Author: Gregory Michael Miller
Publisher:
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 Effects of Differing Rhythmic Instruction on Middle School Instrumentalists' Rhythmic and Melodic Sight-reading Performance
EASY CROSS-STITCH.
The Effects of Systematic Rhythm Reading Instruction Versus Rote Rhythm Drill on the Pitch and Rhythm Sight-singing Performance of High School Choral Ensemble Members
Author: Johnson Blythe Egbert
Publisher:
ISBN:
Category : Choral singing
Languages : en
Pages : 380
Book Description
Publisher:
ISBN:
Category : Choral singing
Languages : en
Pages : 380
Book Description
The Effects of Melodic Dictation and Sight Singing on Music Reading Achievement
Author: Harold Thomas Karl
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 328
Book Description
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 328
Book Description
The Effectiveness of Iconic-based Rhythmic Instruction on Middle School Instrumentalists' Ability to Read Rhythms at Sight
Author: Anthony F. Pursell
Publisher:
ISBN:
Category : Musical meter and rhythm
Languages : en
Pages : 344
Book Description
Publisher:
ISBN:
Category : Musical meter and rhythm
Languages : en
Pages : 344
Book Description
The New Handbook of Research on Music Teaching and Learning
Author: Music Educators National Conference (U.S.)
Publisher: Oxford University Press
ISBN: 0195138848
Category : Education
Languages : en
Pages : 1249
Book Description
Featuring chapters by the world's foremost scholars in music education and cognition, this handbook is a convenient collection of current research on music teaching and learning. This comprehensive work includes sections on arts advocacy, music and medicine, teacher education, and studio instruction, among other subjects, making it an essential reference for music education programs. The original Handbook of Research on Music Teaching and Learning, published in 1992 with the sponsorship of the Music Educators National Conference (MENC), was hailed as "a welcome addition to the literature on music education because it serves to provide definition and unity to a broad and complex field" (Choice). This new companion volume, again with the sponsorship of MENC, explores the significant changes in music and arts education that have taken place in the last decade. Notably, several chapters now incorporate insights from other fields to shed light on multi-cultural music education, gender issues in music education, and non-musical outcomes of music education. Other chapters offer practical information on maintaining musicians' health, training music teachers, and evaluating music education programs. Philosophical issues, such as musical cognition, the philosophy of research theory, curriculum, and educating musically, are also explored in relationship to policy issues. In addition to surveying the literature, each chapter considers the significance of the research and provides suggestions for future study.Covering a broad range of topics and addressing the issues of music education at all age levels, from early childhood to motivation and self-regulation, this handbook is an invaluable resource for music teachers, researchers, and scholars.
Publisher: Oxford University Press
ISBN: 0195138848
Category : Education
Languages : en
Pages : 1249
Book Description
Featuring chapters by the world's foremost scholars in music education and cognition, this handbook is a convenient collection of current research on music teaching and learning. This comprehensive work includes sections on arts advocacy, music and medicine, teacher education, and studio instruction, among other subjects, making it an essential reference for music education programs. The original Handbook of Research on Music Teaching and Learning, published in 1992 with the sponsorship of the Music Educators National Conference (MENC), was hailed as "a welcome addition to the literature on music education because it serves to provide definition and unity to a broad and complex field" (Choice). This new companion volume, again with the sponsorship of MENC, explores the significant changes in music and arts education that have taken place in the last decade. Notably, several chapters now incorporate insights from other fields to shed light on multi-cultural music education, gender issues in music education, and non-musical outcomes of music education. Other chapters offer practical information on maintaining musicians' health, training music teachers, and evaluating music education programs. Philosophical issues, such as musical cognition, the philosophy of research theory, curriculum, and educating musically, are also explored in relationship to policy issues. In addition to surveying the literature, each chapter considers the significance of the research and provides suggestions for future study.Covering a broad range of topics and addressing the issues of music education at all age levels, from early childhood to motivation and self-regulation, this handbook is an invaluable resource for music teachers, researchers, and scholars.
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. Hoem
Publisher:
ISBN:
Category : Musical meter and rhythm
Languages : en
Pages : 80
Book Description
Publisher:
ISBN:
Category : Musical meter and rhythm
Languages : en
Pages : 80
Book Description
Rhythmic Tests for Sight Reading
Author: Boris Berlin
Publisher: Alfred Music
ISBN: 9781457496585
Category : Music
Languages : en
Pages : 28
Book Description
A collection of exercises for students of advanced grades in sight reading. Focuses on training the student to identify various rhythm patterns and time signatures of different melodies.
Publisher: Alfred Music
ISBN: 9781457496585
Category : Music
Languages : en
Pages : 28
Book Description
A collection of exercises for students of advanced grades in sight reading. Focuses on training the student to identify various rhythm patterns and time signatures of different melodies.
The Effect of Movement-based Instruction on the Beginning Instrumentalists Ability to Sight-read Rhythm Patterns
Author: Melissa Christine McCabe
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 150
Book Description
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 150
Book Description
Sight-reading Module for Middle School Band
Author: Danielle Sabol
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659546648
Category :
Languages : en
Pages : 92
Book Description
Sight-reading is one way for middle school band students to demonstrate musicianship. If the students are very good at sight-reading, then the level of musicianship is high. The researcher has created an organized module addressing methods of how to teach middle school band students to sight-read effectively. A working definition of sight-reading is playing a work of music accurately the first time it is seen by a performer. At the middle school level, performers must be able to play a steady beat, play accurate rhythms, demonstrate correct eye movements, and recognize patterns of notes to be an effective sight-reader. The students in this study were exposed to activities and lessons that addressed these four aspects of sight-reading. After the study was concluded, the researcher determined that the sight-reading abilities of the students increased. The students became aware of the skills necessary to be effective sight-readers. The most effective lesson of this study was the rhythm lesson. The least effective lesson was the eye movement lesson. The rhythm lesson allowed the students to become familiar with common rhythms, increasing their abilities to perform
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659546648
Category :
Languages : en
Pages : 92
Book Description
Sight-reading is one way for middle school band students to demonstrate musicianship. If the students are very good at sight-reading, then the level of musicianship is high. The researcher has created an organized module addressing methods of how to teach middle school band students to sight-read effectively. A working definition of sight-reading is playing a work of music accurately the first time it is seen by a performer. At the middle school level, performers must be able to play a steady beat, play accurate rhythms, demonstrate correct eye movements, and recognize patterns of notes to be an effective sight-reader. The students in this study were exposed to activities and lessons that addressed these four aspects of sight-reading. After the study was concluded, the researcher determined that the sight-reading abilities of the students increased. The students became aware of the skills necessary to be effective sight-readers. The most effective lesson of this study was the rhythm lesson. The least effective lesson was the eye movement lesson. The rhythm lesson allowed the students to become familiar with common rhythms, increasing their abilities to perform