The Effect of Sequentially Organized Sight-reading Pieces on the Sight-reading Achievement of Intermediate School Instrumental Music Students PDF Download

Author: Jennifer M. McBride
Publisher:
ISBN:
Category :
Languages : en
Pages : 134

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 832

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Author: Janice Gaynor
Publisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 338

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This study applied Smith's theory in general reading comprehension to music sight reading fluency and comprehension in instrumental music performers. The study tested the proposition that students taught memory recall, eye movement as an aid to chunking, and the predictive structures of melody will learn to incorporate these strategies into the music reading process. In order to test this theory, fifty-nine 7th through 12th-grade flute students were given instruction in aid to chunking and melodic predicting in four 50-minute lessons over a two week period. The study used a 2 x 2 factorial experimental design. Subjects were pretested with the Watkins-Farnum Performance Scale, form A and classified into two categories: more-skilled and less-skilled music readers. Subjects were then randomly stratified into two instructional treatment groups: (1) Aid to Chunking plus Melodic Predicting, and (2) Melodic Predicting Alone. Aid to Chunking instruction consisted of exercises in memory recall and eye movement using a tachistoscopic technique. Melodic predicting instruction used a modified cloze method. Four main structural components were emphasized in melodic predicting: (1) phrasing and tonality; (2) melodic contour; (3) melodic and rhythmic patterning; and (4) modulation. A sight reading posttest was given on the Watkins-Farnum Performance Scale, Form B as a measure of music reading comprehension and sight reading improvement. Instructional modules for aid to chunking and melodic predicting are included, as well as a melodic predicting posttest, related sight reading exercises, and a pre-performance guide as an adjunct to sight reading. Results indicated: (1) melodic predicting and music reading comprehension are highly correlated; (2) the overall treatment effect of aid to chunking on sight reading improvement was not supported; and (3) a very large readability interaction effect between melodic predicting and music reading comprehension was found. Further findings indicate: (1) the aid to chunking effect was highly significant for less-skilled music readers; and (2) melodic predicting was most effective for more-skilled readers.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 590

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"Education, arts and social sciences, natural and technical sciences in the United States and Canada".

Author: John M. Laverty
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 374

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Author: Stella Tartsinis, DMA
Publisher: Stella Tartsinis
ISBN:
Category : Music
Languages : en
Pages : 15

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Instrumental Sight-Reading Development outlines strategies to improve sight-reading. Besides the strategies discussed, this guide organizes how to approach sight-reading, and how daily sight-reading practice improves the speed of learning music.

Author: Donald E. Kitson
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 54

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Author: Nancy Elizabeth Barlar
Publisher:
ISBN:
Category :
Languages : en
Pages : 218

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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.

Author: Gregory Michael Miller
Publisher:
ISBN:
Category : Musical meter and rhythm
Languages : en
Pages : 108

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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.

Author: MR Bruce Arnold
Publisher:
ISBN: 9781594899386
Category :
Languages : en
Pages : 457

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Helps students seeking to improve their sight reading skills. This title gives sight reading etudes using Major, Melodic Minor Ascending, Diminished, Whole Tone and Harmonic Minor Scales in all keys. It is suitable for students seeking to become professional musicians.