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Childhood Musical Activities Better to the Total Development of the Young Music Behavior

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Childhood Musical Activities Better to the Total Development of the Young Music Behavior DOCUMENT RESUME ED 392 683 SO 025 763 TITLE Vital Connections: Young Children, Adults & Music. International Society for Music Education Early Childhood Commission Seminar (Columbus, Missouri, July 11-15, 1994). PUB DATE 94 NOTE 212p.; "Musical Play of Preschoolers and the Effects of Teacher-Child Relationship" by Josette Silveria Mello Feres (Brazil)is not available for ERIC reproduction. PUB TYPE Collected Works Conference Proceedings (021) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Child Development; Childhood Attitudes; Childhood Interests; *Children; Elementary Education; Fine Arts; *Folk Culture; *Music; Music Activities; Music Appreciation; *Music Education; Music Techniques; Popular Culture; *Young Children; Youth ABSTRACT These papers were collected from participants at a conference on young children, adults, and music. Papers include: (1) "Preschool Children's Responses to Music on Television" (Katharine Smithrim, Canada);(2) "Learning to Observe in Order to Join the Musical Activities Better to the Total Development of the Young Child" (Margre van Gestel, The Netherlands);(3) "Classroom Music for Non-Music Major Students in Kindergarten Teacher Training Fostering a Positive Attitude for Enjoyment of Music with Young Children" (Atsuko Omi, Japan);(4) "Emotional Growth through Musical Play" (Mary Stouffer, Canada);(5) "Action Research--Getting Involved" (Olive McMahon, Australia);(6) "Music as Mediator Element in the Mother-Baby Relationship" (Josette Silveria Mello Feres, Brazil); (7) "A Model for Enhancing Music Development Through the Inclusion of Informed parents and Other Primary Caregivel3 in Early Childhood Music Classes" (Kenneth K. Guilmartin and Lili Levinowitz, USA); (8) "Music in Early Childhood: The Search for Effective Models of Adult Parti,ipation and Interaction" (Carol Scott-Kassner, USA); (9) "Training of Early Childhood Music Educators at the Musical University in Heidelberg-Mannheim/Germany" (Maria Seeliger, Germany); (10) "Developing the Educational Connections in the Swedish Preschool: How Do We Integrate the Theories with Musical Practice?" (Berit Udden, Sweden); (11) "Effect of Pitch Relationship Between Text and Melody in Young Children's Singing" (Lily Chen, Hong Kong); (12) "Some Observations on the Singing Development of Five-Year-Olds" (Peta J. White, Desmond C. Sergeant, Graham F. Welch, England);(13) "Cross-Cultural Perspectives on Preschool Children's Spontaneous Music Behaviors" (Danette Littleton, USA); (14) "Using Jack Tales and Folk Music from Our American Appalachian Heritage to Involve the Young Learner, Including Those with Special Needs" (An Integrated Arts Approach Employing Folk Music, Folktales, and Puppets)" (Michelle Hairston, Linda High, USA); (15) "Doing What Comes Naturally: Generating A Music Curriculum for Young Children" (June Boyce-Tillman, England); (16) "Sound Mosaic: Young Children's Musical Development Program" (Eleonora Rybakova, Nikolai Kravtsov, Russia); and (17) "The Window of Opportunity" (Sheila C. Woodward, Republic of Sou0 Africa).(EH) INTERNATIONAL SOCIETY FORMUSIC EDUCATION 00 c1 EARLY CHILDHOODCOMMISSION SEMINAR CT cn LL1 Vital Connections: Young Children, Adults& Music 11-15 July, 1994 Memorial Union/Mark TwainBallroom -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEE GRANTED BY iv Ea University of Missouri-Columbia le Columbia, Missouri, USA TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).- U S DEPARTMENT OF Office of Educational ResearchEDUCATION and trnprovernem EDUCATIONAL RESOURCES INFORMATION XsThis CENTER (ERIC) document has beenreproduced as }eceived from theperson or organization originating it. 0 Minor changes have been made to improve------- reproduction quality ----- Points of view or opinions stated in Ihis document do not necessarilyrepresent official OERI positionor policy JES1 CCTV' PNAILW3Lb 2 lab International Society For Music Education Early ChildhoodCommission Seminar: Vital Connections: Young Children, Adults &Music July, 1994 - University of Missouri-Columbia,USA 1 Contents Katharine Smithrim (Canada): Preschool Children'sResponses to Music on Television Better to Margit van Geste! (The Netherlands): Learning toObserve in Order to Join the Musical Activities the Total Development of the Young Child Teacher Training Atsuko Omi (Japan): Classroom Music forNon-Music Major Students in Kindergarten Fostering a Positive Attitude for Enjoyment ofMusic with Young Children Mary Stouffer (Canada): EmotionalGrowth Through Musical Play Olive McMahon (Australia): Action Research -Getting Involved (Susan M. Tarnowski (USA): Musical Play of Prescho9lers and the Effects ofTeacher-Child Interaction Style on Those Behaviors KI-(- 4.dek[)ie -( yr E I< IC yerc'clu c-koo Relationship Josette Silveria Mello Feres (Brazil):Music As Mediator Element in the Mother-Baby Through the Kenneth K. Guilmartin & Lili Levinowitz (USA):A Model for Enhancing Music Development Classes Inclusion of Informed Parents and OtherPrimary Caregivers in Early Childhood Music Carol Scott-Kassner (USA): Music in EarlyChildhood: The Search for Effective Models ofAdult Participation and Interaction University in Maria Seeliger (Germany): Training of EarlyChildhood Music Educators at the Musical Heidelberg-Mannheim/Germany Preschool: How do We Bent Udden (Sweden): Developing theEducational Connections in the Swedish Integrate the Theories with MusicalPractice? Young Lily Chen (Hong Kong): Effect of PitchRelationship Between Text and Melody in Children's Singing Observations on the Peta J. White, Desmond C. Sergeant, &Graham F. Welch (England): Some Singing Development of Five-Year-Olds Spontaneous Danette Littleton (USA): Cross-CulturalPerspectives on Preschool Children's Music Behaviors Using Jack Tales and Folk Music fromOur American Michelle Hairston & Linda High (USA): Needs (An Appalachian Heritage to Involve the YoungLearner, Including Those with Special Integrated Arts Approach Employing FolkMusic, Folktales, and Puppets) A Music Curriculum for Young June Boyce-Tillman (England): DoingWhat Comes Naturally: Generating Children Children's Musical Development Eleonora Rybakova & Nikolai Kravtsov(Russia): Sound Mosaic: Young Program Sheila C. Woodward (Republic ofSouth Africa): The Window ofOpportunity ,wd1.0({(A".;<-4: \ G., t) Preschool Children's Responses toMusic on Television by Katharine Smithrirn Abstract in most children's Television is an important, yetpreviously unexamined factor designed to (a) determine preschool music experience.This multiple case study was certain types of responses whether particular kinds oftelevised musical stimuli elicit environment affects children's in young children, (b)show how the home music adult co-viewer on children's response, and (c)examine the effect of an involved response. they viewed a Canadian The investigator videotapedfour children at holm'. as background information preschool television programme.Parent interviews provided 'environment. Analyses ofthe about each'child's musicalexperience and home musical musical segments served asthe base for the examinationof tach child's response. response The four case descriptions werecompared in order to determine emergent patterns. the level of musical Active responses occurredwhen features appropriate to development of the child were presentin the musical materialand presentation. repetition of simple words,lyrics, Critical factors in elicitingactive response were (a) melody lines and tunes; (b)enticing introductions; and(c) invitations to participate. of musical skills. The Home musical environmentaffected the level and performance presence of an adultresulted in increased response. Katharine Smithfim, Assistant Professorof Music Education, K7L 3N16. Faculty of Education, Queen's University,Kingston, Ontario, Canada. This paper is submitted for considerationfor the Seminar 'Vital Connections: Young Children,Adults & Music' 11-15July,1994. Preschool Children'sResponses to Music onTelevision Television is an important factorin a child's preschool experience.Canadian figures indicate that childrenbetween the ages of two and 12watch an average of 18.8 hours of television per week(Statistics Canada, 1991). Manychildren's programmes feature music as an integral partof the program content. Allchildren's programs and commercials use music as a formalfeature: as background music, as anelement in dramatic tension and release, or as asignal for the beginning andending of programs including and for sections within those progr&Tnies.While other musical exptriences be important records and tapes, family musicmaking, music classes and concerts may factors, television provides aconsiderable portion of a child's earlymusical invol vement. Real musical experiences areembedded in rich social andpersonal context.If we wish to understand moreabout how musical meanings are acquired, we need to turn to theeveryday real-life acts of musical involvement that make up a child'smusical life. (Sloboda, 1990,p.34) Television viewing is one ofthese everyday real-life actsof musical involvement and researchers. This study yet, it has not beenaddressed by music educators or musical content of preschool investigates the response offour-year-old viewers to the children's television. It opens an important newfield of research which concerns literature in two subject areasis musical experience throughtelevision. The research relevant to the scope of thisstudy: children's television andearly childhood musical development. and The context in which childrenwatch television affects their attention Lorch,
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