The validity and efficacy of ‘Spheres of Musical Understanding: A Fluid, Situational and Context-Specific Model’

The purpose of this article is to propose a model for the development of musical understanding that is fluid, situational and context-specific and to investigate the model’s validity. The model was developed through observations while teaching, viewing video recordings of young children in interactive music environments, analysing other models and theories of development of musical understanding, and discussion and reflection on our own practice and that of others. In this article, we present the model, comparing and contrasting it primarily with Gordon’s theories of Preparatory Audiation and Audiation and Voyajolu and Ockelford’s Sounds of Intent model. For this initial validation of the model, two early childhood music researchers independently observed a video recording of one 3-year-old child during a 60-minute preschool music class, documenting his musical responses and initiations as well as periods where there was seemingly a lack of musical engagement. We labelled each response in association with the model, as appropriate. Through this study, we were able to explain the child’s engagements through the lens of the model; it was clear the hypothesis of a fluid model was supported. Refinements to the model for easier use were recommended as well as conducting observations of children in other situations and contexts.

Where’s the body? Reconsidering the concept of pedagogical content knowledge through research in music education with Dutch specialist preschool music teachers

This article reports an investigation into the pedagogical content knowledge (PCK) of Dutch specialist preschool music teachers with regard to teaching and learning rhythm skills from an embodied cognition perspective. An embodied cognition perspective stresses the intimate relationship between body, mind and environment. Through stimulated recall interviews, video analysis tasks, notebooks and semi-structured interviews, the PCK of six music teachers was explored. Regarding the content, a new form of bodily based PCK was found in the data: instructional gestures, representational gestures and guiding gestures that facilitate the learning of rhythm skills of preschoolers. Regarding its nature, this study demonstrated that the music teacher’s PCK presents itself as a multimodal form of knowing, distributed over language, sound, gestures, body positioning and physical actions. This study raises the question whether the body is marginalised in current conceptualisations of PCK.

EXAMINATION OF STUDIES STRUCTURED WITH PRE-SCHOOL MUSIC TEACHING USING CONTENT ANALYSIS METHOD

With this study, it was aimed to analyze the content of the studies in the field of Preschool Music Education. Content analysis method was used together with the source surveying method in the research. The sample of the study consists of 86 articles archived between 1997 and 2017. Detailed investigations were made in the research and the data were grouped. In the studies that could be accessed, the articles were examined according to their types, database, country where the study was conducted, the date of publication, the number of sources used, the sample and data collection method used, and the results obtained were interpreted. Keywords: Preschool, music education, Preschool music education, content analysis.

Terapi Musik Baby Shark Mampu Menurunkan Kecemasan pada Anak Usia Prasekolah

This study aims to determine the effect of baby shark music therapy on preschoolers' anxiety at Pelni Hospital in Jakarta. This research method is a simple descriptive method with a research design that is a case study. The results of case study research with baby shark music therapy have an effect that can reduce the level of anxiety in children while in the hospital. There was a decrease in anxiety in both study subjects, from moderate anxiety at the beginning of the assessment to mild stress and no strain on the third day of the study. In conclusion, baby shark music therapy can reduce anxiety levels in preschool children. Keywords: Baby shark, Hospitalization, Anxiety, Preschool, Music Therapy

UNITY OF THEORY AND PRACTICE IN THE PROMOTION OF PRESCHOOL CHILD'S MUSICALITY IN THE TEACHER'S AND CHILD'S COLLABORATION

This scientific article involves holism, anthropological and action methodological approaches. The article includes theoretical substantiations based on J.Greata's (2006) concepts of the musical activity impact on the child holistic entirety development, B.Vikmane (1995) and L.Mackevicha's (1999), Latvian preschool music scientists, conceptions about music content and A.Liduma's (2004-2016) researches in the child musicality (emotional responsiveness, musical hearing, sense of rhythm, musical memory and musical thinking, voice vocal range and singing skill) development promotion possibilities through the teacher and the child collaboration in the preschool music sessions. The empiric research analyzes the integrity of theory and practice in the music teacher pedagogical action at the integrative music session at preschool with 3-6-year-old children in x primary school at the preschool interest education. Conclusions are drawn that the child's positive attitude to his/her musicality development is promoted due to the scientifically substantiated music content accordant to the children needs, the teacher's orientation and skill to create in equality based collaboration with children.