Children's Music Education in a Second Language: A Qualitative Case Study

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dc.contributor.advisorBell, Adam Patrick
dc.contributor.authorAcioly de Siqueira, Julianne
dc.contributor.committeememberDressler, Roswita
dc.contributor.committeememberAgopian, Edmond Emil
dc.contributor.committeememberBell, Allan Gordon
dc.date2022-06
dc.date.accessioned2022-05-04T18:19:32Z
dc.date.available2022-05-04T18:19:32Z
dc.date.issued2022-04
dc.description.abstractThis study examined how the teaching and learning processes of music and piano concepts occur in a bilingual environment when students have yet to master English as an additional language. The focus of this inquiry was on the students’ learning outcomes related to music as well as the methodologies and teaching practices used by the teacher to facilitate the students’ learning within the classroom. In order to understand this phenomenon, the study was conducted using the methodology of a single case study. The case was a group of immigrant children who lived in Canada for less than two years and spoke other languages than English at home. They had limited proficiency in the English language and their ages varied from 5 to 9 years old. The teacher, who was a volunteer in this study, was born in Canada and only spoke English. The study consisted of eight weekly 30-minute lessons led by the teacher. Data were collected through three different methods: Lesson observations, interviews with participants, and analysis of curriculum documents. The results indicate that three elements were essential for the learning process to happen: (1) The teacher’s methodology, pedagogy, and approach; (2) the students’ ways of learning—their creativity, curiosity, motivation, and behaviour; and (3) the role of a well-designed and structured curriculum that contained essential music content and introductory piano skills aimed to be taught to children ages 5 to 9 years old.en_US
dc.identifier.citationAcioly de Siqueira, J. (2022). Children's music education in a second language: a qualitative case study (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/39741
dc.identifier.urihttp://hdl.handle.net/1880/114621
dc.language.isoengen_US
dc.publisher.facultyArtsen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectEducationen_US
dc.subjectbilingual music educationen_US
dc.subjectsecond languageen_US
dc.subjectbilingualismen_US
dc.subjectmusic conceptsen_US
dc.subjectpiano skillsen_US
dc.subjectimmigrant childrenen_US
dc.subjectmethodologyen_US
dc.subjectpedagogyen_US
dc.subjectcreativityen_US
dc.subjectmusic and movementen_US
dc.subjectplayen_US
dc.subjectgamesen_US
dc.subjecttactile resourcesen_US
dc.subjectteaching and learningen_US
dc.subject.classificationMusicen_US
dc.subject.classificationEducation--Bilingual and Multiculturalen_US
dc.subject.classificationEducation--Musicen_US
dc.titleChildren's Music Education in a Second Language: A Qualitative Case Studyen_US
dc.typemaster thesisen_US
thesis.degree.disciplineMusicen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameMaster of Music (MMus)en_US
ucalgary.item.requestcopytrueen_US
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