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The effect of aural versus notated i...

Indiana University., Music (D.M.E.).

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The effect of aural versus notated instructional materials on achievement and self-efficacy in jazz improvisation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effect of aural versus notated instructional materials on achievement and self-efficacy in jazz improvisation./
作者:	Watson, Kevin Edward.
面頁冊數:	268 p.
附註:	Adviser: Charles P. Schmidt.
Contained By:	Dissertation Abstracts International69-03A.
標題:	Education, Music. -
電子資源:	http://0-pqdd.sinica.edu.tw.lib1.npue.edu.tw/twdaoapp/servlet/advanced?query=3305685
ISBN:	9780549522362

The effect of aural versus notated instructional materials on achievement and self-efficacy in jazz improvisation.
Watson, Kevin Edward.

The effect of aural versus notated instructional materials on achievement and self-efficacy in jazz improvisation. - 268 p.

Adviser: Charles P. Schmidt.

Thesis (D.M.E.)--Indiana University, 2008.

The purpose of this study was to investigate the effects of aural versus notated pedagogical materials on achievement in rhythmic feel, harmonic accuracy, melodic style, and style/expression in instrumental jazz improvisation performance. Secondary purposes of this study were to investigate (a) how self-efficacy may be related to instruction and achievement in jazz improvisation; (b) how achievement may be related to jazz ensemble experience, experience improvising with a jazz ensemble, and previous instruction in jazz improvisation; (c) what types of practice behaviors subjects chose to employ when preparing for a jazz improvisation performance, and (d) the relationships between subjects' practice behaviors and performance achievement. The sample for the study consisted of 62 collegiate instrumentalists enrolled as music majors at one of six midwestern universities. Each of the subjects reported having limited or no prior experience with jazz improvisation. All study participants received identical instructional materials for jazz improvisation, but were assigned to one of two instructional modalities: (a) a group that received instruction primarily through aurally presented exercises, or (b) a group that received instruction primarily through notated exercises. Subjects participated in three 70-minute instructional treatment sessions over four days and completed pre- and postinstruction improvisation performances that were evaluated by four expert judges using the researcher-constructed Jazz Improvisation Performance Achievement Measure. Internal reliability coefficients for this measure ranged from alpha = .95 to alpha = .96, and interjudge reliability for four raters' composite achievement scores ranged from alpha = .85 to alpha = .93. Self-efficacy was measured using the researcher-constructed Jazz Improvisation Self-Efficacy Scale. The internal reliability of this instrument was high (alpha = .90). Subjects' practice time was coded for amount of time spent on individual practice behaviors. Interjudge reliability for behavioral coding of 25% of the practice recordings was moderate to high ( r > .83) for all primary categories.

ISBN: 9780549522362Subjects--Topical Terms:

1017808
Education, Music.

The effect of aural versus notated instructional materials on achievement and self-efficacy in jazz improvisation.
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245 1 4 $a The effect of aural versus notated instructional materials on achievement and self-efficacy in jazz improvisation.
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500 $a Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0919.
502 $a Thesis (D.M.E.)--Indiana University, 2008.
520 $a The purpose of this study was to investigate the effects of aural versus notated pedagogical materials on achievement in rhythmic feel, harmonic accuracy, melodic style, and style/expression in instrumental jazz improvisation performance. Secondary purposes of this study were to investigate (a) how self-efficacy may be related to instruction and achievement in jazz improvisation; (b) how achievement may be related to jazz ensemble experience, experience improvising with a jazz ensemble, and previous instruction in jazz improvisation; (c) what types of practice behaviors subjects chose to employ when preparing for a jazz improvisation performance, and (d) the relationships between subjects' practice behaviors and performance achievement. The sample for the study consisted of 62 collegiate instrumentalists enrolled as music majors at one of six midwestern universities. Each of the subjects reported having limited or no prior experience with jazz improvisation. All study participants received identical instructional materials for jazz improvisation, but were assigned to one of two instructional modalities: (a) a group that received instruction primarily through aurally presented exercises, or (b) a group that received instruction primarily through notated exercises. Subjects participated in three 70-minute instructional treatment sessions over four days and completed pre- and postinstruction improvisation performances that were evaluated by four expert judges using the researcher-constructed Jazz Improvisation Performance Achievement Measure. Internal reliability coefficients for this measure ranged from alpha = .95 to alpha = .96, and interjudge reliability for four raters' composite achievement scores ranged from alpha = .85 to alpha = .93. Self-efficacy was measured using the researcher-constructed Jazz Improvisation Self-Efficacy Scale. The internal reliability of this instrument was high (alpha = .90). Subjects' practice time was coded for amount of time spent on individual practice behaviors. Interjudge reliability for behavioral coding of 25% of the practice recordings was moderate to high ( r > .83) for all primary categories.
520 $a Results showed that subjects' jazz improvisation achievement increased significantly following exposure to the instructional treatments. A significant interaction effect was also found for pre- to postinstruction and instructional method, with the aural instructional group demonstrating significantly greater pre- to postinstruction gains than the notation group. Post-treatment achievement scores showed non-significant correlations with subject experience variables. Results also showed that subjects' self-efficacy for jazz improvisation increased significantly following exposure to improvisation instruction, however, no interaction effect was found for instruction and mode of instruction. Participants scored their own performances significantly higher than the ratings given by expert judges, with the two sets of scores exhibiting no significant relationship. As expected, a significant relationship was found (r = .75, p < .01) for subjects' self-evaluation scores and self-efficacy scores, but self-efficacy scores were not significantly related to judges' ratings of achievement. No significant correlations were found between pre to post difference scores and time spent in any of the practice behaviors. Subjects reported that the two most helpful instructional activities were manipulating melodic motives and exposure to a model improvised solo.
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