Developing Children’s Melodic and Rhythmic Skills With Playful Tasks in Classroom Music Lessons
DOI:
https://doi.org/10.24193/subbmusica.2024.2.02Keywords:
development, elementary school, melodic skills, musical abilities, musical skills, rhythmic skillsAbstract
The development of children's musical abilities and skills is a complex process, and educators play a crucial role in guiding this journey. Introducing playful tasks into classroom music lessons is a method that empowers educators to enhance children's rhythmic and metric skills. This paper presents playful tasks, allowing educators to guide children in developing their melodic and rhythmic skills through a variety of fun activities. By using these playful tasks, educators can effectively enhance the development of students' musical skills.
References
Davidson, L., Scripp, L. Young children’s musical representations: Windows in music cognition. In J. A. Sloboda (Ed.), Generative processes in music: The psychology of performance, improvisation, and composition. Oxford, England: Clarendon Press, 1988, pp. 195–230.
Davidson, L. Song singing by young and old: A development approach to music, in Aiello, R. (Ed.) Musical perceptions. Oxford University Press, New York, 1994, pp. 99–130.
Erős, I. Zenei alapképesség. (Basic musical ability). Akadémiai Kiadó, Budapest, 1993.
Gembris, H. The development of musical ability. In: Colwell, R., Richardson, C. (Eds.): The New Handbook of Research on Music Teaching and Learning Oxford University Press, New York, 2002, pp. 487–509.
Gembris, H. The development of musical abilities. In: R. Colwell (Er.): MENC handbook of musical cognition. Oxford University Press, New York, 2006.
Hargreaves, D. J. The developmental psychology of music. Cambridge University Press, New York, 1986/2001.
Hargreaves, D.J. & Zimmermann, M. P. Developmental theories of music learning. In R. Cowell (Ed.): Handbook of research on music teaching and learning, New York, NY: Schirmer Books, 1992, pp 377-391.
Huang, C.F. The relationship between music excerpts and emotional responses of undergraduate students. International Journal of Arts Education 5, 2007, pp. 33–53.
Kenney, S. H. Music in the developmentally appropriate integrated curriculum. In C. H. Hart, D. C. Burts, & R. Charlesworth (Eds.): Integrated curriculum and developmentally appropriate practice. Albany: State University of New York Press, 1997, pp. 103–144.
Kim, J. Children’s pitch matching, vocal range, and developmentally appropriate practice. Journal of Research in Childhood Education, 14 (2), 2000, pp. 152–160.
Kušnere, S. Possibilities of elementary musical lessons for children's Communication Skills. Arts and music in cultural discourse. Proceedings of the International Scientific and Practical Conference, 2012, pp. 106. https://doi.org/10.17770/amcd2012.1232
Loong, C. Y, Lineburgh, N. E. Research in early childhood music: 1929-1999. The Kodaly Envoy, 26 (4), 2000, pp. 24–34.
McPherson, G. E. The child as a musician: A handbook of musical development. New York, NY: Oxford University Press, 2006.
Merrion, What Works: Instructional Strategies for Music Education. Reston, VA, 1989.
Minkenberg, H. Das Musikerleben von Kindern im Alter von fünf bis zehn Jahren. Eine Längsschnittuntersuchung als Basis für die Erforschung abweichender Musikrezeption. Lang, Frankfurt, 1991.
Miyamoto, K. A. Musical characteristics of preschool-age students: A review of the literature. Update: Applications of Research in Music Education, 26 (1), 2007, pp. 26–40.
Mizener C. P. Enhancing Language Skills Through Music. General Music Today, 21 (2), 2008, pp. 11-17.
Moog, H. The musical experience of the preschool child. Schott, London, 1976a
Moog, H. The development of musical experience in children of pre-school age. Psychology of Music, 4, 1976b, pp. 38–45.
Petzold, R. G. Auditory perception of musical sounds by children in the first six grades. Cooperative Research Project No. 1051, University of Wisconsin, 1966.
Rahulina, M. Game Methods of Developing Preschool Children’s Creative Abilities within Musical Activities. Aesthetics and Ethics of Pedagogical Action, pp. 27, 2023, 178–188. https://doi.org/10.33989/2226-4051.2023.27.282145
Reifinger, J. L. Skill development in rhythm perception and performance: A review of the literature. Update: Applications of Research in Music Education, 25 (1), 2006. pp. 15–27.
Serafine, M. L. Cognition in music. Cognition, 14, 1983, pp. 119–183.
Shuter-Dyson, R. Tonalität und Harmoniegefühl. In: Bruhn, H., Oerter, R., Röing, H. (szerk.): Musikpsychologie. Ein Handbuch. Rohwohlt Taschenbuch Verlag, Reinbek bei Hamburg, 1993, pp. 299-304 .
Sims, W. L. Effects of free versus directed listening on the duration of individual music listening by prekindergarten children. Journal of Research in Music Education, 53 (1), 2005, pp. 78–86.
Updegraff, R., Heileger, L., Learned, J. The effect of training upon the singing ability and musical interest of three-, four- and five-year-old children. University of Iowa Studies in Child Welfare, 1938, pp. 14. 83–121.
Young, W.B., Behm, D. G. Should static stretching be used during a warm-up for strength and power activities? Strength and Conditioning Journal, 24 (6), 2002, pp. 33-37.
Warrener, J. T. Learning theory to musical development: Piaget and beyond. Music Educators Journal, 72 (3), 1985, pp. 22–27.
Werner, L. What do children hear: How auditory maturation affects speech perception. The ASHA Leader, 12 (4), 2007, pp. 6–7.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Studia Universitatis Babeș-Bolyai Musica
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
