An Empirical Study on Teaching Urban Young Children Music and English by Contrastive Elements of Music and Songs

Autor/in	Lee, Ling-Yu Liza
Titel	An Empirical Study on Teaching Urban Young Children Music and English by Contrastive Elements of Music and Songs
Quelle	6 (2009) 3, S.28-39 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Feedback (Response); Music Education; Singing; Oral Language; Music Appreciation; Young Children; Foreign Countries; Kindergarten; Urban Areas; Concept Formation; English (Second Language); Musical Composition; Creative Teaching; Pretests Posttests; Creativity; Teaching Methods; Instructional Effectiveness; Movement Education; Taiwan + Suchen Sie Ihr Suchwort? Musikerziehung; Gesang; Oral interpretation; Mündlicher Sprachgebrauch; Musikbeurteilung; Frühe Kindheit; Ausland; Urban area; Stadtregion; Concept learning; Begriffsbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Komponieren; Creative thinking; Teaching; Kreatives Denken; Unterricht; Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Bewegungsbildung
Abstract	The purpose of the study is to teach urban young children music concepts and English by composing creative music and songs with contrast elements. The subjects were seven urban young children aged from three to four in a Taiwan kindergarten. The duration was twenty-four weeks, with two sessions per week. The teaching contents included Hello Song, Musical Movement, Music Appreciation and Goodbye Song. The study applied the thematic music elements to the teaching content. The main methodology was a qualitative study and quantitative data used to receive objective support. Assessment included a pre-test at the beginning, a post-test and participation observation at the end of the study. The head of the kindergarten, the classroom teacher and a parent completed activity feedback forms to obtain social validity. The results show that through the use of creative music pieces of contrast and song activities, urban young children's understanding of music concepts was progressive and English ability was improved. The study findings are: (1) Using contrastive music pieces is a good method for teaching very young urban children to understand music concepts; (2) Creating simple target objective songs with contrast elements is a good way for urban young children to learn simple English; (3) Music with contrastive elements could motivate urban young children to do movement spontaneously and learn the spoken language simultaneously; and (4) Contrastive music could be used for pre-classical music learning. (Contains 12 figures and 2 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10