Language-Learning-Devised Music-Pedagogical Methodology for Children’s Tonal-Rhythmic Sensitivity: Randomized Control Trial Protocol (Poster 4)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Perspectives on Learning and Development: Exploring Motivations, Cognition, and Contextual Factors

Abstract

This paper aims to elucidate a music-pedagogical methodology, grounded in the shared principles of music and speech learning. The methodology’s objective is to augment one’s tonal-rhythmic acuity. This paper presents a theoretical framework that highlights the interchangeable transfer of training between music and speech, and the links between pitch sensitivity, speech and music training, and absolute pitch ability. To evaluate the effectiveness of the methodology, a randomized controlled trial approach is adopted, where 36 eligible kindergarten children are randomly assigned to either the Intervention Group or the wait-list Control Group. The potential therapeutic benefits of music training for individuals with speech and language disorders are ventured into, paving the way for innovative interventions in the field of therapeutic pedagogy.

Authors

• Siu-hang Kong, Education University of Hong Kong

• Kevin Yung, The Education University of Hong Kong

• William Choi, University of Hong Kong