The Effects of Television Music Instruction on Kindergarten Students' Music Performance Skills

Abstract

While music is a key ingredient in childrens educational television, there is little programming with the primary intent to teach music to children. The purpose of this study was to determine if music performance achievement would be influenced by children viewing music instruction on television. After three viewings over a two-week period, of a 20-minute video program that invites children to actively participate in vocal performance activities, 67 kindergarten students were evaluated in their ability to perform pitch exploration, song fragments, song refrains and free singing. Students viewed the video is a teacher-prompt and no prompt conditions. Also assessed were observed student program responses and student reported program appeal. Repeated viewing of the instructional video contributed to an increase in students' pitch exploration and song fragment performances for both the prompt and no prompt conditions. Prompting to participate during viewing of the music program did not significantly influence the four vocal performanre skills. Student appeal ratings were not found to be correlated with corresponding post-test performance assessments.

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