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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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.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.rights.uri info:eu-repo/semantics/openAccess
dc.source 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.subject Música Ensenyament
dc.title Improving the representational strategies of children in a music-listening and playing task: an intervention-based study.
dc.type info:eu-repo/semantics/article
dc.date.updated 2019-06-18T08:26:18Z
dc.identifier.doi https://doi.org/10.1177/1321103X15589337
dc.identifier.idgrec 108592

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