The development of music reading readiness in the elementary school program

Abstract

Purpose. It was the purpose of this study to analyze the musical experiences included in the elementary school, and to determine the direct effect of these experiences on musical growth in music reading readiness. Summary of the Findings. The literature revealed that the musical experiences, such as singing, rhythmic activities, playing instruments, listening, and the association of these experiences with music symbols are pertinent to music reading readiness. This study included the perusal of thirty one books, seven periodicals, twelve music texts and teacher manuals, two publications of learned organizations, and six theses. Each stressed the continuous developmental experiences which contribute to music reading readiness. The texts that dealt with music education in the elementary school traced developmental growth in reading readiness experiences through the first six grades. In the lower grades, emphasis was placed on developing awareness of sound and basic grasp of pitch and rhythmic patterns, always within a musical context of song literature. As the children proceeded through the intermediate grades progress in music was made through the development of increasing skills with symbols for rhythmic and tonal patterns. Thus music reading in the upper elementary grades was found to be built on continuously developing concepts and skills which were begun in the primary grades [TRUNCATED]