2022 Volume 51 Issue 2 Pages 25-35
This study aims to reveal how the activity from a child’s standpoint in the realm of musical expression affects the ability of nursery teachers to encourage independent sound-making or musical expression in children. To examine this, 168 university students who were enrolled in a four-year nursery teacher training course, were divided into groups and asked to practice expressive activities from a child’s point of view. A questionnaire with 5-point scale questions as well as free form questions was conducted. In the sound expression activity, the students were divided into groups and were asked to use musical instruments to interpret excerpts of a picture book in which the story was told with onomatopoeia. The results of each survey revealed that engaging in the activity from a child’s standpoint was effective for the students in three points : actualising an image and discovering strategies, acquiring a flexible perspective on a material, and enhancing support skills. However, a comparative review of the quantitative and qualitative results also showed that in order to acquire the skills and knowledge, the students must think carefully for creating sounds and satisfied with it.
