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A comparative study of four approach...

Bluestine, Eric M.

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A comparative study of four approaches to teaching tonal music reading to a select group of students in third, fourth, and fifth grade.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A comparative study of four approaches to teaching tonal music reading to a select group of students in third, fourth, and fifth grade./
Author:	Bluestine, Eric M.
Description:	213 p.
Notes:	Adviser: Darrel Walters.
Contained By:	Dissertation Abstracts International68-06A.
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3268133
ISBN:	9780549067634

A comparative study of four approaches to teaching tonal music reading to a select group of students in third, fourth, and fifth grade.
Bluestine, Eric M.

A comparative study of four approaches to teaching tonal music reading to a select group of students in third, fourth, and fifth grade. - 213 p.

Adviser: Darrel Walters.

Thesis (Ph.D.)--Temple University, 2007.

No significant differences were found among group means for either test. Furthermore, the correlation between the GST and VPTP is low (r =.27).

ISBN: 9780549067634Subjects--Topical Terms:

516171
Education, Elementary.

A comparative study of four approaches to teaching tonal music reading to a select group of students in third, fourth, and fifth grade.
LDR:03158nam 2200325 a 45 001 949464
005 20110525
008 110525s2007 ||||||||||||||||| ||eng d
020 $a 9780549067634
035 $a (UMI)AAI3268133
035 $a AAI3268133
040 $a UMI $c UMI
100 1 $a Bluestine, Eric M. $3 1272846
245 1 2 $a A comparative study of four approaches to teaching tonal music reading to a select group of students in third, fourth, and fifth grade.
300 $a 213 p.
500 $a Adviser: Darrel Walters.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2373.
502 $a Thesis (Ph.D.)--Temple University, 2007.
520 $a No significant differences were found among group means for either test. Furthermore, the correlation between the GST and VPTP is low (r =.27).
520 $a One may conclude that no one method of teaching tonal music reading used in this study is superior to any other. Furthermore, among students who are beginning tonal reading instruction, sight-reading and sight-singing are virtually unrelated skills.
520 $a The purpose of this study was to gain understanding of the hierarchical stages of learning to read tonal notation with comprehension. The research questions were as follows: (1) What effect does the explicit teaching of reading pitches within familiar functional tonal patterns have on the ability of general music students to sight-read and sight-sing unfamiliar tonal patterns? (2) What effect does the sequence of tonal reading instruction (whole patterns before individual pitches and vice versa) have on the ability of general music students to sight-read and sight-sing unfamiliar tonal patterns? (3) What is the strength of the relationship between the Generalization-Symbolic Test (GST) and the I (VPTP), the researcher-designed criterion measures used in this study?
520 $a Students in third, fourth, and fifth grade (n =100) from one inner-city public school were assigned to one of four experimental groups (n = 24, 25, 25, 26) with no control group; each group represented one pedagogical approach to teaching tonal music reading. The differences among the four approaches were as follows: Subjects sang at sight (1) whole patterns, (2) individual pitches within patterns, (3) whole patterns, followed by individual pitches within patterns, and (4) individual pitches within patterns, followed by whole patterns.
520 $a At the end of the treatment period, subjects were administered a test of sight-reading (GST) and a test of sight-singing (VPTP). Two one-way analyses of variance comparing the mean scores of the four groups were conducted, one for the GST data, and one for the VPTP data, each at the .05 level of confidence. The VPTP consisted of four etudes rated independently by three judges using a five-point continuous rating scale designed by the researcher.
590 $a School code: 0225.
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Music. $3 1017808
690 $a 0522
690 $a 0524
710 2 $a Temple University. $3 959342
773 0 $t Dissertation Abstracts International $g 68-06A.
790 $a 0225
790 1 0 $a Walters, Darrel, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3268133