SURVEY QUESTIONNAIRE

PART 1.BASIC INFORMATION. Please choose the option that corresponds to your answer. 

1.

Gender 

2. Age
3.

Year level

PART 2.Extent of Implementation of Inner Music Auditory Training as a Course.

Instruction for the participants:Please use the scale provided below to rate the extent of Instruction for the participants:Please use the scale provided below to rate the extent of Implementation of Inner Music Auditory Training as a Course. Your honest feedback is crucial for evaluating the effectiveness of this training.

1-little extent；2-moderate extent；3-great extent；4-very great extent

4.

Content

  • little extent
  • moderate extent
  • great extent
  • very great extent
a)Basic interval perception and pitch control.
b)Rhythm perception and stability
c)Melodic memory and reproduction
d)Music recognition and imitation
e)Singing expression and creativity
5.

Objectives

  • little extent
  • moderate extent
  • great extent
  • very great extent
a)Enhance the inner auditory ability for common whole tone scales (such as C major, G major, F major).And improve the ability to accurately grasp pitch in singing.
b)Enhance the ability to maintain a stable rhythm in singing. And increase perception and expressive ability regarding musical tempo (fast/slow).
c)Improve the memory ability of short melodic fragments, enhance the reproduction of memorized melodies, and raise the awareness of melodic Outlines.
d)Improve recognizing & imitating musical elements (pitch, tempo, dynamics, timbre)，Enhance recognizing & imitating simple structures (phrases, repetition, contrast)，Improve recognizing & imitating common musical styles. Develop imitation using body, voice, simple instruments.
e)Enhance adjusting singing expression based on music and emotion，Improve adding simple improvisational elements to singing，Increase vocal clarity & expressiveness.
6.

Strategies

  • little extent
  • moderate extent
  • great extent
  • very great extent
a)Interval listening/singing exercises (inc. similar intervals)，Scale inner-singing with hand signs. “Listen & Color” pitch matching game，Sing familiar melodies with variations in pitch/rhythm to internalize intervals.
b)Rhythm imitation & inner-patting exercises (inc. syncopation/rests).“Rhythm Train” passing game. Song rhythm deconstruction & practice. Sing familiar songs at different speeds to feel tempo changes.
c)Melody “Listen & Recall” exercises.“Melody Matching” game with audio/sheet music.“Melody Chain” activity (singing phrase continuation). Drawing melodic contour lines.
d)“Musical Element Imitation” activities (pitch, tempo, dynamics, timbre).“Recognizing Phrases” activity (clapping/stomping).“Repetition & Contrast” imitation exercise.“Timbre Imitation Relay” with instruments/nature sounds.“Style Imitation” challenges with nursery rhymes.
e)“Giving Songs Different Expressions” activity.“Lyric/Rhythm Chain” or “Rhythm Improv” games.“Adding Actions to Songs” activity. Small group song/rhythm composition.
7.

Assessment

  • little extent
  • moderate extent
  • great extent
  • very great extent
a)The teacher plays different individual notes.Write down the correct notes you hear on the paper.The teacher plays any note on the piano and the students sing out the notes they hear.The perception of intervals and the control of pitch will be evaluated based on the number of correct answers.
b)Be able to repeat the rhythm of the teacher and classmates' beats quickly and accurately, and sing the rhythm on the musical score correctly.Evaluate its rhythmic ability based on the correct quantity.
c)Teachers play multiple different melodies through audio playback or piano playing, and students can accurately select the correct melody from the scores of multiple melodies.And be able to accurately repeat and sing the melody.Evaluate the ability to remember and reproduce melodies based on the number of correct answers.
d)Be able to quickly identify the melody and rhythm of the musical score and accurately sing and beat out the correct melody and rhythm.Evaluate their ability to recognize and imitate music based on the accuracy of their singing.
e)Teachers assess students' musical performance ability based on the emotions, expressions, body movements and appeal of the songs they sing.And evaluate students' creativity based on their ability to create lyrics and rhythms.
8.

Resources

  • little extent
  • moderate extent
  • great extent
  • very great extent
a)Learning resources: Music theory lecture notes, auditory exercises, workbooks and exercise books, classic nursery rhyme, folk song or famous piece fragment sheet music, rhythm cards, note name cards and other visual aid cards.
b)Equipment resources: piano, sound system, microphone, metronome;Percussion instruments such as tambourines, maracas and castanets used for rhythm imitation and creation, whiteboards and whiteboard pens, projectors and props for children's activities.
c)Digital and technical resources: Professional auditory training software, music teaching websites and video websites, audio editing software, related teaching PPTS and video animations
d)Human Resources: Teachers with solid experience in music theory and music auditory teaching.An assistant who helps the main teacher with group exercises, one-on-one tutoring, grading homework and organizing activities.Regularly invite composers, performers and others to give lectures or master classes.Technicians who maintain audio equipment, software, networks and other devices.
e)Organization and management of resources: Curriculum system and syllabus, with a test question bank, marking criteria, and student growth file assessment and feedback mechanism, reasonable course scheduling, classroom and practice room reservation system, organizing listening competitions, group study sessions, learning communities and other communication and activity platforms.

PART 3. QUESTIONNAIRE ON LEVEL of APPLICATION OF MUSIC INNER AUDITORY TRAINING ON PRESERVICE EARLY CHILDHOOD EDUCATORS’ MUSICAL LITERACY AND VOCAL ABILITIES 

Instruction for the participants: Please reflect on your experience with the music inner auditory training program. Rate the changes or improvements you have perceived in your musical literacy and vocal abilities using the scale provided below. Your honest feedback is crucial for evaluating the effectiveness of this training.

1-low level；2-moderate level；3-high level；4-very high level

9.

 Music Recognition 

  • low level
  • moderate level
  • high level
  • very high level
a)I can identify basic musical elements such as pitch, tempo, dynamics, and timbre.
b)I can distinguish common modal scales such as C major, G major, and F major.
c)I can recognize simple musical structures like phrases, repetitions, and contrasts.
d)I can perceive changes in musical tempo (fast/slow).
e)I can distinguish different musical styles such as marches, lullabies, and lyrical songs.
10.

Music Imitation

  • low level
  • moderate level
  • high level
  • very high level
a)I can accurately imitate melodies and rhythms demonstrated by the teacher or recording.
b)I can imitate music using body movements, voice, or simple instruments.
c)I can imitate expressive features of different musical styles.
d)I can reproduce short melodic phrases I have heard.
e)I can imitate emotional expression in different musical passages.
11.

Musical Pitch Accuracy

  • low level
  • moderate level
  • high level
  • very high level
a)I can accurately perceive and sing common intervals such as octaves, major thirds, and minor thirds.
b)I can maintain accurate pitch while singing.
c)I can mentally hear melodies and sing them at the correct pitch.
d)I can follow the direction of melodic pitch (upward and downward movement).
e)My pitch accuracy has improved significantly through training.
12.

Rhythm Stability

  • low level
  • moderate level
  • high level
  • very high level
a)I can recognize basic rhythm patterns such as quarter notes, eighth notes, and sixteenth notes.
b)I can maintain a stable rhythm when tapping silently in my mind.
c)I can keep a steady rhythm while singing.
d)I can adapt to changes in tempo while maintaining rhythm.
e)My rhythmic control has clearly improved through training.
13.

Singing Creativity

  • low level
  • moderate level
  • high level
  • very high level
a)I am willing to add simple improvisations to my singing, such as rhythmic variations, movements, or pitch changes.
b)I can create simple lyrics, rhythms, or melodies for children’s songs.
c)I try to express individuality and creativity in my singing.
d)I adjust my singing based on the music or lyrics to reflect different moods.
e)I can apply what I have learned flexibly in musical activities.
14.

Vocal Expression

  • low level
  • moderate level
  • high level
  • very high level
a)I can adjust vocal intensity and tone color to match musical emotions.
b)I enhance my singing expression with facial expressions and physical movements.
c)I understand the emotional connection between lyrics and melody and express it.
d)I show emotional engagement and expressive power while singing.
e)I can integrate pitch, rhythm, and expression into a well-rounded vocal performance.

PART 4. MUSIC VOCAL SKILLS

Instruction for the participants: Please use the scale provided below to rate your level of application in music vocal skills.

1-low level；2-moderate level；3-high level；4-very high level

15.

Pitch and Intonation

  • low level
  • moderate level
  • high level
  • very high level
a)Ability to sing notes accurately in tune.
b)Consistency in matching pitches across the vocal range.
c)Control of sliding, glissando, and microtones when stylistically appropriate.
16.

Tone Quality / Timbre

  • low level
  • moderate level
  • high level
  • very high level
a)Clarity, richness, and resonance of the voice.
b)Ability to produce a pleasing and stylistically appropriate sound.
c)Control over voice color (bright vs. dark tone).
17.

Rhythm and Timing

  • low level
  • moderate level
  • high level
  • very high level
a)Accuracy in keeping time and following the beat.
b)Ability to perform simple to complex rhythms.
c)Synchronization with accompaniment or ensemble
18.

Breath Control and Support

  • low level
  • moderate level
  • high level
  • very high level
a)Efficient use of breath for sustained singing.
b)Control over phrasing and dynamic contrast.
c)Proper use of diaphragmatic breathing.
19.

Vocal Range and Flexibility

  • low level
  • moderate level
  • high level
  • very high level
a)Extent of the singer's usable vocal register.
b)Smooth transitions between registers (chest, head, mix, falsetto).
c)Agilityfor runs, trills, and fast passages.
20.

Diction and Articulation

  • low level
  • moderate level
  • high level
  • very high level
a)Clarity of lyrics and pronunciation.
b)Use of consonants and vowels effectively.
c)Adaptability to different languages and styles.
21.

Expression and Musicality

  • low level
  • moderate level
  • high level
  • very high level
a)Ability to interpret the emotions of a song.
b)Use of dynamics (soft vs. loud), phrasing, and stylistic nuance.
c)Creativity in expressing personal artistry.
22.

Performance and Stage Presence

  • a)Confidence while singing in front of others.
  • b)Communication and connection with the audience.
  • c)Use of posture, gesture, and facial expression to enhance performance.
a)Confidence while singing in front of others.
b)Communication and connection with the audience.
c)Use of posture, gesture, and facial expression to enhance performance.

PART 5. Problems and Challenges

23.

1.What are the problems and challenges you have encountered in the music inner auditory training?

24.

2.what plan of action can be designed to enhance the music inner auditory training?

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