The Relationship of Grade Level and Sex Differences to Certain Rhythmic Responses of Primary Grade Children

Abstract

The purpose was to examine the relationship of grade level and sex differences with rhythmic responses of clapping, chanting, and stepping with K–3 children after one year of school music instruction. It was of interest to examine which type of response is most accurate within and among grades and between girls and boys. A Rhythm Response Test was constructed to collect data on clapping, chanting, and stepping responses. Data were analyzed within and among grade levels and between sexes. Verbal chanting was the most accurate response for kindergarten students and, along with clapping, for Grade 1 students. Clapping was most accurate for Grade 3 students and, along with chanting, for Grade 2 students. Overall, the stepping response appears to have been least accurate. All rhythm response tasks were more accurate as grade levels progressed. Girls in Grades 1,2, and 3 consistently received higher mean scores than boys.