Lee, William R.
Harris, Lee D.; Ford, J. Kevin
College of Arts and Sciences
University of Tennessee at Chattanooga
Place of Publication
The purpose of this study was to examine the cognitive development in music of first- to third-grade children, with particular interest in the mean level of development for each age and the role that gender may play. Participants included 224 students (115 girls and 109 boys) from grades 1-3. Using a developed research protocol, a trained committee of music educators rated children’s drawings for cognitive development with respect to melodic line. The study found significant difference among grade levels with F= 6.9702, df= 2, 222, p = .0012 at the .01 level using a three-group ANOVA. However, there were no significant difference between genders, with F= 0.0487, df= 1, 222, p =.9008 at the .05 level using a two-group ANOVA.
M. M.; A thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Master of Music.
Music -- Instruction and study
viii, 25 leaves
Wells, Kaylan Rose, "Study of the acquisition of development of melodic notation in first- to third-grade children" (2013). Masters Theses and Doctoral Dissertations.