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

Öz

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.

Anahtar Kelimeler

• 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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

1. Azzara, C. D., & Snell, II, A. H. (2016). Assessment of improvisation in music. In The Oxford Handbook Topics in Music. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199935321.013.103
2. Beegle, A. C. (2010). A classroom-based study of small-group planned improvisation with fifth-grade children. Journal of Research in Music Education, 58(3), 219-239. https://doi.org/10.1177/0022429410379916
3. Brown, R. M., & Palmer, C. (2012). Auditory-motor learning influences auditory memory for music. Memory & Cognition, 40(4), 567-578. https://doi.org/10.3758/s13421-011-0177-x
4. Chandler, M. D. (2018). Improvisation in elementary general music: A review of the literature. Update: Applications of Research in Music Education, 37(1), 42-48. https://doi.org/10.1177/8755123318763002
5. Costa-Giomi, E. (2012). Music instruction and children’s intellectual development: The educational context of music participation. In R. A. R. MacDonald, G. Kreutz, & L. Mitchell (Eds.), Music, health, and wellbeing (pp. 339-355). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199586974.003.0023
6. Cremades-Andreu, R., & Lage-Gómez, C. (2024). Different forms of students’ motivation and musical creativity in secondary school. British Journal of Music Education, 41(1), 20-30. https://doi.org/10.1017/S0265051723000232
7. Çenberci, S., & Tufan, E. (2023). Effect of music education based on Edwin E. Gordon’s Theory on children’s developmental music aptitude and social emotional learning skills. International Journal of Music Education, 43(2), 189-203. https://doi.org/10.1177/02557614231196973
8. De Corte, E. (2010). Historical developments in the understanding of learning. In The nature of learning (pp. 35-67). https://doi.org/10.1787/9789264086487-4-en

9. Doscher, B. M. (2021). Teaching singing. Visions of Research in Music Education, 16, 21. https://digitalcommons.lib.uconn.edu/vrme/vol16/iss3/21
10. Fritz, T. H., Montgomery, M. A., Busch, E., Schneider, L., & Villringer, A. (2020). Increasing divergent thinking capabilities with music-feedback exercise. Frontiers in Psychology, 11, 578979. https://doi.org/10.3389/fpsyg.2020.578979
11. Ghent, J. D. (2023). A novel jazz music curriculum for young children: Results of a pilot study (Publication No. 30567628) [Doctoral dissertation, University of South Florida]. ProQuest Dissertations & Theses Global.
12. Gordon, E. E. (1980). The assessment of music aptitudes of very young children. Gifted Child Quarterly, 24(3), 107-111. https://doi.org/10.1177/001698628002400303
13. Gordon, E. E. (1997). Learning sequences in music: Skill, content and patterns. GIA Publications.
14. Gordon, E. E. (2003). A music learning theory for newborn and young children. GIA Publications.
15. Gordon, E. E. (2007). Learning sequences in music: A contemporary music learning theory. GIA Publications.
16. Gordon, E. E. (2012). Learning sequences in music: A contemporary music learning theory. GIA Publications.
17. Hallam, S. (2017). Can a rhythmic intervention support reading development in poor readers?. Psychomusicology: Music, Mind, and Brain, 27(4), 253-268. https://doi.org/10.1037/pmu0000185
18. Harris, R. J. (2023). Progressive music learning: Sequencing skills for effective instruction. Music Education Journal, 110(2), 32-40. https://doi.org/10.1080/00274321.2023.1173455
19. Henderson, C. M. R. (2016). The effects of instructional strategy and music aptitude on the rhythmic improvisation performance of second-grade general music students [Doctoral dissertation, The University of Memphis]. https://digitalcommons.memphis.edu/etd/1359/
20. Hiatt, J. S., & Cross, S. (2006). Teaching and using audiation in classroom instruction and applied lessons with advanced students. Music Educators Journal, 92(5), 46-49. https://doi.org/10.2307/3878502
21. James, C. E., Zuber, S., Dupuis-Lozeron, E., Abdili, L., Gervaise, D., & Kliegel, M. (2020). Formal string instrument training in a class setting enhances cognitive and sensorimotor development of primary school children. Frontiers in Neuroscience, 14, 567. https://doi.org/10.3389/fnins.2020.00567
22. Ji, Y. (2012). Usability of the Primary Measures of Music Audiation (PMMA) and the Intermediate Measures of Music Audiation (IMMA) with elementary school students in China [Doctoral dissertation, State University of New York at Buffalo].
23. Kaszycka, M. (2021). A study on the relationship between musical ability and EFL pronunciation proficiency. Linguistics Beyond and Within (LingBaW), 7, 58-67. https://doi.org/10.31743/lingbaw.13453
24. Kim, K. (2020). A phenomenological research of world music creativity: A TCTF study of international music teachers’ conceptions of creativity [Doctoral dissertation, University of Minnesota]. https://hdl.handle.net/11299/213081
25. Koutsoupidou, T. (2008). Effects of different teaching styles on the development of musical creativity: Insights from interviews with music specialists. Musicae Scientiae, 12(2), 311-335. https://doi.org/10.1177/102986490801200207
26. Lavranos, C., Manolitzas, P., Kostagiolas, P., & Grigoroudis, E. (2020). Studying musical creativity for managing music library services. Library Management, 41(8/9), 745-763. https://doi.org/10.1108/LM-02-2020-0014
27. Lovorn, T. (2016). The effect of writing solfège syllables into choral repertoire on the sight-reading ability of high school choir students. Texas Music Education Research. http://files.eric.ed.gov/fulltext/EJ1183234.pdf
28. Maloy, M., & Peterson, R. (2014). A meta-analysis of the effectiveness of music interventions for children and adolescents with attention-deficit/hyperactivity disorder. Psychomusicology: Music, Mind, and Brain, 24(4), 328-339. https://doi.org/10.1037/pmu0000083
29. McPherson, G. E., Davidson, J. W., & Faulkner, R. (2012). Music in our lives: Rethinking musical ability, development, and identity. Oxford Academic. https://doi.org/10.1093/acprof:oso/9780199579297.001.0001
30. Mishra, S. K., & Panda, M. R. (2014). Experience-dependent learning of auditory temporal resolution: Evidence from Carnatic-trained musicians. Neuroreport, 25(2), 134-137. https://doi.org/10.1097/WNR.0000000000000093
31. Orton, A., & Pitts, S. E. (2019). Adolescent perceptions of singing: Exploring gendered differences in musical confidence, identity and ambition. Music Education Research, 21(1), 40-51. https://doi.org/10.1080/14613808.2018.1507019
32. Peng, C. (2020). An investigation and research on the current situation of music literacy in Xinjiang universities and primary schools under the perspective of core literacy [Master’s thesis, Xinjiang Arts Academy]. https://doi.org/10.27907/d.cnki.gysxj.2020.000007
33. Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
34. Saunders, T. C. (2021). The stages of music audiation: A survey of research. Visions of Research in Music Education, 16(2), 17. https://digitalcommons.lib.uconn.edu/vrme/vol16/iss2/17
35. Schiavio, A., Biasutti, M., & Antonini Philippe, R. (2021). Creative pedagogies in the time of pandemic: A case study with conservatory students. Music Education Research, 23(2), 167-178. https://doi.org/10.1080/14613808.2021.1881054
36. Shouldice, H. N. (2014). Teachers’ beliefs regarding composition in elementary general music: Definitions, values, and impediments. Research Studies in Music Education, 36(2), 215-230. https://doi.org/10.1177/1321103X14556574
37. Snodgrass, J. (2020). Teaching music theory: New voices and approaches. Oxford University Press.
38. Stijnen, J., Nijs, L., & Van Petegem, P. (2024). Instrument teachers’ practices, beliefs, and barriers regarding musical creativity: Exploring the creative process of interpretation. International Journal of Music Education, 42(3), 425-441. https://doi.org/10.1177/02557614231175777
39. Stringham, D. A. (2010). Improvisation and composition in a high school instrumental music curriculum [Doctoral dissertation, University of Rochester]. http://hdl.handle.net/1802/14613
40. Toca, S. E. (2023). Audiation-based improvisation and music reading achievement of secondary choral music students (Publication No. 30419516) [Doctoral dissertation, University of Rochester]. ProQuest Dissertations & Theses Global.
41. Tohani, E., & Aulia, I. (2022). Effects of 21st century learning on the development of critical thinking, creativity, communication, and collaboration skills. Journal of Nonformal Education, 8(1), 46-53. https://doi.org/10.15294/jne.v8i1.33334
42. Tong, H. (2014). Research on the current situation and countermeasures of music creation teaching in elementary schools [Doctoral dissertation, Northeast Normal University]. https://kns.cnki.net/kcms2/article
43. Wang, Y. H. (2023). Exploring the effects of using various designs of game-based materials on music learning. Interactive Learning Environments, 31(5), 2650-2664. https://doi.org/10.1080/10494820.2021.1894182
44. Webster, P. R. (2002). Creativity and music education: Creative thinking in music: Advancing a model Peter R. Webster. Creativity and Music Education, 1, 16.
45. Xu, X., Calvet, N. L., & Cavero, O. B. (2024). Information technology and music ability in preschool students: A case study of Chinese rural school. Arts Educa, 39, 235-246. https://artseduca.com/submissions/index.php/ae/article/view/347
46. Yie, N. W. K., & Ta, N. W. I. (2021). The application of body movement as a teaching tool in children’s group singing lessons. MIER Journal of Educational Studies Trends & Practices, 10(1), 1-14. https://doi.org/10.52634/mier/2020/v10/i1/1351
47. Zheng, Y., & Leung, B.-W. (2021). Cultivating music students’ creativity in piano performance: A multiple-case study in China. Music Education Research, 23(5), 594-608. https://doi.org/10.1080/14613808.2021.1977787
48. Zhou, S. B. (2012). Academic discussion on several issues in the development and implementation of compulsory education music curriculum standards. Music Art (Journal of Shanghai Conservatory of Music), 3, 30-35. https://doi.org/10.19359/j.cn31-1004/j.2012.03.005
49. Zhu, Y. T. (2021). A study of Gordon’s music learning theory in teaching music appreciation classes in lower elementary schools [Master’s thesis, Hunan Normal University]. https://doi.org/10.27137/d.cnki.ghusu.2021.002583