Children's Ability to Demonstrate Music Concept Discriminations in Listening and Singing

Datos Bibliográficos

ID10201643
AutoresWendy L Sims (0000-0003-4984-4936, University of Missouri, autor de correspondencia)
Año1995
Volumen43
Número3
Páginas204-221
Fecha de publicación1995-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Research in Music Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4294 • E-ISSN: 1945-0095
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.2307/3345636
OpenAlexW2051099145
IdiomaEN
Citas recibidas7
Referencias citadas6

This study examined the relationship of grade level to children s ability to make musical discriminations when elements are presented simultaneously. Children enrolled in first through fifth grade were subjects for this study (N = 669). A listening test designed to assess the subjects' ability to discriminate and label contrasting musical characteristics related to tempo and articulation within single- and double-discrimination contexts was administered following a brief instructional period. A smaller sample of children (n = 60) then completed a singing task in which they were required to perform a familiar song to demonstrate varied combinations of the two musical elements. Results of the listening test indicated significant main effects for grade, characteristic, and type of discrimination, with significant interactions. Subjects were significantly more successful with single discriminations than double discriminations, and mean scores for tempo were significantly higher than for articulation, particularly under the double discrimination condition. When singing subjects demonstrated contrasting tempi and smooth articulation but had difficulty with choppy articulation, both in single-element as well as combined-element examples

Acoustics · Active listening · Articulation (sociology · Audiology · Cognitive psychology · Developmental psychology · Discrimination testing · Musical · Significant difference · Singing · Statistics · Test (biology · Communication · Diverse Music Education Insights · Hearing Loss and Rehabilitation · Mathematics · Neuroscience and Music Perception · Psychology