An examination of the relationships among home musical environment, tonal music aptitude, and vocal performance achievement of kindergarten students
Abstract
The purpose of this study was to examine the relationships among children’s home musical environments, their developmental tonal music aptitude, and their vocal performance achievement. According to Bronfenbrenner’s (1979) social ecology model, interactions that occur within the home directly relate to those that occur in the classroom. The researcher assumed the role of teacher-researcher, as subjects were kindergarten-aged students from the researcher’s school of employment. Data consisted of a parental survey (aHOMES), a developmental music aptitude test (PMMA) and a vocal achievement assessment (VAAI). Pearson produce-moment correlations were performed. Results of this study show an insignificant relationship between tonal music aptitude and both vocal achievement and home musical environment, but a moderately low relationship between vocal achievement and home musical environment. The researcher also used data from the parent survey to explore the role of race within home musical environment. The results of this study will help music educators to better understand how their students’ home musical experiences help to shape their performance in general elementary music classes.