Author: Amanda L. TiersonPublisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages : 144
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
The Effect of Aural Instruction with Tonal and Rhythm Patterns from Edwin Gordon's Music Learning Theory on the Aural Discrimination Abilities of Second-grade Students
Author: Karen Sanders ThomasPublisher:
ISBN:
Category : Auditory perception in children
Languages : en
Pages : 159
Book Description
"The purpose of this study was to investigate the effect of aural instruction with tonal and rhythm patterns from Edwin Gordon's Music Learning Theory on the tonal and rhythmic discrimination abilities of second-grade students. The secondary purpose of this study was to determine whether there was a relationship among the extent of music experience, preference for music activities, and the tonal and rhythmic discrimination abilities across four groups of second-grade students. Participants were four intact second-grade general music classes from one elementary school in North Carolina. The classes were assigned randomly to three experimental groups and one control group. I instructed the experimental groups using Edwin Gordon's aural-based tonal patterns in Music Learning Theory for ten minutes each class period during a treatment week and rhythm patterns the next treatment week. The experimental groups were assigned randomly to one of three conditions: (a) playing instruments only, (b) singing and chanting only, and (c) singing, chanting, and playing instruments. The control group did not receive tonal and rhythm pattern instruction; instead, I instructed participants for ten minutes each class period using classroom activities from the Spotlight on Music second-grade textbook series. At the beginning of the study, all participants were administered the Primary Measures of Music Audiation (PMMA) to measure their developmental music aptitude. Participants were administered a researcher-created questionnaire to determine the extent of their musical experience and their music activity preferences. Some students were selected at random to be interviewed by me to provide additional information about their questionnaire responses. At the end of the study, all participants were administered the PMMA as a posttest. The research study period was August 31 - December 16, 2015, with twelve weeks allotted for the instructional treatment period. Using the pretest as the covariate, an ANCOVA was performed to determine whether there were any significant main effects or interaction effects of instruction. Results of the ANCOVA analyses indicated there were no significant main effects or interaction effects of instruction for any of the PMMA subtests at the .05 level of significance. Stepwise multiple regression analyses were conducted to determine whether there were significant relationships among the extent of music experience, preference for music activities, and the PMMA scores. Results indicated that preference for jazz and the genre labeled "other" (i.e., rap, hip-hop, and "Kidz Bop") were small, negative predictors for PMMA tonal scores. Preference for singing as a favorite music activity was a small, negative predictor for PMMA rhythm scores, and preference for the pop genre was a small, positive predictor for PMMA rhythm scores. Jazz genre preference was a small, negative predictor for PMMA composite scores, while pop genre preference was a small, positive predictor. The control group, as compared to the three experimental groups, was a small, positive predictor for PMMA rhythm scores only. Based on these results, aural instruction with tonal and rhythm patterns from Edwin Gordon's Music Learning Theory did not have a significant effect on the tonal and rhythmic discrimination abilities of second-grade students."--Abstract from author supplied metadata.
An Investigation of the Rhythm Aptitude and Rhythm Achievement of First, Second, and Third Grade Students
Author: Kelly HardingPublisher:
ISBN:
Category : Rhythm in children
Languages : en
Pages :
Book Description
The purpose of this study was to examine the effect of an audiation-based curriculum on rhythmic music aptitude and rhythm achievement of elementary school students. Specific research questions addressed in this study were (a) Is there a relationship between developmental rhythm music aptitude and rhythm achievement of first, second, and third grade students? (b) Does the relationship between rhythm music aptitude and rhythm achievement change with age? and, (c) Does age have an effect on rhythm achievement? Participants in this study (N = 183) were in grades one through three, from 10 intact homerooms. Students attended a general music class once a week for 45 minutes. The study lasted for five months. All participants engaged in 5 to 10 minutes of formal rhythm pattern instruction, which alternated between duple and triple meter patterns, each week. Improvisation activities were included in the lessons. At the end of the study, all participants took an oral improvisation test in duple and triple meters. Two independent judges scored each improvisation using a 5-point continuous rating scale. All participants also took a paper and pencil meter-labeling test. Gordon's Primary Measures of Music Audiation (PMMA) (PMMA, 1986) was administered as a posttest. The results of this study revealed that there was no relationship between rhythm music aptitude and rhythm achievement. Age had an effect on achievement for aural identification of triple meter. The inclusion of audiation-based techniques, such as rhythm pattern instruction, may improve students' rhythmic music achievement.
The Effects of Music Improvisation Instruction on Elementary Students' Tonal Singing Achievement and Developmental Tonal Aptitude
Author: Emily JambeauPublisher:
ISBN:
Category : Improvisation (Music)
Languages : en
Pages : 152
Book Description
An Investigation of the Effect of Harmonic Accompaniment on the Developmental Tonal Aptitude, Tonal Achievement, and Tonal Improvisations of Children in Kindergarten and First Grade
Author: Denise Marie GuilbaultPublisher:
ISBN:
Category : Creation (Literary, artistic, etc.)
Languages : en
Pages : 418
Book Description
The Effect of Suzuki Instruction and Early Childhood Music Experiences on Developmental Music Aptitude and Performance Achievement of Beginning Suzuki String Students
Author: Lelouda StamouPublisher:
ISBN:
Category : Music
Languages : en
Pages : 260
Book Description
A Study of Audiation-based Instruction, Music Aptitude, and Music Achievement of Elementary Wind and Percussion Students
Author: Kathy Ann LiperotePublisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 444
Book Description
An Investigation of the Effect of Instruction in Edwin Gordon's Tonal and Rhythm Patterns on Secondary Students' Advanced Measures of Music Audiation Scores
Author: Christian O'DonnellPublisher:
ISBN:
Category : Musical ability
Languages : en
Pages : 198
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
Author: Jeanne M. Raemisch