Thesis submission ID 471 | created
| last updated
Nicola Shaughnessy, Sing it in Solfa: the contribution of solfa teaching on primary school children’s music literacy development
Volumes, pp.: 1
Supervisor(s): Ailbhe Kenny
Repository (hard copy): Mary Immaculate College Library
General specialism: Music Education
Abstract:
The purpose of this research study is to investigate the teaching of ‘solfa’ and the contribution it can make to 5th class pupils music literacy development in a primary school context. This study explores both the teaching and the learning aspects of employing ‘solfa’ as pedagogy within primary school context. This study explores both the teaching and the learning aspects of employing ‘solfa’ as pedagogy within primary school music education.
The research design includes a teacher questionnaire involving 23 teachers in one large town school as a means of gathering teacher’s opinions of and attitudes towards solfa teaching and learning. A six-week singing-based music literacy intervention programme with solfa as its main pedagogy was then designed for 51 5th class children by the teacher-research. Interviews and observations with two music specialists aided the design and implementation of the solfa programme.
The main objectives of this research study was to examine children’s stage of singing developing and sight-singing ability and to explore if solfa learning would contribute towards their music literacy development. A sample of 10 children were tested, pre and post-intervention programme to measure their stage of singing development and sight-singing ability. Children’s experience of solfa learning was recorded in music logbooks for the duration of the intervention programme.
The main findings of this research included revealing that solfa was not a pedagogy regularly used by the teachers in this school as many of the teachers lacked sufficient knowledge, understanding and skill to confidently teach solfa in their classrooms. This research also highlighted the need for a sequential, step-by-step approach to music literacy teaching and learning which includes a variety of activities and caters for different learning styles. This action research study also gave a valuable insight into the positive contribution that ‘solfa’ as pedagogy can have on children’s music literacy development especially sight-singing.
This research stresses the need for further music professional development of teachers to successfully implement the 1999 Music Curriculum and to enable teachers to create positive and meaningful musical experiences for the children in their classes.
Nicola Shaughnessy, Sing it in Solfa: the contribution of solfa teaching on primary school children’s music literacy development
MA, Mary Immaculate College, University of Limerick, 2012
Volumes, pp.: 1
Supervisor(s): Ailbhe Kenny
Repository (hard copy): Mary Immaculate College Library
General specialism: Music Education
Abstract:
The purpose of this research study is to investigate the teaching of ‘solfa’ and the contribution it can make to 5th class pupils music literacy development in a primary school context. This study explores both the teaching and the learning aspects of employing ‘solfa’ as pedagogy within primary school context. This study explores both the teaching and the learning aspects of employing ‘solfa’ as pedagogy within primary school music education.
The research design includes a teacher questionnaire involving 23 teachers in one large town school as a means of gathering teacher’s opinions of and attitudes towards solfa teaching and learning. A six-week singing-based music literacy intervention programme with solfa as its main pedagogy was then designed for 51 5th class children by the teacher-research. Interviews and observations with two music specialists aided the design and implementation of the solfa programme.
The main objectives of this research study was to examine children’s stage of singing developing and sight-singing ability and to explore if solfa learning would contribute towards their music literacy development. A sample of 10 children were tested, pre and post-intervention programme to measure their stage of singing development and sight-singing ability. Children’s experience of solfa learning was recorded in music logbooks for the duration of the intervention programme.
The main findings of this research included revealing that solfa was not a pedagogy regularly used by the teachers in this school as many of the teachers lacked sufficient knowledge, understanding and skill to confidently teach solfa in their classrooms. This research also highlighted the need for a sequential, step-by-step approach to music literacy teaching and learning which includes a variety of activities and caters for different learning styles. This action research study also gave a valuable insight into the positive contribution that ‘solfa’ as pedagogy can have on children’s music literacy development especially sight-singing.
This research stresses the need for further music professional development of teachers to successfully implement the 1999 Music Curriculum and to enable teachers to create positive and meaningful musical experiences for the children in their classes.
Thesis submission ID 471