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Practitioners' strategies for enhanc...

Lai, Yu-Chun.

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Practitioners' strategies for enhancing early childhood music education in Taiwan.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Practitioners' strategies for enhancing early childhood music education in Taiwan./
Author:	Lai, Yu-Chun.
Description:	283 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708143
ISBN:	9781321831221

Practitioners' strategies for enhancing early childhood music education in Taiwan.
Lai, Yu-Chun.

Practitioners' strategies for enhancing early childhood music education in Taiwan. - 283 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (D.M.A.)--Boston University, 2015.

This item must not be sold to any third party vendors.

The purpose of this study was to describe practices of pre-school educators and to investigate the extent to which they enhance music instruction among five-to-six-year-old children. This was accomplished through an examination of three early childhood educators investigating what strategies are used for providing music instruction to pre-school children, the attitudes of teachers and parents in regard to this, the most effective approach for providing music instruction, and the assessments used to measure student progress in achieving musical skills.

ISBN: 9781321831221Subjects--Topical Terms:

3168367
Music education.

Practitioners' strategies for enhancing early childhood music education in Taiwan.
LDR:03802nmm a2200337 4500 001 2062184
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020 $a 9781321831221
035 $a (MiAaPQ)AAI3708143
035 $a AAI3708143
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lai, Yu-Chun. $3 3176546
245 1 0 $a Practitioners' strategies for enhancing early childhood music education in Taiwan.
300 $a 283 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Richard R. Bunbury.
502 $a Thesis (D.M.A.)--Boston University, 2015.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this study was to describe practices of pre-school educators and to investigate the extent to which they enhance music instruction among five-to-six-year-old children. This was accomplished through an examination of three early childhood educators investigating what strategies are used for providing music instruction to pre-school children, the attitudes of teachers and parents in regard to this, the most effective approach for providing music instruction, and the assessments used to measure student progress in achieving musical skills.
520 $a Primary participants included three early childhood teachers, and secondary participants included nine parents. Qualitative methods were used, including formal interviews with the three chosen teachers. They were each interviewed one time individually. Parents were given open-ended questionnaires designed by the researcher. Observations of teacher interactions with students were conducted in 14 separate sessions over a period of three weeks, where the researcher sat in during general and music class in the same classroom; the field notes cataloged observations of musical activities. The collected documents included teaching materials developed by the music and classroom teachers, such as lesson plans and a teaching activity handbook.
520 $a The Taiwanese pre-school music curriculum included singing, music and movement, listening, and playing musical instruments. Data indicated that children can only audiate to one instrumental sound or one melodic line at a time. The teacher provided feedback was found to be effective in enhancing student musical learning. Teachers served as musical models in singing, music and movement, and in playing instruments to assist children's musical learning. Bruner's theory of enactive and iconic modes of representation played an important role in singing, music and movement, as well as listening in the class. The model movements or gestures were presented by the teachers and imitated by the children. Teachers and parents had positive attitudes toward early childhood music education. When music classes were provided, the music teacher could enhance both the classroom teacher and children's musical skills. Effective approaches were storytelling and using body movements. Participants reported several different opinions regarding teachers' assessment of students including having teachers follow the national curriculum standard, assess her students through their classroom response, and observe her students at a graduation concert.
520 $a In general, the practitioners' strategies for enhancing pre-school music education were positive and related to previous research findings on music instruction and educational theories.
590 $a School code: 0017.
650 4 $a Music education. $3 3168367
650 4 $a Early childhood education. $3 518817
690 $a 0522
690 $a 0518
710 2 $a Boston University. $b Music Education. $3 2093620
773 0 $t Dissertation Abstracts International $g 76-10A(E).
790 $a 0017
791 $a D.M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708143