The Relationship between Musical Aptitude, Self-efficacy and Achievement of Elementary School Pre-service Teachers

Seungyoun Hong

Abstract


The primary purpose of this study was to examine the self-efficacy of pre-primary teachers for musical aptitude, such as pitch and rhythm, and to examine whether there is a significant change in self-efficacy through individual practice and instruction of Chorubungen exercises for eight weeks. Another purpose of the study was to examine the relationship between the musical experience and musicality of pre-service teachers, and their musical experience and achievement. To this end, a survey was conducted at the end of the semester for first-year students (56 males, 84 females) of a University of Education after regular individual practice in and guidance for eight weeks in the second semester of 2020. According to the results of the analysis, the positive self-efficacy of the pre-service teachers for pitch and rhythm before class participation was about 22.1% and 34.3% of the respondents, respectively, but after participating in the class, self-efficacy increased to 82.1% for pitch and 72.9% for rhythm. In comparison with the lower five variables, namely whether they learned an instrument among musical experiences (t-test) and the degree of singing (F test), pitch sensitivity (t=2.41, p<.05), rhythm sensitivity (t =1.98, p<.05), tempo sensitivity (t=2.79, p<.01), major scale, and major harmony pattern sensitivity (t=2.67, p<.01), all showed significant differences. In comparison to the achievement groups (chi-square test), differences between the achievement groups were measured based on whether they previously had experienced musical instruments (?2=10.11, p<.01) and whether they had been active in a club (?2=8.70, p<.05).

Keywords


pre-service musical teachers; musical experience; musical aptitude; self-efficacy; Chorubungen exercises

Full Text:

PDF

References


Abeles, H. F., Hoffer, C. R., & Klotman, R. H. (1994). Foundations of music education. Schirmer Books.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295x.84.2.191

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. https://doi.org/10.5465/amr.1987.4306538

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.

Choi, J. W. (2018). The Effects of Music Activity Using Dalcroze Eurhythmics on Infant Musicality Improvement. Comprehensive Arts and Music, 2(1), 117-118.

Gordon, E. E. (2007). Learning sequences in music: A contemporary learning theory. Chicago, IL: GIA Publications, Inc.

Gordon, E. E. (2005). Music aptitude and related test: An introduction. Chicago, IL: GIA Publications.

Hong, S. Y. (2017). An analyzing study of partial 2 part-chorus in the 5 and 6th grades' music textbooks. Korean Journal of Music Education Technology, 30, 55-72. https://doi.org/10.30832/Jmes.2017.30.55

Hong, S. Y. (2013). A preliminary study on instructional methods of singing activities based on Gordon's music learning theory: Concentrated on the 3rd grade in elementary school. Korean Journal of Research in Music Education, 42(3), 357-385.

Jang, S. O. (2021). Trends of Early Childhood Pre-Service Teachers’ Research related to Self-Efficacy. Korean Association for Learner-centered Curriculum and Instruction, 21(1), 685-687.

Jordon, J. M. (2005). Evoking sound: The choral warm-up methods, procedures, planning, and core vocal exercises. Chicago, IL: GIA.

Jordon, J. M. (1999). The Musician’s Soul. Chicago, IL: GIA.

Kim, Y. A. (2017). Using small groups’ effect of rehearsal plan of elementary school choir. (Master’s thesis). [Gyeongin] National University of Education, South Korea.

Kim, H. Y. (2018). A study on elementary school choir rehearsal techniques for teachers. (Master’s thesis). Korea National University of Education, South Korea.

Koh, S. A., Kim, M. J., & Kim, N. Y. (2019). A Study on Pre-service Early Childhood Teachers’ Music Self-concept and Music Teaching Efficacy according as Experiences related to Music. Korean Association for Learner-centered Curriculum and Instruction, 19(21), 995-998.

Lim, E. J. (2015). Significant Influences of School Music Experiences on one’s Musical Development during School Years and Beyond. Research in Music Pedagogy, 15, 201.

Ministry of Education. (2015). Ministry of Education Notice No. 2015-74 [Annex 12]. Seoul, Korea.

Moon, J. Y. (2008). A Study on the Relation of Gender, Age, and Musical Experience with Emotional Response to Music. Music and Culture, 19, 158-160. https://doi.org/10.17091/kswm.2008.19.147

Oh, N. R. (2009). A Survey on the Influence of Musical Education before the Age of 9 on the Development of Musical Talent. Comprehensive Arts and Music, 3, 115.

Parker, E. C. (2010). Exploring student experiences of belonging within an urban high school choral ensemble: An action research study. Music Education Research, 12(4), 339-352. https://doi.org/10.1080/14613808.2010.519379

Swanwick, K. (1973). Musical cognition and aesthetic response. Psychology of Music, 1(2), 7-13. https://doi.org/10.1177/030573567312001

Trousdale, A., Bach, E., & Willis, E. (2010). Freedom, physicality, friendship and feeling: Aspects of children’s spirituality expressed through the choral reading of poetry. International Journal of Children’s Spirituality, 15(4), 317-329. https://doi.org/10.1080/1364436x.2010.529874

Yoon, G. K. (2018). A Study on the Correlation between Music Performance Stress and Elementary Pre-Service Teacher’s Music Education Self-Efficacy. Korean Journal of Research in Music Education, 45(1), 139-141. https://doi.org/10.30775/kmes.47.1.06

Yoon, G. K. (2018a). A Study on the Correlations Between Elementary Pre-Service Teacher`s Music Subject Self-Efficacy and Previous Experience about Music Education. Korean Journal of Research in Music Education, 45(4), 129-131.

Yoon, M. J. (2013). Orff Instrumental Ensemble Programs and Self-Efficacy of Pre-service Teachers. Korean Journal of Music Education Technology, 17, 12-13.

Wüllner, F. (1871). Chorubungen: Choir exercises at the Munich School. [Chorubungen] Translated by [Sekwang] Music Publishing Co.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493