Children’s Favourite Musical Activities as Explained by Four-Year-Olds. A case study
DOI:
https://doi.org/10.7203/LEEME.43.13985Keywords:
Early Childhood Education, Music Activities, Music Education, Qualitative Research.
Abstract
The goal of this research, which is part of a larger study, was to find out favorite musical activities from children themselves. To this end, we selected a sample of five four-year-olds who attended the same music school and preschool in the province of X. The teacher responsible for developing musical awareness simultaneously acted as a researcher. Two methods were used to collect data: interviews, which were conducted at each of the participants’ homes and supported by different images to help the children express themselves; and visual narratives, where the children were asked to draw their favorite musical activity and share it with the others. The results reflect the fluctuating preferences of the participants, but with a clear predilection for those activities that involve making music with instruments or through sound effects and those that entail a response to music through games.
Author Biographies
Jèssica Pérez-Moreno, Universitat Autònoma de Barcelona
Departament de Didàctica de l'Expressió Musical, Plàstica i Corporal
Profesora agregada interina
Laia Reverté Folch, Aula de Música. Sant Esteve Sesrovires
Profesora de violoncello, sensibilización y lenguaje musical.
References
Arnal, J., del Rincón, D. y Latorre, A. (1992). Naturaleza de la investigación educativa. En Arnal, J., del Rincón, D. y Latorre, A. (Ed.), Investigación educativa: fundamentos y metodología (pp.24-49). Barcelona: Labor.
Brittin, R. V. (2013). Young Listeners' Music Style Preferences: Patterns Related to Cultural Identification and Language Use. Journal of Research in Music Education, 61(4), 415-430. doi: 10.1177/0022429413509108
Campbell, P. S. (1998). Songs in their heads: music and its meaning in children's lives. New York: Oxford University Press.
Custodero, L. A., Chen, J. J., Lin, Y. C. y Lee, K. (2006). One day in Taipei: in touch with children's spontaneous music making. En L. Suthers (Ed.), Touched by Musical Discovery Disciplinary and Cultural Perspectives: Proceedings of the ISME Early Childhood Music Education Commission Seminar. Chinese Cultural University, Taipei, Taiwan (pp.84-91). Sidney: Macquarie University.
Delalande, F. y Cornara, S. (2010). Sound explorations from the ages of 10 to 37 months: the ontogenesis of musical conducts. Music Education Research, 12(3), 257-268. doi: 10.1080/14613808.2010.504812
Droe, K. (2006). Music preference and music education: A review of the literature. Update: Applications of Research in Music Education, 24, 23–32. doi: 10.1177/87551233060240020103
Folque, M.A. (2001). Interviewing young children. En G. Mac Naughton, S. A. Rolfe e I. SirajBlatchford (Eds.) (2010), Doing Early Childhood Research: International perspectives on theory & practice (pp.239-260). Berkshire, England: Open University Press, McGraw-Hill Education.
Gluschankof, C. (2005). Spontaneous musical behaviors in Israeli Jewish and Arab kindergartens –Searching for universal principles within cultural differences(Tesis inédita de Doctorado). Jerusalem, Hebrew University of Jerusalem.
Gluschankof, C. (2011). Reflecting on the concept: "musical behaviors of young children”. Proceedings del European Network Music Educators and Researchers of Young Children Conference (pp. 1-12). Helsinki Metropolia University. Helsinki, Finland. Disponible en: https://www.academia.edu/5950250/Reflecting_on_the_concept_musical_behaviors_of_young_children_
Griffin, S. M. (2009). Listening to children’s music perspectives: In-and-out-of-school thoughts. Research Studies in Music Education, 31, 161-177. doi: 10.1177/1321103X09344383
Griffin, S. M. (2010). Inquiring Into Children’s Music Experiences: Groundings in Literature. Applications of Research in Music Education, 28(2), 42-49. doi: 10.1177/8755123310361764
Ho, W. (2003). Gender Differences in Instrumental Learning, Preferences for Musical Activities and Musical Genres: A Comparative Study on Hong Kong, Shanghai and Taipei. Research Studies in Music Education, 20(1), 60-76. doi: 10.1177/1321103X030200010401
Ilari, B. (2016). Music in the early years: Pathways into the social world. Research Studies in Music Education, 38(1), 23-39. doi: 10.1177/1321103X16642631
Kenney, S. (2004). The importance of music centers in the early childhood class. General Music Today, 18(1) 28-36. doi: 10.1177/10483713040180010106
Leontiev, A. (1959). El desarrollo del psiquismo. Madrid: Akal.
Ligero, A. (2009). Las preferencias musicales de los jóvenes en el aula. Eufonía, 46, 7-15.
Malagarriga, T., Gómez, I. y Viladot, L. (2013). ¿Cómo formar personas competentes? En T. Malagarriga y M. Martínez (Eds.), Todo se puede expresar con música. Los niños y niñas de 4 a 7 años piensan la música, hablan de música, crean música(pp.19-32). Barcelona: Dinsic, Publicacions Musicals.
Marme Thompson, C. (2003). Kinderculture in the art classroom: Early childhood art and the mediation of culture. Studies in Art Education, 44(2), 135-146. doi: 10.1080/00393541.2003.11651734
Mckenney, S. y Voogt, J. (2010). Technology and young children: How 4–7 year olds perceive their own use of computers. Computers in Human Behavior, 26, 656-664. doi: 10.1016/j.chb.2010.01.002
Molina, L. (1997). Participar en contextos de aprendizaje y desarrollo. Bases psicopedagógicas para proyectar y compartir situaciones educativas. Barcelona: Paidós.
Parten, M. B. (1932). Social participation among pre-school children. Journal of Abnormal and Social Psychology, 27, 243-269.
Pérez, J. (2011). La música a la vida quotidiana d’infants de dos anys. Anàlisi de situacions musicals que es desenvolupen en context escolar. Tesis doctoral. Bellaterra: Universidad Autónoma de Barcelona. Recuperado de: http://www.tdx.cat/handle/10803/96096
Plowman, L., Stevenson, O., Stephen, C. y McPake, J. (2012). Preschool children’s learning with technology at home. Computers & Education, 59, 30-37. doi: 10.1016/j.compedu.2011.11.014
Puente, E. (1996). Preferencias musicales de los jóvenes fuera de las aulas. Eufonía, 5, 81-94.
Reverté, L. (2016). Estudi de les activitats musicals quotidianes dels infants de 5 anys. Trabajo final de máster no publicado. Bellaterra: Universidad Autònoma de Barcelona.
Rifà-Valls, M. (2011). Experimenting with Visual Storytelling in Students’ Portfolios: Narratives of Visual Pedagogy for Pre- Service Teacher Education. International Journal of Art and Design Education, 30(2), 293-306. doi: 10.1111/j.1476-8070.2011.01674.x
Roulston, K. (2006). Qualitative Investigation of Young Children's Music Preferences. International Journal of Education & the Art, 7 (9), 1-23. Recuperado de: http://www.ijea.org/v7n9/
Small, C. (1998). Musicking: The Meanings of Performing and Listening. Hanover, N. H.: Wesleyan University Press.
Smilansky, S. (1968). The effects of socio-dramatic play on disadvantaged preschool children. New York: Wiley
Teo, T. (2003). Relationship of selected musical characteristics and music preference. Visions of Research in Music Education, 3, 1-20 Recuperado de: http://www-usr.rider.edu/~vrme/v3n1/visions/teo-relationship%20of%20selected%20musical%20characteristics.pdf
Tomlinson, M. M. (2013). Literacy and Music in Early Childhood: Multimodal Learning and Design. SAGE Open, (3), 1-10. doi: 10.1177/2158244013502498
Tomlinson, M. M. (2015). Young Children’s Music Play Ideas: Two Case Studies of Syncretic Literacy Practice in Classroom and Home Settings. International Journal of Early Childhood, 47(1), 119-134. doi: 10.1007/s13158-014-0128-3 123
de Vries, P. (2010). What we want: the music preferences of upper primary school students and the ways they engage with music. Australian Journal of Music Education, 1, 3-16.
de Vries, P. (2011). An 8-year-old's engagement with preferred music: A case study. Research Studies in Music Education, 33(2), 161-177. doi: 10.1177/1321103X11424195
Weldemariam, K. T. (2014). Cautionary Tales on Interrupting Children's Play: A Study from Sweden. Childhood education, 90(4), 265-271. doi: 10.1080/00094056.2014.935692
Yim, H. Y. B.; Boo, Y. L. y Ebbeck, M. (2014). A Study of Children’s Musical Preference: A Data Mining Approach. Australian Journal of Teacher Education, 39(2), 21-34. doi: 10.14221/ajte.2014v39n2.5
Young, S. (2003). Time–space structuring in spontaneous play on educational percussion instruments among three- and four-year-olds. British Journal of Music Education, 20(1), 45-59. doi: 10.1017/S0265051702005284
Young, S. (2006a). Interactive Music Technologies in Early Childhood Music Education. 9th International Conference on Music Perception and Cognition. Alma Mater Studiorum University of Bologna, (pp.1207-1211). Bolonia.
Young, S. (2006b). Seen but not heard: Young children’s improvised singing and Educational Practice. Contemporary Issues in Early Childhood, 7(3), 270-280. doi: 10.2304/ciec.2006.7.3.270
Young, S. (2012a). MyPlace, MyMusic: An International Study of Musical Experiences in the Home among Seven-year-olds. Israel Studies in Musicology Online, 10, 1-15.
Young, S. (2012b). Theorizing musical childhoods with illustrations from a study of girls’s karaoke use at home. Research Studies in Music Education, 34(2), 113-127. doi: 10.1177/1321103X12466137
Young, S. (2016). Early childhood music education research: An overview. Research Studies in Music Education, 38(1), 9-21. doi: 10.1177/1321103X16640106
Young, S. y Gillen, J. (2007). Toward a Revised Understanding of Young Children’s Musical Activities: Reflections from the “Day in the Life” Project. Current Musicology, 84, 79-99. doi: 10.7916/D81N7ZR0
Zenatti, A. (1993). Children's musical cognition and taste. En T. J. Tighe y W. J. Dowling (Eds.), Psychology and music: The understanding of melody and rhythm (pp.177-196). Hillsdale, NJ: Lawrence Erlbaum Associates: Hillsdale, NJ.
Downloads
Additional Files
Published
Issue
Section
License
Authors who have publications with this journal agree to the following terms:
a) Authors will retain their copyright and will grant the journal the right of first publication of their work, which will simultaneously be subject to the Creative Commons Attribution License that allows third parties to share the work as long as its author and first publication in this journal are indicated.
b) Authors may enter into other non-exclusive licensing arrangements for the distribution of the published version of the paper (e.g. depositing it in an institutional telematic archive or publishing it in a monographic volume) provided that initial publication in this journal is indicated.
c) Authors are allowed and encouraged to disseminate their work via the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which may lead to interesting exchanges and increase citations of the published work.
d) They agree to act as reviewers, if requested by the journal's editorial team.
Language
Information