Effects of Pedagogical Approach, Presence/Absence of Text, and Developmental Music Aptitude on the Song Performance Accuracy of Kindergarten and First-Grade Students

Abstract

The effects of whole-song (holistic) versus phrase-by phrase (echo-phrase) pedagogical procedure, presente or absence of text, and developmental music aptitude on children's performance achievement were investigated. Four kindergarten and four first-grade intact classes learned two traditional folk songs through one of four randomly assigned treatment conditions. Student performances were recorded and evaluated with a researcher-designed rating scale. Results of a four-way ANOVA indicated that the Song X Text Condition and Song X Pedagogical Procedure interactions were statistically significant for the first song, favoring the students who learned the song with text and using the echo-phrase procedure, but not far use second song. Significant main effects were detected far aptitude and text condition. There was as observed trend for students with low music aptitude to perform songs learned with the echo-phrase procedure more accurately. It was concluded that the efficacy of pedagogical procedure and text condition depends upon the song to be taught.

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