30th Annual Student Research Conference
The Affect of Movement and Music Literacy on Phrasing, Dynamics and Diction with Fourth Graders
Sarah Fee♦
Dr. Wendy Miner and Dr. Jocelyn S. Prendergast , Faculty Mentors
The purpose of this research was to determine whether lessons that focused on music literacy, movement or a combination would have a greater impact on improving the dynamic, diction, and phrasing abilities with fourth graders. Three fourth-grade classes learned a new song through a different method of instruction. Through observation of student engagement, interest inventories and student work, movement had the greatest positive impact on improving dynamics, diction and phrasing. Each class was then taught another song through movement activities. Student interest in the activity strongly impacted their ability to improve and an unfamiliarity of musical terms may have impacted student interest in music literacy activities. Furthermore, prior experience with movement activities proved to be an important factor. Music literacy is an important part of the national standards for music education; however, it may not always be the most effective in enhancing students’ musical expressiveness.
Keywords: Music Literacy, Movement, Expression, Singing, Education, Elementary Music
Topic(s):Music
Presentation Type: Oral Paper
Session: 214-3
Location: OP 2240
Time: 10:00