music

The people and nation of Central Asia: Turkmans live in the north of Afghanistan and the east of the Caspian sea and at some parts of Turkmenistan and Uzbekistan.Iranian Turk-mans live in the north east of Iran in Turkman Sahra.They have a special, rich and indige-nous culture. There are many fables and beliefs on the making of Turkman carpets. Here we recall the tale of “Agh-Morad”3 . Most of the designs used in the “Pazirik”4 carpet are quite similar to those of Turkman. Turkman carpets are weaved by women in a way that differentiate them from other carpets. Up to 25 colors are being used with approximately 40 designs. Turkman carpets resemble paintings of the museums and royal castles. The raw materials used to weave Turkman carpets are wool, fluff, cotton and thread. The weaving tools are hackle, small knife, scissors and Anavich. Today there are two types of carpets in Turkman Sahra: Satligh (for business) and Tootligh (for own use). Another important aspect contributing nation’s cultural heritage is turkman music which is reminiscent of the people’s old traditions and sensational epics, which they singin bitter sweet sorrows and joyous way. This article discusses about the history of Turkman music and the position of the Bakhshies in Turkman Sahra (the desert of Turkman) and their way of living. Turkman music comprises affectionate, serenading, epic and warlike, festive and ceremony. In view of its style of performance, Turkman music is either, instrumental, vocal or instru-mental-vocal. It is also known as field or mountainside music according to its geographical location. The common musical divisions of Turkman are Mokhammas (pentagonal), Navayee, Ghe’re’ghler and Tashnid or Tajnis. With approximately 500 Maghams (tunes) In Turkman music Turkman’s musical instruments are Dotar, Ney (pipe), Kamancheh (vio-lin-like instrument resting on the ground during performance) and Zanboorak (crossbow). There are people called Porkhan who use music in their medical practices. The fables and folklore of the Turkman people also play Iran’s cultural heritage and reflect the depth of their attitudes, thoughts and ideals and even their way of living. The main part of Turkman folklore is made up of oral literature which includes: -Laleh (a lyric sung by Turkman girls) -Artaki and tales -Ataladi Souzi (proverbs) -Zekr (sonnets and the dagger dance) One of the most important Turkman fables is a tale about their ancestors in which a man named Yafes is introduced as the great ancestor of the Turk and Turkman people. According to folklore the people of Turkman originated from 24 tribes, each of them had a special symbol like eagle, falcon and so on. Among them three are in Iran: Tekkeh, Yamout and Googlang. Turkman people believe in lucky and unlucky days. There is a well-known story called “Agh Pamegh” in this regard.

Abu Nasr Farabi focuses on influence of the music on emotions and emotional problems including extreme emotions and moods. But how effective is music in changing a specific emotional issue? This essay reports what is probably the first scientific study of the effect of music on a precise extreme mood. Using a randomized experiment, we measure how a music affects sexism. More specifically, the experiment measures the extent to which a piece of music that we have created weakens the belief among some Muslims that women are not as suitable as men for positions of chairmanship. We find that the music reduces sexism by 22.48 percent, compared to a control treatment that presents the same argument and story verbally. Results, moreover, indicate that prejudice against women is not an inherent feature of Islam and is rather a function of the descriptive beliefs that prevail in some Islamic societies regarding women’s capabilities.

Introduction: The current study aimed to evaluate the effects of different musical intensities on performance and cardiovascular responses after incremental exercise in male athletes.  Materials and Methods: In this quasi-experimental study with a cross-over design, 15 male athletes were voluntarily selected. The study subjects performed Bruce protocol, along with listening to progressive music, slow music, and without music until exhaustion.  Results: This study indicated that systolic and diastolic blood pressure, maximum oxygen consumption, maximum heart rate, and time to exhaustion insignificantly decreased while listening to slow music, compared to the no music (P=0.134, P=0.993, P=0.999, P=0.160, P=0.819, respectively). Furthermore, while listening to progressive music, compared to no music, the systolic and diastolic blood pressure, as well as maximum heart rate insignificantly increased (P=0.735, P=0.999, P=0.496, respectively); the maximum oxygen consumption and the time of exhaustion significantly increased in the study subjects (P=0.043, P=0.008 respectively). Moreover, while listening to progressive music, compared to slow music, the systolic blood pressure, maximum oxygen consumption, maximum heart rate, and the time of exhaustion significantly increased (P=0.004, P=0.009, P=0.002, P=0.001 respectively); however, diastolic blood pressure presented an insignificant decrease (P=0.253).  Conclusion: The obtained findings revealed that listening to progressive music can affect physiological factors and performance during exercising. It increases the athlete’s motivation and postpones the time to exhaustion to continue exercising; however, listening to slow music creates a state of relaxation during exercise and reduces heart rate. As a result, individuals with hypertension can decline their blood pressure during endurance exercise by listening to soft music.

Inventing and applying motivational, highly efficient, and engaging strategies for teaching elementary school students is a concern that has always occupied the minds of teachers and experts in this field. Meanwhile, using music as an easy and accessible, low-cost, and popular solution in creating and promoting creativity, self-confidence, motivation, and cognitive skills and students' self-directed learning has been considered an important and effective strategy. To this end, the present research investigated the music and melodic teaching impact on the math learning progress of the third-grade elementary school students in Tehran. The research adopted a quasi-experimental design with the experimental and control group. The statistical population included about 20,000 third-grade students in region 1 of Tehran that were selected as available sampling from two Rastar and Meysam Tamar schools, from which 30 students were randomly assigned to the experimental and control groups (15 in each group) as the study sample. Both groups learned the same and the specified concepts. However, the experimental group learned these concepts using music and melodic teaching while the control group learned these concepts using the lecture-based teaching method and the final math scores of the students were used in the analyses. As the instrument, a demographic information questionnaire, the mathematic motivation questionnaire, a progress test and an achievement test were used in this study. The results of covariance analysis showed that teaching math using music and melodic method has a significant positive impact on elementary school students’ math learning (70.8%) and more motivated learning (86%). Therefore, it can be concluded that by using melodic teaching in teaching math concepts can be more effective than traditional teaching methods.

Generally, the music performances on sports activities are manifested and realized through the four mechanisms of reducing the feeling of tiredness, increasing excitement levels, creating harmony, and finally increasing calmness and the sense of comfort. This function becomes very important when considering that the music impact acts as a miracle doping in professional sports. Besides, the lack of enjoyment in sports activities is often mentioned as an obstacle to participation in sports activities. This article discussed, evaluated, and analyzed the research records in three main topics: 1. The benefits of music in sports activities, 2. The conceptual model for showing the different music impact in sports activities, and 3. The underlying mechanisms of music impact on sports. A scoping review of literature in sport and music field was conducted to fulfill the research objectives. Finally, the inference was made by proposing theories such as corresponding and induction of microscopic and macroscopic order along with another direct and secondary music impact. Researches have not been able to uncover all aspects of music magic secrets yet. So, this challenge remains for researchers and athletes on how to maximize the benefits of using music during sport and exercise by focusing on practical applied approaches.

Purpose: Today, the use of online education significantly has grown in compared to the past. Therefore, the aim of this study was to determine the effect of components of the field of artistic aesthetics on online education. Methodology: The present study in terms of purpose was practical and in terms of implementation method was interventional with a pretest, posttest and one-month follow-up design. The research population was the fourth grade students of district 2 of Tehran city in the 2021-22 academic years. The number of 50 people of them were selected by cluster sampling method and randomly replaced into two experimental and control groups. The experimental group was trained for one month from Saturday to Wednesday in the field of artistic aesthetics in Skyroom, and the control group was trained with the usual method in Skyroom. The research tool was a researcher-made online education questionnaire with 13 items, which the face validity by the opinion of experts was confirmed, and its reliability with the test-retest method was obtained above 0.80. The data were analyzed by methods of variance analysis with repeated measurements and Bonferroni post hoc test in SPSS version 19 software. Findings: The findings of the present research showed that teaching the components of the field of artistic aesthetics led to increase all variables of online education including music and sound, dramatic movements, imagery, visual arts, digital media and film, animation, storytelling and narrative, recognition of colors and lines, poetry and text, pantomime, rhythmic story writing, humor and puppet shows were improved in students and these results remained in the one-month follow-up phase (P<0.05). Conclusion: The results showed the effect of the intervention based on the components of the field of artistic aesthetics on all variables of online education. Therefore, can be used the method of teaching the components of the field of artistic aesthetics along with other educational methods to improve online education.