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Author: Adrienne M. Wills
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 0
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Book Description
The purpose of this study was to examine the musical home environment of preschool children aged 3 to 5 years enrolled in an early childhood music class. This study also examined how the musical home environment was affected by demographic characteristics, parental musical experience, and early childhood music instruction. Parents and primary caregivers (N = 103) of preschool children enrolled in three university-based early childhood music programs in Florida, New York, and Ohio were surveyed using a researcher-constructed measure, "Parents' Use of Music with Preschool Students" (PUMPS). The PUMPS was intended to gather data related to demographic characteristics of the sample, participants' experiences in early childhood music programs, the personal music experience of participants and information about how music was used in the home. Participants demonstrated that they provided a rich musical home environment for preschool children, having a variety of musical interactions with their children on a weekly basis (i.e., singing, listening to music, playing instruments, moving to music, utilizing music class activities and composition) and had a variety of musical materials in their homes including music instruments, musical toys, and music listening devices. Participants reported a higher frequency of singing, listening to music, and dancing in the home and a lower frequency of playing instruments, performing music class activities, and composing or reading music. Most of the sample had participated in music during their lifetime but the vast majority of the participants did not engage in musical activities at the time of the study. They did, however, value music and attend musical events. Factor analysis of the PUMPS subsets revealed three factors for musical home environment (Music Interactions, Musical Materials, and Child Attendance at Musical Events), two factors related to parental music experience (Music Participation and Value of Music), and one factor related to Early Childhood Music Experiences. Several independent variables significantly predicted musical home environment factors. Musical Interactions were related to adult gender, child age, ethnicity, and parent valuing music. Musical materials in the home were related to parental musical participation and ethnicity, while no significant predictors were found for child attendance at musical events. Ethnicity, child age, parental musical participation, and musical materials accounted for 37.8% of the variance in composite musical home environment scores, yielding a medium effect size.
Author: Adrienne M. Wills
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 0
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Book Description
The purpose of this study was to examine the musical home environment of preschool children aged 3 to 5 years enrolled in an early childhood music class. This study also examined how the musical home environment was affected by demographic characteristics, parental musical experience, and early childhood music instruction. Parents and primary caregivers (N = 103) of preschool children enrolled in three university-based early childhood music programs in Florida, New York, and Ohio were surveyed using a researcher-constructed measure, "Parents' Use of Music with Preschool Students" (PUMPS). The PUMPS was intended to gather data related to demographic characteristics of the sample, participants' experiences in early childhood music programs, the personal music experience of participants and information about how music was used in the home. Participants demonstrated that they provided a rich musical home environment for preschool children, having a variety of musical interactions with their children on a weekly basis (i.e., singing, listening to music, playing instruments, moving to music, utilizing music class activities and composition) and had a variety of musical materials in their homes including music instruments, musical toys, and music listening devices. Participants reported a higher frequency of singing, listening to music, and dancing in the home and a lower frequency of playing instruments, performing music class activities, and composing or reading music. Most of the sample had participated in music during their lifetime but the vast majority of the participants did not engage in musical activities at the time of the study. They did, however, value music and attend musical events. Factor analysis of the PUMPS subsets revealed three factors for musical home environment (Music Interactions, Musical Materials, and Child Attendance at Musical Events), two factors related to parental music experience (Music Participation and Value of Music), and one factor related to Early Childhood Music Experiences. Several independent variables significantly predicted musical home environment factors. Musical Interactions were related to adult gender, child age, ethnicity, and parent valuing music. Musical materials in the home were related to parental musical participation and ethnicity, while no significant predictors were found for child attendance at musical events. Ethnicity, child age, parental musical participation, and musical materials accounted for 37.8% of the variance in composite musical home environment scores, yielding a medium effect size.
Author: Andrea Creech
Publisher: Routledge
ISBN: 1000383083
Category : Education
Languages : en
Pages : 661
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Book Description
This handbook provides an evidence-based account of psychological perspectives on issues in music education and music in the community through the life course, exploring our understanding of music learning and participation across contexts. The contributors draw on multidisciplinary research from different cultures and contexts in order to set out the implications of music psychology for music education and music in the community. Highlighting the intersecting issues across education and community contexts, the book proposes new theories as well as offering important refinements to existing conceptual models. Split into six parts, it considers the role of music in society as well as for groups and individuals, and explores topics such as processing and responding to music; pedagogical and musical practices that support or pose challenges to the emotional, cognitive, social or physical wellbeing of learners and participants in a range of contexts; and ‘music in identity’ or ‘identity in music’. With the final part on future directions and the implications for professional practice in music education and music in the community, the book concludes by exploring how the two sectors might work more closely together within a post-COVID-19 world. Based on cutting-edge research from an international team, this is essential reading for anyone interested in music psychology, education and community, and it will be particularly helpful for undergraduate and graduate students in music psychology, music education and community music.
Author: Jennifer Bugos
Publisher: Routledge
ISBN: 1317231503
Category : Music
Languages : en
Pages : 290
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Book Description
This book examines contemporary issues in music teaching and learning throughout the lifespan, illuminating an emerging nexus of trends shaping modern research in music education. In the past, most music learning opportunities and research were focused upon the pre-adult population. Yet, music education occurs throughout the lifespan, from birth until death, emerging not only through traditional formal ensembles and courses, but increasingly through informal settings as well. This book challenges previous assumptions in music education and offers theoretical perspectives that can guide contemporary research and practice. Exploring music teaching and learning practices through the lens of human development, sections highlight recent research on topics that shape music learning trajectories. Themes uniting the book include human development, assessment strategies, technological applications, professional practices, and cultural understanding. The volume deconstructs and reformulates performance ensembles to foster mutually rewarding collaborations across miles and generations. It develops new measures and strategies for assessment practices for professionals as well as frameworks for guiding students to employ effective strategies for self-assessment. Supplemental critical thinking questions focus the reader on research applications and provide insight into future research topics. This volume joining established experts and emerging scholars at the forefront of this multifaceted frontier is essential reading for educators, researchers, and scholars, who will make the promises of the 21st century a reality in music education. It will be of interest to a range of fields including music therapy, lifelong learning, adult learning, human development, community music, psychology of music, and research design.
Author: Edward Richard McClellan
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 238
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Book Description
"The purpose of this study was to determine relationships among parental influences, selected demographic factors, academic achievement, adolescent self-concept as a future music educator, and the decision to major in music education. Although the home and family have been found to influence the decision to become a music educator, literature that specifically addresses contributions of parents toward adolescent self-concept as a future music educator and the decision to major in music education is limited. The current study investigated (1) relationships among parental influences, academic achievement, and adolescent self-concept as a future music educator, (2) whether parental influences, academic achievement, and demographic factors contribute to undergraduate students' self-concept as a future music educator, and (3) significant differences that exist in undergraduate students' self-concept as a future music educator due to select demographic factors and perceived parental influences. The Parental Influence on Self-Concept as a Music Educator Survey (PISCAMES), a self-report rating scale, was constructed to gather information on parental involvement, parental influence on decision to major in music education, and self-concept as a music educator. Subjects (N = 148) were volunteer undergraduate music education students enrolled in North Carolina and Idaho during the 2007 academic spring term. Subjects' class ranks ranged from freshman to senior; individuals were registered as full time, instrumental and/or choral music education majors. Each subject completed the PISCAMES and data were examined using descriptive analysis, correlational analysis, stepwise multiple regression analysis, and analysis of variance. Parental influences are found to be related to self-concept as a music educator, parental influence on decision to major in music education contributes to the development of self-concept, and increases in self-concept as a future music educator are influenced by differences in parental influence. Specifically, parents' feelings regarding successful completion of education and musical ability necessary to be a successful music educator have significant (p
Author: Jeffrey H. Patchen
Publisher:
ISBN:
Category : Arts and older people
Languages : en
Pages : 348
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Book Description
Author: Sarah Aherne
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages :
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Book Description
The purpose of this study was to examine the relationships among children's home musical environments, their developmental tonal music aptitude, and their vocal performance achievement. According to Bronfenbrenner's (1979) social ecology model, interactions that occur within the home directly relate to those that occur in the classroom. The researcher assumed the role of teacher-researcher, as subjects were kindergarten-aged students from the researcher's school of employment. Data consisted of a parental survey (aHOMES), a developmental music aptitude test (PMMA) and a vocal achievement assessment (VAAI). Pearson produce-moment correlations were performed. Results of this study show an insignificant relationship between tonal music aptitude and both vocal achievement and home musical environment, but a moderately low relationship between vocal achievement and home musical environment. The researcher also used data from the parent survey to explore the role of race within home musical environment. The results of this study will help music educators to better understand how their students' home musical experiences help to shape their performance in general elementary music classes.
Author:
Publisher:
ISBN: 9780642395245
Category : Children
Languages : en
Pages : 29
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Book Description
Author: J.Craig Peery
Publisher: Springer Science & Business Media
ISBN: 1461386985
Category : Education
Languages : en
Pages : 249
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Book Description
I acknowledge a deep debt of gratitude to my coeditors: my wife Irene, and my friend and colleague Tom Draper. They have worked with diligence and insight to bring this work to completion. They have delegated the task of writing the Preface to me. As the scientific study of human development matures it is not only natural, but it is necessary to reach beyond understanding the ways humans develop capacities, to study the ways emerging capacities fit into the larger sphere of human undertakings. Music is one of the most significant of those endeavors. As I attend the several piano competitions that are on my agenda each year, and see children seated at the keyboard drawing forth the magnificent sounds of Bach, Chopin, and Ravel, I am always a little awed. Surely, it seems to me, the piano* is among the best of man's creations; the creative energies of great composers are among mankind's greatest expressions; and encouraging children to associate themselves seriously with both instrument and composer can be one of the great blessings to their young lives and, by association, to the larger society. Music touches the entire range of our lifespan on a daily basis. Involving chil dren with music and music training has high market, and common sense, validity. Parents understand intuitively that children will benefit, and their lives will be enriched, if they are influenced by music and music training.
Author: Siu-hang Kong
Publisher: Springer Nature
ISBN: 9811990328
Category : Education
Languages : en
Pages : 173
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Book Description
This book uses Pierre Bourdieu’s cultural capital model as a theoretical framework for exploring how students in Beijing and Hong Kong perceive parental influences—their parents’ cultural capital and support—on their participation in musical activities. By studying students’ perceptions of their parents’ cultural capital and support for their musical activities, this book revisits the applicability of Bourdieu’s cultural capital model in the contemporary Chinese context and reveals how inequality in terms of parental cultural capital governs parents’ support and influences the intergenerational transmission of cultural capital, which in turn contributes to inequality in terms of students’ cultural capital.
Author: Suzanne L. Burton
Publisher: R&L Education
ISBN: 1607093227
Category : Education
Languages : en
Pages : 301
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Book Description
In early childhood, the most important period of learning and human development, young children often achieve developmental milestones in a short time. Learning from Young Children: Research in Early Childhood Music presents research on the importance of fostering musical growth during this period. These studies discuss: · applying brain research to young children's musical growth · music in the home and child-care contexts · musical characteristics of the young child · language acquisition as a lens on music learning · music as a foundation for communication · parental conceptions of the role of music in early childhood · music as a pathway for building community · using music to elicit vocalizations in children with special needs With research designs ranging from statistical, mixed methods, survey, content analysis, and case study, to philosophical inquiry, this book will help practitioners base their practice in research and offers a wide range of information for scholars and researchers studying early childhood music learning and development.
