| 000 | 01446nam a22002417a 4500 | ||
|---|---|---|---|
| 003 | ZW-GwMSU | ||
| 005 | 20240731071544.0 | ||
| 008 | 240731b |||||||| |||| 00| 0 eng d | ||
| 022 | _a02650517 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aML5 BRI |
| 100 | 1 |
_aHall, Clare _eauthor |
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| 245 | 1 | 0 |
_aGender and boys' singing in early childhood/ _ccreated by Clare Hall |
| 264 | 1 |
_aCambridge: _bCambridge University Press, _c2005. |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aBritish journal of music education _vVolume 22, number 1 |
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| 520 | 3 | _aThis article derives from a research project investigating the singing behaviour of a group of Australian boys in their first year of school. The project showed that the genesis of the ‘missing male’ trend in singing at school may be occurring in early childhood. The impact of hegemonic masculinity in early childhood is explored here by examining the intersection between this group of boys' perceptions of masculinity and their singing behaviours. Peer modelling was found to be an effective motivational ‘tool’ for improving singing behaviour and illustrates the importance of finding strategies to support boys' success in singing long before adolescence. | |
| 650 |
_aGender differences _vMales _xMusic education |
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| 856 | _uhttps://doi.org/10.1017/S0265051704005960 | ||
| 942 |
_2lcc _cJA |
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| 999 |
_c166415 _d166415 |
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