Children's Descriptions of Music: Overview of Research

Examines previous studies that focused on various strategies for teaching discrimination between high and low pitches and labeling tonal direction, and on children's descriptions of varied conceptual changes in music. Implies from this research, for researchers, that children and many adults appear to have a limited music vocabulary unless they are taught. Explains that children have difficulty describing music; they can perceive and give non-verbal responses to changes in moods and musical elements before they can describe what they hear. Indicates that the descriptive vocabulary for music given by children and adults, when using incorrect terms, is quite different. Suggests that adults should be cautious in interpretations of children's vocabulary. Notes that advances in technology allowing multi-media presentation of sounds, language, and moving graphics may provide new opportunities for helping children form and label concepts of music. Includes references.