Bulletin of music culture education Issue 30
2018-03-22 発行

4か所の保育園5歳児の音楽的諸要素認識に関する定量的分析 : MEBプログラムの実践前後の音楽テストの結果分析を通して

Quantitative Analysis of the Recognition of Musical Elements of 5-Year-Old Children in Four Nursery Schools: Analysis of Music Test Results before and after Undertaking the MEB Program
Sano, Mina
This study sought to examine the effectiveness of the Music Expression Bringing-up (MEB) program. Music test scores evaluating musical elements of six domains with 60 items were compared between two groups of children: a group that undertook the MEB program, and a group that did not. In 2013, 5-year-old children at the M nursery school who did not undertake the MEB program completed music testing twice, with an interval of approximately 8 months. In 2015, children of the same age at the same school who completed the MEB program underwent music testing before and after MEB program, with a similar interval. The results of the four music tests were analyzed using a two-way repeated-measures analysis of variance (ANOVA). The results revealed that the scores after completing the MEB program in 2015 were significantly higher than the scores before practice, although the improvement in scores was marginally significant in 2013. To examine this effect in detail, similar procedures were applied with two groups of children of the same age at different schools who undertook the MEB program, and one group of children of the same age at a different school without the MEB program. An ANOVA with pre-test / post-test repeated and nursery schools non-repeated revealed that scores of children who undertook the MEB program had significantly higher scores than those who did not undertake the MEB program. Specifically, scores on the “numbers”, “duration” and “rhythm” components of regularity in music were increased in the children’s version of the Montessori method concerning sensory training of everyday life.