How do children with hearing loss progress in group flute lessons compared to their normally hearing peers? A preliminary study

IF 1.6 3区心理学 0 MUSIC

Psychology of Music Pub Date : 2025-04-21 DOI:10.1177/03057356251325450

Eloise C Doherty, Margaret S Barrett, Wayne J Wilson

引用次数: 0

Abstract

Music education for individuals with hearing loss has a long history, yet it is not comprehensively understood how children with hearing loss progress in mainstream instrumental music settings. The present study addressed this by assessing the progress of eight flute students, four with hearing loss who wore hearing aids and four with normal hearing, over 9 months of group lessons. Results showed that children with hearing loss achieved equivalent levels of musical skill to their peers with normal hearing when undertaking the same training. This suggests that children with hearing loss can participate in instrumental music lessons on the same basis as their typically hearing peers. Furthermore, they can do this by playing instruments that require careful attention to pitch and tone, such as the flute, rather than being limited to instruments of fixed pitch such as percussion or piano.

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与听力正常的同龄人相比，听力损失儿童在小组长笛课上的进步如何？初步研究

对听力损失个体的音乐教育有着悠久的历史，但人们对听力损失儿童在主流器乐环境下的进步情况并不全面了解。本研究通过评估8名长笛学生的进步来解决这个问题，其中4名听力损失，佩戴助听器，4名听力正常，在9个月的小组课程中。结果表明，在接受同样的训练时，听力损失的儿童与听力正常的同龄人在音乐技能方面达到了相当的水平。这表明，听力损失的儿童可以在与正常听力的同龄人相同的基础上参加器乐课程。此外，他们可以通过演奏需要仔细注意音高和音调的乐器来做到这一点，比如长笛，而不是局限于固定音高的乐器，比如打击乐器或钢琴。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology of Music Multiple-

CiteScore

4.00

自引率

17.60%

发文量

期刊介绍： Psychology of Music and SEMPRE provide an international forum for researchers working in the fields of psychology of music and music education, to encourage the exchange of ideas and to disseminate research findings. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies carried out in naturalistic settings, especially those which address the interface between music psychology and music education.