ABSTRACT
With intent of improving music acquisition understanding, the purpose of this
qualitative case study was to investigate the nature of joint music attention between
toddlers and myself, an early childhood music teacher. Guiding research questions were
(a) How do toddlers and I, a music teacher, exhibit signs of joint music attention when
socially interacting using a music curriculum based on Gordon‘s music learning theory,
(b) What teacher-initiated music activities encourage joint music attention between
toddlers and a music teacher, (c) What toddler-initiated music activities encourage joint
music attention between toddlers and a music teacher, (d) What music acquisition skills
are exhibited by toddlers during joint music attention, and (e) What teacher-utilized
materials or strategies encourage joint music attention?
Four adult participant observers and two music specialists provided observational
data regarding music play sessions including nine toddlers and myself. To develop an
initial codebook for analyzing the data, I synthesized Gordon‘s (2003) music learning
theory, Vygotsky‘s (1930/1978, 1934/1986) sociocultural learning theories, and Bruner‘s
(1995) joint attention theories. I revised the initial codes for applicability to joint music
attention and identified three cultural domains of joint music attention: (a) shared music
focus, (b) shared music interaction, and (c) shared music understanding.
I analyzed the data for emergent themes. Those themes included: (a) physical
proximity influenced joint music attention, (b) toddlers and I each initiated reciprocal
iv
music-making, (c) a social and music-making history was necessary for joint music
attention, (d) purposeful silences encouraged joint music attention, (e) objects were
useful for achieving joint music attention, and (f) play and playfulness encouraged joint
music attention. Additionally, I provided rich descriptions of joint music attention via
vignettes.
Early childhood music teachers may encourage joint music attention between
young children and themselves. With increased occurrences of joint music attention,
early childhood music teachers may enhance young children‘s acquisition of music skills.
ABSTRACTWith intent of improving music acquisition understanding, the purpose of thisqualitative case study was to investigate the nature of joint music attention betweentoddlers and myself, an early childhood music teacher. Guiding research questions were(a) How do toddlers and I, a music teacher, exhibit signs of joint music attention whensocially interacting using a music curriculum based on Gordon‘s music learning theory,(b) What teacher-initiated music activities encourage joint music attention betweentoddlers and a music teacher, (c) What toddler-initiated music activities encourage jointmusic attention between toddlers and a music teacher, (d) What music acquisition skillsare exhibited by toddlers during joint music attention, and (e) What teacher-utilizedmaterials or strategies encourage joint music attention?Four adult participant observers and two music specialists provided observationaldata regarding music play sessions including nine toddlers and myself. To develop aninitial codebook for analyzing the data, I synthesized Gordon‘s (2003) music learningtheory, Vygotsky‘s (1930/1978, 1934/1986) sociocultural learning theories, and Bruner‘s(1995) joint attention theories. I revised the initial codes for applicability to joint musicattention and identified three cultural domains of joint music attention: (a) shared musicfocus, (b) shared music interaction, and (c) shared music understanding.
I analyzed the data for emergent themes. Those themes included: (a) physical
proximity influenced joint music attention, (b) toddlers and I each initiated reciprocal
iv
music-making, (c) a social and music-making history was necessary for joint music
attention, (d) purposeful silences encouraged joint music attention, (e) objects were
useful for achieving joint music attention, and (f) play and playfulness encouraged joint
music attention. Additionally, I provided rich descriptions of joint music attention via
vignettes.
Early childhood music teachers may encourage joint music attention between
young children and themselves. With increased occurrences of joint music attention,
early childhood music teachers may enhance young children‘s acquisition of music skills.
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