A Review of Research on Instructional Approach and World Music Preference

McKoy, Constance L.

doi:10.1177/87551233020220010701

Cited by 4 publications

(3 citation statements)

References 22 publications

(8 reference statements)

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“…Nevertheless, further research on the development of culturally diversified music appreciation resources and the curriculum of teachers' musical training is recommended. Helping children to understand and appreciate the music of the world's cultures may still be a long-term goal in music education (McKoy, 2003); but it is undeniably important, as music may enhance not only one's musical and aesthetic potential but may also positively affect one's holistic development.…”

Section: Resultsmentioning

confidence: 99%

Exposing Young Children to Music through the Production and Presentation of Music-Appreciation Television Programs

Yim

2007

Australasian Journal of Early Childhood

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THis PAPER REPORTs ON a research study of the effectiveness of a series of musicappreciation activities for young children in Hong Kong. These activities were designed using world music and were presented as part of a local early childhood television program for community interest. One-hundred-and-sixty-eight local preschool children (mean age 4.25) and their classroom teachers, from 16 childcare centres or kindergartens, participated in this study. Qualitative data was collected using individual structured interviews with both children and teachers. The data showed that these music-appreciation activities enriched children's musical experiences and teachers' musical repertoires in early childhood settings. Teachers also showed positive preferences to learn the activities using multimedia tools. Implications for the curriculum planning and teacher training of early childhood music education are discussed. introduction MusiC APPRECiATiON fOR young children has been a long-standing topic in research on early childhood education. Researchers have revealed the positive impacts of musicappreciation activities on child development. These include increased cognitive skills (Crncec, Wilson & Prior, 2006), improved self-esteem (Warner, 1999), improved physical coordination (Hirt-Mannheimer, 1995) and wider aesthetics responses (Yim, 2005). Researchers have also proposed pedagogies for conducting music appreciation activities with young children; for example, the use of recorded music (Jalongo, 1996), and repeated listening to enhance familiarity and responsiveness (Levin, Pargas & Austin, 2005). Some researchers also emphasised the importance of music appreciation for young children by arguing that human beings, from infancy, possibly possess an innate ability to appreciate music and/or other aesthetic subjects (

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Section: Resultsmentioning

confidence: 99%

Exposing Young Children to Music through the Production and Presentation of Music-Appreciation Television Programs

Yim

2007

Australasian Journal of Early Childhood

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“…First, as we presented above, most schoolteachers had taken the "music teaching and activity guidance in elementary and secondary school" course for 16 weeks, and the contents of the course were abundant and dynamic, encompassing rhythm, melody, improvisation, movement, music appreciation, choral conducting, minority music from China, and culturally diverse music outside China. These contents increased their exposures to different music genres and music activities, which may have influenced their personal preferences (Peretz et al, 1998;McKoy, 2002;Gürgen, 2015;Chmiel and Schubert, 2019). Additionally, music activities such as karaoke and live house are abundant everywhere, which encourages more individuals to show their passion and capacity for music and pursue their favorite style of music (Law and Ho, 2015).…”

Section: Discussionmentioning

confidence: 99%

Preference of Chinese pre-service music teachers and schoolteachers for three culturally diverse musical pieces

Cui,

Liu,

Zhu

2024

Front. Psychol.

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Using three musical pieces as musical stimuli from Romania, Brazil, and Saudi Arabia, this study extended Fung’s study by examining Chinese pre-service music teachers’ (n = 115) and schoolteachers’ (n = 131) personal preferences and external preferences for orchestral, folk, and popular music pieces. Two groups of participants were asked to select their preferred music from three pieces and to provide verbal descriptions of the reasons for their selections. The results showed (a) no significant differences in personal preference between the two groups but statistical significances in external preferences between the two groups; (b) the highest preference rating by both groups of teachers was folk music and the highest forced-choice preference was popular music; (c) statistically significant correlations between personal preference and external preference were evident in both groups across all three pieces; and (d) frequent descriptions by both groups of participants of the pieces in terms of musical characteristics were shared. The implications of this study are as follows. (1) Psychologists and music researchers gain insights about Chinese young adults’ listening preferences, which might offer implications for future research in the field of psychology; and (2) By enhancing multicultural awareness, music education teachers and researchers should combine different music styles to broaden students’ music horizons.

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“…The Tanglewood Declaration (Choate, 1968), the National Standards for Arts Education (Consortium of National Arts Education Associations, 1994), and Visions 2020: The Housewright Symposium on the Future of Music Education (Madsen, 2000) recommended the addition of cultural awareness to traditional public school music curricula. Consequently, current curricular practices frequently promote an awareness and development of a preference for a variety of world music traditions through a variety of methods (Morrison, Demorest, & Stambaugh, 2008) including repeated exposure (Fung, 1996; McKoy, 2003) and participation in performance experiences (Pembrook & Robinson, 1997).…”

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confidence: 99%

Gender associations with world music instruments by secondary school music students from the USA

Kelly

VanWeelden

2014

International Journal of Music Education

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This article investigated possible gender associations with world music instruments by secondary school-age music students from the USA. Specific questions included: (1) Do the primary instruments played by the students influence gender associations of world music instruments?(2) Does age influence possible gender associations with world music instruments? (3) Does students' gender affect possible gender associations? (4) Do presentation modes of visual only, instrument timbre, or a combination of visual and timbre influence gender associations? (5) What variables may influence possible gender association with world music instruments?Participants (N = 455) were band and string students attending a large university-based summer music camp. Participants were randomly divided into three treatment groups: visual only, audio only, and visual/audio combination and exposed to 10 world music instruments that have specific sex-role associations in the culture of which they are a part. Participants completed a survey to indicate their perception of the extent of gender association with each instrument. Results showed that students were influenced by similar variables regarding gender associations with world music instruments as they are with traditional public school instruments typically found in the USA.

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A Review of Research on Instructional Approach and World Music Preference

Cited by 4 publications

References 22 publications

Exposing Young Children to Music through the Production and Presentation of Music-Appreciation Television Programs

Exposing Young Children to Music through the Production and Presentation of Music-Appreciation Television Programs

Preference of Chinese pre-service music teachers and schoolteachers for three culturally diverse musical pieces

Gender associations with world music instruments by secondary school music students from the USA

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