東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Effects of movement instruction on c...

Newell, Mary Kathleen.

FindBook

Google Book

Amazon

博客來

Effects of movement instruction on children's singing achievement scores.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effects of movement instruction on children's singing achievement scores./
作者:	Newell, Mary Kathleen.
面頁冊數:	208 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
Contained By:	Dissertation Abstracts International74-10A(E).
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3564842
ISBN:	9781303141003

Effects of movement instruction on children's singing achievement scores.
Newell, Mary Kathleen.

Effects of movement instruction on children's singing achievement scores. - 208 p.

Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.

Thesis (Ph.D.)--Temple University, 2013.

The purpose of this research was to investigate the effects of movement instruction on children's singing achievement scores. When controlling for age, four overarching questions and nine sub-questions were asked. First, when controlling for age, how do pitch achievement scores at the outset compare to pitch achievement scores after movement instruction? 1) Is there a significant main effect of type of instruction on children's pitch achievement scores (between subjects)? 2) Is there a significant main effect of time on children's pitch achievement scores (within subjects)? 3) Is there a significant instruction and time interaction? Second, when controlling for age, how do rhythm achievement scores at the outset compare to rhythm achievement scores after movement instruction? 4) Is there a significant main effect of type of instruction on children's rhythmic achievement scores? 5) Is there a significant main effect of time on children's rhythmic achievement scores? 6) Is there a significant instruction and time interaction? Third, when controlling for age, how do singing voice development scores at the outset compare to scores after movement instruction? 7) Is there a significant main effect of type of instruction on children's singing voice development scores? 8) Is there a significant main effect of time on children's singing voice development scores? 9) Is there a significant instruction and time interaction? Fourth, descriptively, what is the effect of gender on students' pretest and posttest pitch achievement scores, rhythm achievement scores, and singing voice development measure scores?

ISBN: 9781303141003Subjects--Topical Terms:

1017808
Education, Music.

Effects of movement instruction on children's singing achievement scores.
LDR:03866nam a2200301 4500 001 1963449
005 20141003074052.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303141003
035 $a (MiAaPQ)AAI3564842
035 $a AAI3564842
040 $a MiAaPQ $c MiAaPQ
100 1 $a Newell, Mary Kathleen. $3 2099705
245 1 0 $a Effects of movement instruction on children's singing achievement scores.
300 $a 208 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
500 $a Adviser: Alison M. Reynolds.
502 $a Thesis (Ph.D.)--Temple University, 2013.
520 $a The purpose of this research was to investigate the effects of movement instruction on children's singing achievement scores. When controlling for age, four overarching questions and nine sub-questions were asked. First, when controlling for age, how do pitch achievement scores at the outset compare to pitch achievement scores after movement instruction? 1) Is there a significant main effect of type of instruction on children's pitch achievement scores (between subjects)? 2) Is there a significant main effect of time on children's pitch achievement scores (within subjects)? 3) Is there a significant instruction and time interaction? Second, when controlling for age, how do rhythm achievement scores at the outset compare to rhythm achievement scores after movement instruction? 4) Is there a significant main effect of type of instruction on children's rhythmic achievement scores? 5) Is there a significant main effect of time on children's rhythmic achievement scores? 6) Is there a significant instruction and time interaction? Third, when controlling for age, how do singing voice development scores at the outset compare to scores after movement instruction? 7) Is there a significant main effect of type of instruction on children's singing voice development scores? 8) Is there a significant main effect of time on children's singing voice development scores? 9) Is there a significant instruction and time interaction? Fourth, descriptively, what is the effect of gender on students' pretest and posttest pitch achievement scores, rhythm achievement scores, and singing voice development measure scores?
520 $a Second, third, and fourth grade students (N = 143) participated in the study. Subjects were randomly assigned to one of three treatment groups receiving different instruction: steady beat movement, continuous fluid movement, or a control group receiving no movement instruction. A researcher-designed criterion song was used as a pretest and posttest measure. Pitch and rhythm achievement scores were assessed using Praat Software. Three raters assessed singing performances using Rutkowski's Singing Voice Development Measure. Three split-plot Analyses of Covariance were run on the data. Results indicated that there was a significant interaction between treatment and time on pitch achievement scores. Post hoc analyses revealed no significant differences among treatment groups for pitch achievement scores. Results indicated that there was a significant interaction between treatment and time for Singing Voice Development Measure scores. Post hoc analyses revealed that the treatment group receiving continuous fluid movement significantly outscored the treatment group receiving steady beat movement. No significant differences were found on rhythm achievement scores. Descriptively, females outscored males on pitch, rhythm, and singing voice development measure scores for both pretest and posttest measures.
590 $a School code: 0225.
650 4 $a Education, Music. $3 1017808
650 4 $a Music. $3 516178
650 4 $a Education, Elementary. $3 516171
690 $a 0522
690 $a 0413
690 $a 0524
710 2 $a Temple University. $b Music Education. $3 1683132
773 0 $t Dissertation Abstracts International $g 74-10A(E).
790 $a 0225
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3564842