Effects of selected rhythmic teaching strategies on beat performance skills of kindergarten children

The purpose of this study was to investigate effects of rhythmic teaching strategies on the development of beat performance skills of kindergarten children. Two teaching strategies were examined: using bodily movement to beat experiences (as suggested by Weikart, 1982c) and using bodily movement to rhythmic phrase pattern experiences (as found in a traditional approach). For this study, traditional approach was defined operationally as musical instruction including rhythmic phrase pattern performance via speaking, singing, moving, and playing instruments. Weikart suggested a sequential approach for developing beat performance skills and beat competency. She initially emphasized basic beat experiences and total avoidance of employing bodily movement to rhythmic phrase patterns until the child is able to maintain steady beats. Two groups of kindergarten children served as subjects. An experimental group <n = 50) received the Weikart approach. A control group (n = 50) received the traditional approach. The subjects received instruction for 30 minutes, once a week, for 14 weeks. Subjects were pretested and posttested using Weikart’s Rhythmic Competency Analysis Test (RCAT, 1982b).