Połączenie muzyki i nauki czytania

Słowa kluczowe: nauka czytania i muzyki, umiejętność czytania i pisania, nauczanie, początkowe etapy nauki czytania, połączona nauka

Abstrakt

Panuje powszechna zgoda co do znaczenia tzw. wielkiej szóstki na pierwszych etapach nauki czytania, gdyż to właśnie jej komponenty stanowią filar skutecznej nauki tej umiejętności (Moats, 1999; NRP, 2000; Konza, 2014). Niemniej jednak istnieje też szereg dowodów na to, że sztuka, a zwłaszcza muzyka, wspomaga i motywuje ucznia w nabywaniu innych umiejętności, w tym czytania. Fakt ten sugeruje, że nauka czytania połączona z nauką muzyki może umożliwić dziecku osiągnięcie doskonałych wyników zarówno w zakresie umiejętności czytania, jak i opanowania zasad muzyki. W niniejszym artykule badamy, czy uczestnictwo w lekcjach muzyki wywiera korzystny wpływ na naukę u dzieci i na ich wyniki w początkowych etapach nauki czytania, a konkretnie – czy istnieje związek pomiędzy wczesną nauką czytania a nabywaniem umiejętności muzycznych. Badania te podzielne są na trzy części: a) analiza literatury przedmiotu; b) analiza mailowych ankiet/wywiadów częściowo ustrukturyzowanych; c) obserwacja dzieci w klasie.

Wyniki naszych badań sugerują, że muzyka w sposób naturalny wspomaga naukę czytania, przetwarzania słuchowego oraz fonemów i grafemów. Muzyka ma także dobry wpływ na pamięć, gdyż rytm, melodia i harmonia niosą treści semantyczne, a zarazem pomagają wyjaśnić znaczenie. Dzieci uczą się łatwiej i szybciej zapamiętują informacje, gdy nauce towarzyszy rym i rytm. Rymowanki, wierszyki i śpiewanie piosenek z wykorzystaniem ruchu angażują dzieci i zachęcają je do zabawy językiem, co sugeruje, że interdyscyplinarne podejście pedagogiczne to potencjalna odpowiedź na obecne wyzwania edukacji, takie jak nieskuteczność tradycyjnych metod nauczania i spadający poziom umiejętności czytania u dzieci. Powiązanie nauki czytania z nauką muzyki to podejście, które może przynieść dzieciom znaczne korzyści w nabywaniu umiejętności czytelniczych.

Bibliografia

Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). My School. https://www.myschool.edu.au

NSW Government. (2023, May 23). What is the difference between English and literacy? [Video]. English K-12. https://bit.ly/3SRP3BX

Department of Education. (n.d.). Closing the gap in early childhood. Department of Education, Australian Government. https://www.education.gov.au/closing-the-gap/closing-gap-early-childhood

Australian Government. Department of Education, Science and Training. (2005). Teaching reading: Report and recommendations. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=tll_misc

Baby Shark Vid. (n.d.). YouTube. https://www.youtube.com/shorts/EyFqd_3-vU4

Bancroft, B. (2020). Coming home to country. Little Hare Books.

Beveridge, L. (2014). Collaborative professional learning: Investigating impact and sustainability [Unpublished doctoral dissertation]. University of Newcastle.

Beveridge, L., Fraser, H., Dong, C., Cox, R. & Saleh, A. (2021). Setting EAL/D students up for success at school: A diamond view. Scan, 40(7), 20–35. https://primaryenglish.education/wp-content/uploads/2021/09/Scan_407_August2021_AEM_Research.pdf

Beveridge, L. (2023). The early reading and music partnership. Primary English Teaching Association Australia.

Bonacina, S., Krizman, J., White-Schwoch, T., Nicol, T., & Kraus, N. (2019). How rhythmic skills relate and develop in school aged children. Global Paediatric Health, 6, 1–7.

Bridges, D. (1994). Music, young children, and you. Southwood Press.

Butzlaff, R. (2000). Can music be used to teach reading? Journal of Aesthetic Education, 34(3/4), 167–178. https://doi.org/10.2307/3333642

Collins, A. (2020). The music advantage: How learning music helps your child’s brain and wellbeing. Allen & Unwin.

Cox, R., Feez, S., & Beveridge, L. (2019). The alphabetic principal and beyond …surveying the landscape. Primary English Teaching Association Australia.

Curtis, L. (2007). The role of music in early literacy learning: A kindergarten case study. [Unpublished doctoral dissertation]. Kansas State University. https://www.academia.edu/71487184/The_role_of_music_in_early_literacy_learning_A_kindergarten_case_study

D’Agrosa, E. (2008). Making music, reaching readers. General Music Today, 21(2), 6–10.

Darrow, A., Cassidy, J., Flowers, P., Register, D., Sims, W., Standley, J., Menard, E., & Swedberg, O. (2009). Enhancing literacy in the second grade: Five related studies using the register music/reading curriculum. Applications of Research in Music Education, 27(2), 12–26. https://doi.org/10.1177/8755123308330044

Da Silva, K., Luvizutto, G., Bruno, A., de Oliveira, S., Costa, S., da Silva, G., Andrade, A., Pereira, J. M., Andrade, A. O., & de Souza, L. (2022). Gamma-based frequency analysis and motor development in music-trained children: A cross sectional study. Journal of Motor Behaviour, 54(2), 203–211.

Debreceny, A. (2021). Synthesising school curriculum and song: A practice-led model for creating educational songs for children. [Unpublished doctoral dissertation]. University of the Sunshine Coast.

Del Rey, C. (2017). Curriculum analysis of three elementary reading curricula: implications for music therapy integration. [Unpublished master’s thesis]. Florida State University.

Dwyer, B. (1989). A sea of talk. Primary English Teachers Australia.

Dwyer, R., & Collins, A. (2022, February 27). Music can help lift our kids out of the literacy rut, but schools in some states are still missing out. The Conversation. https://theconversation.com/music-can-help-lift-our-kids-out-of-the-literacy-rut-but-schools-in-some-states-are-still-missing-out-173908

Fisher, D. (2001). Early language learning with and without music. Reading Horizons, 42(1), 38–49.

Frawley, E., & McLean-Davis, L. (2005). Assessing the field: Students and teachers of writing in high stakes literacy teaching in Australia. English Teaching: Practice and Critique, 14(2), 83–99.

Frischen, U., Schwarzer, G., & Degé, F. (2019). Comparing the effects of rhythm-based music training and pitch-based music training on executive functions in preschoolers. Frontiers in Integrative Neuroscience, 13, 41. https://doi.org/10.3389/fnint.2019.00041

Godde, E., Bosse, M., & Bailly, G. (2020). A review of reading prosody acquisition and development. Reading and Writing, 33, 399–426.

Gore, J., Miller, A., Fray, L., Harris, J., & Prieto, E. (2021). Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 101(103297). https://doi.org/10.1016/j.tate.2021.103297

Gould Lundy, K. (2015). Conquering the crowded curriculum. Pembroke Publishers.

Hansen, D., Bernstorf, E., & Stuber, G. (2014). The music and literacy connection (2nd ed.). Rowman & Littlefield/National Association for Music Education.

Hill-Clarke, K. Y., & Robinson, N. R. (2004). It’s easy as A-B-C and do-re-mi: Music, rhythm, and rhyme enhance children's literacy skills. Young Children, 59(5), 91–95.

Holmberg, S. (2010). Music teachers’ perceptions: the role of music education in early literacy. [Unpublished doctoral dissertation]. Kansas State University.

Hunter, J., Stobart, A., & Haywood, A. (2024). The reading guarantee: How to give every child the best chance of success. Grattan Institute. https://grattan.edu.au/wp-content/uploads/2024/02/The-Reading-Guarantee-Grattan-Institute-Report.pdf

Iwasaku, B., Rasinski, T., Yildirim, K., & Zimmerman, B. (2013). Let’s bring back the magic of song for teaching reading. The Reading Teacher, 67(2), 137–141.

Jones, A. (2010). Music and the cognitive process-student perceptions. Polyglossia, 19, 143–150.

Keating, S. (2020, May 19). The world’s most accessible stress reliever. BBC Future. https://www.bbc.com/future/article/20200518-why-singing-can-make-you-feel-better-in-lockdown

Kolb, G. (1996). Read with a beat: Developing literacy through music and song. The Reading Teacher, 50(1), 76–79.

Konza, D. (2014). Why the fab five should be the big six. Australian Journal of Teacher Education, 39(12), 153–169.

Kraus, N., & Chandrasekaran, B. (2010). Music training for the development of auditory skills. Nature Reviews Neuroscience, 11, 599–605.

Levitin, D. (2006). This is your brain on music: Understanding a human obsession. Penguin.

Luke, A. (2010). Will the Australian curriculum up the intellectual ante in primary classrooms? Curriculum Perspectives, 30(3), 59–65.

McGaw, B., Louden, W., & Wyatt-Smith, C. (2020). NAPLAN review final report. State of New South Wales (Department of Education), State of Queensland (Department of Education), State of Victoria (Department of Education and Training), and Australian Capital Territory. https://naplanreview.com.au/pdfs/2020_NAPLAN_review_final_report.pdf

Moats, L. C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. American Federation of Teachers.

National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf

Oczkus, L. (2009). Interactive think aloud lessons: 25 surefire ways to engage students and improve comprehension. Scholastic Teaching Resources.

Pascoe, R., Leong, S., MacCallum, J., Mackinlay, E., Marsh, K., Smith, B., Church, T. & Winterton, A. (2005). National review of school music education. Australian Government of Education, Science and Training. https://researchrepository.murdoch.edu.au/id/eprint/9459/1/music_review_reportFINAL.pdf

Richards, L., & Morse, J. M. (2013). Readme first for a user’s guide to qualitative methods (3rd ed.). Sage.

Rich, P., Leatham, K. & Wright, G. (2013). Convergent cognition. Instructional Science, 41(2), 431–453.

Rose, J. (2006). Independent review of the teaching of early reading. DfES Publications. https://dera.ioe.ac.uk/id/eprint/5551/2/report.pdf

Rosen, M. & Oxenbury, H. (1984). We’re going on a bear hunt. Walker Books.

Saefudin, D. (2019). The use of music background in teaching reading comprehension for negative and positive students’ perception. English Educational Journal, 9(4), 501–508.

Schulkin, J. & Raglan, G.B. (2014). The evolution of music and human social capability. Frontiers in Neuroscience, 8. https://doi.org/10.3389/fnins.2014.00292

Tashakkori, A., & Teddlie, C. (2003). Handbook of mixed methods in social and behavioural research. Sage Publications.

Thompson, G. (2013). NAPLAN, MySchool and accountability: Teacher perceptions of the effects of testing. International Education Journal: Comparative Perspectives, 12(2), 62–68.

Wennerstrom, A. (2001). The music of everyday speech: Prosody and discourse analysis. Oxford University Press.

Wexler, N. (2020). The knowledge gap: The hidden cause of America’s broken education system – and how to fix it. Penguin.

Opublikowane
2024-09-23
Jak cytować
Beveridge, L. (Lorri). (2024). Połączenie muzyki i nauki czytania . Edukacja Elementarna w Teorii i Praktyce, 19(3(74), 61-86. https://doi.org/10.35765/eetp.2024.1974.04