The effectiveness of a creative teaching module based on a music learning sequence on children’s music audiation in China

Abstract

This study examined the effectiveness of a Creative Music Learning Sequence (CTMLS)-based teaching module in enhancing Chinese primary school students’ musical listening ability. A quasi-experimental, control-group design with a pretest and posttest was conducted on 100 second-grade primary school students in Henan Province. They were randomly assigned to an experimental group (45 students) receiving CTMLS instruction or a control group (55 students) following a traditional curriculum emphasizing music appreciation and singing. Students’ musical listening ability was assessed before and after the 14-week intervention using the Primary Measures of Musical Listening Ability (PMMA). Results showed no significant differences between groups (p > .05). Post-intervention analyses showed that the experimental group achieved significantly higher scores on pitch (mean = 33.56, SD = 3.53), rhythm (mean = 32.76, SD = 2.22), and complex (mean = 66.31, SD = 4.74) hearing than the control group (all p-values < 0.001), with large effect sizes. These results suggest that the CTMLS program is more effective than traditional instruction in improving children’s musical hearing, supporting its wider application in primary music education and providing empirical evidence for integrating music learning theory with a model of musical creative thinking.

Keywords

• Music Audiation
• music learning theory
• musical creative thinking
• primary music education
• CTMLS

Çin’de çocukların müzikal işitme becerileri üzerine müzik öğrenme dizisine dayalı yaratıcı bir öğretim modülünün etkinliği

Abstract

Bu çalışma, Müzik Öğrenme Dizisine Dayalı Yaratıcı Öğretim Modülünün (CTMLS) Çinli ilkokul öğrencilerinin müzik işitme becerilerini geliştirmedeki etkililiğini incelemiştir. Yarı deneysel ön test–son test kontrol gruplu desen, Henan Eyaleti’nden rastgele seçilen 100 ikinci sınıf öğrencisiyle uygulanmıştır. Deney grubu (n = 45) CTMLS eğitimi alırken, kontrol grubu (n = 55) müzik beğenisi ve şarkı söylemeye odaklanan geleneksel müfredatı takip etmiştir. Öğrencilerin müzik işitme düzeyleri, müdahale öncesi ve sonrası Birincil Müzik İşitme Ölçümleri (PMMA) ile değerlendirilmiştir. Sonuçlar, gruplar arasında başlangıçta anlamlı bir fark olmadığını göstermiştir (p > .05). Müdahale sonrasında deney grubu tonal (Ort. = 33.56, SS = 3.53), ritmik (Ort. = 32.76, SS = 2.22) ve toplam işitme (Ort. = 66.31, SS = 4.74) puanlarında kontrol grubuna kıyasla anlamlı derecede daha yüksek skorlar elde etmiştir (tümünde p < .001) ve büyük etki büyüklükleri bulunmuştur. Bulgular, CTMLS’nin çocukların müzik işitme becerilerini geliştirmede geleneksel öğretimden daha etkili olduğunu ortaya koymakta, ilkokul müzik eğitiminde daha geniş ölçekte uygulanmasını desteklemekte ve Müzik Öğrenme Teorisi ile müzikal yaratıcı düşünme modelinin entegrasyonu için ampirik kanıt sağlamaktadır.

Keywords

• Müzik İşitme
• müzik öğrenme teorisi
• müzikal yaratıcı düşünme
• ilköğretim müzik eğitimi
• CTMLS

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