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THE EFFECT OF MUSIC TEMPO ON MOVEMENT RESPONSES OF PRESCHOOL CHILDREN

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THE EFFECT OF MUSIC TEMPO ON MOVEMENT RESPONSES OF PRESCHOOL CHILDREN A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Music in The School of Music by Melanie Woods Alexander B.M.E., Louisiana State University, 2002 August 2006Table of Contents List of Tables…….…….………………………………………………………………………………… iii List of Figures……..…………………………………………………………………………………….. iv Abstract…..………………………………………….……………………………..………………….…. v Review of Literature………..…………………………………………………….……………………... 1 Introduction ……………..……………………………………………….……………....…...… 1 Motor Development from Birth to Age Three ……………………….…………..…………... 1 Movement in Early Childhood Music Curricula …………………….………………...…...... 5 Related Research in Early Childhood Music …………...………….……………………….. 7 Method………………………….…………………………………………..………...…..…………….. 14 Results…. ………………………………………………….……...………..………………………..… 19 Discussion …….....…………...…………………………………..…...………………………………. 25 References……………………………………………...…………………………………………...…. 29 Appendix A: Exemption from Institutional Oversight ………………………………………..…….. 32 Appendix B: Consent Form……………………………….…………………………………………... 36 Appendix C: Table of Raw Data …………………………...………………………………………… 38 Vita…………………………………………………………………………………………………..……39 iiList of Tables 1. Stimulus Music ………………………………………………………………...…………………… 15 2. Source Table for Analysis of Variance for Tempo and Category of Movement by Age.....…. 20 3. Category Means by Age Group ………………………………………………………………….. 23 4. Category Means by Age Group and Tempo ………………………………………………..…… 24 iiiList of Figures 1. Motor Observation Form …………………………………………….….…………………… 17 2. Mean Percentages of Overall Movement by Age ………………….….………………….. 20 3. Overall Mean Percentages by Category of Movement …………….….…………………. 21 4. Mean Percentages of Movement by Age and Tempo ……………….…………………… 22 5. Category Means by Age Group ……………………………………………....…………….. 23 6. Category Means by Age Group and Tempo ………………………………………………. 24 ivAbstract The purpose of this study was to examine the effect of tempo on movement responses of children ages one to three. For two weeks, 17 children between the ages of 22 and 36 months were videotaped twice per week to observe and measure their movement responses to fast and slow musical stimuli. During these sessions, the children were videotaped in their classrooms, engaged in either free play or in a quiet group activity. The videotaped sessions were then analyzed using a Motor Observation Form. Once all of the tapes had been viewed and scored, overall percentages of movement and no movement were calculated for the fast and slow selections. Within the movement category, overall percentages for locomotor, axial, and small motor movements were calculated as well. Results indicated no significant difference overall due to the main effect of tempo (p > .05). A significant difference was found among the age groups in means for overall movement (p = .0001). Children in the middle age group (26-29 mos.) exhibited more movement responses than those in the youngest group (22-26 mos.) and the oldest group (29-36 mos.). Comparing the three movement categories also indicated a significant difference among the categories (p < .0001). Small motor movements were exhibited more frequently than axial and locomotor movements by a margin of 4:1. Results suggested a relationship between age and music tempo (p = .0196). The youngest and middle groups moved more during the slow selections, but the oldest group moved the most during the fast selections.vReview of Literature Introduction Movement activities are an integral part of any early childhood curriculum. These activities provide children with opportunities to manipulate their bodies in space, strengthen muscles, and improve coordination. From a musical standpoint they also help to develop a repertoire of movements that can be used spontaneously when creative movement is appropriate. Every stage of a child’s development involves acquiring new motor skills and improving existing skills (Poole, Miller, and Church, 2005), necessitating many and varied practice environments. Therefore, early childhood music education curricula should reflect the importance of movement activities during the infant and toddler years. Both directed and creative movement should be a well-planned and integral part of any music class in early childhood. Motor Development from Birth to Age Three During early childhood, developmental processes in the skeletal system and the nervous system contribute to the acquisition of motor skills. In these years, children gain increased control of their movements and begin to develop fine motor skills (Larson and Zaichowsky, 1995). As children get older, their motor skills improve, both in general and in relation to music activities (Gilbert, 1980). Music and movement programs should be aligned with the steadily changing processes of motor skill development. During the first year of life,


THE EFFECT OF MUSIC TEMPO ON MOVEMENT RESPONSES OF PRESCHOOL CHILDREN

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