Elementary music education
Sandra Cristina Allá Silva e Eliane Leão
Introduction To observe how elementary music education actually occurs, in school settings, is a theme that needs more investments in the area of musical learning. Many professors already exercise serious programs in Goiania, in the state of Goias, Brazil, but there is little evidence of these pedagogical practices. This study, a direct result of research in the music education undergraduate course, is part of the production of the Research Directory for Creativity, Cognitive Processes and Interdisciplinarity, of CNPq/EMAC/UFG. Based in research works of Eliane Figueiredo (1989 e 1996), and Violeta H. Gainza (1988), it states that musical language is learned throughout one’s experience and that the subject constructs the world’s musical knowledge when exposed to a favorable musical environment.
Methodology This work, based on qualitative analysis, starting from an experiment designed to prove the hypothesis that babies benefit from experiencing music, began with the elaboration of two questionnaires in order to collect information regarding the importance of music in the life of the subjects. The objects of analysis were the methodologies used by musical pedagogy professionals and also the exercise of practices by parents and/or guardians responsible for the music education of their children. The results of the interviews were transcribed in full and excerpts of the important elements were utilized. The research design of the experiment, that followed, consisted of preparing sessions for 3 distinct groups, in private schools, in the city of Goiania: 1) Pre-school I and II (1st and 2nd years – from 18 months old to 4 years old), were taught together, in the same class, located in the district of Setor Oeste; 2) Pre-school I and II (from 18 months old through 3 years old), in the district of Setor Jao; and 3) Kindergartner I (from 4 to 5 years old), also in the district of Setor Jao. Contents and procedures of each of the twenty nine sessions were elaborated using the same model for the 3 groups. The first group worked for 3 months, and the other two for 7 months. After each session, protocols were made from observations, aiming the data collection for the final discussion. Also, based upon the protocols and interviews, the analyses were conducted.
Analysis Group I – During the period of three months, it was observed that the subjects had great improvements: They began to sing and play with joy and enthusiasm using words correctly, developing varied movements, making distinct sounds, recognizing the sounds of instruments. Group II – During the period of seven months, it was observed that the subjects learned to share toys, to move around with more agility, demonstrating dominance as to attention and silence whenever asked; they learned to sing and dance, keeping up with the rhythm using any resonant object available; they reported facts from imagination and from real life; they reproduced high and low sounds, recognizing musical instruments (percussion included), and sang with more clarity and tuning. Group III – During the period of seven months, they developed faster logical reasoning; sang music more clearly and with more disposition, proving to be more in tune and also following the rhythm, using corporal expression; and made rhythm with percussion instruments, at the right pace, using voice and body. Final Conclusions It was verified that music, when worked on with subjects aging from 1 to 5 years, contributes to the observed subjects’ learning and development. There is no appropriate age to start the practice of contents on elementary music education, since all three distinct groups, acting in different age levels invariably benefit from learning and exposure to music. Moreover, the musical environment contributed to the development in early childhood. This study, to be continued, demonstrates that musical activities, along with rhythmic body movements, enhanced the motor activities of participants, and that their utilization is crucial in the formation of equilibrium and in foment of child satisfaction. The hypothesis to be investigated in the future is one that states that music, in early childhood, may be favoring the affective development, thus promoting self-satisfaction and cooperation among subjects, - factors that are important for learning and cognitive development.
References
FIGUEIREDO, Eliane L. (1989). A iniciação Musical, Objetivos e Características. Revista Goiana de Artes. 10 (1): 47-56. jan. - dez.
FIGUEIREDO, Eliane L. (1996). Evolução do Pensamento Criador em Situação Musical. Tese de Doutorado. UNICAMP- São Paulo-Brasil
GAINZA, Violeta H. (1988)- La Iniciacion Musical del Nino – Ricordi – São Paulo
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2007 Research Articles: Elementary music education |