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Practicing Phonomimetic (Conducting-...

Bingham, Emelyne Marie.

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Practicing Phonomimetic (Conducting-Like) Gestures Facilitates Vocal Performance of Typically Developing Children and Children with Autism: An Experimental Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Practicing Phonomimetic (Conducting-Like) Gestures Facilitates Vocal Performance of Typically Developing Children and Children with Autism: An Experimental Study./
Author:	Bingham, Emelyne Marie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	323 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-07, Section: B.
Contained By:	Dissertations Abstracts International82-07B.
Subject:	Music education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28263303
ISBN:	9798557044233

Practicing Phonomimetic (Conducting-Like) Gestures Facilitates Vocal Performance of Typically Developing Children and Children with Autism: An Experimental Study.
Bingham, Emelyne Marie.

Practicing Phonomimetic (Conducting-Like) Gestures Facilitates Vocal Performance of Typically Developing Children and Children with Autism: An Experimental Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 323 p.

Source: Dissertations Abstracts International, Volume: 82-07, Section: B.

Thesis (D.M.A.)--Boston University, 2021.

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

Every music teacher is likely to teach one or more children with autism, given that an average of one in 54 persons in the United States receives a diagnosis of Autism Spectrum Disorder (ASD). ASD persons often show tremendous interest in music, and some even become masterful performers; however, the combination of deficits and abilities associated with ASD can pose unique challenges for music teachers. This experimental study shows that phonomimetic (conducting-like) gestures can be used to teach the expressive qualities of music. Children were asked to watch video recordings of conducting-like gestures and produce vocal sounds to match the gestures. The empirical findings indicate that motor training can strengthen the visual to vocomotor couplings in both populations, suggesting that phonomimetic gesture may be a suitable approach for teaching musical expression in inclusive classrooms.

ISBN: 9798557044233Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Crossmodal

Practicing Phonomimetic (Conducting-Like) Gestures Facilitates Vocal Performance of Typically Developing Children and Children with Autism: An Experimental Study.
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500 $a Source: Dissertations Abstracts International, Volume: 82-07, Section: B.
500 $a Advisor: Rieser, John J.
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506 $a This item must not be sold to any third party vendors.
520 $a Every music teacher is likely to teach one or more children with autism, given that an average of one in 54 persons in the United States receives a diagnosis of Autism Spectrum Disorder (ASD). ASD persons often show tremendous interest in music, and some even become masterful performers; however, the combination of deficits and abilities associated with ASD can pose unique challenges for music teachers. This experimental study shows that phonomimetic (conducting-like) gestures can be used to teach the expressive qualities of music. Children were asked to watch video recordings of conducting-like gestures and produce vocal sounds to match the gestures. The empirical findings indicate that motor training can strengthen the visual to vocomotor couplings in both populations, suggesting that phonomimetic gesture may be a suitable approach for teaching musical expression in inclusive classrooms.
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