, scanner.

PET scanners allow researchers to peer inside a brain by tracking radioactively labeled oxygen. Since brain activity requires large amounts of oxygen, neuroscientists can see where activity is taking place by watching where the radioactively labeled oxygen is traveling. They then take a snapshot of the brain and examine it to determine their results. Especially in the study of music appreciation, this tool has become indispensable.

At the Montreal Neurological Institute, neuroscientist Robert J. Zatorre and his colleagues are exploring what parts of the brain are stimulated by music. “Brain areas involved in hearing, recall, and even vision – particularly those in the right hemisphere – coordinate musical perception and memory,” Zatorre tells us. (Bower 260) His group studied 12 adult volunteers, connecting them to PET scanners while they listened to snatches of music. He found that simply listening to melodies caused blood flow increases in the brain’s right temporal lobe, which is the area associated with hearing. There was also increased brain activity in the area at the back of the right hemisphere, previously associated with vision. Since all volunteers kept their eyes closed during the study, Zatorre theorizes that this may indicate the generation of visual imagery in response to the musical stimuli.

In another study conducted at the Institute of Neurology in London, clinical neuroscientist Richard Frackowiak took six young men and fed them different types of music while they were connected to a PET scanner. The music varied in timbre, pitch, rhythm, and melody. His goal was to see what areas of the brain were involved in recognizing each of the variations and thereby determine what part of the human brain is responsible for music appreciation. When listening to the melodies, Frackowiak found that the music stimulated a region in the left hemisphere called Broca’s area. This area is associated with our ability to speak and from these results, Frackowiak believes that this area may also interpret all familiar sounds, not just the sounds of language. When the volunteers listened for changes in timbre, however, the right hemisphere was the predominant area stimulated. Based on these findings, Frackowiak speculates that the reason people whose right hemisphere is damaged cannot understand music is because they no longer recognize timbre.

Frackowiak believes that the net results of these findings strongly suggest that there is no one single “music processing” center of the brain. Instead, he says, “[Listening to music requires] a network of specialized area, out of the coordinated activity of which comes something that we call music appreciation.” (Glausuisz 28) This study was instrumental in proving that music appreciation is a whole brain activity, rather than a process isolated to a certain section of the brain.

Although most research projects taking place now concentrate on tracking areas of brain stimulation, not all scientists are following this orthodox method of research. One of the most interesting research projects conducted within the last year was performed by three Swedish scientists: Lans Olov Bygren, Boinkum Benson Konlaan, and Sven-Erik Johansson. They put a radical theory to test in the early 1980s and have only recently published the results. Between 1982 and 1991, they conducted an exhaustive study on the effects of cultural activities, including going to concerts and listening to music, and its affect on a person’s longevity. They tracked over 12,000 volunteers over this nine year period. The December 21, 1996 issue of the British Medical Journal finally published their long-awaited results. Although inconclusive, the three researchers speculate that “attendance at cultural events may have a positive influence on survival.” (Bygren 1577) They reported that “of the 12,675 people, mortality rates eight to nine years after being interviewed were higher in those who rarely attended or participated in performance arts, including music. After controlling for confounding variables [by which they meant smoking, exercise, etc.], people who attended cultural events frequently had a better chance of survival than rare attendees.” (Bygren 1581) They hypothesize that music and other cultural activity may stimulate the brain to kick the immune system into higher gear, thereby reducing a person’s chance for disease contracting and contribute to his overall healthiness. Their research has stirred the scientific community into shock, and they promise to conduct further studies to verify their tentative findings.

If further research merits their hypothesis, they will have revolutionized the field of music and brain sciences. No longer will scientists be content with just probing the human brain. More and more researchers will begin to study the effects of music on other body systems in an attempt to prolong human life. But if not, if their research proves to be just a coincidence, music and brain research will not die out with that. There is still so little we know about the effects of music on the human brain, even after our years of exhaustive research. New developments could lead to more refined methods of practicing music therapy. Music could be used to treat autistic children and help children with learning disabilities overcome them. We could build an entirely new education system based on music learning such as employed by Daniel Pratt in his Kindermusik program. The benefits of music and brain research are endless.

Neuroscientists have only uncovered the surface of a potentially extravagant discovery. There may be an even deeper meaning to music that we cannot begin to imagine. As Richard Knox stated in his article in the Boston Globe, “The new work is part of a growing body of evidence indicating that human brains are designed to process, appreciate, and eventually create music – an activity whose importance for the species scientists are only beginning to appreciate in biological terms.” (Knox A6) When they do discover the true importance of music, it will have been well worth the effort.

Bower, Bruce. “Brain images reveal cerebral sides of music.” Science News, 23 April 1994, pp.260.

Bygren, Lans Olov, Boinkum Benson Konlaan, and Sven-Erik Johansson. “Attendance at cultural events, reading books or periodicals, and making music or singing in a choir as determinants for survival: Swedish interview survey of living conditions.” British Medical Journal, 21 December 1996, pp.1577-1581.

CAIRSS. [Online] Available, October 15,1997.

Cassidy, Anne. “The Power of Music.” Working Mother, May 1996, pp.47-51.

Foubert, Shari. “The Music Man.” Business Life Magazine, 1 May 1996: CD NewsBank 1996.

Glausuisz, Josie. “The Neutral Orchestra.” Discover, September 1997, pp.28.

Knox, Richard A. “Sweet Taste in Music May Be Human Trait, Harvard Study Finds.” Boston Globe, 5 September 1996, pp.A6.

Laliberte, Richard. “Inside Your Baby’s Brain.” Parents, September 1997, pp.48-56.

“Learning Keys: Music May Give Kids’ Minds a Head Start.” Prevention, February 1994. pp.24-25.

Music Brain Information Database. [Online] Available telnet:, October 4, 1997.

National Library of Medicine: PubMed. [Online] Available, October 23, 1997.

O’Conner, Tony. Relaxation Music. [Online] Available, November 3, 1997.

Regley, Sharon. “Your Child’s Brain.” Newsweek, 19 February 1996, pp.54-61.

NYU Course: Music Reference and Research Materials

E85.2021 MUSIC REFERENCE AND RESEARCH MATERIALS � Copyright 2002 Dr. John Gilbert All Rights Reserved

Introduction to researching and writing papers, identifying reference materials and sources. Emphasis on utilizing the resources of libraries, indices, and the internet. Students will report their weekly progress on their websites.

In order to participate in this course, students must open and use their free NYU internet account.

  1. Students will create a website and present their research and resources on the World Wide Web.
  • Students will critique the resources and materials presented on the web by their fellow students as well as other internet sources.

  • Students will be able to use a style guide to organize their writing and systematically cite references.

  • Students will learn to use the resources of the library in supporting their ideas for research.

  • Students will learn to use the techniques and ideas presented in this course as applications for teaching English literacy in institutional settings.

  • Students will produce a research paper on a topic of their choice supported by a bibliography of at least 100 references. This will be presented as a formal paper and also posted on the WWW.
  • Textbook:

    Gibaldi, Joseph. MLA Style Manual and Guide to Scholarly Publishing (2nd ed.). Modern Language Association, 1998.





  • Finding resources online
  • Traditional Resources
  • Conducting Searches

  • E-mail as a writing tool
  • E-mail as a dialogical process

  • Putting Yourself Online

  • Annotating

  • Making notes
  • Making outlines
  • Making drafts
  • Avoiding plagiarism
  • Writing as Inquiry




    WEEKLY ACTIVITIES AND ASSIGNMENTS We will remain flexible as long as we can stay on target! Week 1: Writing as Inquiry, Choosing a Topic & Introduction to Library (Marybeth McCartin, Librarian, NYU)
    Assignment: 1. Write an essay on what music means to you, taking as the theme: "Why Did Music Choose Me?." You might address the following:
    1. Experiences (the past)
    2. Accomplishments (the present)
    3. Goals (the future)
    No more than three pages, typed (word-processed) and double-spaced. Due week 2.
    Print out copy of the course outline from the internet.
    2. Send Professor Dr. John Gilbert an e-mail to confirm your e-mail address. If you have more than one e-mail address, be sure to include all addresses.

    Week 2: Setting up your website. Connecting to a Topic from you are "passionate" about.

    Assignment: Launch Your Website

    Hand in personal essays.

    Week 3: Dr. David Elliott, Guest Professor and Researcher

    Send professor e-mail with a brief topic statement.

    Week 4: The Internet as a Research Tool. Review Finding Sources, Resources and connecting them to your interests or topic.
    Assignment: Send Professor John Gilbert an e-mail that includes six references from three different sources on a topic or area of interest in music: 2 books, 2 journals, 2 dissertations. Use correct MLA style.

    Week 5: Introduction to NYU Music Reserves and Resources (Kent Underwood, Music Librarian) Presentation and Discussion on Topics. problems encountered in locating sources and materials.
    Assignment: Start outlining your Topic. Post it on your website.

    Week 6: Outlining as a process of bringing order and organization to collected sources and materials.
    Assignment: Continue outline. Refine Bibliography.

    Week 7: Editing and revising Outlines, Adding resources.
    Assignment: post a revised outline on your website. Add to your working bibliography.

    Week 8: From outline to draft: the writing process. Citing sources. (Parenthetical citations and/or footnotes).
    Assignment: Begin draft. Post whatever you have on your website.

    Week 9: Discussion of various writing problems and problems of style. Using examples, figures, tables.
    Assignment: Continue writing draft, and post additional material.

    Week 10: Reviewing and Reading Your Work With a Critical Eye and Mind.
    Assignment: Post a finished working draft and bibliography on website.

    Week 11: No Class: Internet Collaborative Performance. Individual Conferences To Be Arranged.
    Assignment: Revise draft. Write and post on your website a critique of two of your fellow student's drafts as posted on the web.

    Week 12: Thanksgiving Holiday.

    Please note that because of this holiday, the NYU Administration is declaring a legislative day so that Wednesday, December 13th, runs on a Thursday schedule in order to have the required number of class meetings.

    Week 13: Criticism and Metacriticism. A reflection on how to use this writing and discovery process to develop thinking and writing skills of students.
    Assignment: work on finalizing paper and bibliography.

    Week 14: Hand in final paper with bibliography in hard copy format. Discussions of papers.
    Assignment: Post version of final paper on your website.

    Week 15: Final Exam: Write a Metacritique of the process used in the course and evaluate the course in the context of your own needs and development.


    Students will be evaluated on class participation in discussion (class, e-mail, and WWW), Website, requested written assignments (on-line and hard copy) on-line examinations, and term project (on-line and hard copy).

    Gibaldi, Joseph. MLA Handbook for Writers of Reseach Papers. 5th ed. New York: The Modern Langage Association of America, 1999.


    Conference of Editors of Learned Journals. Guidelines for Journal Editors and Contributors. New York: Modern Language Assn. 1984. Bobst Ref1 PN146.G8 1984

    Duckles, Vincent, Michael A Keller, Adv. Ed. Music Reference and Research Materials: An Anotated Bibliography. 4th ed. New York: Schirmer, 1997.

    Holoman, D. Kern. Writing About Music: A Stylesheet from the Editors of Nineteenth Century Music. Berkeley: U. of California Press, 1988. Bobst MusicRef ML63.W68 1988

    Li, Xia and Nancy B. Crane. Electronic Styles: A Handbook for Citing Electronic Information. Medford, NJ: Information Today, Inc. 1996. Bobst Ref1 and Ref6 PN171.F56 .L5 1996

    Lowell, John Bruce. Style Manuals of the English-speaking World: a Guide. Phoenix: Oryx Press, 1983. Bobst Ref1 Z5156.H68 1983

    McGuire, Mary, Linda Stilborne, Melinda McAdams, and Laurel Hyatt. The Internet Handbook for Writers, Researchers, and Journalists. 2000-2001 ed. New York: Guilford, 2000.

    Mitchell, John Howard. Writing for Technical and Professional Journals. New York: Wiley, 1968. Bobst Ref9 T11.M56

    Music Educators National Conference, Richard Colwell (Ed.). Handbook of Research on Music Teaching and Learning. New York: Schirmer Books. 1992.

    Phelps, Roger P. Lawrence Ferrara, and Thomas W. Goolsby. A Guide to Research in Music Education. 4th ed. Metuchen, NJ: Scarecrow. 1993.

    Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and Dissertations. 5th ed. Chicago: University of Chicago Press, 1987. Bobst Ref1 LB2369.T8 1987

    Li, Xia and Nancy B. Crane. Electronic Styles: A Handbook for Citing Electronic Information. Medford, NJ: Information Today, Inc. 1996. Bobst Ref1 and Ref6 PN171.F56 .L5 1996


    The Columbia Guide to Online Style. Janice R. Walker and Todd Taylor. New York: Columbia UP, 1998. <>

    Electronic Reference Formats Recommended by the American Psychological Association. <>

    Music Education
  • Research paper topics on music

    Research paper topics on music

    Music is diversified and complex. It can also be simple and emotional. Music is deeply ingrained in cultures and individuals.The topic of study in music are as varied as grains of sand and lend themselves well to research and interpretations. Musical concepts, the why and how of musical acceptance, and music history are all good research topics for a paper in a music class.

    Swipe here to continue

    Rock Gods

    Cover the phenomenon of today's rock stars. The influence of today's rock stars rival that of any politician, evangelist or sports figure. Music is the key to this influence. The power of a song reaches deep into the psyche of some. Topics on this theme could include cause and effect of the phenomenon of rock star or music adulation.

    Classical Composers

    Most of the legendary composers are long dead. Bach, Beethoven and Mozart are more popular now than when they died. The longevity of classical music could be a research topic and the fact that there doesn't seem to be any modern classical composers who can stand up to the aforementioned composers. Topics could include why the complexity of music, when it is arranged right, is pleasing to hear.

    Blame the Music

    Topics on modern music could explain why some politicians want to blame rock music for such problems as teen misbehavior. Some blame this behaviour on listening to heavy-metal or just plain old rock. They are quick to blame the artists for the maladies of today's youth. Topics for research could contain the reasoning behind the efforts to blame music for behavioural problems.

    Prodigies and Interpretation.

    The making of a prodigy topic could include the why and how of a prodigy. The topic could expand to define a prodigy. Many may disagree on this distinction. The prodigy might have an ability on guitar, for example, to play notes faster than anyone else. But if the music is not pleasing, like a guitarist playing the blues, is the prodigy valid? Music interpretation can vary by person. Music research topics could include why interpretation is important and how culture and upbringing influences your taste in music.


    What are some good senior research paper topics?

    What are some good senior research paper topics? Quick Answer

    Popular senior research topics include advantages or disadvantages of gun control or the death penalty; government policies that are ineffective or discriminatory; the effects of corporations on the economy, small businesses and consumers; and unjust educational changes, such as reduced funding for the arts. Students may also choose to write and research about bullying laws, homosexual civil unions, copyright or music piracy laws, or the legality of steroids or marijuana.

    Keep Learning What are some good position paper topics? What is a preliminary outline for a research paper? What are some good high school research paper topics?

    Good senior research paper topics allow students to explore ideas in an in-depth manner and to display proficiencies in critical thinking, essay writing, and organization of thoughts, argument and ideas. For example, if a student chooses to write and research about the lack of nutritional foods in the school cafeteria, he can show proficiency with research by compiling articles from library databases that are relevant to the topic, evaluate the source information by showing what he agrees and disagrees with, and display critical thinking when presenting alternatives and solutions within the written essay.

    Students may also choose to write about topics that have personal meaning. For example, if a student has struggled with an eating disorder, he may choose to write about obesity, bulimia or anorexia, or even to correlate the impact of peer pressure on eating disorders in general.

    Related Questions What is a good thesis for gun control?

    A good thesis for a paper on gun control would be: "Gun laws are the cause of much of the violent crime in the United States and need to be changed in order to make it easier for Americans to purchase handguns, carry them as concealed weapons and protect themselves." For those people with the opposite approach to gun control, a good thesis for the paper would be: "Gun laws are the cause of much violent crime in America and need to be changed so that it is difficult to obtain guns and a person owning an illegal firearm will find himself with a stiff prison sentence even as a first-time offender."

    What are some topics for a concept paper?

    When a person is writing a concept paper, he or she could choose to draw on topics, such as fear, unemployment, education, authorship, political gains, depression, psychoanalysis, platonic friendships, animal behavior or childhood. A concept paper is an in-depth analysis of that discusses a thought, idea or theory.

    Where can you find a list of topics for a research paper?

    Hartness Library and Midway College provide a comprehensive list of research paper topics and ideas to help college students formulate a thesis and write a paper. A research paper is a well-formulated essay that includes a thesis statement supported with facts from a variety of sources. Sometimes, thinking of a topic is the hardest part of writing the paper.

    What topics does Alex Jones discuss on "Info Wars"?

    Alex Jonesメ radio program モInfo Warsヤ discusses topics ranging from 9/11 conspiracy theories to gun control, global currency and government surveillance. Jones is a well-known conspiracy theorist and radio host who uses his program to comment on a variety of social and political events.

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