A Child-Directed Music Curriculum in the Montessori Classroom: Results of a Critical Participatory Action Research Study

Autor/inn/en	Dansereau, Diana R.; Wyman, Brooke M.
Titel	A Child-Directed Music Curriculum in the Montessori Classroom: Results of a Critical Participatory Action Research Study
Quelle	In: Journal of Montessori Research, 6 (2020) 1, S.19-32 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2378-3923
Schlagwörter	Music Education; Curriculum; Student Centered Learning; Montessori Schools; Montessori Method; Teaching Methods; Learner Engagement; Attention; Early Childhood Education; Educational Environment; Students with Disabilities + Suchen Sie Ihr Suchwort? Musikerziehung; Curricula; Lehrplan; Rahmenplan; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Montessori-Schule; Montessori pedagogics; Montessori-Pädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Aufmerksamkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Maria Montessori strongly advocated for music learning to be fully integrated into the classroom; however, many Montessori classrooms are dominated by materials aimed at developing children's visual sense. The purpose of this critical participatory action research (CPAR) study was to address this perceived learning disparity by developing and implementing a curriculum that is consistent with the Montessori approach, child directed, and focused on sound examination and music learning. We designed six shelf works and offered them, over the course of 6 CPAR cycles, to 20 3- to 6-year-old children attending a Montessori school. Findings from qualitative and quantitative data indicate that the children received the works positively, chose to engage with them, became more confident in their musical tasks over time, showed signs of deep concentration and attention, and demonstrated consistent performance across similar tasks related to perception and cognition. We conclude that the presence of these 6 curricular works began to disrupt the perceived learning disparity we identified; however, more can be done to understand and change the classroom practices that support that disparity. (As Provided).
Anmerkungen	American Montessori Society. 116 East 16th Street, New York, NY 10003. Web site: https://journals.ku.edu/jmr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01