The Effect of Teacher Feedback and Modeling on First Graders' Use of Singing Voice and Developmental Music Aptitude

Martha E. Snell Miller · Joanne Rutkowski

27 citations0/0 files storedBulletin of the Council for Research in Music Education

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Diverse Music Education Insights Music Therapy and Health Music Education and Analysis

Abstract

To investigate effectiveness of teacher feedback and modeling on first graders' use of singing voice and developmental music aptitude, two intact classes in one elementary school were randomly assigned to treatment or control group (n=38). Subjects received music instruction from their regular music teacher once a week for 40-minutes for the entire school year: The control group received generic feedback after singing while the treatment group received more specific feedback and modeling. Intermediate Measure of Music Audiation tonal (IMMAT) and rhythm (IMMAR) subtests were administered as pretest, midtest, and posttest. Singing Voice Development Measure (SVDM) was administered as pretest and posttest. Analyses ofcovariance indicated significant differences only for IMMAT midtest. However, the higher percentage of students in the treatment group whose singing voice achievement improved when compared with the control group suggests that further study of this treatment with a larger sample size be conducted.

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1971Handbook in research and evaluation 1992A Review of Research on Modeling in Music Teaching and Learning.1996The Effectiveness of Individual/ Small-Group Singing Activities on Kindergartners' Use of Singing Voice and Developmental Music Aptitude 1934A study of the development of children's ability to sing.1985Factors affecting accuracy in children's singing 1963The Effect of Group Vocal Training on the Singing Ability of Nursery School Children 2003A Longitudinal Study of Elementary Children's Acquisition of Their Singing Voices

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