Research Proposal
Introduction
What is the impact of early childhood music education upon musical achievement in college? Over the past several years, there have been many studies done related to early music education, music aptitude, and music achievement (Fredrickson, 2007, Gordon, 1999, Hornbach & Taggart, 2005). Unfortunately, there is a gap in the literature related to the impact of early music education on music achievement in college.
The purpose of this study is to determine if there is a positive correlation between early childhood music education and musical achievement in college. This study has the potential to positively impact students’ learning within music education at Eastern Michigan University. My hypothesis is that there is a positive correlation between early childhood music lessons (before the age of stabilized music aptitude: age 9) and music achievement. The goal of this study is to determine the influence of early music education by linking it to achievement of music in higher education. Through discovering a potential link between early childhood music education and music achievement in college, educators can gain a better understanding of how to cater their teaching to the level of their students.
Background
Edwin E. Gordon, arguably one of the most well known researchers of music learning and music aptitude, has written prolifically about various aspects of these topics. Gordon (1999) states that music aptitude (that is, one’s level of highest potential in music) is stabilized by the age of nine (p. 44). Furthermore, he mentions that music aptitude is related to both nature and nurture (1999, p. 43). Because a child’s environment and early childhood experiences are related to music aptitude, it is important for children to have both formal and informal training in music while they are young in order to maximize their aptitude. Gordon (1999) suggests that it important for music teachers to cater to their student’s needs because each individual is born with varying ability as it relates to music (p.43). It is crucial; therefore, to communicate patience with those students possessing lower levels of ability and to support the more advanced learning of those possessing higher levels of ability (Gordon, 1999).
Several factors impact an individual’s achievement in music. Studies have been conducted relating to techniques used to help children learn music through physical play (Niland, 2009). Others have analyzed how the amount of confidence that a music teacher has in his or her teaching abilities may have an impact upon the student’s achievement (Ebbeck, Yim, & Lee, 2009). Ebbeck, Yim, and Lee’s 2009 study, Music in early childhood education: teachers' levels of confidence and happiness, suggests that many individuals who teach music in early educational settings do not feel qualified or confident in their abilities to teach music. The authors discovered that teachers who demonstrate a relatively high level of confidence and joy while teaching may have a more positive outcome in the classroom as it relates to students’ learning music (Ebbeck, Yim, & Lee, 2009). Myung-sook and Walker further explore the teacher’s impact on students’ achievement in their 2003 study entitled Music Education Achievement as a Predictor for Creative Music Teaching by Student Teachers. They mentioned that music education students who achieved higher in their music education classes may display a greater level of creativity in their classroom teaching. This finding suggests that students will benefit more from creative teachers as opposed to less innovative teachers (Myung-sook, & Walker, 2003).
Numerous studies have been conducted to research the link between music aptitude and music achievement. It was discovered that a teacher’s encouragement and praise was an extraneous variable affecting a student’s musical achievement, whereas music aptitude was not found to have a direct effect upon some elements of music achievement (Hornbach, & Taggart, 2005). Several variables were considered in Stanley L. Schleuter’s study entitled “Effects of Certain Lateral Dominance Traits, Music Aptitude, and Sex Differences with Instrumental Music Achievement.” These authors concluded that music aptitude may be related to music achievement, but no conclusions were made in relation to the link between gender or lateral dominance and music achievement. Finally, Schleuter (1978) concluded that a teacher’s encouragement can increase the probability of musical achievement (p. 23).
In addition to a teacher’s encouragement, a teacher’s positive attitude toward their students and their teaching may be a predictor of musical achievement (Hedden, 1982). In a study that surveyed the attitudes of undergraduate and graduate students toward teaching music, a number of students admitted that they would rather teach students with more advanced skills in a higher education setting such as at a university. Unfortunately, this can be problematic because there are not many jobs that involve teaching in higher educational settings (Fredrickson, 2007). Also, it must be realized that if one’s attitude is negative toward teaching music to those in early education who are less skilled, this could lead to a student’s poor music achievement as implied by the study on “Prediction of Music Achievement in the Elementary School” (Hedden, 1982).
As mentioned above, a teacher’s encouragement and attitudes are related to a student’s achievement, but a number of studies also mention that music aptitude is related to music achievement as well. Some studies focus on aptitude tests that measure musical aptitude and achievement (Young, 1976). Other studies focus on the reliability of aptitude tests and give suggestions as to which tests give teachers the best measures of aptitude and achievement. It is important to measure music aptitude and achievement so that teachers can better individualize their teaching to the needs of each student (Schleuter, 1974).
Advancing the study on variables affecting musical achievement, Harrison, Asmus, and Serpe (1994) discuss the predictors of success for college freshman in their aural skills classes. They found that music aptitude, academic ability, and experience in music were all related to music achievement in aural skills courses. It was also mentioned that those with higher levels of musical aptitude may also have higher levels of academic ability and musical experience (Harrison, Asmus, & Serpe, 1994). Another study on music achievement disseminated results that described the link between formal music practice and music achievement. It was suggested that the productivity of time spent practicing was a more important indicator of music achievement than the actual quantity of time spent during practice (Miksza, 2007). Further studies indicate that music aptitude may be a factor in styles of music learning and that it relates to the effectiveness or ineffectiveness of pedagogical approaches used in teaching (Gault, 2002). Music aptitude can predict auditory conservation in performance (Norton, 1980), and music aptitude is a more significant predictor of performance achievement and overall music achievement than parental involvement in music education (1992).
No studies were found on the specific topic of the impact of early music education upon musical achievement in college, suggesting that there may be a gap in the literature on this subject. This project aims to focus on this subject that is not commonly researched through initiating a survey study that seeks to explore the effects of early music education upon music achievement in college. It is the intent of this study to begin to fill in the gaps in the literature and aid teachers in the understanding that individual difference in music aptitude and learning do exisit. Through understanding this concept, teachers of music in higher education can strive to accommodate the learning needs of those students who have not had early music education. Furthermore, through potentially discovering a positive correlation between early childhood music education and music achievement in college, it is also the intent of this study to encourage early music educators to persevere because of the beneficial impact that early music education has upon music achievement in higher education.
Methods
Fifty Eastern Michigan University music students will be surveyed, targeting individuals between the ages of 18-24. There will be no discrimination based on gender, race, disabilities, health status, or any other such characteristic. This survey will be administered via an online website and is intended to be completely anonymous. No identifying questions will be asked of the participants at any point during the research process. Students will be recruited from existing music theory, aural skills, and piano classes. Participants will be recruited through announcements in these music classes, and it will be stated at the beginning of the survey that participation in the study is completely voluntary and that one may withdraw at any time without negative consequences. There are no known risks or benefits for the subjects involved, although the study does have the potential benefit of expanding the field of knowledge related to early music education and music achievement in college. Research participants will be informed prior to taking the survey about the purpose of the study, their rights as a participant, and the research procedures that will be taking place.
References
Ebbeck, M., Yim, H. Y. B., & Lee, L.W. M. (2009). Music in early childhood education: teachers' levels of confidence and happiness. Australian Journal of Music Education, 2, 22-30.
Fredrickson, W. E. (2007) Music majors' attitudes toward private lesson teaching after graduation: A replication and extension. Journal of Research in Music Education, 55, 326-343.
Gault, B. (2002). Effects of pedagogical approach, presence/absence of text, and developmental music aptitude on the song performance accuracy of kindergarten and first-grade students. Bulletin of the Council for Research in Music Education, 152, 54-63.
Gordon, E. (1999). All about audiation and music aptitudes. Music Educators Journal. 86, 41-44.
Harrison, C. S., Asmus, E. P., & Serpe, R. T. (1994). Effects of musical aptitude, academic ability, music experience, and motivation on aural skills. Journal of Research in Music Education, 42, 131-144.
Hedden, S. K. (1982). Prediction of music achievement in the elementary school. Journal of Research in Music Education, 30, 61-68.
Hornbach, C. M., & Taggart, C. C. (2005). The relationship between developmental tonal aptitude and singing achievement among kindergarten, first-, second-, and third-grade students. Journal of Research in Music Education, 53, 322-331.
Miksza, P. (2007). Effective practice: An investigation of observed practice behaviors, self-reported practice habits, and the performance achievement of high school wind players. Journal of Research in Music Education, 55, 359-375.
Myung-sook, A. Walker, R. (2003). Music education achievement as a predictor for creative music teaching by student teachers. Bulletin of the Council for Research in Music Education, 157, 1-8.
Niland, A. (2009). The power of musical play: the value of play-based, child-centered curriculum in early childhood music education. General Music Today, 23, 17-21.
Norton, D. (1980). Interrelationships among music aptitude, IQ, and auditory conservation. Journal of Research in Music Education, 28, 207-217.
Schleuter, S. L. (1978). Effects of certain lateral dominance traits, music aptitude, and sex differences with instrumental music achievement. Journal of Research in Music Education, 26, 22-31.
Schleuter, S. L. (1974). Use of standardized tests of musical aptitude with university freshmen music majors. Journal of Research in Music Education, 22, 258-269.
Young, W. T. (1976). A longitudinal comparison of four music achievement and music aptitude tests. Journal of Research in Music Education, 24, 97-109.
Zdzinski, S. F. (1992). Relationships among parental involvement, music aptitude, and musical achievement of instrumental music student. Journal of Research in Music Education, 40, 114-125.
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