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Dissertation/Thesis Abstract

The effect of singing tempo during specific song acquisition of preschool aged children
by Rechel, Lynn Marie, Ph.D., University of Hartford, 2013, 126; 3559858
Abstract (Summary)

The purpose of this study was to investigate the effect of singing tempo during specific song acquisition of preschool aged children. The study had two research questions: 1. What is the effect of slow and fast singing tempos on preschool children’s performance of musical components (melody, rhythm, and text, individually and combined) of a duple major song over time? 2. Will children’s performance tempo be the same as or similar to the presented instructional tempo?

Participants were randomly assigned by classroom to Tempo Group A (120 beats per minute) or Tempo Group B (60 bpm). A three week pilot study ( N = 14) validated the teaching procedures, recording procedures, and the scoring rubric. During the six week main study, participants ( N = 50) were exposed to the song 30 times. Three judges evaluated individual performance recordings from the pilot study and the individual midpoint and final performances from the main study in three dimensions: melody, rhythm, and text.

Interjudge reliabilities were calculated using a Pearson product moment reliability. Data analysis used a two-way Multiple Analysis of Variance (MANOVA) with repeated measures for the individual components and an Analysis of Variance (ANOVA) with repeated measures for the composite score. The melodic scores, the rhythmic scores, the text scores, and the composite scores showed statistically significant growth for both groups from the week three recordings to the week six recordings. There was no statistically significant difference between the instructional tempo groups.

The mean of complete performances for both tempo treatment groups moved toward the center of the tempo range (60–120 bpm) Using a t -test, the change in performance tempo from instructional tempo was statistically significant. Further research is needed for specialized groups (English as a Second Language, developmental delays, and different tonalities/meters).

Indexing (document details)
Advisor: Hansen, Demaris
Commitee: Christensen, Caryn, Feierabend, John, Oshio, Toko, Saunders, T. Clark
School: University of Hartford
Department: Music
School Location: United States -- Connecticut
Source: DAI-A 74/08(E), Dissertation Abstracts International
Subjects: Music, Early childhood education, Music education
Keywords: Instructional tempo, Preschool, Singing, Singing tempo, Tempo
Publication Number: 3559858
ISBN: 978-1-303-05342-9
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