ABSTRACT

The purpose of this study is to examine the effects of rhythm-centered K-dance activities based on the Weikart teaching method on young children's sense of rhythm and creative physical expression, and to explore the participating children's experiences. A single-group pretest-posttest design was employed with 20 five-year-old children, one lead teacher, and one assistant teacher. Boney M.'s “Sunny” and PSY's “That That” were selected for the activities, which were conducted once a week for 12 sessions from June to August 2024. Quantitative data were collected using Gordon's (1979) PMMA Rhythm Test and a creative physical expression assessment tool based on Laban's movement theory, while qualitative data were gathered through interviews, classroom observations, and video recordings. The children's scores in sense of rhythm and creative physical expression increased significantly after participation. Qualitative findings revealed that the children internalized rhythm through speech rhythms and created their own meaningful physical expressions through movement; these experiences extended to musical interaction at home through K-dance as a contemporary cultural medium. This study suggests that integrating the Weikart teaching method with K-dance can support rhythm internalization and creative physical expression in early childhood music education and contribute to connecting it with the home.

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