The Application of Body Movement as a Teaching Tool in Children's Group Singing Lessons

Wong Kwan Yie Wong Kwan Yie,Wang I Ta Wang I Ta

doi:10.52634/mier/2020/v10/i1/1351

Abstract

The purpose of this research was to investigate the use of body movements as a teaching tool in the Malaysian primary school's children group singing lessons. This study used a qualitative methodology. Semi-structured interviews were conducted with six music teachers. Data was analysed using a theme-based analysis of the narratives. The findings demonstrated that body movements helped the children to improve their vocal techniques and achieve a more successful sound in group singing. Music teachers also stated that emphasis on body movement activities in the class helped children to be more involved in singing. Such movements require to be encouraged to improve the quality of music learning. Training programmes for music teachers also require to incorporate body movements as a teaching tool for effective group singing.

Highlights

Movement is a non-verbal medium to develop or reinforce conceptual knowledge, skill or understanding
The current study is to investigate teacher's perceptions of body-movement based singing instruction in the Malaysian primary music classroom
General music education curriculum in Malaysian primary schools consists of a blend of musical experiences that includes singing, creating, playing musical instruments and moving

Summary

Introduction

Movement is a non-verbal medium to develop or reinforce conceptual knowledge, skill or understanding. According to Abril (2011), the discussion and use of movements are most prevalent in preschool and primary school levels. Body Movement as a Teaching Tool 2 of well-developed music teaching theories published in the last century, there is a growing awareness of applying movement in primary music education setting. Singing is an activity that calls for bodily engagement and physical coordination of the body parts. According to Apfelstadt (1988), singing is the most predominant activity in a primary school music class. It is the most accessible way to involve children in music-making (Lamont, Daubney & Spruce, 2012) and it is the core activity used for sequential and developmental music teaching (De Vries, 2015). It is the most accessible way to involve children in music-making (Lamont, Daubney & Spruce, 2012) and it is the core activity used for sequential and developmental music teaching (De Vries, 2015). Newell (2013), pointed out that conventional approaches of teaching singing to preschool and elementary-aged children include “rote procedures, immersion, whole-part-whole, phrase coupling, and sing-along” (p. 6)

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