{"title":"Effect of music education based on Edwin E. Gordon’s Theory on children’s developmental music aptitude and social emotional learning skills","authors":"Senim Çenberci, Enver Tufan","doi":"10.1177/02557614231196973","DOIUrl":null,"url":null,"abstract":"This study aims to determine the effect of music education based on Music Learning Theory (MLT) on children’s developmental music aptitude (DMA) and Social Emotional Learning (SEL) skills. For this purpose, an experimental procedure planned as 16 lessons was applied to primary school first-grade students ( n = 92) aged between 6 and 7. The experimental group received music education based on MLT, and the control group received music education following the current curriculum in Turkey. Also, SEL objectives were integrated into MLT lessons. DMA was measured with the Primary Measures of Music Audiation test, and SEL skills were measured with Social Emotional Assets and Resilience Scale-Teacher Form-Turkish. In the musical dimension of the study, although the difference was not statistically significant, it can be said that the increase in the tonal, rhythmic, and composite scores of the experimental group are higher than the control groups’ scores and noteworthy for a short-term experiment. As for the SEL dimension of the study, the total SEL skills of the experimental group showed statistically significant improvement. These results suggest that music education in this direction can create opportunities and an effective learning environment for acquiring SEL skills; however further research is needed, particularly over a longer instructional period.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"7 1","pages":"0"},"PeriodicalIF":1.3000,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Music Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/02557614231196973","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study aims to determine the effect of music education based on Music Learning Theory (MLT) on children’s developmental music aptitude (DMA) and Social Emotional Learning (SEL) skills. For this purpose, an experimental procedure planned as 16 lessons was applied to primary school first-grade students ( n = 92) aged between 6 and 7. The experimental group received music education based on MLT, and the control group received music education following the current curriculum in Turkey. Also, SEL objectives were integrated into MLT lessons. DMA was measured with the Primary Measures of Music Audiation test, and SEL skills were measured with Social Emotional Assets and Resilience Scale-Teacher Form-Turkish. In the musical dimension of the study, although the difference was not statistically significant, it can be said that the increase in the tonal, rhythmic, and composite scores of the experimental group are higher than the control groups’ scores and noteworthy for a short-term experiment. As for the SEL dimension of the study, the total SEL skills of the experimental group showed statistically significant improvement. These results suggest that music education in this direction can create opportunities and an effective learning environment for acquiring SEL skills; however further research is needed, particularly over a longer instructional period.
期刊介绍:
The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.