Male Peer Modeling in the Kindergarten Music Classroom

Abstract

The purpose of this action research study was to design, implement, and refine an approach to using male peer modeling in Kindergarten general music. Research questions investigated the male kindergarten students’ and peer models’ descriptions of the interactions, my perceptions of the effects of the peer-modeling process on both groups of students, the students’ parents’ perceptions of the effects of the process, and whether male peer modeling affected both the older and younger boys’ perceptions of singing. Two sixth grade peer models interacted with and taught songs to kindergarten students in two different classes throughout two action research cycles, switching between the two cycles. Data was collected through observation and interview. I transcribed parents’ emails and my teacher-researcher journal. I analyzed my teacher-researcher journal, video footage, and interviews for themes. I transcribed and coded the interviews between the sixth grade boys and myself and between the sixth grade boys and the Kindergarten students. The three most interesting themes which emerged included the peer models’ relationships with the Kindergarten students, the peer models’ vocal quality, and the anomaly of a male elementary school music teacher.