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Improving the representational strategies of children in a music-listening and playing task: an intervention-based study.
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Improving the representational strategies of children in a music-listening and playing task: an intervention-based study.
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| dc.contributor.author | Gil, Vicente | |
| dc.contributor.author | Reybrouck, Mark | |
| dc.contributor.author | Tejada, Jesús | |
| dc.contributor.author | Verschaffel, Lieven | |
| dc.date.accessioned | 2019-06-18T08:26:18Z | |
| dc.date.available | 2019-06-18T08:26:18Z | |
| dc.date.issued | 2015 | |
| dc.identifier.citation | Gil, Vicente Reybrouck, Mark Tejada, Jesús Verschaffel, Lieven 2015 Improving the representational strategies of children in a music-listening and playing task: an intervention-based study. Research Studies in Music Education 37 1 77 92 | |
| dc.identifier.uri | https://hdl.handle.net/10550/70491 | |
| dc.description.abstract | This intervention-based study focuses on the relation between music and its graphic representation from a meta-representational point of view. It aims to determine whether middle school students show an increase in meta-representational competence (MRC) after an educational intervention. Three classes of 11 to 14-year-old students participated in the teaching experiment: one experimental class (E) and two control classes (C). An intervention on MRC was carried out on the E class during the hours that were allocated for the regular music lessons, while students from the C classes followed the regular music curriculum. E and C classes were given the same pretest and posttest, which measured students' MRC by means of six representational criteria. One month after the posttest, all classes completed a retention test. The results reveal an overall effect in favour of the E group, despite the negative results for two representational criteria. Moreover, the overall gain, to a great extent, was due to a decrease in the score of the C classes, while the gains in the E class were rather small. Theoretical, methodological and educational implications are discussed. | |
| dc.language.iso | eng | |
| dc.relation.ispartof | Research Studies in Music Education, 2015, vol. 37, num. 1, p. 77-92 | |
| dc.subject | Música Ensenyament | |
| dc.title | Improving the representational strategies of children in a music-listening and playing task: an intervention-based study. | |
| dc.type | journal article | es_ES |
| dc.date.updated | 2019-06-18T08:26:18Z | |
| dc.identifier.doi | 10.1177/1321103X15589337 | |
| dc.identifier.idgrec | 108592 | |
| dc.rights.accessRights | open access | es_ES |
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