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The development of and relationship ...

Spaulding, Penka S.

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The development of and relationship between vocal sight reading and instrumental sight reading of seventh, ninth, and eleventh grade orchestra students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The development of and relationship between vocal sight reading and instrumental sight reading of seventh, ninth, and eleventh grade orchestra students./
作者:	Spaulding, Penka S.
面頁冊數:	190 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3686100
ISBN:	9781321627176

The development of and relationship between vocal sight reading and instrumental sight reading of seventh, ninth, and eleventh grade orchestra students.
Spaulding, Penka S.

The development of and relationship between vocal sight reading and instrumental sight reading of seventh, ninth, and eleventh grade orchestra students. - 190 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (D.M.A.)--Boston University, 2015.

Developing the music cognition competencies of both singers and instrumentalists is one of the goals of school music programs. Vocal and instrumental sight reading are used to indicate the level of development of cognitive skills in music. In this study, vocal and instrumental sight reading served as a basis for determining public school orchestra students' cognitive development in music.

ISBN: 9781321627176Subjects--Topical Terms:

3168367
Music education.

The development of and relationship between vocal sight reading and instrumental sight reading of seventh, ninth, and eleventh grade orchestra students.
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245 1 4 $a The development of and relationship between vocal sight reading and instrumental sight reading of seventh, ninth, and eleventh grade orchestra students.
300 $a 190 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Advisers: Jay Dorfman; David Boyle.
502 $a Thesis (D.M.A.)--Boston University, 2015.
520 $a Developing the music cognition competencies of both singers and instrumentalists is one of the goals of school music programs. Vocal and instrumental sight reading are used to indicate the level of development of cognitive skills in music. In this study, vocal and instrumental sight reading served as a basis for determining public school orchestra students' cognitive development in music.
520 $a Vocal sight-reading and instrumental sight-reading performances of 143 orchestra students in 7th, 9th, and 11 th grades were examined. Students' vocal sight-singing accuracy was tested using the Vocal Sight Reading Inventory (Henry, 1999). Students' instrumental sight-reading was assessed using the String Performance Rating Scale (Zdzinski & Barnes, 2002). The ANOVA procedure and the Welch test were applied to determine whether there was an improvement in students' vocal and instrumental sight reading with additional years of school orchestra experience.
520 $a Results from ANOVA analyses indicated that the differences in students' instrumental sight-reading scores across the three grade levels were statistically significant [F (2,140) = 34.50], p < .01. A post hoc Bonferroni adjustment revealed that the differences between each of the groups were statistically significant (p < .05) in favor of older and more experienced students. For vocal sight reading, the Tamhane procedure revealed significant differences only between students at the 7th and 11 th grade levels, also in favor of the older students (p < .05).
520 $a Correlational analysis indicated that there was a strengthening of the relationship between students' vocal sight reading and instrumental sight reading as students progressed in grade level, indicating that they were continuing to develop their musicianship skills. The correlation between vocal sight-reading and instrumental sight-reading scores according to grade level were r = .36, p < .05 for 7th grade, r = .52, p < .01 for 9th grade, and r = .64, p < .01 for 11th grade.
520 $a In this study I stressed the importance of both vocal sight-reading and instrumental sight-reading experiences for orchestra students and ultimately for all instrumental students. I also proposed theoretical models as to how the two skills are related and how they might be developed.
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