Pre-school teachers’ implications about the rhythm applications in music lessons

Abstract

This study aims to examine the applicability of the rhythm exercises used in pre-school music education in Turkey, and the abilities and views of the pre-school teachers concerning the issue. With this purpose, the rhythmic accompaniments used by pre-school teachers in music education and their observations about these accompaniments were analyzed. The sample of the study consisted of 3 pre-school teachers and 60 students in Antalya. The teachers taught the students 5 songs and had them accompany the songs with rhythm. Because the study had a qualitative research design, in-depth data gathering with a limited sample size was aimed. The data was gathered through reports written by the teachers about the rhythm exercises. The data gathered were analyzed using the qualitative analysis method of descriptive analysis. Observations of the teachers about the rhythm exercise process, the difficulties encountered during the exercises, the reactions of the children to the exercises, the preferences of the students concerning the musical instruments during the exercises, the rhythms that the children found to be difficult, and the activities done to develop the creative abilities of the children during the exercises were recorded. In addition, the views of the teachers on how the rhythm exercises can contribute to the musical development of the children and how these exercises can be used in other learning fields were examined. © 2010 Elsevier Ltd. All rights reserved.

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