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The effects of instrumental training on the music notation reading abilities of high school choral musicians
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Text
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Title
The effects of instrumental training on the music notation reading abilities of high school choral musicians
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ETD_2335
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http://hdl.rutgers.edu/1782.2/rucore10000700001.ETD.000052344
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eng
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theses
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Topic
Music Education
Subject
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Topic
Sight-singing
Subject
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(authority = ETD-LCSH)
Topic
Sight-reading (Music)
Subject
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(authority = ETD-LCSH)
Topic
Musical notation
Abstract
This study examined the effects of instrumental training on the music notation reading abilities of high school choral musicians. Subjects (N = 46) were members of two curricular choral ensembles who engaged in contrasting treatments between pretest and posttest assessments. Survey results indicated musical backgrounds and experiences of the sample, in addition to a demographic profile with regard to age, grade level, and gender. Subjects were placed in subgroups dependent upon 1) their instrumental ensemble experience and 2) whether they had at least one year of private piano study. Throughout the 6-week 300-minute treatment, members of the control group experienced a vocal-only approach to sight-singing, and the experimental group a vocal-instrumental approach, using keyboards. Pretest to posttest score comparisons were made in various configurations within the sample.
Significant differences were found to exist between pretest scores of subjects with and without at least one year of private piano study, but not between students with and without instrumental ensemble experience. There was a significant improvement from pretest to posttest scores within the two groups, but not between. Control group subjects without instrumental ensemble experience and with at least one year of private piano study showed significant improvement in pretest to posttest scores. In the experimental group, subjects with instrumental ensemble experience, and those with and without at least one year of private piano study showed significant improvement from pretest to posttest scores.
Examination of statistical results and raw score analysis indicated the vocal-instrumental method to be more effective in training high school choral musicians to sight-sing. Background factors, particularly piano experience, were found to have a positive effect on sight-singing achievement. Further research investigating the impact of antecedent factors to sight-singing achievement may assist educators, parents, and curriculum specialists in designing comprehensive school music programs that realize the potential of student ability in the area of reading music notation.
Significant differences were found to exist between pretest scores of subjects with and without at least one year of private piano study, but not between students with and without instrumental ensemble experience. There was a significant improvement from pretest to posttest scores within the two groups, but not between. Control group subjects without instrumental ensemble experience and with at least one year of private piano study showed significant improvement in pretest to posttest scores. In the experimental group, subjects with instrumental ensemble experience, and those with and without at least one year of private piano study showed significant improvement from pretest to posttest scores.
Examination of statistical results and raw score analysis indicated the vocal-instrumental method to be more effective in training high school choral musicians to sight-sing. Background factors, particularly piano experience, were found to have a positive effect on sight-singing achievement. Further research investigating the impact of antecedent factors to sight-singing achievement may assist educators, parents, and curriculum specialists in designing comprehensive school music programs that realize the potential of student ability in the area of reading music notation.
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electronic resource
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128 p.
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D.M.A.
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Includes bibliographical references (p. 103-118)
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by Barbara A. Klemp
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Klemp
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Barbara A.
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1960-
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Barbara A. Klemp
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Hackworth
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Rhonda
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Rhonda Hackworth
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Berz
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William
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William Berz
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Richard Chrisman
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Judith Nicosia
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Jeffrey Kunkel
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Rutgers University
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Mason Gross School of the Arts
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2010
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2010-01
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xx
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Rutgers University Electronic Theses and Dissertations
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Mason Gross School of the Arts Electronic Theses and Dissertations
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doi:10.7282/T3474B0D
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ETD doctoral
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Rights
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The author owns the copyright to this work.
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Copyright protected
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Open
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Klemp
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Barbara
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2009-12-22 16:32:55
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Barbara Klemp
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Rutgers University. Mason Gross School of the Arts
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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