東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Guided Music Play Between 2-year-old...

Arrasmith, Kathleen Kaye.

Linked to FindBook

Google Book

Amazon

博客來

Guided Music Play Between 2-year-old Children and a Music Play Facilitator: A Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Guided Music Play Between 2-year-old Children and a Music Play Facilitator: A Case Study./
Author:	Arrasmith, Kathleen Kaye.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	125 p.
Notes:	Source: Masters Abstracts International, Volume: 57-06.
Contained By:	Masters Abstracts International57-06(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10787306
ISBN:	9780438113060

Guided Music Play Between 2-year-old Children and a Music Play Facilitator: A Case Study.
Arrasmith, Kathleen Kaye.

Guided Music Play Between 2-year-old Children and a Music Play Facilitator: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 125 p.

Source: Masters Abstracts International, Volume: 57-06.

Thesis (M.M.)--University of South Carolina, 2018.

With the intention of increasing social music interaction understanding, the purpose of this study was to investigate guided music play between 2-year-old children and a music play facilitator. The guiding research questions were (a) What play behaviors and roles emerged when the 2-year-old children and I, a music play facilitator, engaged in guided music play? (b) What music emerged when the 2-year-old children and I, a music play facilitator, engaged in guided music play?

ISBN: 9780438113060Subjects--Topical Terms:

3168367
Music education.

Guided Music Play Between 2-year-old Children and a Music Play Facilitator: A Case Study.
LDR:03136nmm a2200325 4500 001 2201812
005 20190503132004.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438113060
035 $a (MiAaPQ)AAI10787306
035 $a (MiAaPQ)sc:15635
035 $a AAI10787306
040 $a MiAaPQ $c MiAaPQ
100 1 $a Arrasmith, Kathleen Kaye. $3 3428541
245 1 0 $a Guided Music Play Between 2-year-old Children and a Music Play Facilitator: A Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 125 p.
500 $a Source: Masters Abstracts International, Volume: 57-06.
500 $a Adviser: Wendy H. Valerio.
502 $a Thesis (M.M.)--University of South Carolina, 2018.
520 $a With the intention of increasing social music interaction understanding, the purpose of this study was to investigate guided music play between 2-year-old children and a music play facilitator. The guiding research questions were (a) What play behaviors and roles emerged when the 2-year-old children and I, a music play facilitator, engaged in guided music play? (b) What music emerged when the 2-year-old children and I, a music play facilitator, engaged in guided music play?
520 $a I purposefully sampled six 2-year-old participants and their two classroom teachers and a music play assistant as passive participant observers, as well as an early childhood music development specialist as nonparticipant observer. I participated in this study as a complete participant observer. I facilitated five 20-minute music engagement sessions based on the tenets of Gordon's Music Learning Theory for Newborn and Young Children (2013) and using Music Play: The Early Childhood Music Curriculum Guide for Parents, Teachers, and Caregivers (Valerio et al., 1998). I gathered data from the video-recorded music engagement sessions, music engagement plans, written observations and reflections, and audio-recorded think-aloud interviews. I transcribed all data for subsequent analysis. I coded the data and created a taxonomic analysis to organize cultural domains.
520 $a Three themes emerged. The children and I fluidly adopted the roles of observer, initiator, sustainer, and modifier to engage in social music interaction during guided music play; the children and I used pretend play scenarios and playful activities to initiate, sustain, and modify social music interaction during guided music play; and the children and I used speech, song, rhythm chant, and movement to initiate, sustain, and modify social music interaction during guided music play. I provide preliminary definitions and thick, rich descriptions of the roles and behaviors children and I adopted during guided music play. Implications with regard to social music interaction, music play facilitators, and early childhood music development specialists, as well as recommendations for future research, are discussed.
590 $a School code: 0202.
650 4 $a Music education. $3 3168367
650 4 $a Early childhood education. $3 518817
690 $a 0522
690 $a 0518
710 2 $a University of South Carolina. $b Music Education. $3 1030335
773 0 $t Masters Abstracts International $g 57-06(E).
790 $a 0202
791 $a M.M.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10787306