Children’s verbal explanations of their visual representation of the music

Abstract

<jats:p> Recent findings in music research are increasingly confirming the embodied nature of music cognition. Assuming that a bodily engagement with music may affect the children’s musical meaning formation, we investigated how young children’s interaction with music, based on verbal description after listening versus body movement description while listening, may be reflected in the verbal explanation of their own visual representations of the music they listened to. In this study, 47 children (aged 9–10) without any formal music education participated in a verbal-based versus movement-based intervention. Before and after the interventions, children created a visual representation of the music and provided a verbal explanation of their drawing. Thematic analysis and statistical tests on the verbal data revealed a significant change in semantic themes, time dimension, and the number of music parameters gathered by children involved in body movement description of the music. Our results offer interesting insights on the role of body movement on children’s pattern perception and musical meaning formation. </jats:p>

Blending Synchronous and Asynchronous Based on Visualization Strategy in Music Lesson to Promote Music Students’ Performance Skill

“…The use of visual media in the classroom is nothing new. For decades, educators have recognized the benefits of visual materials to motivate students, increase their participation, and improve their learning (Fortuna & Nijs, 2020). As researchers investigate the exploitation of visual media and the efficacy of instructional pedagogies used by teachers, video recording is expected to be a useful tool.…”

Theoretical Framework for Facilitating Young Musicians’ Learning of Expressive Performance

“…Furthermore, the analysis indicated that children involved in listening combined with verbal-based activities used more varied elements in their post-test global drawings, such as symbols, shapes, and figurative images (e.g., castles and wolves), than at the start of the intervention. These findings suggest that learning activities based on different modalities of interaction affect the development of musical meaning making in different ways ( Fortuna and Nijs, 2020a , b ). It is important to note that the verbal learning activities in this study were not dialogic teaching strategies.…”

“… Fortuna and Nijs (2020a , b) compared the effects of movement-based activities (“show the music in body movements”) with verbal-based activities (“describe the music verbally”) on children’s (aged 9–10) graphical depictions of a composition (“describe the music with pencils”). After listening to Kangaroos by Saint-Saëns and drawing a representation of the music, the children were asked to explain their drawings in words.…”

음악적 이해의 폭넓은 확장을 위한 코다이 교수법과 상징적 표현 활동의 적용

“…Music listeners' personal meaning and their a wide range of emotions evoked through their interaction with music can be a pedagogical challenge for general music teachers. To scrutinize one's musical sense-making, extensive scholarly inquiry has underscored the importance of integrating drawing activities into part of music lesson plans (Carroll, 2018;Elkoshi, 2019;Fortuna & Nijs, 2020). Drawing can be an educational tool for capturing sounds and expressing students' varied learning experiences when listening to music (Reybrouck et al, 2009;Verschaffel et al, 2010).…”

“…From such perspective, the purpose of this action research study was to explore an integration of drawing activities into the Kodály instruction, built upon previous studies that have illuminated the transformative effect of drawing experiences on students' musical understanding (Carroll, 2018;Elkoshi, 2015Elkoshi, , 2019Fortuna & Nijs, 2020;Pitts, 2014). Prior studies have predominantly centered on student-invented drawings (e.g., Carroll, 2018;Elkoshi, 2015) or instrumental music contexts (e.g., Elkoshi, 2015).…”