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dc.contributor.authorNeokleous, Rania
dc.creatorNeokleous, Rania
dc.date.accessioned2019-03-19T13:03:16Z
dc.date.available2019-03-19T13:03:16Z
dc.date.issued2015-01-01
dc.identifierSCOPUS_ID:84929077834
dc.identifier.issn02557614
dc.identifier.urihttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=84929077834&origin=inward
dc.identifier.urihttps://repo.euc.ac.cy/handle/123456789/2006
dc.description.abstractThis study examined the effects of a music methods course offered at a Cypriot university on the singing skills of 33 female preservice kindergarten teachers. To systematically measure and analyze student progress, the research design was both experimental and descriptive. As an applied study which was carried out in situ, the normal procedures of the course were not altered. The methods course incorporated singing instruction in 24 lectures and two 10-minute private singing tutorials at the beginning and middle of the semester. Students' singing ability was measured before and after the course with a Singing Skills Assessment which required pitch matching and whole-song singing tasks. At the onset of the course 52% of participants could not echo sing accurately la-sol-mi patterns, 58% made several melodic mistakes when singing the criterion songs and only 36% could sing above A4. T test comparisons showed that by the end of the semester participants improved their singing skills significantly in the areas of pitch-matching melodic fragments (p <.001), singing simple children's songs (p <.001), and highest pitch (p <.001). It is proposed that music methods instructors include some private vocal tuition in their courses, in addition to learning children's songs, training in melodic patterns and simple vocal exercises.
dc.relation.ispartofInternational Journal of Music Education
dc.titleAiming for the singing teacher: An applied study on preservice kindergarten teachers' singing skills development within a music methods course
elsevier.identifier.doi10.1177/0255761413515822
elsevier.identifier.eid2-s2.0-84929077834
elsevier.identifier.scopusidSCOPUS_ID:84929077834
elsevier.volume33
elsevier.issue.identifier2
elsevier.coverdate2015-01-01
elsevier.coverdisplaydate11 May 2015
elsevier.openaccess0
elsevier.openaccessflagfalse
elsevier.aggregationtypeJournal


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