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Guided Music Play Between 2-year-old...

Arrasmith, Kathleen Kaye.

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Guided Music Play Between 2-year-old Children and a Music Play Facilitator: A Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Guided Music Play Between 2-year-old Children and a Music Play Facilitator: A Case Study./
作者:	Arrasmith, Kathleen Kaye.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	125 p.
附註:	Source: Masters Abstracts International, Volume: 57-06.
Contained By:	Masters Abstracts International57-06(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10787306
ISBN:	9780438113060

Guided Music Play Between 2-year-old Children and a Music Play Facilitator: A Case Study.
Arrasmith, Kathleen Kaye.

Guided Music Play Between 2-year-old Children and a Music Play Facilitator: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 125 p.

Source: Masters Abstracts International, Volume: 57-06.

Thesis (M.M.)--University of South Carolina, 2018.

With the intention of increasing social music interaction understanding, the purpose of this study was to investigate guided music play between 2-year-old children and a music play facilitator. The guiding research questions were (a) What play behaviors and roles emerged when the 2-year-old children and I, a music play facilitator, engaged in guided music play? (b) What music emerged when the 2-year-old children and I, a music play facilitator, engaged in guided music play?

ISBN: 9780438113060Subjects--Topical Terms:

3168367
Music education.

Guided Music Play Between 2-year-old Children and a Music Play Facilitator: A Case Study.
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500 $a Adviser: Wendy H. Valerio.
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520 $a With the intention of increasing social music interaction understanding, the purpose of this study was to investigate guided music play between 2-year-old children and a music play facilitator. The guiding research questions were (a) What play behaviors and roles emerged when the 2-year-old children and I, a music play facilitator, engaged in guided music play? (b) What music emerged when the 2-year-old children and I, a music play facilitator, engaged in guided music play?
520 $a I purposefully sampled six 2-year-old participants and their two classroom teachers and a music play assistant as passive participant observers, as well as an early childhood music development specialist as nonparticipant observer. I participated in this study as a complete participant observer. I facilitated five 20-minute music engagement sessions based on the tenets of Gordon's Music Learning Theory for Newborn and Young Children (2013) and using Music Play: The Early Childhood Music Curriculum Guide for Parents, Teachers, and Caregivers (Valerio et al., 1998). I gathered data from the video-recorded music engagement sessions, music engagement plans, written observations and reflections, and audio-recorded think-aloud interviews. I transcribed all data for subsequent analysis. I coded the data and created a taxonomic analysis to organize cultural domains.
520 $a Three themes emerged. The children and I fluidly adopted the roles of observer, initiator, sustainer, and modifier to engage in social music interaction during guided music play; the children and I used pretend play scenarios and playful activities to initiate, sustain, and modify social music interaction during guided music play; and the children and I used speech, song, rhythm chant, and movement to initiate, sustain, and modify social music interaction during guided music play. I provide preliminary definitions and thick, rich descriptions of the roles and behaviors children and I adopted during guided music play. Implications with regard to social music interaction, music play facilitators, and early childhood music development specialists, as well as recommendations for future research, are discussed.
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