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澳洲阳光海岸论文代写:研究的态度

早期的研究试图质疑为什么一些学生继续参加学校音乐,虽然它不是强制性的,为什么其他人决定相当音乐学习。其他一些研究的态度,学生对他们的音乐参与,他们可能与音乐能力和他们对音乐的态度,以及巨大的社会经济,社会和地理因素的影响,参与学校音乐。研究人员以一种有组织的方式对这些研究进行了回顾,这些研究着眼于受试者的实足年龄,从小学学生到成人。迈兹纳进行了关于他们对音乐的态度在小学阶段学生的调查和进行质疑542个孩子在三年级到六年级。关注的是他们对歌唱和合唱团的参与态度。根据他的调查,只有45%的被调查的孩子选择了在学校唱诗班中犯罪,而其余的人则喜欢在其他设置如浴室里唱歌。研究发现,唱歌技巧和对学校合唱团参与的态度没有相关性。这是因为他还发现,有些学生是更好的歌手,但没有兴趣在合唱团唱歌。麦兹纳然而提出几点建议,鼓励积极的态度,根据她的调查结果学校音乐继续参与:这包括节奏练习用唱歌游戏搞音乐的学生组成的打击乐的使用,发现是在一个有限的歌曲,上小学学生的舒适范围。小学阶段对学校音乐的态度既不恒定也不一致。

澳洲阳光海岸论文代写:研究的态度

Earlier researchers have tried to question why some students continue to participating in school music though it is not compulsory and why others decide to quit music study. Several others have examined the attitudes of students toward their music participation, their possible relationship to musical ability and their attitudes towards music; and the vast socio-economic, social and geographic factors affecting participation in school music. These researchers have reviewed these studies in an organized way that looks at the chronological age of the subjects, from elementary students to adult levels.
Mizener conducted a Survey of students concerning their attitudes toward school music at the elementary level and performed this by questioning 542 children in grades three through six grades. The concern was on their attitudes towards singing and choir participation. According to his survey, only 45% of the children surveyed opted to sing in the school choir while the remaining other preferred singing in alternative settings such as bathrooms. The study found no correlation between singing skill and attitudes toward school choir participation. This was because he also found out that some students were better singers but had no interests in singing in the choir. Mizener, however, made several recommendations to encourage positive attitudes and continued participation in school music based on the results of her questionnaire: this included the use of unpitched percussion for rhythmic exercises and drills use singing games to engage students musically and find songs that are in a limited, comfortable range for upper elementary students. Attitudes toward school music at the elementary level are neither constant nor consistent. Mizener

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