Relevant bibliographies by topics / Children’s music education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Children’s music education'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Children’s music education"

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Mulenga, Emmanuel Tinnash, Yan Tu, and Dixian Teng. "Contemporary problems and solutions for early childhood music education in Zambia." International Journal of Visual and Performing Arts 3, no. 1 (June 19, 2021): 53–61. http://dx.doi.org/10.31763/viperarts.v3i1.340.

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Music education is now receiving attention from all works of life especially from psychologist studying children’s mental development scientist has revealed that music education in early childhood helps children develop auditory sense nerves and most of the musical activities aid cycle motor development and children who learn musical instruments have a strong memory function abilities which help them to solve problems in other learning subjects. Learning music in early childhood educations is the bed lock of future education. This is the main reason why early childhood music education researchers are working day and night year in year out to find proper teaching methods to use when interacting with children. As much focus is devoted to studies on children's music education aiding cognitive learning in developing countries, it is a wake-up call for Zambia to develop music education in early childhood education. So this paper investigation endeavors to point out problems and offers sound solutions on the most proficient method to improve music schooling in early childhood education in Zambia by performing a complete overview of the evidence on elementary school education curricula in both government-funded and non-government schools.
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Zhou, Jue. "The Value of Music in Children’s Enlightenment Education." Open Journal of Social Sciences 03, no. 12 (2015): 200–206. http://dx.doi.org/10.4236/jss.2015.312023.

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Fortuna, Sandra, and Luc Nijs. "Children’s verbal explanations of their visual representation of the music." International Journal of Music Education 38, no. 4 (July 1, 2020): 563–81. http://dx.doi.org/10.1177/0255761420932689.

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Recent findings in music research are increasingly confirming the embodied nature of music cognition. Assuming that a bodily engagement with music may affect the children’s musical meaning formation, we investigated how young children’s interaction with music, based on verbal description after listening versus body movement description while listening, may be reflected in the verbal explanation of their own visual representations of the music they listened to. In this study, 47 children (aged 9–10) without any formal music education participated in a verbal-based versus movement-based intervention. Before and after the interventions, children created a visual representation of the music and provided a verbal explanation of their drawing. Thematic analysis and statistical tests on the verbal data revealed a significant change in semantic themes, time dimension, and the number of music parameters gathered by children involved in body movement description of the music. Our results offer interesting insights on the role of body movement on children’s pattern perception and musical meaning formation.
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Rosmiati, Ana. "Teknik Stimulasi dalam Pendidikan Karakter Anak Usia Dini melalui Lirik Lagu Dolanan." Resital: Jurnal Seni Pertunjukan 15, no. 1 (November 10, 2014): 71–82. http://dx.doi.org/10.24821/resital.v15i1.801.

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Media musik melalui lirik lagu dolanan anak dapat membantu pembentukan karakater padaanak usia dini. Anak-anak dapat merasakan kehadiran musik sebagai sarana untuk menemani aktivitasdalam bermain. Teknik stimulasi melalui media musik ternyata memiliki dampak positif dalamperkembangan pembentukan emosional anak. Anak-anak bisa terkontrol emosinya dari kebiasaanyang tidak baik. Penelitian ini memakai teknik stimulasi melalui pemaknaan lirik lagu dolanan anakyang dapat membentuk karakter anak pada usia dini. Penelitian ini menggunakan metode deskriptifkualitatif yang mendeskripsikan secara sistematis, faktual dan akurat mengenai fakta-fakta, sifat, sertahubungan antara fenomena yang diselidiki. Penelitian ini mengidentifikasikan contoh pemaknaanlagu dolanan anak yang dapat membantu dalam pembentukan karakter pada anak-usia dini. Anakdapat menggali nilai-nilai kehidupan dari makna pada lirik lagu dolanan berupa nilai pendidikan,pengetahuan, religius, sosial, dan budaya.The Stimulation Technique on the Character Education of Early Age Children through theLyrics of Children’s Song. The music media through the children’s song lyrics can help building the childrencharacter of the early age children. Children can feel the presence of the music as the media for accompanyingthe children’s play activities. The stimulation technique through the music media, in fact, has the positiveimpact in developing the children emotional building. The children are able to control their emotion awayfrom the bad habits. The aim of the research is to find the appropriate stimulation technique through theunderstanding of the children’s song lyrics which can be used to build children character in the early age.This research uses a qualitative descriptive method describing systematic, factual, and accurate informationon the facts, nature, and the relationship between the phenomena investigated. The result of the researchhas been identified by some examples of children’s songs which can help children in their character buildingsince the early age. Children can explore their values of life from the meanings on the children’s song lyricswhich consist of values on education, knowledge, religious, social, and culture.
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Tanja, Linnavalli, Soni García Adriana, and Tervaniemi Mari. "Perspectives on the Potential Benefits of Children’s Group-based Music Education." Music & Science 4 (January 1, 2021): 205920432110335. http://dx.doi.org/10.1177/20592043211033578.

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Recent empirical evidence suggests that attending individual instrumental training in music schools benefits the development of cognitive skills such as language and executive functions. In this article, we examine studies that have found these transfer effects provided by group-based music education in school and preschool contexts. We conclude that group-based music lessons may enhance children’s language skills and possibly executive functions, but evidence for the impact of music activities on intelligence—as measured by nonverbal intelligence tests—or long-term prosocial abilities is scarce. Although the beneficial effects of music on language skills and executive functions are small, they seem to be discernible. However, we do not know if they apply to all children or only to, for example, children who enjoy engaging in musical activities. We suggest that group-based music education should be part of the national school and preschool curricula, because of both the enjoyment of learning music-related skills and the impact it may have on children’s general learning. In parallel, we encourage new empirical longitudinal projects to be launched, enabling further investigations into the promises of music.
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Barrett, Margaret S., Katie Zhukov, Joanne E. Brown, and Graham F. Welch. "Evaluating the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music." Psychology of Music 48, no. 1 (August 16, 2018): 120–36. http://dx.doi.org/10.1177/0305735618790355.

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This article reports on the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music. Singing tests and class surveys were administered to students in 11 Australian primary schools where music specialists mentored classroom teachers over the period of one to two school terms. The results show that implementing music activities in early education settings can positively impact young children’s singing skills and attitudes to music regardless of gender, ethnicity and socio-economic standing of the school. The study provides empirical evidence of the benefits accrued by children through access to music education.
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Ilari, Beatriz, Susan Helfter, and Tina Huynh. "Associations Between Musical Participation and Young Children’s Prosocial Behaviors." Journal of Research in Music Education 67, no. 4 (October 16, 2019): 399–412. http://dx.doi.org/10.1177/0022429419878169.

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Collective music making has been associated with the emergence of prosocial behaviors in children and adults. Yet, the associations between participation in early childhood music education programs and prosocial skills in young children remain elusive. The purpose of this exploratory study was to examine how children with varied amounts of music participation—in a formal program and in the home—performed in two prosocial tasks (i.e., instrumental helping and sharing) and how their parents rated their prosocial tendencies and interests for music. Thirty-six children (ages between 3 and 4 years) with varied amounts of participation in an early childhood music program completed prosocial tasks of instrumental helping and sharing. Results indicated that there were no significant age or sex differences in children’s prosocial responses. Instrumental sharing was positively correlated with time spent in the music program. Sharing scores, in turn, correlated with children’s active musical participation and parental prosocial ratings. These findings are discussed in light of theories of musical and prosocial development in childhood.
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Sakai, Winfried. "Music Preferences and Family Language Background." Journal of Research in Music Education 59, no. 2 (June 9, 2011): 174–95. http://dx.doi.org/10.1177/0022429411406172.

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Turkish migrants are the largest national group in Germany. Nevertheless, neither in music psychology research nor in intercultural research can empirical data on the music preferences of Turkish-German primary schoolchildren in the migrational context be found. This study thus examined the music preference responses of children with Turkish language backgrounds, who were at the end of primary school education, to music examples representing the differences between occidental and oriental music systems. A total of 267 children participated in an investigation in the city of Ludwigshafen am Rhein that involved primary schools that had relatively high and relatively low numbers of children with migrational backgrounds. The data analysis indicated interesting coherences between the children’s family language backgrounds and their music preferences. In the context of migration, however, the children’s responses represented varied possibilities of locating in a local, transnational, or global music culture.
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Sysoieva, Svetlana, Natalia Ovcharenko, and Olga Chebotarenko. "Professional training of future music art teachers for inclusive education: theoretical and technological aspects." SHS Web of Conferences 75 (2020): 04006. http://dx.doi.org/10.1051/shsconf/20207504006.

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The article is devoted to the actual problem of contemporary art education ἦ#x201C; to improve the professional training of future music art teachers for children’s inclusive education. Its purpose is to present the results of theoretical understanding of the developmental and healing potential of music, to develop technological support in future music art teachers’ professional training for children’s inclusive education. According to the results of the study, the basic concept of the study was defined as: “professional training of future music art teachers for inclusive education”, which is seen as an educational process aimed at ensuring students’ readiness to provide a system of educational services to persons with special educational needs in their future professional activity, and it involves mastering their inclusively oriented musical and pedagogical knowledge, skills and personal qualities. To improve the professional training of future music art teachers for children’s inclusive learning, the findings of the latest research in the field of art and musicpedagogical theory concerning the harmonizing and music-therapeutic influence of music on the personality of a child in need of educational inclusion were used; criteria of musical works selection for children with psycho-physiological disabilities have been identified; there was developed and substantiated developmental and corrective technique of training singing that can be used in inclusive classes of different age, gender and cognitive abilities of children. Developmental and corrective technique of training singing includes innovative content of children’s teaching, comprising a specially selected vocal repertoire; lesson and extracurricular forms of training; specific teaching methods for students with special educational needs.
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Золотухіна, С. Т., О. М. Іонова, and С. Є. Лупаренко. "МУЗИЧНА ОСВІТА ШКОЛЯРІВ У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ КНР: ТЕНДЕНЦІЇ ТА ПЕРСПЕКТИВИ." Теорія та методика навчання та виховання, no. 47 (2019): 37–49. http://dx.doi.org/10.34142/23128046.2019.47.04.

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The relevance of the study is predetermined by insufficient development of the problem of schoolchildren’s music education in general secondary education institutions in the People’s Republic of China and the significance of the use of educationally valuable Chinese experience in music education in Ukrainian educational practice. The aim of the study is to reveal the tendencies and prospects for schoolchildren’s music education in general secondary education institutions in the People’s Republic of China. Various methods have been used to carry out this research, namely: general scientific (analysis, synthesis, systematization, generalization, comparison, classification), historical, empirical and prognostic methods. The general tendencies of development of music education in general secondary education institutions in the People’s Republic of China in historical, content and organizational-methodical aspects have been revealed. The general trends of development of music education in general secondary education institutions in Ukraine and the People’s Republic of China have been determined. They are the progressiveness of the general strategy of music education, its focus on the development of spirituality of the nation, democratization of educational process, openness to the world and European experience, constant modernization of the content of education, forms and methods of mastering it, improvement of the conditions of educational process, increased attention to Music teachers’ professional training. The prospects for development of schoolchildren’s music education in general secondary education institutions in the People’s Republic of China have been specified. They are the intensification of scientific research and intensifying the implementation of innovations into the practice of music education, the creation of a national concept of general music education taking into consideration the progressive world experience and national cultural traditions, development of curricula of general secondary music education taking into account the specificity and opportunities in the region, the combination of tradition and innovation in music pedagogy. The directions of the use of Chinese experience in modern schools in Ukraine have been determined. They are the development of a concept of schoolchildren’s music education taking into account the realities and prospects for the development of national education, universal and national cultural traditions, children’s assimilation of the most important values by means of musical art, providing pedagogically appropriate organization and improving the conditions of children’s music education, increasing the requirements for Music teachers’ professionalism
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Dissertations / Theses on the topic "Children’s music education"

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Burke, Donita Baham. "A Music Curriculum for the Non-Music Major Teacher of the Intermediate Grades." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/71.

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This study was developed for the teacher who may have limited resources in music education. The purpose of this study was to design a curriculum in music education for the intermediate grades so that a non-music major teacher could easily instruct music lessons. The characteristics of musical growth have been outlined and research has been shown to support the musical characteristics. A set of objectives has been formed as the foundation for teaching music to children of the intermediate grades. The curriculum devised has three components for the teacher to follow: songs appropriate for each season, holiday or month, listening to American composers, and creating musical instruments. The activities listed have been selected for student appeal and enrichment suggestions are given to allow the teacher the opportunity to expand the, music lesson. It is with great hope that this study will give the teacher confidence to undertake a program of music that may have been otherwise nonexistent in the classroom.
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Schünemann, Anelise Thönnings. "Música e histórias infantis : o engajamento da criança de 0 a 4 anos nas aulas de música." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/28804.

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A pesquisa situa-se no campo da pedagogia da música, especificamente nas relações que estruturam a integração entre música e histórias infantis. O objetivo é compreender de que modo a articulação entre música e história promove o interesse e engajamento das crianças, criando-se um espaço que facilita o desenrolar pedagógico das aulas. O pressuposto é que essa articulação de fato ocorre, necessitando ser desvelada mediante a identificação de suas propriedades. O referencial teórico apresenta o ambiente sonoro e musical da criança, literatura infantil e infância, e a importância da música e da história infantil na sala de aula. Foram observados 23 encontros de musicalização com crianças de 0 a 4 anos, no período de outubro a dezembro do ano de 2009. As observações foram registradas em forma de episódios, com descrições do contexto geral da aula, sinopse da história trabalhada e atividades musicais realizadas. As análises enfocaram as manifestações de interesse da criança como indicador do seu engajamento, procurando identificar de que modo e em quais circunstâncias esse engajamento ocorre. Os resultados mostram que as relações entre música e histórias infantis apresentam propriedades comuns e complementares, caracterizando-se pela interdependência mútua. A música insere-se na história infantil auxiliando a compreensão e interpretação do seu enredo, enquanto recebe dela os fundamentos da imaginação necessários para criar e se expressar musicalmente. Os resultados poderão contribuir na construção dos fundamentos pedagógicos para a educação infantil, fornecendo argumentos em favor da música e das histórias infantis na formação da criança.
This study is located in the field of music education, specifically in the relationships organizing the integration between music and children's stories. The objective is to comprehend the way the articulation between music and story promotes child interest and engagement, creating a space that facilitates educational development of classes. It is presupposed that this articulation in fact occurs, needing to be unveiled through identification of its properties. The theoretical reference presents children’s sound and music environment, children’s literature and childhood, and the important of music and children’s stories in the classroom. 23 music education gatherings with children aged 0-4 were observed from October to December of 2009. Observations were recorded in the form of episodes, with descriptions of the general class context, a synopsis of the story worked with and musical activities carried out. The analyses focused on manifestations of children’s interest as indicators of their engagement, seeking to identity how and under what circumstances engagement takes place. The results demonstrate that the relationships between music and children’s stories share common and complementary properties, being characterized by mutual interdependence. Music is inserted into a children's story to aid in comprehension and interpretation of its plot, while it receives in return the bases for imagination necessary to musical creation and expression. The results will be able to contribute to building educational bases for children’s education, supplying arguments in favor of the music and in children's stories in childhood education.
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Wiemken, Patricia E. "A Comparison of Structured Versus Unstructured Composition Tasks as Assessments of First Grade Children’s Understanding of ABA Form and Rhythmic and Timbre Differences." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174928591.

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Färnqvist, Johanna. "Barnteater - inte bara ”målad”… : En studie om hur barnteater kan se ut idag och hur en bra barnteaterföreställning ska vara enligt barn, lärare och medverkande." Thesis, Karlstad University, Division for Ingesund College of Music, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4863.

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Syftet med det här arbetet är att undersöka hur barnteatern kan se ut idag och om den uppfyller barnens krav.

Observationer gjordes på tre slumpmässigt utvalda barnföreställningar för lågstadiet. Därefter intervjuades medverkande och publik som i detta fall bestod av barnen och dess lärare. Intervjufrågorna behandlade dels hur medverkande tänker inför en föreställning för barn och hur publiken uppfattade den, dels hur de anser att en bra barnföreställning bör vara.

Resultatet i undersökningen visar några tydliga tendenser. De tre barnföreställningarna höll en god kvalitet i avseende på framförande, musik och dekor. Men barn är ofta ovana teaterbesökare och har svårt att ta in information genom bara iakttagande. Därför behöver de en annan typ av föreställning än de tre jag observerade. En föreställning med mera delaktighet.


The purpose of this study is to investigate the current state of children’s theatre, and if it meets the needs of the children.

Observations were carried out in three randomly chosen children’s theatre performances. After the observations, performers and the audience - in this case, children and their teachers - were interviewed. The questions dealt with how performers think prior to a performance for children, and how the audience reacted to it, in addition to how they think a good children’s theatre performance should be.

The result of the study indicates some clear tendencies. The three children’s theatre performances received good reviews with regard to performance, music and décor. But children are seldom familiar with the theatre and have trouble attaining information through watching alone. Thus, they need a different kind of theatrical performance than the three I observed. A performance in which they are more involved in the action.

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Mead, Robin S. "Children and Music: An Exploration of the Impact of Music on Children's Lives." Marietta College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1208554391.

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Loane, Brian. "Understanding children's music." Thesis, University of York, 1987. http://etheses.whiterose.ac.uk/4276/.

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Wartelle, Clara. "Les chants pour enfants au Japon au début du 20ème siècle : de la réception à l'affirmation d'une identité musicale." Thesis, Sorbonne Paris Cité, 2019. http://www.theses.fr/2019USPCF001/document.

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Pièces musicales abondamment composées au début du 20ème siècle au Japon, les chants pour enfants ont fait l'objet de réflexions croisées entre pédagogues, hommes de lettres et musiciens dans une période d'effervescence culturelle et de développement des médias de divertissement.Introduite très tôt dans le système scolaire, la pratique du chant présentait des intérêts aussi variés que ceux de renforcer l'esprit collectif, de faciliter la mémorisation des connaissances, de disposer d'un répertoire interprété lors des cérémonies publiques et des manifestations patriotiques, mais aussi d'attribuer une identité commune aux exécutants. La question de l'identité musicale japonaise a notamment préoccupé les intellectuels de l'ère Taishô qui, face à l'occidentalisation grandissante bouleversant la vie sociale des Japonais, voulurent exhumer les chansons autochtones afin de les exploiter dans l'élaboration d'un nouveau répertoire.Chacune des trois parties de cette thèse s'attache donc à décrire et analyser les comptines (warabe uta), les chants scolaires (shôka) puis les chants pour enfants (dôyô) qui constituent le répertoire de la chanson enfantine au Japon, afin de retracer les évolutions inhérentes à ces types de pièces vocales, décrire les interactions des différents courants musicaux, révéler les ruptures et les oppositions que l'on peut observer dans les discours des milieux artistiques et littéraires, et permettre ainsi une meilleure compréhension de la société de l'époque
Children’s songs were a source of reflection between pedagogues, intellectuals, and musicians during a dynamic period of cultural revival and the development of media for entertainment.Introduced very early in the school system, singing practice was a source of various interests as much as an enforcement of a collective spirit or knowledge memorization. On the other hand, patriotic demonstrations during public ceremonies allowed the enforcement of national identity through singing. The Japanese musical identity raised several questions for intellectuals of the Taisho era. During that time, they were facing an acceleration of the phenomenal Westernization of Japanese society and wanted to use Japanese nursery rhymes in order to create a new repertoire.Each part of this thesis will describe and analyze nursery rhymes (warabe uta), school songs (shôka) and children songs (dôyô) that form the genre of ‘children songs’ in Japan. Through each item, I will retrace the evolution of those types of vocal pieces and describe the interactions between the repertoire of different musical eras. This will help to reveal the opposition that can be witnessed in the speech of the artistic and literary community at the time and allows a better understanding of the wider society of that period
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Sangiorgio, Andrea. "Collaborative creativity in music education : children's interactions in group creative music making." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/20648.

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This study intended to develop a theoretical framework for understanding children's collaborative creativity in music. The focus was on creative interactions and on how early primary children interact when they engage in creative group music making. Related questions were on: 1) the different communicative media employed, 2) the component aspects of group work influencing children's creative endeavours, 3) the meanings that children attribute to their creative experience, and 4) the educational and ethical values of creative interactions. The study was carried out in a private music school in Rome, Italy. A group of eight 5-7-year-old children participated over eight months in 30 weekly sessions of group creative activities in music and movement. I was the teacher researcher and worked with a co-teacher. This exploratory, interpretive inquiry was framed by sociocultural perspectives on learning and creativity. A qualitative research methodology was adopted, which combined methodological elements derived from case study research, ethnographic approaches, and practitioner research. Data collection methods included participant observation, video-recording of sessions, documentation, and strategies for eliciting children's meanings. Thematic analysis, both theory-driven and data-driven, was conducted in order to identify relevant issues. The findings of the study suggest that in creative collaborative work in music bodily interactions and musical interactions have a stronger significance than verbal interactions. A conceptual distinction was made between 'cooperative' vs 'collaborative' which helped to characterise the different degrees of interactivity in the group's creative work. The study identified a range of component aspects which influenced the quality and productivity of children's collaborative interactions. These included: children's characteristics, context and setting, pedagogical approach, task design, collaboratively emergent processes, underlying tensions in creative learning, reflection on and evaluation of creative work, and time. Children actively gave meaning to their group creative music making mostly in terms of imagery and narrative, though they were gradually shifting towards more purely musical conceptualisations. Creating music in groups had the potential to enhance their sense of competence, ownership and belonging, and supported ethical values such as promoting the person, freedom, responsibility, a multiplicity of perspectives, and democracy. Three meta-themes run throughout the findings of the study, which are in line with sociocultural perspectives: i) a systems perspective as necessary to gain a more comprehensive view of collaborative creativity; ii) creativity as an inherently social phenomenon, and iii) creativity as processual and emergent. The implications for pedagogical practice highlight the importance of including creative collaborative activities in the music curriculum.
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Packer, Yvonne Mary. "Music and the therapeutic education of children in EBD schools." Thesis, UCL Institute of Education (IOE), 1992. http://eprints.ioe.ac.uk/7446/.

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In this study I seek to evaluate the effect of music education on the personal and social development of disturbed children and to ascertain the feasibility of incorporating such teaching into the curriculum of EBD day schools. Apart from the author's own professional practice there was little observable practice and this, combined with the difficulties of actually observing teachers working with disturbed children, placed restrictions on the scope of empirical study. Within this limitation, action research was combined with interviews, case studies and questionnaires to determine the attitude of pupils to music. Analysis of the impact of music education on the behaviour of disturbed children indicates that it has some potential to benefit their social and emotional readjustment and, at the same time, demonstrates the marked effect of pupil behaviour on the curricular intentions of the teacher. It becomes apparent that it is not feasible to work within the confines of a prescribed, developmental syllabus and that, whilst the overall aim may be to encompass much of the mainstream syllabus, the inroads to that syllabus in this context will be apparently random reflecting the child's lack of sustained concentration and fleeting moments of interest. This changing emphasis brings about a re-evaluation of the concept of music teaching and a comparison is made with music therapy in an attempt to discern which is the nearest model to therapeutic education. A retrospective view of general educational provision for disturbed children includes consideration of causation, the special skills required of teachers and an analysis of classroom problems. Problems for the researcher working in this field are diverse but in spite of the restraints, limited findings emerge which constitute the central focus of this thesis - they being that music education can be successfully incorporated into the curriculum of EBD day schools and that it may positively effect the personal development and interpersonal relationships between disturbed children. These findings are central to the recommendations made for future research and curricular development.
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Young, Susan. "Young children's spontaneous instrumental music-making in nursery settings." Thesis, Roehampton University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368827.

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Books on the topic "Children’s music education"

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Comte, Martin. Music education: Giving children a voice. Parkville, Vic: Australian Society for Music Education, 2005.

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Music activities for special children. West Nyack, N.Y: Parker Pub. Co., 1987.

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Bandurina, Tatiana. Voices of our children: Stories of music education. Richmond, BC: Quintecco Educational Products, 2009.

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Bandurina, Tatiana. Voices of our children: Stories of music education. Richmond, BC: Quintecco Educational Products, 2009.

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Clive, Robbins, ed. Music therapy in special education. 2nd ed. St Louis: Magnamusic-Baton, 1995.

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Dee, Merrion Margaret, ed. Drama and music: Creative activities for young children. Atlanta, GA: Humanics Learning, 1995.

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M, Perry T. Music lessons for children with special needs. London: Jessica Kingsley Publishers, 1995.

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Music and you. New York: Macmillan, 1988.

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Burman, Chris. Training in the education of children under five: Music activities. Birmingham: Curriculum Support Service, 1992.

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Weikart, Phyllis S. Movement plus music: Activities for children, ages 3 to 7. 2nd ed. Ypsilanti, Mich: High/Scope Press, 1989.

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Book chapters on the topic "Children’s music education"

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Akuno, Emily Achieng’. "Children’s songs." In Music Education in Africa, 299–314. Abingdon, Oxon; New York, NY: Routledge, 2019. | Series: Routledge studies in music education: Routledge, 2019. http://dx.doi.org/10.4324/9780429201592-19.

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Atoh, Fred O., Virginia N. Onyara, and Perminus Matiure. "Examining African children’s musical arts experiences as learning resources for children." In Music Education in Africa, 279–98. Abingdon, Oxon; New York, NY: Routledge, 2019. | Series: Routledge studies in music education: Routledge, 2019. http://dx.doi.org/10.4324/9780429201592-18.

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Koma, Kumiko. "Exploring Children’s Creative Musical Conversations Using the Tambourine." In Creativity in Music Education, 47–58. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2749-0_4.

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Lin, Schu-Fang. "Discovering Young Children’s Musical Creativity in Their Everyday Life." In Creativity in Music Education, 59–72. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2749-0_5.

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Gondo, Atsuko. "Creativity, Change in Music Culture, and What Children’s Song Should Be." In Creativity in Music Education, 151–64. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2749-0_12.

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Acker, Aleksandra, and Berenice Nyland. "Children’s Music Performance from Serbia, Snežana and Ivana’s Story." In International Perspectives on Early Childhood Education and Development, 23–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57698-1_2.

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Lonie, Douglas, and Luke Dickens. "Are You Listening? Voicing What Matters in Non-Formal Music Education Policy and Practice." In Children’s Emotions in Policy and Practice, 174–88. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137415608_11.

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Dickens, Luke, and Douglas Lonie. "Rehearsal Spaces as Children’s Spaces? Considering the Place of Non-formal Music Education." In Informal Education, Childhood and Youth, 165–83. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137027733_11.

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Bickford, Tyler. "The Kindie Movement: Independent Children’s Music in the United States Since 2000." In International Perspectives on Early Childhood Education and Development, 223–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17791-1_14.

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Huber, Janice. "Letting Children Know We Are Listening to Them: Attending to Children’s Everyday Ways of Knowing, Being, Doing, and Relating as Key in the Relational Ethical Responsibilities of Coming Alongside Young Child Co-Researchers in Narrative Inquiry." In Narratives and Reflections in Music Education, 33–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28707-8_3.

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Conference papers on the topic "Children’s music education"

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Tanasković, Marija. "REGGIO EMILIA APPROACH – THE POSSIBILITY OF INTEGRATION IN PRESCHOOL MUSIC EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.407t.

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The essence of the educational process is precisely in providing favorable conditions, as well as encouraging and supporting the optimal development of children. It should contain a certain sequence of operations and contents to accelerate and enhance development, but at the same time to be flexible, adaptable and open to children’s needs, interests and opportunities. Preschool education is the first, the most important step in forming a relationship to the general culture of an environment, to music and art in general. Accordingly, an important goal in planning any music program for children is to recognize their interests and attitudes toward different musical activities. One of the goals of Basis of the Program – Years of Ascent, for children to develop dispositions for lifelong learning such as openness, curiosity, resilience, reflexivity, perseverance, self-confidence and a positive personal and social identity, is similar to the goal of Reggio Emilia’s approach in which children are viewed as active authors of their own development, i.e. that they will learn everything they need to learn, at the moment they are ready for it. Learning is focused on children – on their competencies, not on their shortcomings. The approach is based on the idea that each child has “a hundred languages” to express the characteristics of the world around him/her. Children are developing and are encouraged to symbolically represent ideas and feelings through any of their hundred languages (expressive, communicative and cognitive), words, movements, drawings, painting, creativity, sculpture, play, collage, drama, music, etc. Approach Reggio Emilia emphasizes the importance of the process of researching and using art in the social environment. Children acquire knowledge and abilities to express their thoughts and ideas through creation. Therefore, the paper discusses the possibility of integration of contents and activities from the Reggio Emilia approach in preschool music education, with aim to improve it.
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Jiang, Na. "Research on the Compatibility Between Kabalevsky’s Music Education Concept and Children’s Piano Education." In International Conference on Arts, Humanity and Economics, Management (ICAHEM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200328.021.

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Yan, Lin, and Shan Hao. "Research on the Application of Guanzhong Ballad in Children’s Music Education*." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.107.

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Bilbokaitė, Renata, Ieva Bilbokaitė-Skiauterienė, and Violeta Peskur. "INTEGRATION OF MUSIC IN PRE-SCHOOL CHILDREN’S LEARNING: REFLECTING DIDACTIC EFFECTIVENESS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0450.

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Jin, Ling. "Thoughts on the International Mainstream Music Teaching Methods Used in the Game-based Activities of Children’s Music Education." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.232.

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Volbikienė, Asta, and Remigijus Bubnys. "ANALYSIS OF THE MOTIVES IN CHOOSING MUSIC SCHOOL: ASPECTS OF CHILDREN’S AND PARENTS’ EXPERIENCES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0537.

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Kulikova, S. V., and U. V. Strelenko. "Competence approach in the formation of children’s motivation for music lessons in preschool education." In PEDAGOGY AND PSYCHOLOGY IN THE MODERN WORLD: THE ART OF TEACHING AND LEARNING. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-041-4-48.

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Hao, Hu, Wei Dongmei, and Fan Xiaoxiao. "Study on the Strategies of Music Sensory Integration Course for Children’s Language Development." In 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.012.

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Bilbokaitė, Renata, Ieva Bilbokaitė-Skiauterienė, Marite Kravale-Pauliņa, and Violeta Peskur. "DIDACTIC APPROACH OF MUSIC INTEGRATION IN PRE-SCHOOL CHILDREN’S DAILY LEARNING ACTIVITIES: LIMITATION OF THEMES AND USE OF METHODS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1916.

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Liu, Tse. "The main directions of development of patriotic education of students by means of vocal art in the People's Republic of China." In Наука России: Цели и задачи. НЦ "LJournal", 2021. http://dx.doi.org/10.18411/sr-10-04-2021-69.

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The purpose of the article is to show how modern technologies expand the educational possibilities of children's patriotic songs by enriching this genre with new means of expression, as well as the emergence of new forms of song representation (songs for movies, TV shows for children, laser shows, open-air performances, etc.). The direct participation of children in the preparation for participation in the events, performances in front of the audience, as well as the presence as spectators and the use of music teachers of these genres in the classroom have an effective educational impact on children of different ages for the purpose of patriotic education of young people in China.
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