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Singing and tonal pattern instructio...

Dell, Charlene Elizabeth.

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Singing and tonal pattern instruction effects on beginning string students' intonation skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Singing and tonal pattern instruction effects on beginning string students' intonation skills./
Author:	Dell, Charlene Elizabeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2003,
Description:	132 p.
Notes:	Source: Dissertations Abstracts International, Volume: 65-05, Section: A.
Contained By:	Dissertations Abstracts International65-05A.
Subject:	Music education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3084778
ISBN:	9780496325856

Singing and tonal pattern instruction effects on beginning string students' intonation skills.
Dell, Charlene Elizabeth.

Singing and tonal pattern instruction effects on beginning string students' intonation skills. - Ann Arbor : ProQuest Dissertations & Theses, 2003 - 132 p.

Source: Dissertations Abstracts International, Volume: 65-05, Section: A.

Thesis (Ph.D.)--University of South Carolina, 2003.

This item must not be sold to any third party vendors.

The purpose of this study was to determine the effects of singing and tonal pattern instruction on the accuracy of intonation performance skills of beginning string students. Two research questions were addressed: (1) Would there be a difference in the intonation performance posttest scores of the groups instructed using the Aural-Based, Aural-Based with Tonal Pattern Enhancement, and Notation-Based methods? (2) How might the intonation performance scores differ as a function of treatment, pitch discrimination, and prior experience while controlling for music aptitude? One hundred fifty-eight fifth and sixth grade beginning string students in their first and second year of study served as subjects for this study. These students were members of nine intact classes in seven schools of two suburban school districts of Columbia, South Carolina. Three methodologies were used: An Aural-Based Method, an Aural-Based with Tonal Pattern Enhancement Method, and a Notation Based Method. A personal information survey was completed by all subjects, indicating their age, instrument, and experience. Intonation Performance Scores incorporating both pitch matching and intonation performance served as the dependent variable. An ANCOVA was used to determine the effect of methodology on intonation performance skills, using the IMMA-Tonal test as a covariate. The results indicated that students taught using Aural-Based and Aural-Based with Tonal Pattern Enhancement instruction performed with a greater intonation accuracy than those taught using Notation-Based instruction.

ISBN: 9780496325856Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Intonation

Singing and tonal pattern instruction effects on beginning string students' intonation skills.
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500 $a Publisher info.: Dissertation/Thesis.
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502 $a Thesis (Ph.D.)--University of South Carolina, 2003.
506 $a This item must not be sold to any third party vendors.
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520 $a The purpose of this study was to determine the effects of singing and tonal pattern instruction on the accuracy of intonation performance skills of beginning string students. Two research questions were addressed: (1) Would there be a difference in the intonation performance posttest scores of the groups instructed using the Aural-Based, Aural-Based with Tonal Pattern Enhancement, and Notation-Based methods? (2) How might the intonation performance scores differ as a function of treatment, pitch discrimination, and prior experience while controlling for music aptitude? One hundred fifty-eight fifth and sixth grade beginning string students in their first and second year of study served as subjects for this study. These students were members of nine intact classes in seven schools of two suburban school districts of Columbia, South Carolina. Three methodologies were used: An Aural-Based Method, an Aural-Based with Tonal Pattern Enhancement Method, and a Notation Based Method. A personal information survey was completed by all subjects, indicating their age, instrument, and experience. Intonation Performance Scores incorporating both pitch matching and intonation performance served as the dependent variable. An ANCOVA was used to determine the effect of methodology on intonation performance skills, using the IMMA-Tonal test as a covariate. The results indicated that students taught using Aural-Based and Aural-Based with Tonal Pattern Enhancement instruction performed with a greater intonation accuracy than those taught using Notation-Based instruction.
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