A Multisensory Approach to Teaching Singing Dynamics in Elementary School
DOI:
https://doi.org/10.17509/mimbar-sd.v13i1.55Keywords:
Body Movement, Color Representation, Multisensory Learning, Music Education, Singing DynamicAbstract
Elementary school music education plays a crucial role in developing students' musical sensitivity and expressive abilities. However, young learners often struggle to understand abstract musical concepts, such as dynamics in singing. This study aims to examine the effectiveness of a multisensory approach in teaching singing dynamics to second-grade elementary students by incorporating color as a visual representation and body movement as a kinesthetic reinforcement. This research employs a qualitative descriptive method, utilizing observation, and documentation for data collection. The participants consist of second-grade students engaged in singing lessons where colors represent different dynamic levels, and body movements reinforce their understanding. The results indicate that this approach enhances students’ comprehension of dynamics, increases their engagement in learning, and strengthens the connection between auditory, visual, and kinesthetic perceptions. The study concludes that integrating color and body movement is an effective pedagogical strategy for improving young learners’ understanding of abstract musical concepts, particularly in singing dynamics. These findings suggest that multisensory strategies can be effectively applied by elementary music teachers to support students’ expressive vocal development and engagement in classroom singing activities.
References
Antunes, I. P., Rosa, C., & Almeida, F. (2024). Information Design and Semiology: A Visual Study on Deconstructing Musical Notation for Improving First-Grade Children’s Learning. In Springer Series in Design and Innovation (Vol. 35, pp. 639–650). https://doi.org/10.1007/978-3-031-47281-7_53
Aulina, C. N., Masitoh, S., & Arianto, F. (2024). Whole Brain Teaching and Multi-Sensory Environments on Cognitive Science Development: Moderated by Children’s Learning Preferences. IJORER : International Journal of Recent Educational Research, 5(4), 963–977. https://doi.org/10.46245/ijorer.v5i4.624
Barrett, M. S. ., & Welch, Graham. (2023). The Oxford handbook of early childhood learning and development in music. Oxford University Press.
Borges Campos, V. C. (2023). A sensorialidade auditiva na educação infantil: perspectivas para a educação musical. Música Na Educação Básica, 12(15). https://doi.org/10.33054/MEB121506
Cosentino, G. (2021). Exploring Multi-Sensory Interaction to Enhance Children’ Learning Experience. Interaction Design and Children, 644–647. https://doi.org/10.1145/3459990.3463397
Dahua Robelly, J. E., Baño Mena, M. L., Hurtado Abad, J. del R., & Barrionuevo Silva, L. J. (2024). Evaluación del impacto de la integración multisensorial en el desarrollo neurosensorial de niños preescolares: un estudio en el Centro de Desarrollo Neurosensorial y Rehabilitación Integral Úpala Kids. Polo Del Conocimiento, 9(12), 1029–1046. https://doi.org/10.23857/pc.v9i12.8527
Demirel, S. (2022). A Research on the Design and Use of Colored Notes for Children in Music Education. Shanlax International Journal of Education, 10(S1-Aug), 11–20. https://doi.org/10.34293/education.v10iS1-Aug.5181
Denervaud, S., Gentaz, E., Matusz, P. J., & Murray, M. M. (2019). Multisensory gains in simple detection predict global cognition in schoolchildren. Open Science Framework. https://doi.org/10.31219/osf.io/2xsyq
Doherty, S. (2020). Multilingual Mediated Communication and Cognition (R. M. Martín & S. L. Halverson, Eds.). Routledge. https://doi.org/10.4324/9780429323867
Fan, Y., Chong, D. K., & Li, Y. (2024). Beyond play: a comparative study of multi-sensory and traditional toys in child education. In Frontiers in Education (Vol. 9). Frontiers Media SA. https://doi.org/10.3389/feduc.2024.1182660
Flavian, H. (2024). Transdisciplinary Teaching for Learners with Sensory Impairments and Challenges (pp. 81–110). https://doi.org/10.1007/978-3-031-52509-4_5
Georgieva, Z. (2024). Multisensory Approach in Education. Педагогически Форум, 12(1), 62–67. https://doi.org/10.15547/PF.2024.005
Gori, M., Volpe, G., Cappagli, G., Volta, E., & Cuturi, L. F. (2021). Embodied multisensory training for learning in primary school children. 2021 IEEE International Conference on Development and Learning (ICDL), 1–7. https://doi.org/10.1109/ICDL49984.2021.9515596
He, Y., & Suttachitt, N. (2024). The Development of Music Teaching Strategies for Promoting Music Learning Competency for Elementary School Students Under the Core Literacy of Music Academic Subjects. Journal of Ecohumanism, 3(8). https://doi.org/10.62754/joe.v3i8.4950
Kramar, E., Koren, D., & Zalar, K. (2024). Uporaba vizualne, avdio in avdio-vizualne tehnologije pri pouku nauka o glasbi v povezavi z a vista branjem pri pouku inštrumentov. In Sodobne raziskave o poučevanju glasbe v Sloveniji (pp. 275–304). Univerza v Mariboru, Univerzitetna založba. https://doi.org/10.18690/um.pef.1.2024.12
Kuo, Y.-T., & Chuang, M.-C. (2013). A proposal of a color music notation system on a single melody for music beginners. International Journal of Music Education, 31(4), 394–412. https://doi.org/10.1177/0255761413489082
Maitra, S. (2024). The Influence of Interactive Digital Tools on Early Childhood Learning and Cognitive Development. International Journal For Multidisciplinary Research, 6(6). https://doi.org/10.36948/ijfmr.2024.v06i06.34147
Marjanen, K. (2021). The International Journal of Arts Education Multisensory Musical Design Views for Music as a Phenomenal Framework for Human, Phenomena-Based Education. 15, 3–4. https://doi.org/10.18848/2326-9944/CGP
Mitchell, H. F., Blom, D., & Long, P. (2024). ‘We hear with our eyes!’ Unlocking tacit knowledge about multisensory music performing. International Journal of Music Education. https://doi.org/10.1177/02557614241264900
Nurjanah, Kansil, I. C., Masturoh, I., & Hanwar, D. (2024). Multisensory Learning: Improving Conceptual Understanding Through an Intuitive Sensory Approach. Journal of Pedagogi, 1(6), 56–64. https://doi.org/10.62872/7ygyx095
Nurraharjo, E., Prakoso, B. A., Utomo, M. S., & Februariyanti, H. (2022). A New Color-Based Instrument Model For Basic Music Learning. 2022 1st International Conference on Information System & Information Technology (ICISIT), 347–351. https://doi.org/10.1109/ICISIT54091.2022.9872730
Ow, S. S., Poon, C. H., Cheong, K. W., & Cooper, S. (2023). Cultivating 21st century Learning Skills: The Effect of Song-based Music and Movement on Elementary-age Children’s Kinesthetic Skills. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(3), e002216. https://doi.org/10.47405/mjssh.v8i3.2216
Pang, S. E., & Kan, R. Y. P. (2024). Nuances of an In-Between Space of Learning Through Auditory Approaches in Early Piano Instruction. Behavioral Sciences, 14(12), 1128. https://doi.org/10.3390/bs14121128
Papazachariou-Christoforou, M. (2022). Movement Experiences in Preschool Music Classes. Journal of General Music Education, 36(1), 13–20. https://doi.org/10.1177/27527646221110863
Plúas Pérez, L. del R., Sánchez Salazar, T. del R., Sánchez Soto, M. A., & Aguas Veloz, J. F. (2024). La sinestesia y la multisensorialidad cómo incide en el proceso evolutivo del aprendizaje en la niñez. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 5(5). https://doi.org/10.56712/latam.v5i5.2879
Rauduvaitė, A., & Yao, Z. (2023). THE ROLE OF EMOTIONS IN MUSIC EDUCATION: THEORETICAL INSIGHTS. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 1, 491–502. https://doi.org/10.17770/sie2023vol1.7078
Renelle, A., & Jones, R. (2022, December 1). Multisensory Learning for Students With Disabilities. Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics. https://doi.org/10.52041/iase.icots11.T11A1
Rosati, N. (2024). Nursery Rhyme, Rhythm and Narrative Thinking in Early Childhood Education. Edukacja Elementarna w Teorii i Praktyce, 19(3(74)), 87–100. https://doi.org/10.35765/eetp.2024.1974.05
Silva Leão, M. D. B. da, Sousa, G. A. de, & Cunha, E. G. P. da. (2024). MUSICALIZAÇÃO NA EDUCAÇÃO INFANTIL. Editora UNISV, 2(2), 547–562. https://doi.org/10.59283/unisv.v2n2.033
Sinn Ow, S., Hwa Poon, C., & Wing Cheong, K. (2023). Cultivating 21st-Century Learning Skills: The Effectiveness of Song-based Music and Movement for Improving Children’s Social Skills. Pertanika Journal of Social Sciences and Humanities, 31(3), 1197–1218. https://doi.org/10.47836/pjssh.31.3.15
Xie, T., & Li, H. (2022). Research on the Design of Music Learning Applications for Preschool Children Based on Tangible Interaction. 2022 IEEE/ACIS 22nd International Conference on Computer and Information Science (ICIS), 233–238. https://doi.org/10.1109/ICIS54925.2022.9882499
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Authors
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
