An Empirical Study on Teaching Urban Young Children Music and English by Contrastive Elements of Music and Songs.

Abstract

The purpose of the study is to teach urban young children music concepts and English by composing creative music and songs with contrast elements. The subjects were seven urban young children aged from three to four in a Taiwan kindergarten. The duration was twenty-four weeks, with two sessions per week. The teaching contents included Hello Song, Musical Movement, Music Appreciation and Goodbye Song. The study applied the thematic music elements to the teaching content. The main methodology was a qualitative study and quantitative data used to receive objective support. Assessment included a pre-test at the beginning, a post-test and participation observation at the end of the study. The head of the kindergarten, the classroom teacher and a parent completed activity feedback forms to obtain social validity. The results show that through the use of creative music pieces of contrast and song activities, urban young children's understanding of music concepts was progressive and English ability was improved. The study findings are: (1) Using contrastive music pieces is a good method for teaching very young urban children to understand music concepts; (2) Creating simple target objective songs with contrast elements is a good way for urban young children to learn simple English; (3) Music with contrastive elements could motivate urban young children to do movement spontaneously and learn the spoken language simultaneously; and (4) Contrastive music could be used for pre-classical music learning.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 14 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.