GROWING UP IN A BI-CULTURAL CONTEXT: ORGANISING LANUAGE AND MUSIC WHILE SINGING

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Ingested Date: 2015-08-25T16:34:48.195Z
Title: GROWING UP IN A BI-CULTURAL CONTEXT: ORGANISING LANUAGE AND MUSIC WHILE SINGING
Created Date: 2007-07-04
Resource Type: text
Theme: Subtheme 1.3 - AIRS Test Battery of Singing Skills
Copyright Info: Contributor(s) copyright
User Access: Public
Author or Data Creator(s): Stefanie Stadler Elmer Lisa Engelberger
Author Role: co-author
Author Affiliation: University of Zürich
Summary: Song singing means organising simultaneously linguistic and musical elements into a coherent unit by reproduction (imitation) or (spontaneous or requested) invention. Children developing in a bi-cultural context familiarise with a larger variety of cultural conventions than mono-cultural children. For the latter, microgenetic analyses of strategies in making new songs at different developmental stages have been described, but none for bi-cultural children. Our case-study concerns a six-yearsold boy with a Turkish family background, attending a German kindergarten. The song he learnt was also used in studies with mono-cultural children. Compared to them, the bi-cultural boy had considerable difficulties acquiring the lyrics and melody. He adopted the beginning of the melody (primacy-effect) and the end of the lyrics (recency-effect), whilst ignoring the middle part. He then tried to fill it in melodic and linguistic elements. He continued with a regular meter despite of producing inappropriate accents in the wording. Albeit the discrepancies between the song model perceived and the ones produced, he was highly motivated and not yet hampered or discouraged by internalised conventions. This case study illustrates a strategy at the preconventional stage, and contributes to the variability of the phenomena during a crucial time for developing a (bi-) cultural identity.
Abstract: Song singing means organising simultaneously linguistic and musical elements into a coherent unit by reproduction (imitation) or (spontaneous or requested) invention. Children developing in a bi-cultural context familiarise with a larger variety of cultural conventions than mono-cultural children. For the latter, microgenetic analyses of strategies in making new songs at different developmental stages have been described, but none for bi-cultural children. Our case-study concerns a six-yearsold boy with a Turkish family background, attending a German kindergarten. The song he learnt was also used in studies with mono-cultural children. Compared to them, the bi-cultural boy had considerable difficulties acquiring the lyrics and melody. He adopted the beginning of the melody (primacy-effect) and the end of the lyrics (recency-effect), whilst ignoring the middle part. He then tried to fill it in melodic and linguistic elements. He continued with a regular meter despite of producing inappropriate accents in the wording. Albeit the discrepancies between the song model perceived and the ones produced, he was highly motivated and not yet hampered or discouraged by internalised conventions. This case study illustrates a strategy at the preconventional stage, and contributes to the variability of the phenomena during a crucial time for developing a (bi-) cultural identity.
Notes: For the proceedings of the 2nd European conference on the Developmental Psychology of Music (ECDPM), London, Sept. 10 - 12 2008
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Author(s)/Contributor(s) of this material:
Stefanie Stadler Elmer - University of Zurich - stefanie.stadler@access.uzh.ch

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GROWING UP IN A BI-CULTURAL CONTEXT: ORGANISING LANUAGE AND MUSIC WHILE SINGING

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