text. No formal pre- or post-testing of music reading was undertaken, because during my initial presentation of the programme to the children, where the three music symbols were shown but not explained, no child could suggest what they might ( ) be. From an ethical point of view, it seemed counterproductive to try to test children in an area where they apparently had no prior experience such tests could easily – discourage children from participation and have a detrimental effect on self-esteem. Instead, three of the research assistants were interviewed in a semi-structured way once the intervention was complete; to ascertain whether there was evidence that progress in music reading had been made. Five questions formed the basic structure of the interviews, and these, together with a summary of responses, are presented as follows. (J, E & G = Research Assistants 1,2 &3 respectively: I = interviewer) Think back to the very first lessons that the children received. 4.30 Question 1, What were your initial impressions of the level of recognition of the three children’s music symbols (crotchets, quavers and rests) during the first lessons? J: I think any of them could. don’t E: Maybe one or two said something like they had seen a recorder before, and might have done it at home, but, I know, not really. don’t G: Yeah, I remember any one in particular being able to. can’t J: No, not the symbols, no. I get the impression that any of them knew didn’t any of the symbols before they started.
text. No formal pre- or post-testing of music reading was undertaken, because during my initial presentation of the programme to the children, where the three music symbols ( ) were shown but not explained, no child could suggest what they might be. From an ethical point of view, it seemed counterproductive to try to test children in an area where they apparently had no prior experience – such tests could easily discourage children from participation and have a detrimental effect on self-esteem. Instead, three of the research assistants were interviewed in a semi-structured way once the intervention was complete; to ascertain whether there was evidence that progress in music reading had been made. Five questions formed the basic structure of the interviews, and these, together with a summary of responses, are presented as follows. (J, E & G = Research Assistants 1,2 &3 respectively: I = interviewer) 4.30 Question 1, Think back to the very first lessons that the children received. What were your initial impressions of the children’s level of recognition of the three music symbols (crotchets, quavers and rests) during the first lessons? J: I don’t think any of them could. E: Maybe one or two said something like they had seen a recorder before, and might have done it at home, but, I don’t know, not really. G: Yeah, I can’t remember any one in particular being able to. J: No, not the symbols, no. I didn’t get the impression that any of them knew any of the symbols before they started.
AAA_EdD_-_THE_WHOLE_THING_%28post_viva%29.docx