An Action Research Of Cultivating 5-6 Years Old Children’s Music Rhythm Sensation

As an important part of music education, rhythm sensation cultivating has an important value for children’s development. However, the researcher deep into the top class of a kindergarten, found that is almost no targeted music teaching activities to build children’s rhythm sensation. On the background of promoting the integration of the kindergarten music education, teachers are on to the value and necessity of mutual integration of different areas of the course, even give some try to link with other fields wehn they are organizing a musical activity. However, for their one-sided and superficial knowledge of "Why to integrate" "If can be integrated " and "How to integrate ", rhythm practicing are still confined to the music field, so that the development of children’s music rhythm sensation are limited. Therefore, based on full consideration of the necessity and feasibility of language- music integration, this research try to practice the “ language-music” integrative music teaching, and if the integration can real effectively promote the development of early childhood music rhythm sensation, promote what, and how to achieve these developments will be explored.This study used action research as the map research method, combining with observation and interview to collect data, selecting all the children of Y kindergarten in Tongling as the study cooperator. Because there are some misunderstandings among cooperated teachers, the researcher provided theoretical materials to them before the real action to start, and gather a learning community to discuss with them. So, the concept,values,cultivating method of music rhythm sensation were clarified, teachers’ understanding of how to apply the intergrated curriculum from theory to practice are promoted. On this basis, following the original quarterly teaching program of this class,we set “Harved autumn” as the theme, selected four children’s songs and the nursery rhymes “yellow pod” to design eight music activities, and these activities are proceed in three phases. Each stage are divided into two plates: preliminary activities experiential learning and creative rhythm using and the two plates is corresponding with the two transition patterns: music rhythm → language rhythm, language rhythm → music rhythm. In the first stage, by chanting language and simple clapping silent recitation, the initial momentum practice so that children experience and learn Four Minute and Eight Minute rhythm, guiding children to imitate the simple combination of these two rhythm patterns to read or sing the nursery rhyme. Subsequently, on the basis of silent recitation and momentum,in the second stage,children were divided into two groups, language chanting and Kodaly Rhythm Reading momentum, to have an ensemble practicing, simple instrumental accompaniment help children furthur master more complex rhythm of the music, and teachers adjust chanting and singing nursery rhymes rhythm. Finally, the third phase add chopped rhythms, synthesize the content and method of the first two stages.Teacher organize children get a multi-level, comprehensive, and complete adapted rhymes rhythm training. After the process of "Action- Reflection- Adjustment-Reactiont- Reflection", the intergrated music-teaching programs which cultivating children’s music rhythm sensation has been amended and improved.In part of the research results and discussion:First, the author make a summary on the intergrated music teaching from the objectives setting, content selecting and layout, organization and implementation,evaluation.Secondly, researchers from both teachers and children to carry out qualitative analysis of the effects of integrative music teaching. The results showed that: After integrative music teaching practice, there occurred a shift both in teachers concept and behavior of cultivating children’s music rhythm sensation, the practice not only promoted teachers’ self-development but children’s music rhythm sensation also achieve a overall development, specific performance in their musical rhythm cognition, emotion and skills. specific performance in their musical rhythm cognition,emotion and skills. The researcher give a further reflection on how to carry out the integration of language and music in music teaching in order to better developing children’s music rhythm sensation, and make a good experience from this study to share: analyzing the rhythm features of specific language forms, enhance the adaptation of integrating; using flexible teaching methods, contribute to the bidirectional transition of language and music; linking the theme with children’s experience, creating an activities environment full of music and language; Abide by children’s age characteristics, to meet their needs of experiencing rhythm emotion and self-expression.Finally, considering the insufficients of this study, the author proposed future research need to enhance teachers’ awareness of cultivating children’s music rhythm sensation, strengthen the theoretical knowledge of integrated curriculum, making further exploration on effective ways to integrate language and music, and try to intergrate with more areas in music teaching.