Author: Debra Harris Allen
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 204

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Book Description

Author: Arthur Clarence Vaughn
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 141

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Book Description
The purpose of this study was to contrast the effectiveness of computer-assisted ear-training instruction with the traditional style of ear-training instruction to determine if computer-assisted instruction increased the students' ability to identify auditory stimuli utilized in Basic Musicianship at a rate different from that of the traditional methodology. Procedures The setting of this experiment was at Oregon State University, Corvallis, Oregon, using classes in Basic Musicianship, during the fall and winter quarters, 1976-77. Eighty students were randomly selected and randomly assigned to either the computer-assisted method (experimental group) or the traditional method (control group). Both groups used the same textbook and received the same lectures. The experimental group received the traditional classroom instruction including the theoretical underpinning necessary for understanding the concepts of ear-training, and used computer-assisted programs to reinforce the classroom learning. The control group received the same theoretical background as did the experimental group, but was free to reinforce this learning in any manner found satisfactory to each student. The Solomon Four-Group design was used to investigate pretest effect on the posttest scores and on the treatment. The Aliferis Music Achievement Test was selected as the criterion measure and was used as both pretest and posttest. Those not required to take the pretest were given a placebo developed by the researcher. Eight hours of computer-assisted instruction was administered to members of the experimental group between pretesting and posttesting. Selected Findings Using the repeated measures analysis of variance to contrast the experimental and control groups on the basis of the criterion measure posttest, the following findings were noted: 1. The computed F for the total criterion test was 12.030 for the treatment variable, 142.300 for the test variable, and 32.292 for the interaction, a significant difference favoring the experimental group at the 0.05 level of confidence. 2. Contrasting the mean scores, based on test question categories of melodic, harmonic, and rhythmic, showed a significant -a significant difference again favoring the experimental group. In the melodic category the computed F was 6.527 for the treatment variable, 125.787 for the test variable, and 32.814 for the interaction. In the harmonic category the computed F was 4.597 for the treatment variable, 40.599 for the test variable, and 8.270 for the interaction. In the rhythmic category the computed F was 10.382 for the treatment variable, 47.134 for the test variable, and 9.640 for the interaction. All of the F-ratios were significant at the 0.05 level of confidence. 3. Selected t-tests revealed that both groups began the experiment at the same level of music achievement, and that the pretest had no learning effect upon the posttest scores. 4. Investigation of the sample using the Bartlett-Box F test for homogeneity of variance found that both groups were representative of the population. 5. In addition to the criterion measure, a study of student attitude toward computer-assisted instruction was made. The results of this questionnaire revealed that the students in the experimental group held a positive attitude regarding the use of the computer to study ear-training. Conclusions The following conclusions were made based on and supported by the data in this study: 1. That significantly more academic growth in ear-training occurred when students utilized the computer for this study than when they did not. 2. That it made no difference if the type of computer-assisted instruction was melodic, harmonic, or rhythmic, achievement growth occurred in all areas. 3. That students using the computer were able to save a considerable amount of time in developing ear-training skills. 4. That because students could conceivably complete the eartraining portion of Basic Musicianship in less time, the expense of offering such courses might be reduced. 5. That the students showed a willingness to experiment with alternative methods of instruction. 6. That the concerns of music educators toward computer assisted instruction need to be addressed before large-scale utilization is possible.

Author: Kent D. Cleland
Publisher:
ISBN: 9780203738474
Category : Music
Languages : en
Pages : 0

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Developing Musicianship through Aural Skills, Second Edition, is a comprehensive method for learning to hear, sing, understand, and use the foundations of music as part of an integrated curriculum, incorporating both sight singing and ear training in one volume. Under the umbrella of musicianship, this textbook guides students to "hear what they see, and see what they hear," with a trained, discerning ear on both a musical and an aesthetic level. Key features of this new edition include: Revised organization, with exercises gradually progressing from the simple to more difficult, taking beginner students' varied skill sets into account. An enhanced companion website, with interactive training modules for students to practice core skills, and additional exercises, dictation lesson plans and worksheets for instructors Enhanced coverage and a specific methodology for covering post-tonal material Greater emphasis on developing improvisation skills and realizing lead sheets The text reinforces both musicianship and theory in a systematic method, and its holistic approach provides students the skills necessary to incorporate professionalism, creativity, confidence, and performance preparation in their music education. The second edition of Developing Musicianship through Aural Skills provides a strong foundation for undergraduate music students and answers the need for combining skills in a more holistic, integrated music theory core.

Author: Susanna Király
Publisher: BoD - Books on Demand
ISBN: 9523308610
Category : Music
Languages : en
Pages : 266

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Book Description
My doctoral thesis has involved two related tasks. The first was to analyse Zoltán Kodály’s philosophy of music education and, on this basis, to develop a computer-assisted instruction method (CAI) for teaching music theory and solfège (ear-training). The second task was to experiment with the effectiveness of this method and compare it with traditional approaches to teaching. Many student find music theory and ear training difficult. During the 1990s, in connection with my licentiate thesis “Solfège in the Computer Classroom” (2000), I initiated this research project, and developed a CAI method for teaching music theory and solfège. I wanted to see just how useful Kodály’s approach could be in computer-aided teaching and learning. The results show that the Kodály approach can be successfully applied to the development of a computer-aided solfège programme and the Kodály system is applicable to new learning environments and teaching practices. In music education CAI is an area with great potential for development. It offers multiple learning options and can enhance students’ motivation to study music theory and ear-training; some of the learning outcomes were even better than with the traditional ways of learning. The results also show, however, that the teacher-pupil interaction is essential in a computer-aided learning programme.

Author: Gayle Kowalchyk
Publisher: Alfred Music
ISBN: 9780769238067
Category : Music
Languages : en
Pages : 0

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Book Description
Sight reading and ear training are two of the most important skills for any musician. Consequently, they should be developed systematically with performance, technical and theoretical skills from the time that keyboard study begins. As new concepts are introduced in the LESSONS book, they are reinforced visually and aurally in SIGHT READING AND EAR TRAINING. These books can be used with equal success in private and group lessons. The reading exercises are based on the premise that students develop secure reading skills by first playing in specific patterns and gradually moving out of these patterns. The recognition of intervals is crucial to the development of good reading habits. In addition, students must be able to quickly identify individual notes and patterns (melodic, harmonic, and rhythmic).

Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508

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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Author: Isador Miller
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 0

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Book Description
Have you ever felt like you lacked musical talent? Becoming Talented is here to help. Becoming Talented contains an unprecedented self-guided method to rewire your brain so that understanding musical sound and notation becomes easy. With Becoming Talented, you can achieve the musical mastery you have always wanted. Whether you are a professional musician, an amateur hobbyist, or a complete novice, Becoming Talented will completely change the way you play, write, hear, and understand music. This method can make a profound impact on your musical abilities, regardless of your primary instrument or preferred genre, be it classical, jazz, R&B, metal, pop, or any other style. If you have ever struggled with music reading, ear training, improvisation, sight singing, sight reading, dictation, transcription, score reading, or any other musical task, Becoming Talented will equip you with the necessary tools to conquer these challenges, enabling you to master musical skills that may have previously seemed impossible. This comprehensive method will help you develop high-level musical abilities, such as: -Vastly improved sight reading. -Rapidly learning pieces of music by ear and easily transcribing them as music notation. -Writing/composing music directly onto a score (or into music production software), knowing what it will sound like without the need to play/hear it first. -Fluent sight singing (in seven different clefs!) -Easier memorization of music. -Effortless improvisation, knowing what every note will sound like before you play it. -Improved rhythm reading and rhythmic accuracy, i.e., playing more "in the pocket." -The ability to look at music notation and hear it in your mind, whether it is a simple melody or a massive orchestral score. -Playing pieces of music by ear from memory. -A deeper understanding of diverse musical styles, allowing you to easily mimic the style of your favorite composer, songwriter, arranger, improviser, etc. -More creative freedom when composing or improvising. -Playing keyboard reductions of full orchestral scores, string quartets, etc. -Easily transposing notated music into other keys. -Improved sense of pitch and intonation. -...and much more! Becoming Talented is more than just "a few hints and tricks" for becoming a better musician. Unlike other methods, Becoming Talented gives you a concrete approach to ear training that really works. Becoming Talented presents dozens of unique exercises to help you develop three fundamental skills that lead to musical fluency. These fundamental skills will help you directly associate music notation with sound, making any musical task feel natural and easy. All of the exercises are scalable with your prior musical experience-you can supercharge your musical abilities even if you are an experienced professional musician. This revolutionary method will help you develop incredible musical abilities by changing the way your brain processes musical sound and notation. The exercises in Becoming Talented are designed to force your brain to create specialized cognitive tools for understanding music-the same tools used by "naturally talented" musicians. Musical talent is not a fixed gift from nature; with the proper strategies and exercises, your level of musical talent can be enormously improved. This method will not just make you a better musician; it will help you become talented.

Author: Gayle Kowalchyk
Publisher: Alfred Music
ISBN: 9780769237701
Category : Music
Languages : en
Pages : 0

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Book Description
Sight reading and ear training are two of the most important skills for any musician. Consequently, they should be developed systematically with performance, technical and theoretical skills from the time that keyboard study begins. As new concepts are introduced in the LESSONS book, they are reinforced visually and aurally in SIGHT READING AND EAR TRAINING. These books can be used with equal success in private and group lessons. The reading exercises are based on the premise that students develop secure reading skills by first playing in specific patterns and gradually moving out of these patterns. The recognition of intervals is crucial to the development of good reading habits. In addition, students must be able to quickly identify individual notes and patterns (melodic, harmonic, and rhythmic).

Author: Edward Aldwell
Publisher:
ISBN:
Category : Harmony
Languages : en
Pages : 202

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Book Description
Harmony and voice leading is a textbook in two volumes dealing with tonal organization in the music of the eighteenth and nineteenth centuries.

Author: Richard Deasy
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 180

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Book Description
Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)