Playing by ear and the development of music skills at pre-school age

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2024-04-23 DOI:10.1177/02557614241244794

Evi Andrioti

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Abstract

The aim of the present research was to investigate the evolutionary course of rhythmic development in pre-school children in a private kindergarten (age 4–5 years) in Athens, Greece, through Lucy Green’s ‘Playing by ear’ method. Tools and strategies taken from qualitative methodology, and more specifically from action-research were used. What was investigated was to what extent the ‘Playing by ear’ method developed the rhythmic skills of the students and to what extent it enhanced the students’ ability to play music in small groups without the teacher’s instructions. It is important to mention that the research was conducted in connection with the goals set in the Analytical Curriculum of the Greek Ministry of Education and Religious Affairs (ΥΠ.Ε.Π.Θ.). The results of the research showed that Green’s ‘Playing by ear’ method helped the students’ development of rhythmic ability with the use of musical instruments, as well as their rhythmic ability through kinetic behaviour. It also helped students to engage in early experimentation. Finally, the method enhanced the students’ ability to play music in small groups without the teacher’s continuous and direct instruction, developing in this way new communication and cooperation practices and skills.

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学龄前儿童的视唱练耳和音乐技能培养

本研究旨在通过露西-格林的 "用耳朵演奏 "方法，调查希腊雅典一所私立幼儿园（4-5 岁）学龄前儿童节奏发展的演变过程。研究采用了定性方法学，特别是行动研究的工具和策略。调查的内容是 "用耳朵演奏 "的方法在多大程度上发展了学生的节奏技能，在多大程度上提高了学生在没有教师指导的情况下在小组中演奏音乐的能力。值得一提的是，这项研究是根据希腊教育和宗教事务部《分析课程》（ΥΠ.Ε.Π.Θ.）设定的目标进行的。研究结果表明，格林的 "用耳朵演奏 "方法有助于学生利用乐器发展节奏能力，以及通过运动行为发展节奏能力。它还有助于学生进行早期实验。最后，该方法提高了学生在没有教师持续和直接指导的情况下进行小组音乐演奏的能力，从而培养了新的交流与合作实践和技能。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

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.