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The effects of instructional strateg...

Kelley-Henderson, Cheryl Monique Rose.

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The effects of instructional strategy and music aptitude on the rhythmic improvisation performance of second-grade general music students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of instructional strategy and music aptitude on the rhythmic improvisation performance of second-grade general music students./
Author:	Kelley-Henderson, Cheryl Monique Rose.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	2016 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10296268
ISBN:	9781369395006

The effects of instructional strategy and music aptitude on the rhythmic improvisation performance of second-grade general music students.
Kelley-Henderson, Cheryl Monique Rose.

The effects of instructional strategy and music aptitude on the rhythmic improvisation performance of second-grade general music students. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 2016 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ph.D.)--The University of Memphis, 2016.

With the intent of improving the instructional practice of improvisation in the elementary general music classroom, the purpose of this research was to examine the effects of instructional strategies and music aptitude on the rhythmic improvisation performance of second-grade general music students. The research questions were: 1) Does whole group or small group instruction effect the rhythmic improvisation performance of second-grade elementary general music students? 2) Does music aptitude as measured by the Intermediate Measures of Music Audiation (IMMA) effect the rhythmic improvisation performance of second-grade elementary general music students? The research design involved two instructional settings consisting of an experimental and a control group. All of the participants (n = 93) were administered the Intermediate Measures of Music Audiation (IMMA) and an improvisation pre-test. Students in both groups received four improvisation music lessons. The experimental treatment involved the use of improvisation lessons through small group instruction with four to six students per small group. The treatment period lasted six music class sessions. At the end of the treatment, all students' improvised responses were assessed to measure their improvisation performance. Three judges independently rated the rhythmic improvisation performances using the Rhythmic Improvisation Performance Assessment (RIPA). The researcher designed the RIPA to score the second-grade rhythmic improvisation performances. The independent variables were the instructional strategies (whole group and small group instruction) used in the music lessons and the IMMA grouping (high/low). The dependent variable was the composite rhythmic improvisation performance assessment. Two separate mixed ANOVAs were conducted. Results revealed a main effect for the pre-test/posttest, F(1, 82) = 39.01; p < .001, partial eta 2= .32, indicating participants significantly improved on improvisation from the pre-test to the posttest. A statistically significant interaction between whole group/small group instruction showed more improvement for the whole group between pre-test and posttest than those in small group instruction. Results also revealed no main effect for music aptitude.

ISBN: 9781369395006Subjects--Topical Terms:

3168367
Music education.

The effects of instructional strategy and music aptitude on the rhythmic improvisation performance of second-grade general music students.
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500 $a Adviser: Ryan Fisher.
502 $a Thesis (Ph.D.)--The University of Memphis, 2016.
520 $a With the intent of improving the instructional practice of improvisation in the elementary general music classroom, the purpose of this research was to examine the effects of instructional strategies and music aptitude on the rhythmic improvisation performance of second-grade general music students. The research questions were: 1) Does whole group or small group instruction effect the rhythmic improvisation performance of second-grade elementary general music students? 2) Does music aptitude as measured by the Intermediate Measures of Music Audiation (IMMA) effect the rhythmic improvisation performance of second-grade elementary general music students? The research design involved two instructional settings consisting of an experimental and a control group. All of the participants (n = 93) were administered the Intermediate Measures of Music Audiation (IMMA) and an improvisation pre-test. Students in both groups received four improvisation music lessons. The experimental treatment involved the use of improvisation lessons through small group instruction with four to six students per small group. The treatment period lasted six music class sessions. At the end of the treatment, all students' improvised responses were assessed to measure their improvisation performance. Three judges independently rated the rhythmic improvisation performances using the Rhythmic Improvisation Performance Assessment (RIPA). The researcher designed the RIPA to score the second-grade rhythmic improvisation performances. The independent variables were the instructional strategies (whole group and small group instruction) used in the music lessons and the IMMA grouping (high/low). The dependent variable was the composite rhythmic improvisation performance assessment. Two separate mixed ANOVAs were conducted. Results revealed a main effect for the pre-test/posttest, F(1, 82) = 39.01; p < .001, partial eta 2= .32, indicating participants significantly improved on improvisation from the pre-test to the posttest. A statistically significant interaction between whole group/small group instruction showed more improvement for the whole group between pre-test and posttest than those in small group instruction. Results also revealed no main effect for music aptitude.
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