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An investigation of Taiwanese kinder...

Teachers College, Columbia University.

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An investigation of Taiwanese kindergartners' ability to discriminate musical concepts in listening, singing, and movement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An investigation of Taiwanese kindergartners' ability to discriminate musical concepts in listening, singing, and movement./
作者:	Leu, Jennifer Chau-Ying.
面頁冊數:	138 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-10, Section: A, page: 3768.
Contained By:	Dissertation Abstracts International59-10A.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9909422
ISBN:	9780599080775

An investigation of Taiwanese kindergartners' ability to discriminate musical concepts in listening, singing, and movement.
Leu, Jennifer Chau-Ying.

An investigation of Taiwanese kindergartners' ability to discriminate musical concepts in listening, singing, and movement. - 138 p.

Source: Dissertation Abstracts International, Volume: 59-10, Section: A, page: 3768.

Thesis (Ed.D.)--Teachers College, Columbia University, 1997.

The primary purpose of this study was to investigate 4- to 6-year-old Taiwanese children's ability to demonstrate single and double musical concept discriminations. Children enrolled in two private kindergartens, located in the southern city of Taiwan, served as subjects for this study (N = 42). All children participated in the four-day instructional sessions before the test activities.

ISBN: 9780599080775Subjects--Topical Terms:

1017530
Education, Early Childhood.

An investigation of Taiwanese kindergartners' ability to discriminate musical concepts in listening, singing, and movement.
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245 1 3 $a An investigation of Taiwanese kindergartners' ability to discriminate musical concepts in listening, singing, and movement.
300 $a 138 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-10, Section: A, page: 3768.
500 $a Sponsor: Harold F. Abeles.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 1997.
520 $a The primary purpose of this study was to investigate 4- to 6-year-old Taiwanese children's ability to demonstrate single and double musical concept discriminations. Children enrolled in two private kindergartens, located in the southern city of Taiwan, served as subjects for this study (N = 42). All children participated in the four-day instructional sessions before the test activities.
520 $a Three activities were designed to assess children's discrimination ability. The musical concepts chosen for discrimination were tempo (fast/slow) and articulation (smooth/choppy). Both verbal and nonverbal response modes were employed. The first activity was listening-labeling, in which children were to listen and verbally label the contrasting musical characteristics of recorded musical stimuli relating to tempo and articulation within single and double contexts. The second activity consisted of two tasks: One was the "simultaneous-imitation-singing" task where children imitated the singing of the researcher using double musical characteristics, then labeled the characteristics which described their own performance. The other was the "singing-on-demand" task, which required children to sing a familiar children's song using both single and double characteristics. The third and last activity was movement, in which children were asked to listen and respond with gross muscle movements to two contrasting sections of a musical recording.
520 $a Results indicated that Taiwanese kindergartners were capable of identifying and verbally labeling single musical characteristics from recorded music stimuli. However, most children were not successful with double concept discriminations even after short-term instruction. This parallels Piaget's stage theory that young children at the preoperational stage tend to focus on one aspect of a stimulus at one time, and that the ability of decentration cannot be acquired through instruction.
520 $a Children were better able to label double musical characteristics in their own singing than in recorded stimuli. In addition, their ability to produce double musical characteristics using their independent voices might develop later than their ability to sing in simultaneous imitation with a model. Data also indicated that most children had difficulty responding to double musical concepts through movement. Finally, it was found that young children may develop the concept of tempo earlier than articulation, therefore a sequence in musical concept development may be identified with further research.
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773 0 $t Dissertation Abstracts International $g 59-10A.
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