A Pilot Study: The Effect of Singing and Non-Singing--Instructional Strategies on Harmonic Listening Skills

Autor/inn/en	Gonzales, Cynthia I.; Brinckmeyer, Lynn; Beckman, Amy A.
Titel	A Pilot Study: The Effect of Singing and Non-Singing--Instructional Strategies on Harmonic Listening Skills
Quelle	In: Texas Music Education Research, (2012), S.20-32 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-9021
Schlagwörter	Singing; Teaching Methods; Listening Skills; Music Education; Music Activities; Children; Adolescents; Syllables; Sign Language; Pilot Projects; Scores; Surveys; Visual Aids; Pretests Posttests + Suchen Sie Ihr Suchwort? Gesang; Teaching method; Lehrmethode; Unterrichtsmethode; Musikerziehung; Musikalische Aktion; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Silbe; Gebärdensprache; Pilot project; Modellversuch; Pilotprojekt; Survey; Umfrage; Befragung; Anschauungsmaterial
Abstract	The purpose of this investigation is to examine the effects of singing and non-singing experiences when students develop harmonic listening skills. Participants were children and adolescents who participate in a community youth choir (N = 21). Ages ranged from 9-16 years. The subjects were organized into four separate groups. All subjects attended four consecutive days of classes and each class was 45 minutes in duration. All data were collected during the summer months of July and August 2012. All of the students who participated in the community choir had previous experience with solfége syllables and hand signs; thereby, the instructor of the study used solfége and hand signs as pedagogical tools. The instructional strategies used in this pilot study focused on learning to sing chord arpeggios in Do-Ti inversions within a tonal context to help identify harmonies when taking harmonic dictation. Mean scores for those students who received singing instructional strategies, and participated in singing experiences, were higher than the scores of those who did not receive singing instruction or sing themselves. Results from this pilot study were consistent with Chittum's (1969) conclusions that students who learn to sing chord arpeggios are more successful when asked to take harmonic dictation. [Paper presented at the Annual Meeting of the Texas Music Educators Association (San Antonio, TX, Feb 2012).] (ERIC).
Anmerkungen	Texas Music Educators Association. 7900 Centre Park Drive, Austin, TX 78754. Tel: 512-452-0710; Fax: 512-451-9213; Web site: http://www.tmea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01