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Singing attitudes (school ((Welch et al. 2009) children's attitdes to…

- - - - Wapnick (1976) , attitudes toward music may be influeced by music variables (tempo, familiarity, style, etc.), situatioal variables (repetition, teaching methods, peer influence, prior knowledge, socioeconomic factors, etc.), and subject variables (intelligence, personality, gender, age, ethnicity, etc.). The music educator is able to control some of the musical variables (tempo, familiarity) and situational variables (repetition, instructional delivery, modeling, etc.)
        
        (Nolin, 1973) the value of attitude studies such as this is shown in the identification of students' feelings toward the way music educators are trying to teach things they think are important-not in the identification of those areas that students like, . for example, if music reading is an important ingredient of music education, then music educators should consider modifying the approach if the traditional techniques using music-reading exercises are not only producing non-music readers but also poor attitudes toward the process.
        
        (Welch et al, 2009 the first year) In order to explore this finding in more detail, a further statistical analysis was undertaken of children’s responses within the 45 questions :!: to see if there were any particular groupings evident in the way that the children had answered.9 Six clusterings emerged, embracing: (1) enjoyment of singing and high self-efficacy; (2) positive attitudes to singing at school; (3) engagement with singing at a personal (based on Welch's theory?) ( and development theory) :!:
        level; (4) engagement with singing through family and social activities; (5) low
        confidence and poor self-efficacy in singing; and (6) positive engagement with music
        making. Sex differences were evidenced in all six factors. Overall, females tended to
        be more positive than males towards singing and more self-confident (Factors 1, 2, 3,
        and 4). Males tended to have lower confidence about singing and poorer singing selfefficacy
        (Factor 5). Yet, in terms of the more creative aspect of the curriculum, males
        had a higher positive engagement than females with music making (Factor 6). :smiley:
        
        Definition of 'attitude' 'a firmly held mental network of beliefs, feelings, and values that is organized through an individual's experience, and that exerts a directive and dynamic influence on the individual's perception and response to all objects and situations with which it is related.' (Cutietta, 1992).
        
        (from Kehrberg, 1984) Definition of Attitude: ...worth of music as one of the ultimate values of life...There are those who believe it to be of paramount importance, who cannot contemplate an existence without it, and others who are completely indifferent or bored with their musical experience,...still others believe that music of certain kinds may have an unpleasant or even detrimental effect (Mueller, 1934, P. 138).
  - - - (Philips, 1998) Psychomotor skills instruction by Phillips (1992) served as the basis of instruction for the treatment group. This method has five agres of technical developemt for singing: (a) postire and respiration, (b) phonatory or speaking voice development, (c) resonant tone producation, (d) diction, and (e) expression. Each of these areas is comprised of exercises and vocalises that are divided into six levels of instruction.
      - (Philips, 1998) Following the treatment period, subjects in both groups were given a 10-question attitude toward singing survey. The questionnaire asked subjects to respond to how they felt about each question using a Likert-type scale of 1 (like it a lot) to 6 (dislike it a lot), The 10 questions were: 1 . How much do you like to sing in music class? 2. How much do you like the sound of your own singing voice? 3. How much do you like the sound of your speaking voice (links to speaking)? :<3: 4. How much do you like to hear other classmates sing? :!: 5. How much do you like to sing solos in front of others :!:? 6. How much do you like to listen to singing on the radio, TV, or MTV? 7. How much do you like to sing songs that are high? 8. How much do you like to sing songs that are low? 9. How much do you like to sing at home or outside of school? 10. How much do you like music class in general? :!: (critical: the ten questions included singing in school, home, informal settings, self-identify. However, some themes such as singing at home, and informal settings only have one question. :!!:) The 10-question survey used in this study was based upon a similar one used by Phillips and Vispoel (1990), The questionnaire is ''Self-Perception :!: of Singing Abilities''. :!!: Critical: The researcher reported that the treatment group's scored more positively toward singing on only four of the nine questions. :!!: It might be as the design of the questionnaire? All females scored significantly higher than all males when responding to question 1,2,5,7,9.
        
        single point (Philips, 1998) confident singing, alone and with others, is one of the nine outcomes of music instruction projected for all students (K-12) in the national standards for music education (MENC, 1994).
    - - the Musical Attitude Inventory (MAI) was similar to the inventory used in Nolin's study (1973) where incomplete statements were based on the music teacher's regular classroom activities. Musical Attitude Quotations (MAQ) were computed for each student. Each incomplete statement was constructed to obtain one of four possible responses: 1) I like it; 2) it is ok; 3) I don't like it; or 4) I don't remember doing it. :!!: a MAQ was produced for each student who adequately completed an answer sheet. the MAQ of three was the most positive attitude and one was the most negative. (critical, it is not balanced). :!!:
        
        (Nolin, 1973) from a large midwestern city, 13 of the school system's twenty-six elementary schools were randomly selected for testing. six were considered title schools (within the government -identified poverty class). all third, fourth, fifth, and sixth grade students in the selected schools were tested, and each testing session was personally administered and conducted by the author. the musical attitude inventory, which was used to identify the attitudes of students, was similar to the original Broquist inventory as modified in Nolin's 1967 study. It presented incomplete statements about the various component factors of the music program. Each statement was designed to elicit one of four possible responses: 1) I like it, 2) it is ok, 3) I don't like it, or 4) I don't remember doing it. although the inventory was created from the city system's course of study curriculum guide, it was an unwarranted assumption that each item was included in the music instruction at each school. the choice 'I don't remember doing it' was included to avoid forcing students to make judgement responses on items they had never experienced. the inventories contained activities in the following categories: singing, listening, rhythm, music reading, performing, and creative and miscellaneous. (they are music activities in school) . result: the study reported that similar declines in attitudes expressed by students as they grow older (age). in this study, the boys expressed lower attitude scores than girls at all levels, :star: but the decline from grade to grade was in most cases highly significant. only the drop from grade third grade girls to four grade girls was not found to be significant. :star: :star: (how about welch et al, 2009). but boys in these two grades showed significant difference. school differences also was reported in the study, which the title school students exhibited higher attitudes than non title school students. :red_cross: the author suggested that less frequent class meetings :star: :pencil2: probably did contribute to lower expressed attitudes of students toward their school music experiences, with a steady and generally significant decline from third grade through sixth grade. students' attitude towards singing is the highest within music actives. :recycle: however, most students generally disliked singing without the piano or other accompaniment, and singing alone with records the teacher played. :red_cross: :red_cross: the students' favourite singing activity was preparing songs especially well for presentation at special programs (choir experiences.). :recycle: students appeared to be most enthusiastic about performance activities. These activities included the playing of traditional school band :and orchestral instruments. most playing activities showed increases in attitudes from the third through the sixth grade (contast with general singing attitude)(check the literature). :smiley: (same with Welch et al.,2009). as in most other categories nontitle school students, particularly boys, expressed much lower attitudes toward performance :recycle::star: activities than their counterparts in title schools. however, even with some losses in attitude scores in some performance activities as students grew older, these activiteis remained at a high level on the 100 to 300 scale:(same with Welch et al, 2009).
        
        (Nolin, 1973) the only music -reading activity :frowning_face: regarded favourably by all students was learning to read music by playing an instrument. by implication this could have been interpreted by students to mean playing the instrument and not reading music. playing of instruments has already been shown to be an extremely popular activity. but all other music-reading activities were extremely unpopular with all student groups. no other single type of activity produced such low overall attitude scores.
- - - - (Adachi & Trehub, 1998) we examined children's attempts to express particular emotions by means of their informal musical performances. We chose singing as a performance medium because of the early onset of spontaneous singig and its importance in early childhood. Happiness and sadness were chosen as the target emotions because these are basic emotions. Children's use of expressive cues in their musical perfromances is likely to differ as a function of age, gender and musical ability. For example, pre-schoolers commonly react to music by spontaneous body movement, older children are inclined to suppress such movement. There is much evidence to suggest that girls are better encoders of emotion than are boys, perhaps because boys are socialised to suppress emotional displays and girls are encouraged to react expressively and empathetically to others.
- - - - Home musical environment. definition : shall include all the musical stimuli provided by the home .
        
        (Welch et al, 2009) Children's responses to singing in the home also demonstrated an inverse relationship between age and attitudinal positivity, again with sex defferences, F= (12,8111)=86.45, p<.0001. Children tended to be less positive as they got older (p=.001), with gilrs being more positive than boys in each school Year (p<.0001). :star:
      - (Brand, 1986) Brand used Home Musical Environmental Scale (Brand, 1985) which is inferred from parental attitudes :!:and efforts to provide a musical environment and experiences. This instrument, which is in both English and Spanish, consists of 15 items that, based on factor analytical studies, Focus on four dimensions of home musical environment: :!!: a) parents' attitude toward music and musical involvement with child; b) parental concert attendance; c) parent-child ownership and use of record/tape player, records, tapes; and d) parent plays a musical instrument. it is a parent self-reporting measure specifically designed to assess the home musical environments of lower elementary school children. (however, the current study focuses on older children. The reliability (Cronbach's alpha) of the HOMES is .86 (Brand, 1985). The study used Primary Measures of Music Audiation to tested tonal and rhythm, and Music Achievement Assessment Form filled by music teachers to assess musical achievement. The study reported that 1) a significant relationship (.43) between parents' attitude toward music and musical involvement with child and musical achievement. 2) parental concert attendance and musical achievement (0.19), parental concert attendance and parental attitudes toward music and musical involvement with child.(0.47) 3) parent-child ownership and use of record/tape player, records, tapes and musical achievement (0.19); ...record/tape with parental concert attendance; attitudes toward music and musical involvement with child; 4) parents plays a musical instrument with three other themes. The author reported that significant correlations between factors of parent's attitude toward music, a) b)c) and musical achievement. :star: But no significant difference between four HOMES with child and tonal or rhythmic perception scores. :star: :star: Music achievement in the study was based on actual ability/performance. Findings from this study indicate a strong relationship between home musical environment scores and musical achievement of second-grade children. :star: An important finding in this study is that not all home musical environmental variables are related in the same degree to musical achievement. The strongest relationship found was between musical achievement and overall parental attitudes toward music and musical involvement with the child. :star: This factor includes parents' overall attitude toward music and such parental behaviours assigning to and with the child, providing toys that make sounds/music, providing toy musical instruments, and helping child learn songs. :recycle:Based on the results of this study, the fact that a parent had played or presently plays a music instrument is not related to a child's music achievement. :star:the author suggested that social status is not related to musical home environments.disadvantaged groups could able to provide meaningful support for school performance.
        
        the relationship of environmental factors to both musical aptitude and achievement test scores was investigated by Gordon (1967). Musical environment was assessed through individual :!: interviews, analysis of school records, and subsequently recorded on a 23-item questionnaire. In general, certain environmental factors (e.g., piano at home, siblings play or sing') showed much greater influence on the children's music achievement test scores than on their musical aptitude scores. :silhouettes: Results also indicate that home musical environment factors such as parents telling and helping child to practice and the amount of practice time were not significantly correlated to musical aptitude or achievement scores. :silhouettes: Other factors such as 'hearing music at home', :recycle: 'siblings play or sing' 'private lessons' and record player at home' were significantly related to musical achievement scores but not to aptitude scores.
        
        Kirkpartrick (1962) found a strong relationship between home musical environment and singing ability of five-year-old children. 'Excellent to good' home musical environments (as determined by interviews in the home) were significantly related, p<.005, to pitch accuracy. :silhouettes: Music environments with mothers who sang to and with their children, :recycle: family singing and playing, and parents with musical backgrounds were associated with accurate singing among these subjects. :star:
      - George and Hodges (1980) note a generalised conclusion of 'moderate, positive support for the influence of home musical environment on musical attributes' (p.402). :star:
  - - - There is some evidence that children have a more positive attitude towards :red_flag: singing when the home environment supports singing activities (Brand, 1986; ).
        
        (Custodero, 2006) Families often use music as :star: part of routine or to guide children's behaviour. Parents sing to children who are tired, fussy, hurt, or anxious in an effort to calm them. Many children have learned the alphabet by singing it to the melody.Singing is an effective method of communication. singing :star: to help accomplish many daily routine tasks: washing hands, picking up personal items, bathing, getting out of bed in the morning, and brushing teeth.
- - - - (Nolin, 1973) the only positively regarded listening activities were listening to assembly programs and TV or radio programs on musical subjects. this could probably be explained by the fact that students are generally enthusiastic about any assembly or tv or radio program on any subject. none of the students in any of the schools were enthusiastic about listening to music recordings by symphony orchestras or studying about famous composers.
- - - - (Phillips, 1992) has observed that students who receive formal instruction in singing grow in confidence in their singing ability and are likely to sing more accurately and demonstrate positive attitudes toward singing and music class in general. the research suggests otherwise. clearly , there is need for more study in this area.