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A Collective Case Study on Musical Parenting and Early Childhood Music Classes
A Collective Case Study on Musical Parenting and Early Childhood Music Classes
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104831
- ISBN
- 9798291504390
- DDC
- 780.7
- 저자명
- Woock, Emily.
- 서명/저자
- A Collective Case Study on Musical Parenting and Early Childhood Music Classes
- 발행사항
- [Sl] : Indiana University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 279 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-02, Section: B.
- 주기사항
- Advisor: Shaw, Julia.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2025.
- 초록/해제
- 요약The purpose of this study was to examine the phenomenon of musical parenting by exploring parents'1 experiences in music making with their children at home and within an early childhood music class. The study's central phenomenon, "musical parenting," was defined as "the set of beliefs, values, and behaviors that parents have/ engage in with their children concerning music" (Illari et al., 2011, p. 52). Four research questions guided this study: 1. How do parents describe the phenomenon of musical parenting? 2. What components do parents consider to be part of musical parenting? 3. How do parents experience musical parenting in their daily lives? 4. What are parents' perspectives on participating in an early childhood music class with their children? Primary data sources included interviews, class observations, and post-class reflection forms. Data analysis occurred both within case and across parent cases. I used Koops's (2020) family musicking framework as my theoretical framework, examining parents' experiences through both the x-axis (parenting musically to musically parenting) and y-axis (relational musicking to practical musicking). Four main themes emerged from the data: connection, growth, enjoyment, and non-musical goals. Findings revealed that all the parents regularly used music as part of their parenting despite their different backgrounds with music and varied self-perceptions about their musical abilities. All the parents in this study valued music but the primary benefits they spoke of centered around various non-musical goals for their children. Overall, parents spoke positively about their experiences in an early childhood music class. Participants experienced several levels of connections in the class including to their own child, other parents, other children, and the teacher. Participants believed that participation in class helped their children to grow and learn new skills and described ways they felt they had grown or changed as a result of their class experience.
- 일반주제명
- Music education
- 일반주제명
- Developmental psychology
- 키워드
- Music making
- 기타저자
- Indiana University School of Music
- 기본자료저록
- Dissertations Abstracts International. 87-02B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
■007cr#unu||||||||
■020 ▼a9798291504390
■035 ▼a(MiAaPQ)AAI32170669
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a780.7
■1001 ▼aWoock, Emily.
■24512▼aA Collective Case Study on Musical Parenting and Early Childhood Music Classes
■260 ▼a[Sl]▼bIndiana University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a279 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-02, Section: B.
■500 ▼aAdvisor: Shaw, Julia.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2025.
■520 ▼aThe purpose of this study was to examine the phenomenon of musical parenting by exploring parents'1 experiences in music making with their children at home and within an early childhood music class. The study's central phenomenon, "musical parenting," was defined as "the set of beliefs, values, and behaviors that parents have/ engage in with their children concerning music" (Illari et al., 2011, p. 52). Four research questions guided this study: 1. How do parents describe the phenomenon of musical parenting? 2. What components do parents consider to be part of musical parenting? 3. How do parents experience musical parenting in their daily lives? 4. What are parents' perspectives on participating in an early childhood music class with their children? Primary data sources included interviews, class observations, and post-class reflection forms. Data analysis occurred both within case and across parent cases. I used Koops's (2020) family musicking framework as my theoretical framework, examining parents' experiences through both the x-axis (parenting musically to musically parenting) and y-axis (relational musicking to practical musicking). Four main themes emerged from the data: connection, growth, enjoyment, and non-musical goals. Findings revealed that all the parents regularly used music as part of their parenting despite their different backgrounds with music and varied self-perceptions about their musical abilities. All the parents in this study valued music but the primary benefits they spoke of centered around various non-musical goals for their children. Overall, parents spoke positively about their experiences in an early childhood music class. Participants experienced several levels of connections in the class including to their own child, other parents, other children, and the teacher. Participants believed that participation in class helped their children to grow and learn new skills and described ways they felt they had grown or changed as a result of their class experience.
■590 ▼aSchool code: 0093.
■650 4▼aMusic education
■650 4▼aIndividual & family studies
■650 4▼aEarly childhood education
■650 4▼aDevelopmental psychology
■653 ▼aMusical parenting
■653 ▼aEarly childhood music class
■653 ▼aMusic making
■653 ▼aParents' experiences
■690 ▼a0522
■690 ▼a0620
■690 ▼a0628
■690 ▼a0518
■71020▼aIndiana University▼bSchool of Music.
■7730 ▼tDissertations Abstracts International▼g87-02B.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359080▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
