The Effects Of Chamber Music Study On Middle School Students Sightreading Skills And Attitude And Confidence Levels
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The Effect of Sight-reading Instruction on the Language Reading Fluency and Music Sight-reading Ability of Middle School Band Students
| Author | : Nancy Elizabeth Barlar |
| Publisher | : |
| Total Pages | : 218 |
| Release | : 2010 |
| Genre | : |
| ISBN | : |
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.
Middle School Band Students' Attitudes Toward Music Preparation, Assessment, and Technology
| Author | : Sarah Carpenter |
| Publisher | : |
| Total Pages | : 43 |
| Release | : 2018 |
| Genre | : Bands (Music) |
| ISBN | : |
The purpose of this qualitative study was to advance understanding of middle school band students’ motivation, confidence, and perceived ability in reading music, with an emphasis on sight reading. The research participants consisted of 56 middle school band students that engaged with sight reading software over the course of ten weeks. Participants completed two surveys for the purpose of data collection. Based on an analysis of the survey responses, it was determined that the majority of participants viewed the use of technology in music class favorably. Students revealed that in general, they were motivated to use the software and that it helped alleviate anxiety when using it for assessment.
Sight-reading Module for Middle School Band
| Author | : Danielle Sabol |
| Publisher | : LAP Lambert Academic Publishing |
| Total Pages | : 92 |
| Release | : 2014-05-28 |
| Genre | : |
| ISBN | : 9783659546648 |
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
The Effects of Differing Rhythmic Instruction on Middle School Instrumentalists' Rhythmic and Melodic Sight-reading Performance
| Author | : Gregory Michael Miller |
| Publisher | : |
| Total Pages | : 108 |
| Release | : 2005 |
| Genre | : Musical meter and rhythm |
| ISBN | : |
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.
A Study of the Effects of Metacognition on Sight-singing Achievement and Attitudes Among Students in a Middle School Choral Music Program
| Author | : Carol W. Benton |
| Publisher | : |
| Total Pages | : 402 |
| Release | : 2002 |
| Genre | : Metacognition |
| ISBN | : |
Examines the effects of metacognition on students' achievement in and attitudes toward a program of sight-singing instruction delivered in middle school choral music classes.
Component Skills Involved in Sight Reading Music
| Author | : Ji In Lee |
| Publisher | : Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften |
| Total Pages | : 186 |
| Release | : 2004 |
| Genre | : Education |
| ISBN | : |
Sight reading is a functional skill that is necessary for learning new pieces, chamber music and accompaniment. This study tried a new theoretical approach and was based on a combination of expertise and neuro psychological approaches. A large number of independent variables that fit into the different categories of elementary cognitive skills, general cognitive skills and expertise were used. The division of memory into working and short-term memory, and then the division of short-term memory into music-specific and non-music-specific, was a unique point of this study. Another worthy contribution of this study was the division of sight reading stimuli into five different levels of complexity, which meant that a controlled variation of conditions were implemented in the dependent variable. A crucial point of this study was the use of an objective method of analysing the sight reading performances and having an approach which was cautious and conservative towards data analysis. Another important characteristic of this study was the division of the expertise by age. This paved the way to examine the role of expertise in detail, which had never been done before. From the results of this study, sight reading seems to be a complex combination of skills which consists not only of expertise, but also of cognitive skills and psychomotor optimisation and contributes to the formation of a theory of sight reading with educational consequences. As a further result, it could be shown that the impact of this set of predictors varies with changing task difficulty, and analyses resulted in a dynamic model of predictor variables for each task level.
Study of the Trends of Attitudes Toward Music in School Children
| Author | : E. Thayer Gaston |
| Publisher | : |
| Total Pages | : 328 |
| Release | : 1940 |
| Genre | : School music |
| ISBN | : |
The Effect of Music Learning Theory on Sight-singing Ability of Middle School Students
| Author | : Nicole M. Kielczewski |
| Publisher | : |
| Total Pages | : 63 |
| Release | : 2011 |
| Genre | : Middle school students |
| ISBN | : |
The purpose of the study was to determine if tonal and rhythm pattern instruction and ear training exercises improve middle school students' sight-singing ability. Participants (N=73) were designated to a control or experimental group based on class schedule. Both groups received sight-singing instruction using sight-singing examples accompanied by the piano. Additionally, the experimental group was given tonal and rhythm pattern instruction, and ear training activities based on Music Learning Theory. Solfege syllables and hand signs designed by Zoltan Kodaly and John Curwen were also incorporated in sight-singing instruction for the experimental group to help with pitch accuracy. Each participant sang the assigned sight-singing test twice with resulting audio samples of 219 pre-test and post-test recordings. The assessment procedures for both tests were identical and the measurement tool's Cronbach's Alpha reliability was .88. Evaluation was based on the abilities to sing in tune, sing correct rhythms, and sing correct solfege syllables. Results indicate that after two weeks of instruction, both groups improved their sight-singing ability. The pre-test mean results shows that the control group scored significantly lower than the experimental group. Due to that significance, the post-test improvements in the experimental group did not surpass the gains in the control groups mean scores. Possible time restrictions of the study may have inhibited the improvement of the experimental group's scores.
