Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Keyword
-
- Developmental theory; early childhood; music-making behavior; music education; early development; music structure; aesthetic perception; music form; rhythm; music leader; percussion instruments; Zone of Proximal Development (1)
- Humanities (1)
- Music (1)
- Music; hearing impaired; preschool students; rhythm aptitude; rhythm achievment; adaptive instruction; (1)
- Performing arts (1)
- Publication
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Education
The Effects Of Adaptive Instruction On Developmental Rhythm Aptitude And Rhythm Achievement Of Preschool Students With Hearing Impairment, Danielle Marcene Carrier Trial
The Effects Of Adaptive Instruction On Developmental Rhythm Aptitude And Rhythm Achievement Of Preschool Students With Hearing Impairment, Danielle Marcene Carrier Trial
Honors Projects
The purpose of this study was to investigate the effect of adaptive instruction on the developmental rhythm aptitude and rhythm achievement of preschool students with a hearing impairment. Specifically, this study is designed to determine a) if the addition of body percussion and percussive instruments to music instruction affects the developmental rhythm aptitudes of 3-, 4-, and 5-year-old children with a hearing impairment and b) if the addition of body percussion and percussive instruments affects the rhythm achievement scores of 3-, 4-, and 5-year-old children with a hearing impairment. The results of this study may have implications for music teachers …
Investigating Young Children's Music-Making Behavior: A Developmental Theory, Paul G. Morehouse
Investigating Young Children's Music-Making Behavior: A Developmental Theory, Paul G. Morehouse
CGU Theses & Dissertations
We have many developmental theories contributing to our understanding of children as they meander steadfastly toward maturation. Yet, none have reported on how young children interpret the qualitative meaning and importance of their own music-making experiences. Music created by average, not prodigious, young children is perceived by adults as “play” music rather than “real” music. But do young children take the same view as adults? When Piaget speaks of the young child’s qualitatively unique view and experience of the world (Ginsberg & Opper, 1988), can we assume that his statement encompasses young children’s predispositions related to music-making?
Music is understood …