Guest Feature Continued from page 36


to music. Patterns from the research also show that movement offers a window into children’s musical perceptions, improves their music competencies, and helps to develop deeper understanding. It does not seem to matter what specific approach or method you use as long as you do incorporate some movement in music instruction. Consider how movement can be added to your teaching such that it helps to meet curricular objectives and goals, with the ultimate purpose of deepening students’ musical understanding, skill, and overall musicianship.


References Abril, C. R. (2011). Music, movement, and learning. In R. Colwell & P. Webster (Eds.), MENC handbook of research in music learning (pp. 92-129). New York: Oxford University Press. Abril, C. R. (2007). I have a voice but I just can’t sing: A narrative investigation of singing and social anxiety. Music Education Research, 9(1), 1-15. Berger, L. M. (1999). The effects of Dacroze Eurhythmics instruction on selected music competencies of third- and fifth-grade general music students. Unpublished doctoral dissertation, University of Minnesota, Minneapolis. Blesdell, D. S. (1991). A study of the effects of two types of movement instruction on the rhythm achievement and developmental rhythm aptitude of preschool children. (Doctoral dissertation, Temple University, 1992). Dissertation Abstracts International, 52/07, 2452. Boyle, J. D. (1970). The effect of prescribed rhythmical movements on the ability to read music at sight. Journal of Research in Music Education, 18(4), 307-318. Campbell, P. S. (2010). Songs in their heads (2nd ed.). New York: Oxford University Press. Choksy, L., Abramson, R. M., Gillespie, A. E., Woods, D., & York, F. (2001) Teaching music in the twenty-first century (2nd ed.). Supper Saddle River, N. J.: Prentice Hall. Conway, C., Marshall, H., & Hartz, B. (2014). Movement instruction to facilitate beat competency in instrumental music. Music Educators Journal, 100(3), 61-66. Croom, P. L. (1998). Effects of locomotor rhythm training activities on the ability of kindergarten students to synchronize non- locomotor movements to music. (Doctoral dissertation, Temple University, 1998).


Dissertation Abstracts International, 59/03, 763.


Crumpler, S. E. (1982). The effect of Dalcroze eurhythmics on the melodic musical growth of first grade students. (Doctoral dissertation, Louisiana State University, 1983). Dissertation Abstracts International, 43/08, 2587. Dunne-Sousa, D. (1988). The effect of speech rhythm, melody, and movement on song identification and performance of preschool children. (Doctoral dissertation, The Ohio State University, 1989). Dissertation Abstracts International, 49/08, 2140. Ebie, B. D. (2004). The effects of verbal, vocally modeled, kinesthetic, and audio-visual treatment conditions on male and female middle-school vocal music students’ abilities to expressively sing melodies. Psychology of Music, 32(4), 405-417. Fung, C., & Gromko, J. (2001). Effects of active versus passive listening on the quality of children’s invented notations and preferences for two pieces from an unfamiliar culture. Psychology of Music, 29, 2, 128-138. Gromko, J. E., & Poorman, A. S. (1998). The effect of music training on preschoolers’ spatial-temporal task performance. Journal of Research in Music Education, 46, 2, 173-81. Jacques-Dalcroze, E. (1921). Rhythm, music and education. Trans. H. Rubinstein. London: Dalcroze Society. Jordan, J. M. (1986). The effects of informal movement instruction derived from the theories of Rudolf von Laban upon the rhythm performance and discrimination of high school students. Unpublished doctoral dissertation, Temple University, Philadelphia, PA, Kerchner, J. L. (2014). Music across the senses. New York: Oxford University Press. Laban, R., & Ullmann, L. (1971). The mastery of movement. London: MacDonald & Evans. Liao, M. Y., & Davidson, J. W. (2007). The use of gesture techniques in children’s singing. International Journal of Music Education, 25, 1, 82-94. Mead, V. H. (1994). Dalcroze eurhythmics in today’s music classroom. New York: Schott. Moog, H. (1976). The musical experience of the pre-school child. Trans. C. Clarke. London: Schott. Moorhead, G. E., & Pond, D. (1978). Music of young children. Santa Barbara, CA: Pillsbury Foundation. Nettl, B. (2005) The study of ethnomusicology: Thirty-one issues and concepts. Champaign: University of Illinois Press. Rohwer, D. A. (1998). Effect of movement instruction on steady beat perception, synchronization, and performance. Journal of


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Research in Music Education, 46(3), 414-424. Rose, S. E. (1995). The effects of Dalcroze Eurhythmics on beat competency performance skills of kindergarten, first-, and second-grade children. Unpublished doctoral dissertation, University of North Carolina, Greensboro. Sacks, O. W. (2007). Musicophilia: Tales of music and the brain. New York: Alfred A. Knopf. Sims, W. (1986). The effect of high versus low teacher affect and passive versus active student activity during music listening on preschool children’s attention, piece preference, time spent listening, and piece recognition. Journal of Research in Music Education, 34(3), 173- 191.


Steeves, C. (1985). The effect of Cuwen-Kodaly hand signs on pitch and interval discrimination within a Kodaly curricular framework. Unpublished master’s thesis. University of Calgary, Canada. Welsh, K. (2010). World of Dance: African Dance (2nd ed). New York: Chelsea House.


Carlos Abril, Ph.D. is associate professor and director of undergraduate music education at the Frost School of Music at the University of Miami. Prior to this appointment he served as an associate professor and the coordinator of music education


at Northwestern University.


Abril’s research focuses on arts policy, sociocultural issues in education, and music perception. His published work can be found over 40 books and articles. He co-edited the book, Musical Experience in Our Lives (Rowman & Littlefield) and is currently co-editing a book critically examining


music teaching approaches


from around the world (Oxford University Press). Abril’s music arrangements and instructional materials are published by World Music Press and found in the national music textbook series, Spotlight on Music. He serves on a number of editorial boards in the U.S., Spain, and South America, including the Journal of Research in Music Education. Abril has been honored as the Miami-Dade Region Teacher of the Year and with the Cervantes Outstanding Teacher Award. Most recently he was the recipient of the Provost’s Research Award at Miami.


the University The article originally appeared in the


Tennessee Musician, Volume 68, No. 4. Reprinted with permission.


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