The Effects of Formal Music Instruction on the Musical Achievement of Kindergarten Students PDF Download
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Author: Kathy S. Houghton
Publisher:
ISBN:
Category : Elmira College thesis
Languages : en
Pages : 74
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Author: Kathy S. Houghton
Publisher:
ISBN:
Category : Elmira College thesis
Languages : en
Pages : 74
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Author: Nikolaos Zafranas
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838370774
Category : Cognition
Languages : en
Pages : 212
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Book Description
Several studies have shown that children who received piano instruction achieved better results on spatial-temporal tasks than various control group children did. The present study involved kindergarten children who received two piano-keyboard lessons weekly. Six sub-tests from the K-ABC were administered before and after the instruction period. Results revealed that piano-keyboard instruction produced enhanced spatial-temporal test scores. Although pre-tests showed no significant gender differences, post-testing found boys significantly outperforming girls in the Hand Movements task while their gain scores were significantly higher than girls' scores in the Triangles task. Music is an art form that can provide an invaluable means of self-expression and of personal enjoyment. For many children, the quality of their kindergarten education may have lasting effects on their later achievements. It is hoped that these findings contribute to the growing body of research investigating the extra-musical effects of music instruction and that administrators might consider including appropriate music and piano-keyboard instruction as an integral part of kindergarten education programmes.
Author: Mary H. Duffy
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 108
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Author: Rachel Chase (V.)
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 146
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Book Description
In efforts to highlight the important of formal music education for children and adolescents, this study examined the impact music instruction had on the development of social and emotional competencies, as well as its impact on learning and academic achievement. This research suggests that those students who are better socially adjusted and have a heightened awareness and understanding of their emotions, as well as the emotions of others, are likely to be successful in many different areas of their lives. Due to the positive influence formalized music education has on emotions, cognitions, and social skills, it was expected that seventh and eighth grade students who receive instrumental music instruction will have higher levels of social-emotional competence than students who are not receiving formalized music instruction. However, after surveying 7 band students and 27 non-band 7th and 8th grade students from The Middle School, the hypothesis that students who receive regular instruments music instruction would have higher levels of social-emotional competence was not supported.
Author: Lelouda Stamou
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 260
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Author: Natalie Sarrazin
Publisher:
ISBN: 9781942341703
Category :
Languages : en
Pages : 312
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Book Description
Children are inherently musical. They respond to music and learn through music. Music expresses children's identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children's natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I'm working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts?This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children's lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.
Author: Gary E. McPherson
Publisher: Oxford University Press
ISBN: 0199579296
Category : Medical
Languages : en
Pages : 262
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Book Description
Why do some children take up music, while others don't? Why do some excel, while others give up? 'Music in our lives' takes an innovative approach to answering these questions. It is drawn from a research project that spanned fourteen years, and closely followed the lives of over 150 children learning music - with enlightening conclusions.
Author: Amanda Wren
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 64
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Book Description
The purpose of this study is to examine the effectiveness of Reading in Motion, a supplemental reading curriculum that aims to develop literacy from the kindergarten to third grade years. In kindergarten, the focus is developing phonemic awareness through the use of rhythm and rhyme. The 292 subjects are cross-sectional sample of kindergarten students who attended a public K- 8 school on the northwest side of Chicago over five instructional years. Their phonemic awareness levels are measured using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) at the beginning, middle, and end of the school year using two measures: Initial Sound Fluency (ISF) and Phoneme Segmentation Fluency (PSF). For the first three years, the school used a basal reading program in isolation and for the following two years, Reading in Motion was implemented as a supplement. When the ISF and PSF scores are compared to one another, there appears to be improvement to phonemic awareness levels, so a fixed-effects regression was applied that controlled for the year, race, economic status, language, and gender as well as a pooled regression analysis for the combined Reading in Motion years. Using this model, the results suggest a positive effect on phonemic awareness levels when Reading in Motion is implemented. This model also reveals that demographic factors are not significant factors.
Author: Gwan Ki Yun
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 146
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Book Description
The purpose of this study was to examine the effects of an after-school music program on music underachievers' musical achievement, social development and self-esteem. A true-experimental pretest-posttest design was used and included 14 hours of treatment time. The subjects (N = 66), fifth-grade students were randomly selected from the lowest quartile of scores on Colwell's Music Achievement Test (MAT), which was administered to all fifth-grade students (N = 494) in three Korean elementary schools. The treatment group (n =33) experienced a movement-based after-school music program (MAMP); the control group (n = 33) did not receive the after-school music program. Measurements included sections of Colwell's Music Achievement Test (MAT), Kim's Social Development Scale (SDS), and Hare's Self-Esteem Scale (HSS). The researcher and music teachers of each school administered all measurements. Fourteen treatment lessons occurred over fourteen weeks. One-way analyses of covariance tests were used to test for post-test differences between groups. A significant difference was found in music achievement total scores of the MAT with the treatment group scoring higher scores than the control group. There were no significant differences for interval and meter discrimination tests of MAT. There were no significant differences between treatment and control groups in the post-test scores of the Social Development Scale (SDS) and the Self-Esteem Scale (HSS). However, for both tests, mean scores increased for the treatment group and decreased for the control group. Results from this study suggest that a movement-based after-school music program promotes music underachievers' musical growth and may also support music underachievers' social development and self-esteem.
Author: Harold Clayton Slagle
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 462
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Book Description
