Analiza cantitativă a mișcării corporale în exprimarea muzicală, în trei grădinițe cu diverse forme de educație preșcolară, folosind captarea tridimensională a mișcării
Quantitative analysis of body movement in musical expression among three nursery schools in the different childcare forms utilizing 3D motion capture

Summary/Abstract: This study aims to clarify how the change of musical expression in early childhood shows differences based on the various childcare forms through the quantitative analysis among three nursery schools in the different childcare forms by utilizing 3D motion capture. Previous studies which showed the results of the movement analysis were limited in the experimental situation (Burger,B., et al., 2010, 2013). In this study, the change of body movement from the viewpoint of musical expression was examined by the MVN system during the practice of the musical expression program (“MEP”) devised by the author. “MEP” consists of four-phase activities to integrate music with dramatization referred to Bolton’s dramatic method (1988) and the music method by Rubin & Merrion (1996). The children (n=213) of three nursery schools in the different childcare forms participated in the practice of the “MEP” from May 2014 to February 2016. The five-year-old children who performed the characteristic part of the activity contents of the “MEP” were measured by the MVN system in natural environment. As a result, a change was seen in movement distance, average velocity, and average acceleration as the activity process of the “MEP” advanced. The movement distance of the M nursery schoolers was longer than U and K nursery schoolers’ data. The moving average velocity of M nursery schoolers who took the Montessori method concerning everyday-life with musical experience remarkably increased. The moving average acceleration of the U nursery schoolers (n=18) who took the childcare form mainly on the play remarkably increased from 1.325m/s in the third phase to 4.98m/s in the fourth phase, although the data of the M nursery schoolers (n=31) little changed. It was thought that elements of the movement in the musical expression of the U nursery schoolers increased from a voluntary make-believe play to dramatization during everyday life. On the other hand, the recognition of musical elements tended to precede the movement expression with the children in the childcare form of the Montessori method. In this way, it was found that the characteristics of the musical expression differ based on the various childcare forms. The result of this study implicated the importance of constituting desirable music experience in early childhood in accord with various childcare forms.

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