INFLUENCE OF THE LEVEL OF SPECIFIC COMPONENTS OF MUSICAL-MOVEMENT EDUCATION IN THE TEACHING OF GIRLS ON ELEMENTARY SCHOOL
Abstract
The paper presents the content and results of a 6-week intervention program of musical-movement education, which was designed to stimulate selected components of musical-movement abilities (rhythmic perception, rhythmic adaptability, dynamic balance, movement creativity and sensory-auditory ability) in girls on elementary schools. The program has been verified at two schools in Prague and 56 probands between 13-16 years has been included.
Measuring the effectiveness of the musicalmovement program was done through musical-movement skills tests. The evaluation of the current level of musical-movement abilities was realized twice before and after of the intervention.
Based on the results of the normality test, the nonparametric Wilcoxon Pair Statistical Test was used. The research showed statistically significant differences in the results of the pretest and posttest.
Statisticallysignificantdifferences in pretest and posttestwerefound in rhythmicperception (p-value 0.0003), rhythmic adaptability (p-value 0.0129), dynamicbalance (p-value 0.0020), and collectivemotioncreativity (p-value 0.000). P-valuesoftheWilcoxon test are smallerthanthechosensignificance level of 0.05 forthevariablesmentioned.
The secondary aim was to examine teacher influences on the results of level of musical-musical components. The nonparametric Mann-Whitney U test and the parametric twot-test showed the independence of improving the musical-movement ability of the probands by the teacher.