Citation

Games in Music, Growth in Games: A Case Study on Specific Games’ Role in Developing Children’s Music Potential

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Abstract:

The growth of children rests upon early education and their potential development. It is known to all that games and music constitutes an integral part of life of children. In particular, specific games play a significant role in children’s mental and physical growth. Compared to ordinary games, specific games feature new attributes and can be categorized into two types: defined games and undefined games, which have different roles to play in developing children’s potential. Then how to give full play to specific games in this process? The author has conducted a tentative study on children’s music potential development in the case of children in an early music education center. The subjects were the children in Class A, Class B and Class C of the early education center. Children in Class A were trained with ordinary music games education mode, children in Class B were trained with defined games (children were introduced to and played a pre-set game with defined rules, which will change constantly) on the basis of ordinary mode, while children in Class C were trained with undefined games (children were presented with a game theme, then an organizer was selected or rotated by turns, and thus children were encouraged to discuss and organize the games by themselves) on the basis of ordinary mode. The experiment continued six months and findings indicated that children’s music potential was developed, to a large extent, after the training of specific games and children’s music potential was developed in different directions in the case of the training of different specific games. Games are the second world of a child’s life. This paper attempted to illustrate the important role of specific games in developing a child’s music potential and discusses the intimate relations between specific games and children’s imagination, creation, sensitivity to music, and collective cooperation and ultimately stresses the influence of specific games in cultivating children’s interest, emotion, taste and personality, etc.
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Association:
Name: ISME World Conference and Commission Seminars
URL:
http://www.isme.org/


Citation:
URL: http://citation.allacademic.com/meta/p405836_index.html
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MLA Citation:

Chen, Qianqian. "Games in Music, Growth in Games: A Case Study on Specific Games’ Role in Developing Children’s Music Potential" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China, Aug 01, 2010 <Not Available>. 2014-11-27 <http://citation.allacademic.com/meta/p405836_index.html>

APA Citation:

Chen, Q. , 2010-08-01 "Games in Music, Growth in Games: A Case Study on Specific Games’ Role in Developing Children’s Music Potential" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China <Not Available>. 2014-11-27 from http://citation.allacademic.com/meta/p405836_index.html

Publication Type: Spoken Paper
Review Method: Peer Reviewed
Abstract: The growth of children rests upon early education and their potential development. It is known to all that games and music constitutes an integral part of life of children. In particular, specific games play a significant role in children’s mental and physical growth. Compared to ordinary games, specific games feature new attributes and can be categorized into two types: defined games and undefined games, which have different roles to play in developing children’s potential. Then how to give full play to specific games in this process? The author has conducted a tentative study on children’s music potential development in the case of children in an early music education center. The subjects were the children in Class A, Class B and Class C of the early education center. Children in Class A were trained with ordinary music games education mode, children in Class B were trained with defined games (children were introduced to and played a pre-set game with defined rules, which will change constantly) on the basis of ordinary mode, while children in Class C were trained with undefined games (children were presented with a game theme, then an organizer was selected or rotated by turns, and thus children were encouraged to discuss and organize the games by themselves) on the basis of ordinary mode. The experiment continued six months and findings indicated that children’s music potential was developed, to a large extent, after the training of specific games and children’s music potential was developed in different directions in the case of the training of different specific games. Games are the second world of a child’s life. This paper attempted to illustrate the important role of specific games in developing a child’s music potential and discusses the intimate relations between specific games and children’s imagination, creation, sensitivity to music, and collective cooperation and ultimately stresses the influence of specific games in cultivating children’s interest, emotion, taste and personality, etc.


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