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The effects of solmization and rhyth...

Yang, Yu-Jane.

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The effects of solmization and rhythmic movement training on the achievement of beginning group piano students at the elementary school level.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of solmization and rhythmic movement training on the achievement of beginning group piano students at the elementary school level./
作者:	Yang, Yu-Jane.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
面頁冊數:	323 p.
附註:	Source: Dissertations Abstracts International, Volume: 56-11, Section: A.
Contained By:	Dissertations Abstracts International56-11A.
標題:	Music education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9513516

The effects of solmization and rhythmic movement training on the achievement of beginning group piano students at the elementary school level.
Yang, Yu-Jane.

The effects of solmization and rhythmic movement training on the achievement of beginning group piano students at the elementary school level. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 323 p.

Source: Dissertations Abstracts International, Volume: 56-11, Section: A.

Thesis (Ph.D.)--University of Michigan, 1994.

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

The purpose of this study was to determine whether beginning group piano students (ages six to nine) who received additional training in (1) solmization, (2) rhythmic movement, or (3) solmization and rhythmic movement, would attain a higher level of music achievement in piano study than those who received group piano instruction alone. Additionally, this study intended to examine the relationship between beginning piano students' music aptitude, vocal accuracy, kinesthetic competency, sight-reading skills, play back skills, and performance skills, and assess the influence of various demographic variables on the musical achievement of the beginning group piano students. Forty-eight first-year piano students, ages six to nine, who registered at the Weber State University Piano Preparatory Program in September, 1992, participated in this nine-month study. All subjects registered for one of the four newly formed first-year piano classes (with twelve students per class) according to their personal schedules. The four different treatments were randomly assigned to the groups. Each group received instruction twice a week for fifty-minutes in each lesson. All the four groups were taught by the researcher. The piano method books used in the study were the Music Pathway series (A) level. The instruments serving as both the pre-test and post-test measures included: (1) Gordon's PMMA, (2) Stauffer's "Melodic Echo Test", and (3) Froseth's "MLR Test of Kinesthetic Response to Rhythm in Music". Additional post-test measures of this study included: (1) Melodic Play-Back Test, (2) Piano Sight-Reading Test, and (3) Piano Performance Test (Teacher-Directed and Self-Directed study). Data on all subjects' attributes, family background, and home musical environment were collected through the distribution of student and parent questionnaires. Conclusions drawn from this study were: (1) Nine months of piano study seemed to be particularly beneficial in developing the musical aptitude of the six-year-old subjects; (2) The time period between the age of seven and eight may be a very crucial stage for children's development of synchronized kinesthetic competency in music; (3) The combination of additional solmization and rhythmic movement training was most effective in improving beginning group piano students' synchronized kinesthetic competency in music; (4) Piano students who received additional training in solmization or solmization and rhythmic movement developed significantly better skills in tonal discrimination, melodic play-back, and teacher-directed performance skills than those who received additional rhythmic movement training alone; (5) Although not statistically significant, a clear and consistent trend is revealed in that solmization training appears to facilitate beginning piano students' development of vocal accuracy, sight-reading, and self-directed piano performance skills; (6) Children's competency in synchronized kinesthetic movement in music is the strongest predictor, among PMMA, MET, and TKRRM, on beginning piano students' musical achievement; and (7) Children's vocal accuracy is strongly and significantly related to their ability to play-back melodic patter ns on piano.Subjects--Topical Terms:

3168367
Music education.

The effects of solmization and rhythmic movement training on the achievement of beginning group piano students at the elementary school level.
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520 $a The purpose of this study was to determine whether beginning group piano students (ages six to nine) who received additional training in (1) solmization, (2) rhythmic movement, or (3) solmization and rhythmic movement, would attain a higher level of music achievement in piano study than those who received group piano instruction alone. Additionally, this study intended to examine the relationship between beginning piano students' music aptitude, vocal accuracy, kinesthetic competency, sight-reading skills, play back skills, and performance skills, and assess the influence of various demographic variables on the musical achievement of the beginning group piano students. Forty-eight first-year piano students, ages six to nine, who registered at the Weber State University Piano Preparatory Program in September, 1992, participated in this nine-month study. All subjects registered for one of the four newly formed first-year piano classes (with twelve students per class) according to their personal schedules. The four different treatments were randomly assigned to the groups. Each group received instruction twice a week for fifty-minutes in each lesson. All the four groups were taught by the researcher. The piano method books used in the study were the Music Pathway series (A) level. The instruments serving as both the pre-test and post-test measures included: (1) Gordon's PMMA, (2) Stauffer's "Melodic Echo Test", and (3) Froseth's "MLR Test of Kinesthetic Response to Rhythm in Music". Additional post-test measures of this study included: (1) Melodic Play-Back Test, (2) Piano Sight-Reading Test, and (3) Piano Performance Test (Teacher-Directed and Self-Directed study). Data on all subjects' attributes, family background, and home musical environment were collected through the distribution of student and parent questionnaires. Conclusions drawn from this study were: (1) Nine months of piano study seemed to be particularly beneficial in developing the musical aptitude of the six-year-old subjects; (2) The time period between the age of seven and eight may be a very crucial stage for children's development of synchronized kinesthetic competency in music; (3) The combination of additional solmization and rhythmic movement training was most effective in improving beginning group piano students' synchronized kinesthetic competency in music; (4) Piano students who received additional training in solmization or solmization and rhythmic movement developed significantly better skills in tonal discrimination, melodic play-back, and teacher-directed performance skills than those who received additional rhythmic movement training alone; (5) Although not statistically significant, a clear and consistent trend is revealed in that solmization training appears to facilitate beginning piano students' development of vocal accuracy, sight-reading, and self-directed piano performance skills; (6) Children's competency in synchronized kinesthetic movement in music is the strongest predictor, among PMMA, MET, and TKRRM, on beginning piano students' musical achievement; and (7) Children's vocal accuracy is strongly and significantly related to their ability to play-back melodic patter ns on piano.
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