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Early childhood music education in four preschool settings: The influence of classroom musical environment, music instruction and home musical environment on young children's developmental music aptitude and music performance competence.

机译:在四个学龄前环境中进行幼儿音乐教育:课堂音乐环境,音乐教学和家庭音乐环境对幼儿的发展音乐才能和音乐演奏能力的影响。

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摘要

The problem was to determine the extent to which four different early childhood education settings, home music environments and socio-economic factors affect student music performance competence and developmental music aptitude. Two preschools from an affluent community and two preschools from an disadvantaged community were randomly chosen for the study. Within both communities two types of preschools were identified: one that offered music instruction with a specialist and one that did not. Eight children were selected to participate in the study: two children from each community received music instruction and two did not. In order to assess the children's music performance competence the researcher developed a set of music performance tasks administered individually to each child. The tasks were modeled on the National Standards for Music issued by the Music Educators National Conference. The tasks required the subjects to sing, play instruments, move to music, verbalize about music, and create short rhythms and melodies. In order to assess the children's developmental music aptitude a standardized test called Primary Measures of Music Audiation was used. Four classroom teachers, four directors and eight parents completed questionnaires and interviews with the investigator to gather the data on music offerings in preschool and home environments. Extensive observations of each preschool were conducted by the researcher. The study findings suggest that heredity and home musical environment may have the strongest influence on the child's musical abilities. The subjects who received music instruction scored significantly higher in the area of music performance and music aptitude. The children from affluent communities outperformed the subjects from the disadvantaged communities. The preschools investigated did not meet the Performance and Opportunity-to-Learn Standards recommended by the National Standards for Music. In most cases the parents, directors, and classroom teachers lacked music skills and training in early childhood music education. Similar research with larger sample of children, preschools, and home settings is highly needed in order to understand the factors influencing preschool children's musical development and to provide both teachers and parents with effective tools and practices for teaching music to young children.
机译:问题在于确定四种不同的幼儿教育环境,家庭音乐环境和社会经济因素在多大程度上影响学生的音乐演奏能力和发展音乐的才能。随机选择了两个富裕社区的学前班和两个弱势社区的学前班。在这两个社区中,确定了两种类型的学前班:一种是由专家提供音乐教学,另一种则没有。选择了八个孩子参加研究:每个社区的两个孩子接受了音乐指导,两个没有。为了评估孩子的音乐表演能力,研究人员制定了一套单独管理给每个孩子的音乐表演任务。这些任务以美国音乐教育家全国会议发布的《国家音乐标准》为蓝本。这些任务要求受试者唱歌,弹奏乐器,移至音乐,对音乐进行口头表达,并创作简短的节奏和旋律。为了评估儿童的音乐发展能力,使用了一种称为“音乐听觉的主要测量方法”的标准化测试。四名课堂老师,四名导演和八名父母完成了问卷调查,并与调查员进行了访谈,以收集有关学前和家庭环境中音乐产品的数据。研究人员对每个学前班进行了广泛的观察。研究结果表明,遗传和家庭音乐环境对孩子的音乐能力影响最大。接受音乐指导的受试者在音乐表现和音乐能力方面得分较高。富裕社区的孩子胜过弱势社区的孩子。被调查的学前班不符合《国家音乐标准》所推荐的表演和学习机会标准。在大多数情况下,父母,导演和课堂老师缺乏幼儿音乐教育方面的音乐技能和培训。为了了解影响学龄前儿童音乐发展的因素,并为教师和父母双方提供向幼儿教授音乐的有效工具和实践,迫切需要对更大范围的儿童,学龄前儿童和家庭环境进行类似的研究。

著录项

  • 作者

    Gawlick, Barbara S.;

  • 作者单位

    New England Conservatory of Music.;

  • 授予单位 New England Conservatory of Music.;
  • 学科 Education Music.;Education Early Childhood.
  • 学位 D.M.A.
  • 年度 2003
  • 页码 269 p.
  • 总页数 269
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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