Author: James B. KarasPublisher:
ISBN:
Category :
Languages : en
Pages : 258
Book Description
The Effect of Aural and Improvisatory Instruction on Fifth Grade Band Students' Sight Reading Ability
Author: James B. KarasThe 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.
The Effects of Aural Rhythmic Dictation on the Sight-reading Abilities of Seventh- and Eighth-grade Band Students
Author: Megan Elaine EarneyPublisher:
ISBN:
Category : Musical dictation
Languages : en
Pages : 122
Book Description
A Comparison of the Effect of Teaching Methods on the Sight-reading Ability Fo Selected Elementary Band Students
Author: Karen Leslie KinzelCreative Musical Response
Author: Robert Alan AmchinPublisher:
ISBN:
Category : Improvisation (Music)
Languages : en
Pages : 554
Book Description
The Effects of Teaching Improvisational and Compositional Skills on Sight-reading Ability
Author: Marcia Lynn BoisvertPublisher:
ISBN:
Category : Sight-reading (Music)
Languages : en
Pages : 88
Book Description
Improving Sight Reading Through Beginning Band Instruction
Author: Joshua Earl KohlPublisher:
ISBN:
Category : Band music
Languages : en
Pages : 59
Book Description
Aural skills training needs to be included in the beginning band curriculum. Educators strive to help students reach their potential. At the same time, they continue to use method books that emphasize a visual approach to music education. To fully engage with music, students should not just see the music written on a page but should be able to hear it as well. Through aural skills training, such as audiation, students will be able to internalize and hear the music they see without the need for an audial stimulant. This study defines the current amount of aural training included in current beginning band method books. This is done by analyzing and comparing the current method books and their inclusion of aural training materials. The study also uses historical research experiments and a Likert-type survey to explain why aural skills training needs to be included in beginning band method books. Included is a sample curriculum based on the works of various music education theorists. These theorists include Edwin Gordon, Carl Orff, Shinichi Suzuki, and others. The included sample curriculum is not meant to be a standard curriculum for beginning band classes. Instead, it provides a basic outline of a recommended curriculum that incorporates aural skills through a sound-before-sight approach to beginning instrumental music education.
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.
The Effect of Tonal Pattern Training on the Aural Perception, Reading Recognition and Melodic Sight Reading Achievement of First Year Instrumental Music Students
Author: Patricia A. GrutzmacherPublisher:
ISBN:
Category : Ear training
Languages : en
Pages : 148
Book Description
Aural Skills in Context
Author: Matthew R. ShaftelPublisher: OUP USA
ISBN: 9780199943821
Category : Music
Languages : en
Pages : 720
Book Description
Aural Skills in Context by Matthew Shaftel, Evan Jones, and Juan Chattah is the first complete text covering sight singing, ear training, and rhythm practice that features real musical examples (from classical to folk and jazz) as the composer wrote them.