Elementary Music Research Articles

A Delphi Study of Effective Practices for Determining the Competencies of Elementary Music Teachers

This study aims to determine the competencies essential for elementary music teachers by exploring effective practices and insights of experts in music education. Using a three-round Delphi method with twelve music education experts, the study collected and refined competencies across three stages. In Round 1, qualitative data were thematically analysed to identify competency domains. In Round 2, participants ranked these domains and competencies by importance, with agreement levels assessed using Kendall’s W. Round 3 sought consensus by allowing participants to review collective rankings and explanations. Results revealed seven key domains, with Musical Skills emerging as the most essential, with the ability to play an instrument being the most important competency.

An Analysis of Elementary Musical Creativity Contents in China

This study aims to examine and analyse the musical creativity content of elementary school music textbooks in China through qualitative document analysis. The selected materials are textbooks published by the People's Music Publishing House and People's Education Press for Grade 5 and 6 students. The frequency and percentage of musical creativity contents were recorded, and the corresponding musical elements and mediums were analysed. The results showed that the musical elements with the highest frequency are rhythm and melody, while the musical mediums with the highest frequency are vocal, body, instrument, and notation.

Identifying Elements of Inclusion: Interviews With Elementary Music Teachers About Their Students With Autism Spectrum Disorder

Each year, increasingly more children with autism spectrum disorder (ASD) are being served in schools. Many children with ASD are included in elementary music classrooms, but little is known about the experiences of these students and their teachers. For this study, we purposefully selected two elementary music teachers from participants in a survey about students with ASD. Semi-structured interviews with these teachers allowed us to identify elements necessary for creating a culture of inclusion and implementing the inclusion of students with ASD. Follow-up, in-class observations with one teacher confirmed interview findings. Overall, results from the teachers’ interviews suggested elements that could impede or facilitate elementary music teachers in their efforts to create a classroom culture of inclusion and implement inclusion using best practices from music education and special education. Findings also provide important implications for music teacher preparation programs and school policies and procedures.

Modern Band in Elementary Music

Modern band programs have spread throughout the United States to create learner-centered and culturally affirming school music experiences for children. The four key concepts of modern band, (1) approximation and scaffolding, (2) decision-making, (3) iconic notation, and (4) culturally sustaining (music education), are congruent with many elementary general music philosophies and pedagogies. This article examines intersections of modern band and general music practices and demonstrates how typical classroom instruments (e.g., unpitched percussion, ukuleles, xylophones, and metallophones) can be used to implement key modern band concepts in an elementary school general music setting.

Strategies to Enhance Students' Autonomous Learning Ability in Elementary Music Education

Strategies to Enhance Students' Autonomous Learning Ability in Elementary Music Education

A Collective Case Study of Elementary Music Teachers Integrating Modern Band into the Curriculum

The purpose of this collective case study was to examine how four elementary music teachers (from different U.S. regions) integrated modern band into their curricula. Data included semi-structured interviews, videos, emails, and a researcher journal. Teachers integrated modern band to improve student “buy-in” and to gain instruments. All started modern band with older students in Grades 4 to 6 or 3 to 5, with some expanding to younger grades. Instruments were accumulated over time through various forms of funding, with repertoire selection coming primarily from students. All participants used approximation and multiple access points for making music when teaching modern band. Challenges were teachers’ lack of knowledge and skills (playing modern band instruments and teaching rap and hip hop) and overcoming personal biases of popular music. Facilitating factors included access to training and resources and administrative funding and support. Implications include considerations for music teachers and music teacher educators.

Design, Implementation, and Effects of Elementary Music Creation Class Using an AI-Based Music Program, Doodle Bach

본 연구는 창의적 수업 설계를 토대로 인공지능 기반 음악 프로그램인 ‘두들 바흐’를 활용한 음악창작 수업을 실행하고 학습자 설문과 수업자 면담, 음악창작 결과물 분석을 통해 음악 인지적 측면에 대한 효과성 및 음악창작수업에 인공지능을 활용하는 것의 효과성을 분석하고자 하는 현장연구이다. 연구대상은 서울 Y초등학교 6학년 2개 학급 학생 50명으로 창작수업에서 두들 바흐의 활용 유무에 따라 실험군과 통제군으로 나누어 5차시의 수업을 설계⋅적용하였다. 분석 결과 음악인지능력은 실험군과 대조군 모두 리듬인지, 조성인지, 선율인지 순으로 점수가 증가하였으며, 증가폭은 실험군이 대조군보다 높았다. 설문과 면담, 창작 결과물 분석 결과 두들 바흐가 학생들의 음악창작 과정에서 도움을 주거나 영감을 제공하는 어시스턴트 툴로서 효과적인 역할을 했음을 알 수 있었다. 본 연구를 통해 음악창작수업에서의 인공지능 활용에 대한 긍정적인 가능성을 보았으며, 국내 음악 교육 현장에서 인공지능 활용 및 방향성에 대한 지속적인 현장 연구가 이루어지기를 바란다.

제재곡으로서 초등 음악교과서에 수록된 창작국악동요의 적합성 분석과 개선 방향

제재곡으로서 초등 음악교과서에 수록된 창작국악동요의 적합성 분석과 개선 방향

Student Perceptions of Glover/Curwen Hand Signs in the Elementary Music Classroom

Elementary music educators use a variety of strategies in classroom instruction. The purpose of this case study was to explore student perceptions of Curwen hand signs, a common instructional strategy in elementary music classrooms. Second- and third-grade students reported various challenges, benefits, and influential factors surrounding hand sign use. Results indicated that students enjoyed movement activities and benefited from visual and physical reminders of singing tasks during instruction. They described several challenges, including multitasking, required background knowledge, and distraction. Influential factors included a learning curve, accuracy, placement, pattern length and complexity, and enjoyment. The results of this study suggest that hand signs should be considered one instructional strategy in a toolbox of multiple approaches.

A Study on the Music Textbook Analysis and Teacher Perception in Elementary Music Career Education

A Study on the Music Textbook Analysis and Teacher Perception in Elementary Music Career Education

Elementary Music Educators’ Use of Folk Songs With Racist Origins and Anti-Racist Pedagogical Practices

The purpose of this survey study was to investigate the self-reported practices of P–6 elementary general music teachers ( N = 275) regarding their experiences with American folk songs with racist origins. A secondary purpose was to examine P–6 elementary general music teachers’ familiarity with and incorporation of anti-racist pedagogical practices into their teaching. Data were collected through an online questionnaire. Out of 19 folk songs with racist origins, “Jingle Bells” was the song most participants (67.6%) continued to teach and was the only song that 50% or more participants continued to teach. I categorized participants’ responses regarding why they discontinued teaching the 19 songs as follows: (a) racism/minstrelsy and (b) origins/history. Additionally, participants’ American folk songs with racist origins were categorized under teaching and planning. Musical enjoyment/utility and teaching about racism/minstrelsy were subcategories for teaching, while removing/replacing and learning through researching were subcategories for planning. Regarding anti-racist pedagogical practices, 76.6% of participants agreed that teachers should teach songs that represent various races and ethnicities in respectful ways even if they disagreed that teachers should use folk songs to challenge race, privilege, equity, and racial/ethnic injustices. Implications and recommendations for future research are discussed.

Development of an Edu-Tech Elementary Music Creative program for Applying ASSURE Model

디지털 전환시대를 맞이하여 교육부에서는 에듀테크를 활용한 학습지원 대책 방안을 마련하고 있다. 2022 개정 교육과정에서는 디지털 소양을 기초소양으로 제시하며 디지털을 활용하여 문제를 해결하고 창의적으로 생성하는 활동을 초등부터 고시하였다. 본 연구의 목적은 학습자의 디지털 소양과 창의성 함양을 위해 매체를 활용하는 실천적인 ASSURE 모형을 적용하여 에듀테크 초등 음악과 창작 프로그램을 개발하고자 하였다. 각 단계에 따라 14명의 초등 6학년의 학습자를 설문조사하여 분석하고, ABCDs에 따른 목표진술, 질문을 고려한 매체선정, 매체 활용, 학습자 참여 유도, 평가를 설계하여 총 5차시의 프로그램을 개발하였다. 매체선정에서는 ACTIONS로 재분석하여 보다 심도있는 선정을 하고자 하였다. 개발된 프로그램은 전문가집단의 타당도 검증을 받고 의견을 수용하여 프로그램을 수정 및 재구성하였다. 마인드 마이스터로 노랫말 만들기, 뮤즈스코어로 리듬·가락 입히기, 후크패드로 화음 입히기, 젭 플랫폼에서 가상으로 제작된 창작곡발표회장 및 전시실관람의 학습활동을 한다. 이 외에 학습자 유도를 위한 퀴즈앤과 OX 젭, 감상과 평가를 위한 패들렛과 맨티미터를 활용하여 창작학습이 이루어진다. 연구결과 ASSURE 모형은 에듀테크를 위한 디지털 매체를 선정이 가능하고 선정된 매체들은 교육적 가능성이 있었다. 본 연구가 음악교육 발전과 미래사회의 디지털 역량 및 창의성 신장에 도움이 되길 바란다.In the digitally-converted era, the Ministry of Education prepares for the measures to support learning with application of Edu-Tech. In the 2022 revised national curriculum, digital literary was suggested as a basic knowledge, and the activities to solve problems and produce creatively using digital tools were introduced into the elementary curriculum. This study aims at applying the practical ASSURE model for using media in order to grow digital literacy and creativeness of learners and developing an Edu-Tech elementary music creative program. In accordance with each phase, 14 sixth graders participated as the analysis learners, and according to ABCDs, state objectives, selecting methods, media and materials, utilizing media and materials, requiring learner participation, and evaluation and revision were designed and the total 5 sessions’ program was developed. In selecting media, it was re-analyzed with ACTION for deeper selections. The developed program was verified for validity by the expert group, and their opinions were accepted to modify and refigure it. The learning activities consist of writing lyrics with Mind Meister, putting rhythms and melodies with Muse Score, putting accords with Hook Pad, presenting the virtually created music at ZEP platform, watching exhibition room. In addition, Quiz N and OX ZEP for requiring learner participation, and Padlet and Mentimeter for appropriation and evaluation are applied to offer creative learning. As a result of the research, the ASSURE Model is available for selecting digital media for Edu-Tech and the selected media have educational possibilities. It is expected that the study will be helpful to develop music education, and grow digital capabilities and creativeness in future society.

Gamified Learning Intervention to Promote Music Literacy and Creativity in Elementary Music Education

Music education often emphasises the acquisition of practical components, with students assessed on their ability to handle and operate musical instruments. The theoretical aspects of music education, particularly music theory, have been relegated to a secondary role. However, recent research has shown that music creativity, including composition, improvisation, performance of composed music, and ideation, is a core element in music studies. Teaching music theory is becoming less popular among music teachers, and consequently, the stigma associated with learning music theory limits students' ability to explore music independently. This study proposes a gamified learning intervention through Music Rhythm Tour Board Game to promote music literacy and creativity in elementary music education. Observations on players’ behaviour were conducted to test the efficacy of the board game in promoting music composition. The gameplay analysis showed how the intervention successfully reduced the stigma associated with constructing rhythmic phrases, facilitating a smoother transition to music composition and rhythmic sight reading (kinetic responses of players). The findings showed that Music Rhythm Board Game effectively reflects the potential of capitalising on collaborative structures of cooperative board games. It provides a promising avenue for improving music education by encouraging students to develop their creativity and musical skills through gamified learning.

Bibliotherapy and Social and Emotional Learning in the Elementary Music Setting

Bibliotherapy is a technique that invites children to see themselves in the characters of carefully selected children’s literature with the intention of making connections, building empathy, developing social skills, processing difficult situations, and more. The purpose of this article is to explore the intersections of bibliotherapy, social and emotional learning (SEL), and approaches in elementary music. Many music educators already implement children’s literature in the classroom—bibliotherapy provides a deeper dimension to these existing literature-related activities. Strategies for implementation of bibliotherapy in music settings are offered including specific books addressing each of the five components of the SEL framework: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making.

Preservice Elementary Teachers' Belief about Elementary Music Instructional Goals

Preservice Elementary Teachers' Belief about Elementary Music Instructional Goals

If Music Be the Food of Education: Thinking Elementary Music Education with Michel Serres

If Music Be the Food of Education: Thinking Elementary Music Education with Michel Serres

A Study on Elementary Music Textbook Chˊodŭng Noraechˊaek in the United States Army Military Government Period

이 연구의 목적은 해방 이후 미군정기 초등 음악교육에 활용된 『초등 노래책』의 특징과 수록곡을 분석해 봄으로써 당시 음악교육 내용의 범위와 수준을 고찰해 보는 데 있다. 이를 위해 미군정기 음악과 교육과정에 대해 살펴보고, 『초등 노래책』의 특징과 악곡 현황, 제재곡의 주제, 음악적 특징을 분석하였다. 분석 결과 첫째, 미군정기 음악과 교육과정은 기본적인 사항 이외에 구체적인 학습 내용은 제시되어 있지 않았다. 둘째, 『초등 노래책』은 학년별로 20곡 정도의 악 곡으로 구성되었고 주제는 ‘주변 세계에 대한 관찰’, ‘나라 사랑의 마음’, ‘어린이로서의 생활’, ‘주변의 인물’을 포함하였다. 음악 유형은 모두 서양음악 어법에 따른 창작동요로 구성되었고, 음악 요소는 박자, 조성, 악곡 길이, 음역, 연주 형태 등을 제한적이고 단순한 경향 속에서 학년 별 위계를 두고 제시되었다.

Relationship between Teacher Support Perceived by Students, Self-Efficacy and Motivation for Music Learning in the Elementary Music Classroom

Relationship between Teacher Support Perceived by Students, Self-Efficacy and Motivation for Music Learning in the Elementary Music Classroom

Inside Inclusive Elementary Music Classrooms: Teachers and Their Students With Autism Spectrum Disorder

Children with autism spectrum disorder (ASD) are frequently included in regular music classrooms, yet little is known about teachers’ and students’ classroom experiences. We sent a 35-question survey to all members of the National Association for Music Education who had identified themselves as elementary music teachers. We received a total of 569 responses; we analyzed the results from 441 who taught in the United States and who completed the entire survey. Most teachers were positive about including students with ASD and confident in teaching them. Teachers who expressed greater confidence in teaching students with ASD had more instruction related to special education during their undergraduate preparation and collaborated with more professionals in their school settings. Teachers reported that students with ASD were included in most of the regular music curriculum, and interactions with classmates were reported to be positive. Implications for teacher preparation, collaboration, and students’ music learning are discussed.

“Can I Sing You My Song?” Songwriting in Elementary Music with Community Artist Mentors

In this article, we situate songwriting in elementary spaces as a vehicle for personal and musical expression and informed by popular music practices. We offer insights for how educators can anchor students’ work by encouraging them to create songs for a specific purpose like shedding light on social issues relevant to their lives. This article also addresses how community songwriters might support the creative musicianship of elementary students and the ways in which they can offer unique mentorship to students when they share musical interests and lived experiences. We offer pedagogical ideas and considerations for engaging elementary students in songwriting, and we connect these ideas to a recent elementary school songwriting project in partnership with community artists.