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ERIC Number: EJ852402
Record Type: Journal
Publication Date: 2003-Sep
Pages: 18
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1532-8090
Effects of Sequenced Kodaly Literacy-Based Music Instruction on the Spatial Reasoning Skills of Kindergarten Students
Hanson, Marlene
Research and Issues in Music Education, v1 n1 Sep 2003
This study was an investigation of the effects of sequenced Kodaly literacy-based music instruction on the spatial reasoning skills of kindergarten students. Subjects in the pretest-posttest control group design were 54 kindergarten students who were enrolled in three kindergarten classes in a rural elementary community school. Experimental group one (n = 18) received Kodaly music instruction and experimental group two (n = 18) received computer instruction (with no classroom music training) for 30 minutes twice a week. The control group (n = 18) received no classroom music instruction or computer instruction. The instructional-treatment period spanned seven months from October, 2000 through April, 2001. A spatial-temporal measure, a spatial measure, and a nonspatial (verbal) measure served as the dependent variables. Three separate analyses of variance (ANOVAs) revealed no significant difference between the three groups in pretest, posttest, or gain scores (posttest minus pretest) for each of the three measures. (Contains 3 tables and 1 footnote.)
University of St. Thomas. Graduate Programs in Music Education, Loras Hall 103, 2115 Summit Avenue, Saint Paul, MN 55105. Tel: 651-962-5729; Web site: http://www.stthomas.edu/rimeonline
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A