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Effect of three different pulse stim...

Milford, Gene Forest.

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Effect of three different pulse stimulus modes on the rhythm reading achievement of beginning instrumentalists.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effect of three different pulse stimulus modes on the rhythm reading achievement of beginning instrumentalists./
作者:	Milford, Gene Forest.
面頁冊數:	124 p.
附註:	Directors: Keitha Hamann; Terry Kuhn.
Contained By:	Dissertation Abstracts International63-06A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3057395
ISBN:	0493728120

Effect of three different pulse stimulus modes on the rhythm reading achievement of beginning instrumentalists.
Milford, Gene Forest.

Effect of three different pulse stimulus modes on the rhythm reading achievement of beginning instrumentalists. - 124 p.

Directors: Keitha Hamann; Terry Kuhn.

Thesis (Ph.D.)--Kent State University, 2002.

The purpose of this study was to investigate the effect of three different pulse stimulus modes (aural, visual and tactile) on the rhythm reading achievement of first year instrumentalists. One hundred forty fifth grade beginning instrumental music students from two Northeastern Ohio school districts were assigned to one of three treatment groups. Treatment occurred twice weekly for 14 weeks in small group classes during regularly scheduled band class time.

ISBN: 0493728120Subjects--Topical Terms:

1017808
Education, Music.

Effect of three different pulse stimulus modes on the rhythm reading achievement of beginning instrumentalists.
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100 1 $a Milford, Gene Forest. $3 1252213
245 1 0 $a Effect of three different pulse stimulus modes on the rhythm reading achievement of beginning instrumentalists.
300 $a 124 p.
500 $a Directors: Keitha Hamann; Terry Kuhn.
500 $a Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2171.
502 $a Thesis (Ph.D.)--Kent State University, 2002.
520 $a The purpose of this study was to investigate the effect of three different pulse stimulus modes (aural, visual and tactile) on the rhythm reading achievement of first year instrumentalists. One hundred forty fifth grade beginning instrumental music students from two Northeastern Ohio school districts were assigned to one of three treatment groups. Treatment occurred twice weekly for 14 weeks in small group classes during regularly scheduled band class time.
520 $a Subjects in three groups covered the regular class assignments during the treatments with the steady pulse present during all class performance with the pulse mode varying according to group. The aural treatment group received the pulse stimulus by means of the “click” of an electronic metronome. The visual treatment group received a pulse stimulus by means of the instructor's conducting motions, using a silent flashing light from an electronic metronome to insure beat pulse stability. A wristwatch style metronome functioning on the same principal as an electronic pager supplied the tactile group's pulse stimulus. Prior to the beginning of treatments the Gordon <italic> Intermediate Measures of Music Audiation</italic> (IMMA) was administered as well as an experimenter designed <italic>Rhythm Reading Evaluation</italic> (RRE). Form A of the RRE was administered as a pretest and Form B of the RRE as a posttest. To control for possible effects of individual subject differences in musical aptitude the IMMA results were used as a covariate in an analysis of the score differences between the pretest and posttest scores on the RRE. Data were analyzed using a Two-Way ANCOVA with one repeated measure. A significant difference was found in the rhythm reading scores of the pretest and posttest of the RRE. No significant difference was found between the rhythm reading scores (<italic>RRE</italic>) by the method of pulse stimulus presentation and no significant interaction existed between the test condition, pretest and posttest and the pulse stimulus mode.
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