Author: Elling E. HoemPublisher:
ISBN:
Category : Musical meter and rhythm
Languages : en
Pages : 80
Book Description
A Study of the Effect of Individualized Electronic Rhythm Instruction on Rhythmic and Melodic Sight-reading of Instrumental Music Students at the Junior High Level
Author: Elling E. HoemPublisher:
ISBN:
Category : Musical meter and rhythm
Languages : en
Pages : 80
Book Description
The Effects of Differing Rhythmic Instruction on Middle School Instrumentalists' Rhythmic and Melodic Sight-reading Performance
Author: Gregory Michael MillerPublisher:
ISBN:
Category : Musical meter and rhythm
Languages : en
Pages : 108
Book Description
Abstract: Sight-reading, the act of performing unfamiliar music at sight, is a valued measure of an instrumentalist's musical training and overall musicianship. Though sight-reading is recognized as an important ability, little is known about the process or how best to prepare students for sight-reading situations. Previous research has suggested the importance of rhythm, finding that most sight-reading errors are rhythm errors, and rhythmic ability is often a strong predictor of sight-reading accuracy. Related research has investigated a variety of approaches to rhythm instruction, including mathematical (numbers-based) approaches and speech cue (word-based) methods. Many studies have suggested that the latter approach may be more suitable to school-age musicians, especially younger students who may lack the conceptual understanding needed to grasp mathematical models. Other research has affirmed the importance of providing students with opportunities to respond individually and receive regular feedback from their instructor. The current study employed two parallel rhythmic instruction strategies in an effort to determine their impact on middle school band members' sight-reading performance. The control group reviewed rhythms using a previously-learned numerical counting system while a treatment group reviewed rhythms using an original speech cue method and performed individually at scheduled intervals. Sight-reading pretests and posttests were scored and compared to measure subjects' sight-reading accuracy. Results showed no statistically significant differences between the two groups on the sight-reading posttest. Mean scores for all subjects, regardless of treatment grouping, improved from pretest to posttest, including significant gains on pitch accuracy and total sight-reading scores. Additionally, important relationships were found regarding the interplay between pitch reading and rhythm reading during melodic sight-reading, suggesting that these processes present two separate and sometimes conflicting tasks. Overall results and an analysis of the scores of top sight-readers reaffirmed the importance of rhythmic ability in determining overall sight-reading accuracy.
EASY CROSS-STITCH.
Author: The Effect of Prescribed Rhythmical Movements on the Ability to Sight Read Music
Author: J. David BoylePublisher:
ISBN:
Category : Music
Languages : en
Pages : 392
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1180
Book Description
The Effect of Sight-reading Instruction on the Language Reading Fluency and Music Sight-reading Ability of Middle School Band Students
Author: Nancy Elizabeth BarlarPublisher:
ISBN:
Category :
Languages : en
Pages : 218
Book Description
Abstract: The purpose of this study was to determine whether a music sight-reading program would affect the language reading fluency levels and music sight-reading abilities of students enrolled in band in middle school. Music reading and language reading share similar visual and aural tasks that are part of the essential decoding process (Hansen, Bernstorf, & Stuber, 2007). The sight-reading process in both types of reading also requires similar eye movements and the use of structural units for fluency (Sloboda, 1985; Register, Darrow, Standley, & Swedberg, 2007). Researchers have found that sight-singing can impact language reading fluency levels, but there is minimal research on possible connections between instrumental sight-reading and language reading fluency (Biggs, Dedrick, & Homan, 2005, 2006). The current study was undertaken to determine the effect of a sight-reading program on language reading fluency and music sight-reading ability. Two intact middle school band classes were randomly assigned to function as the experimental group and the control group in this study. Florida Department of Education oral reading fluency exams and the Watkins-Farnum Performance Scale, Form A and B for sight-reading ability were administered to all students (N=55) at the beginning and end of data collection. The experimental group experienced a 14-week sight-reading program during the interim. Analysis of Covariance was used to check for differences between the groups' reading fluency and sight-reading posttest scores using pretest scores as the covariate. No significant difference was found between the oral reading fluency posttest, F (1, 28) = .16, p = .69, scores of the control and experimental groups. No significant difference was found between the music sight-reading posttest level scores, F (1, 45) = 1.78, p = .19, of the experimental and control groups. A significant, positive correlation ( r = .61, p = .000) was found between the oral reading fluency and music sight-reading posttest scores of all participants.
A Study of Two Approaches for Developing Rhythm Reading by Junior High School Band Students
Author: Kenneth Vernon LeemonPublisher:
ISBN:
Category :
Languages : en
Pages : 140
Book Description
The Influence of Instructional Settings on the Acquisition of Rhythmic Reading Skills by Beginning Instrumental Music Students
Author: Thompson Allan BrandtPublisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 332
Book Description
A Study to Determine the Effect of Individualized Tonal and Rhythm Pattern Instruction on the Music Achievement of Beginning Wind and Percussion Instrumental Music Students
Author: Amanda L. TiersonPublisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages : 144
Book Description
Author: James A. Fitzpatrick