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Effects of improvisation instruction...

Temple University.

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Effects of improvisation instruction on nonimprovisation music achievement of seventh and eighth grade instrumental music students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of improvisation instruction on nonimprovisation music achievement of seventh and eighth grade instrumental music students./
作者:	Rowlyk, William Terry.
面頁冊數:	318 p.
附註:	Adviser: Deborah Sheldon.
Contained By:	Dissertation Abstracts International69-01A.
標題:	Education, Music. -
電子資源:	http://0-pqdd.sinica.edu.tw.lib1.npue.edu.tw/twdaoapp/servlet/advanced?query=3300374
ISBN:	9780549447023

Effects of improvisation instruction on nonimprovisation music achievement of seventh and eighth grade instrumental music students.
Rowlyk, William Terry.

Effects of improvisation instruction on nonimprovisation music achievement of seventh and eighth grade instrumental music students. - 318 p.

Adviser: Deborah Sheldon.

Thesis (Ph.D.)--Temple University, 2008.

The purpose of this study was to investigate effects of improvisation instruction on nonimprovisation music achievement of seventh and eighth grade instrumental music students as quantified by performance evaluations. An attempt was made to control for variation in years of experience and for music aptitude (separately and combined) to determine effects on music achievement as a function of instructional content.

ISBN: 9780549447023Subjects--Topical Terms:

1017808
Education, Music.

Effects of improvisation instruction on nonimprovisation music achievement of seventh and eighth grade instrumental music students.
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100 1 $a Rowlyk, William Terry. $3 1032178
245 1 0 $a Effects of improvisation instruction on nonimprovisation music achievement of seventh and eighth grade instrumental music students.
300 $a 318 p.
500 $a Adviser: Deborah Sheldon.
500 $a Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0154.
502 $a Thesis (Ph.D.)--Temple University, 2008.
520 $a The purpose of this study was to investigate effects of improvisation instruction on nonimprovisation music achievement of seventh and eighth grade instrumental music students as quantified by performance evaluations. An attempt was made to control for variation in years of experience and for music aptitude (separately and combined) to determine effects on music achievement as a function of instructional content.
520 $a Participants were seventh and eighth grade wind, string, and keyboard instrumentalists (N = 93). Percussionists (except keyboard players) were excluded from the investigation. Intact instrumental music classes were assigned to either the experimental group (n = 47) (traditional instruction with improvisation for 10 minutes per week) or the control group (n = 46) (traditional instruction only). In addition to the instrumental music class, all students received 40 minutes of band twice a week. The researcher administered the Musical Aptitude Profile (MAP) (Gordon, 1965) and gathered years of experience data to control for variation within the groups.
520 $a All students performed the Music Achievement Measure (pretest); received 18 weeks of instruction; and, performed the Music Achievement Measure (posttest). The performances were recorded and evaluated by four independent judges using a five-point continuous rating scale for the tonal and rhythm dimensions and a five-point additive rating scale for the expressive dimension. Average difference scores were calculated for the tonal, rhythm, and expression dimensions.
520 $a The covariates of musical aptitude and years of experience were stratified by group based on low and high mean scores. Separate 2 x 2 ANOVAs and nonparametric tests were used to investigate the relationship between musical aptitude and the average difference score by dimension. Nonparametric tests were also used to analyze the data between the stratified years of experience groups and the average difference score by dimension because the years of experience variable violated the assumption of normality.
520 $a Results indicated a high level of consistency among the judges. Significance between musical aptitude and the expression dimension (p<.05) was found in the 2 x 2 ANOVA, but was not confirmed in the nonparametric tests. No significant differences were found between group instruction, musical aptitude, and years of experience.
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650 4 $a Education, Secondary. $3 539262
650 4 $a Music. $3 516178
650 4 $a Psychology, Cognitive. $3 1017810
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710 2 $a Temple University. $3 959342
773 0 $t Dissertation Abstracts International $g 69-01A.
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791 $a Ph.D.
792 $a 2008
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