General Music Classroom Research Articles

The Implications of Developmentally Appropriate Practice for the Kindergarten General Music Classroom

The purpose of this study was to examine the implications of Developmentally Appropriate Practice (DAP) for the kindergarten general music classroom. Ethnographic procedures (classroom observations, interviews, and artifact collection) were used to collect data in three kindergarten music classrooms throughout an academic year. Data were coded using five global dimensions of DAP (creating a caring community of learners, teaching to enhance development and understanding, constructing appropriate curriculum, assessing children's development and learning, and establishing reciprocal relationships with families), as published by the National Association for the Education of Young Children (NAEYC). Findings included practices congruent with DAP such as engagement as co-learners, inclusion of children's requests, inclusion of play, adjustment to individual needs, assessment in authentic contexts, and respect for family contexts. Incongruent practices included favoritism, lack of response to developmental needs, inflexible curricular decisions, and sparse communication with families. Implications included the need for early childhood coursework and mentorship.

Putting It Together: Integrating Jazz Education in the Elementary General Music Classroom

As many children as possible should be exposed to jazz. Nearly all public school students have music education in the elementary grades. Therefore, elementary general music classes would seem to be the most likely place for all students to be exposed to jazz styles and to come to understand the genre. However, as a teacher of elementary general you already face a daunting task: Music for every child, and every child for music, regardless of time, resources, ability, or training. How can you feasibly be expected to do one more thing? Anything added to the curriculum is done so at the expense of something else. What can you get rid of from the curricular shelf to make space for jazz? Can you really justify not emphasizing singing mastery, or reading skills, or playing recordings, or providing instrument experience, or listening to time-tested works? How can you give students a

Introducing Southeast Asian Group Music to General Music Classrooms

Introducing Southeast Asian Group Music to General Music Classrooms

Painting a Big Soup: Teaching and Learning in a Second-Grade General Music Classroom

Through collaboration, a music teacher and a researcher attempted to learn more about the teaching/learning processes in one second-grade general music classroom. While some components of the teaching/learning processes that occurred in this music classroom were identified through tins qualitative study, the most important findings were those that emerged during the collaborative process of analysis and interpretation of data. Through active participation in the analysis process, the teacher came to understand the impact of the emergent issues on the teaching and learning in her own classroom and, as a result, made some concerted efforts to change her teaching. Her reactions point to the importance of providing teachers with opportunities to examine their own work and to consider how issues related to teaching and learning processes manifest themselves in their work. They also suggest that unless teachers have these opportunities, discussions of issues related to their teaching may be meaningless to them.

Measuring Singing Voice Development in the Elementary General Music Classroom

The primary goal of this study was to examine the reliability of Rutkowski's Singing Voice Development Measure for use in the general music classroom, Grades 1-6. Results indicated that the rating scale, although originally designed for young children, is reliable for use when children in Grades 1-5 perform a short major song in solo. Results from ancillary problems indicate that (a) elementary children may have a better use of their singing voice when performing a major song than a minor song, and (b) a large portion of the children sampled did not have full use of their singing voice.

Cultural Consciousness in Teaching General Music

The challenge to teach music from a multicultural perspective can seem overwhelming. Patricia Shehan Campbell explains why the multicultural approach is important and, with her associates Edwin Schupman, Marvelene Moore, Maria Navarro, and Ricardo Morlarios, offers ideas you can use in the general music classroom.

Building a Bridge between Research and the General Music Classroom

Building a Bridge between Research and the General Music Classroom

Using Instruments in Today's General Music Classroom

Using Instruments in Today's General Music Classroom

A Different Drum: Percussion Ensembles in General Music

Almost all schools own percussion instruments that fascinate most students. J. David Morris and Keith P. Thompson suggest that this equipment be used in upper elementary and secondary general music classrooms.

A Systematic Investigation of Listening Activities in the Elementary General Music Classroom

This study systematically investigated how and to what extent music listening was initiated by elementary school general music teachers. The specific problems of the study were (a) identification of activities and materials related to music listening and (b) the determination of how and to what extent assigned and assumed music listening was initiated in the selected classrooms. An observation instrument, the Elementary Music Listening Schedule (EMLS), was developed by which 18 elementary general music teachers were observed during 10 lessons. A questionnaire was designed to determine the content validity of the EMLS. Both the EMLS and the questionnaire were found to be internally consistent and accounted for each other in regard to materials, activities, and types of listening that occured in the observed lessons. The researcher concluded the following. 1. Participating teachers tended to think of music listening as a separate activity and not as one that permeated all music instruction. 2. Assigned listening appeared to be utilized mostly in singing or the playing of instruments as well as in traditional music appreciation lessons where students were asked to listen to a recording.

Replication of a Study on Teaching Singing in the Elementary General Music Classroom

This study was a replication of an investigation on the effective teaching of singing in the elementary general music classroom, using the technique of classroom observation. The purpose was to confirm or refute the results of the original study that investigated the relationship of some observational variables to the teaching of singing. The results of the study partially confirmed the results of the original study: (1) the observational form used for the investigation contained a sufficient number of reliably observed variables that discriminated between performance qualities; and (2) in both studies rhythmic reading activities were found to be the most important discriminators of differentially effective teaching procedures.

The Relationship of Selected Observational Variables to the Teaching of Singing

The purpose of this study was to investigate some observational variables that might contribute to the effective teaching of singing in the elementary general music classroom. The specific problems were (1) the development of an instrument that would satisfactorily describe activities and interaction patterns related to the teaching of singing in the elementary general music classroom, and (2) the investigation of those activities and interaction patterns that related significantly to selected criterion variables defined as a measure of specific teaching of singing. Results indicated the observational instrument included a usable number of variables which were established as consistent and stable. The variables observed on a stable basis were also established as concurrently valid. The effective teaching of singing was related to specific teaching patterns observed in some of the classrooms. These patterns were found to occur in classes in which a larger proportion of students had private musical instruction, the teacher had taught for a longer period of time, and the teacher participated in choral activities outside school.

Patterns of Teacher-Student Interaction in Selected Junior High School General Music Classes

EDUCATIONAL RESEARCHERS GENERALLY agree that the direct systematic observation of teachers while they are engaged in the act of teaching is a fruitful means of identifying those behaviors that are desirable in teaching.l High priority is placed on classroom observation techniques as topics for research. While evidence indicates that systematic abservations of classroom discourse are productive research endeavors, the interactive behaviors of music classrooms have not been analyzed objectively through systematic observation. The analysis of those teacher-student interactive behavior patterns found in selected junior high school general music classrooms was the primary objective of this study. The principal means of collecting data was the Observation System for the Analysis of Classroom Instruction, a sixteen-category modiScation by John B. Hough of the Flanders Interaction Analysis

Children's Musical Preferences as Related to Grade Level and Other Factors

Previous articleNext article No AccessChildren's Musical Preferences as Related to Grade Level and Other FactorsVincent R. RogersVincent R. Rogers Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 57, Number 8May, 1957 Article DOIhttps://doi.org/10.1086/459578 Views: 6Total views on this site Citations: 13Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Pablo Marín-Liébana, Ana María Botella Nicolás Las preferencias musicales de los estudiantes de 5º y 6º de Educación Primaria. Una oportunidad para implementar un enfoque de tipo sociocrítico, Revista Internacional de Educación Musical 8, no.11 (Oct 2020): 15–24.https://doi.org/10.1177/2307484120956512Hoi Yin Bonnie Yim, Marjory Ebbeck Children’s Preferences for Group Musical Activities in Child Care Centres: A Cross-Cultural Study, Early Childhood Education Journal 37, no.22 (Jul 2009): 103–111.https://doi.org/10.1007/s10643-009-0334-zAmanda P. Montgomery Effect of Tempo on Music Preferences of Children in Elementary and Middle School, Journal of Research in Music Education 44, no.22 (Jul 1996): 134–146.https://doi.org/10.2307/3345666Albert LeBlanc, James Colman, Jan McCrary, Carolyn Sherrill, Sue Malin Tempo Preferences of Different Age Music Listeners, Journal of Research in Music Education 36, no.33 (Aug 2016): 156–168.https://doi.org/10.2307/3344637J. Craig Peery, Irene Weiss Peery The Role of Music in Child Development, (Jan 1987): 3–31.https://doi.org/10.1007/978-1-4613-8698-8_1Jean M. Larsen Influences of Home and Family on Musical Opportunities of Educationally Advantaged Second-Grade Children, (Jan 1987): 237–248.https://doi.org/10.1007/978-1-4613-8698-8_14Albert LeBlanc, Carolyn Sherrill Effect of Vocal Vibrato and Performer's Sex on Children's Music Preference, Journal of Research in Music Education 34, no.44 (Aug 2016): 222–237.https://doi.org/10.2307/3345258J. Craig Peery, Irene W. Peery Effects of Exposure to Classical Music on the Musical Preferences of Preschool Children, Journal of Research in Music Education 34, no.11 (Aug 2016): 24–33.https://doi.org/10.2307/3344795William V. May Musical Style Preferences and Aural Discrimination Skills of Primary Grade School Children, Journal of Research in Music Education 33, no.11 (Aug 2016): 7–22.https://doi.org/10.2307/3344754William R. Baldridge A Systematic Investigation of Listening Activities in the Elementary General Music Classroom, Journal of Research in Music Education 32, no.22 (Aug 2016): 79–93.https://doi.org/10.2307/3344975Judith Alpert The Effect of Disc Jockey, Peer, and Music Teacher Approval of Music on Music Selection and Preference, Journal of Research in Music Education 30, no.33 (Aug 2016): 173–186.https://doi.org/10.2307/3345084R. Douglas Greer, Laura G. Dorow, Andrew Randall Music Listening Preferences of Elementary School Children, Journal of Research in Music Education 22, no.44 (Aug 2016): 284–291.https://doi.org/10.2307/3344766Charles Leonhard Chapter IX: Music Education, Review of Educational Research 28, no.22 (Jun 2016): 159–168.https://doi.org/10.3102/00346543028002159