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Social Music Interaction between Thr...

Hubbell, Erika Michelle.

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Social Music Interaction between Three-year-old Children and a Music Teacher.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Social Music Interaction between Three-year-old Children and a Music Teacher./
作者:	Hubbell, Erika Michelle.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	125 p.
附註:	Source: Masters Abstracts International, Volume: 55-05.
Contained By:	Masters Abstracts International55-05(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10126998
ISBN:	9781339850368

Social Music Interaction between Three-year-old Children and a Music Teacher.
Hubbell, Erika Michelle.

Social Music Interaction between Three-year-old Children and a Music Teacher. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 125 p.

Source: Masters Abstracts International, Volume: 55-05.

Thesis (M.M.E.)--University of South Carolina, 2016.

With the intent of improving music acquisition understanding, the purpose of the study was to examine shared music interactions and shared music understandings in early childhood music classes. The guiding research questions were (a) How do three-year-old children and I, a music teacher, engage in shared music interactions and shared music understandings using a music curriculum based on Gordon's (2013) music learning theory? (b) What teacher-initiated music activities result in observations of shared music interactions and shared music understandings? (c) What child-initiated music activities result in observations of shared music interactions and shared music understandings.

ISBN: 9781339850368Subjects--Topical Terms:

3168367
Music education.

Social Music Interaction between Three-year-old Children and a Music Teacher.
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500 $a Source: Masters Abstracts International, Volume: 55-05.
500 $a Adviser: Wendy Valerio.
502 $a Thesis (M.M.E.)--University of South Carolina, 2016.
520 $a With the intent of improving music acquisition understanding, the purpose of the study was to examine shared music interactions and shared music understandings in early childhood music classes. The guiding research questions were (a) How do three-year-old children and I, a music teacher, engage in shared music interactions and shared music understandings using a music curriculum based on Gordon's (2013) music learning theory? (b) What teacher-initiated music activities result in observations of shared music interactions and shared music understandings? (c) What child-initiated music activities result in observations of shared music interactions and shared music understandings.
520 $a Participants included myself as a complete participant observer, 17 three-old-children from an intact class, six of whom I selected as information-rich cases, a lead teacher, assistant teacher, and a music development specialist. As a participant-observer, I taught six weekly music classes to those three-year-old children.
520 $a I analyzed data using coding, cultural domains, a taxonomic analysis, thematic analysis, vignettes, and componential analysis (Glesne, 2011; Spradley, 1980). Emergent themes included: (a) using spoken language aided shared music understandings that led to and increased shared music interactions, (b) individual music responses encouraged shared music interactions and shared music understandings, (c) establishing routines through repetition of songs, movement, and rhythm chants fostered shared music interactions and shared music understandings, and (d) using objects encouraged shared music interactions and shared music understandings. I provided rich, thick descriptions via vignettes and I identified similarities and differences in the adult participants' observations of shared music interactions and shared music understandings via componential analysis.
520 $a The children in this study paired a spoken music term with their own developing music skills and understandings. Without formal instruction, they labeled their Teachers may use other spoken music terms paired with vocal demonstrations within the music classes for three-year-old children, providing opportunities for the children to acquire music vocabularies, skills, and understandings. Early childhood music teachers should encourage social music interactions to foster shared music interactions and shared music understandings between young children and themselves. Early childhood music teachers should create a playful and safe environment for young children to create music and make music individually.
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