Effects of selected rhythmic teaching strategies on beat performance skills of kindergarten children

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Linda Kaye Rockwell High (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Patricia Sink

Abstract: The purpose of this study was to investigate effects of rhythmic teaching strategies on the development of beat performance skills of kindergarten children. Two teaching strategies were examined: using bodily movement to beat experiences (as suggested by Weikart, 1982c) and using bodily movement to rhythmic phrase pattern experiences (as found in a traditional approach). For this study, traditional approach was defined operationally as musical instruction including rhythmic phrase pattern performance via speaking, singing, moving, and playing instruments. Weikart suggested a sequential approach for developing beat performance skills and beat competency. She initially emphasized basic beat experiences and total avoidance of employing bodily movement to rhythmic phrase patterns until the child is able to maintain steady beats. Two groups of kindergarten children served as subjects. An experimental group

Additional Information

Publication
Dissertation
Language: English
Date: 1987
Subjects
Rhythm $x Study and teaching (Preschool)
Rhythm in children

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