I’ve Got Rhythm! Fostering Child-Centered Musical Activities for Preschoolers

Rajan, Rekha S.

doi:10.1177/1048371312447937

Cited by 7 publications

(7 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, DAP only has a limited section focused on music, often including music as part of "creative arts" experiences. This creates a disjointed perception of music in early childhood settings as a greater emphasis on math and language arts curriculum often limits the time available for implementing child-centered music activities (Rajan, 2012(Rajan, , 2014.…”

Section: Music In Early Childhoodmentioning

confidence: 99%

“…If there is a need and requirement for preschool teachers to include music in their instruction, there should be more time and opportunity for individuals pursuing early childhood certification to practice and develop age-appropriate music experiences. The lack of focus on music as an important subject in early childhood teacher preparation programs devalues this subject in the curriculum (Rajan, 2012).…”

Section: Strengthening Teacher Preparation Programsmentioning

confidence: 99%

See 1 more Smart Citation

Preschool Teachers’ Use of Music in the Classroom: A Survey of Park District Preschool Programs

Rajan

2017

Journal of Music Teacher Education

Self Cite

View full text Add to dashboard Cite

The purpose of this study was to explore how preschool teachers use music and identify the types of music activities available to children in their classrooms. Preschool teachers (N = 178) at park district programs throughout a large state in the American Midwest responded to an online questionnaire. Although teachers acknowledged using music every day, examples of music activities were primarily teacher-directed such as singing along to CDs or following music cues. Teachers also used music to build academic connections and to engage children during transitions. Teachers valued music as important to their teaching practice and for its contribution to children’s learning and development, but cited limited resources, a self-reported lack of music ability, and an absence of knowledge of the standards for music education, as inhibiting their use of child-centered music activities. Implications for teacher preparation and professional development course work in early childhood and music teacher education are discussed.

show abstract

Section: Music In Early Childhoodmentioning

confidence: 99%

Section: Strengthening Teacher Preparation Programsmentioning

confidence: 99%

Preschool Teachers’ Use of Music in the Classroom: A Survey of Park District Preschool Programs

Rajan

2017

Journal of Music Teacher Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Among the goals of pre-literacy in English is to strength the vocabulary, thus the use of rhythm-based techniques is among the advised technique by early childhood expert (MacNaughton & Williams, 2009). Rhythmic technique in English learning encompasses various musical activities such as singing, movement, percussion, and the earliest in the singing field namely vocal (Rajan, 2013). While singing with lyrics is normally a performance of singing using song lyrics such as nursery rhyme and jazz chant (Connors, 2014).…”

Section: Preliteracy English Using Rhythmic Techniquementioning

confidence: 99%

Rhythmic Technique in Preliteracy of English Language Learning in Increasing Pre-Schoolers Vocabulary

Bahri¹,

Yunus²

2021

View full text Add to dashboard Cite

English Language adopted the "rhythmic technique" to cultivate and enhance mastery of the second language among preschool children. This rhythmic technique such as jazz chant, nursery rhyme, singing and dancing could broaden the domain of development in the learning and facilitating, or teaching and learning process. In addition, pre-literacy in English Language consisted of four main components relating to children's sensory and auditory skills which are listening, speaking, reading, and writing skills, integrated in this technique. Thirty preschoolers participated in this study who underwent several tests on preliteracy skills after rhythmic techniques were introduced to them. This paper discusses the procedures of intervention method and the scores obtained by the children through five bases or questions (from Q1 to Q5). The results or scores recorded by teachers/researchers on children (K21-K30) show that on average children have improved their skills. These findings are parallel to the previous observations that children tend to master the new vocabulary when emphasis was given to the phrase during rhythmic techniques on induction sets, developments and even plenary. Furthermore, it was hoped that this technique would be a tool for teachers in improving existing teaching processes; for researchers to further enhance the techniques. This study was however limited to the beginning of the implementation and would need further in-depth studies in the future to ensure the optimal growth of English vocabulary mastery in preschools.

show abstract

“…Once these exploratory learning experiences are embedded into the music curriculum, they are meant for the students to revisit on a regular basis, even be made the central focus of the curriculum. Key characteristics of a quality music education program for younger learners are (1) open-ended experiences emphasizing process over product and (2) music activities that are frequently repeated over time (Rajan, 2013). I regularly incorporate exploration into my curricular planning as a way to reach students who struggle with composing or improvising, as well as to build in ways for students to go above and beyond in their own learning.…”

Section: Strategies For Explorationmentioning

confidence: 99%

Creative Thinking in Music: Student-Centered Strategies for Implementing Exploration Into the Music Classroom

Coss¹

2019

General Music Today

View full text Add to dashboard Cite

Research suggests that exploratory experiences in the music classroom are a crucial developmental stage as students begin making the kinds of decisions required of them during composition and improvisation. The aims of this article are to (1) articulate a rationale for exploratory learning experiences in the music classroom and (2) outline practical strategies for using exploration as a foundation for compositional and improvisational development. Drawing on the research of Peter Webster, John Kratus, and Maud Hickey, this article outlines group and individual strategies for setting up a listening walk, introducing students to invented notation, scaffolding exploratory learning experiences in the classroom, and provides resources for extending these lessons into composition and improvisation instruction. Embedding exploration into the music classroom empowers students to develop the mental flexibility, disposition, and skills needed for improvising and composing.

show abstract

I’ve Got Rhythm! Fostering Child-Centered Musical Activities for Preschoolers

Cited by 7 publications

References 4 publications

Preschool Teachers’ Use of Music in the Classroom: A Survey of Park District Preschool Programs

Preschool Teachers’ Use of Music in the Classroom: A Survey of Park District Preschool Programs

Rhythmic Technique in Preliteracy of English Language Learning in Increasing Pre-Schoolers Vocabulary

Creative Thinking in Music: Student-Centered Strategies for Implementing Exploration Into the Music Classroom

Contact Info

Product

Resources

About