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ERIC Number: ED002899
Record Type: RIE
Publication Date: 1959
Pages: 138
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
THE PERCEPTION OF MUSIC SYMBOLS IN MUSIC READING BY NORMAL CHILDREN AND BY CHILDREN GIFTED MUSICALLY.
PETZOLD, ROBERT G.
THIS STUDY WAS CONCERNED WITH IDENTIFYING THE DIFFERENCES BETWEEN CHILDREN OF AVERAGE MUSICAL ABILITY AND CHILDREN GIFTED MUSICALLY AS THEY ENGAGED IN CERTAIN MUSIC ACTIVITIES. DATA WERE OBTAINED FROM TESTS OF 227 MADISON, WISCONSIN, PUBLIC SCHOOL CHILDREN, GRADES 4-6. THE TAPE-RECORDING TEST WAS IN 2 PHASES--(1) 89 CHILDREN, SELECTED AT RANDOM AND UNDIFFERENTIATED IN TERMS OF MUSICAL ABILITY, WERE GIVEN 3 TRIALS TO ATTEMPT TO LEARN A SET OF 10 DIFFERENT TONAL CONFIGURATIONS, AND (2) 138 AVERAGE AND GIFTED CHILDREN WERE GIVEN 8 TRIALS TO LEARN 5 TONAL CONFIGURATIONS AND A SIMILAR NUMBER OF TRIALS TO LEARN A SONG USING THE SAME CONFIGURATIONS. THE RESULTS OF THE STUDY SHOWED NO SIGNIFICANT DIFFERENCES BETWEEN BOYS AND GIRLS IN THEIR ABILITY TO READ MUSIC OR BETWEEN GRADE LEVELS ON KNOWLEDGE OF MUSICAL NOTATION. HOWEVER, SIXTH-GRADE STUDENTS LEARNED THE TASKS AT A SUPERIOR RATE. MUSICALLY GIFTED STUDENTS READ MUSIC AT A RATE THREE OR FOUR TIMES FASTER. AURAL-ORAL IMITATION OF ITEMS WAS CONSIDERED EASIER THAN RESPONDING TO VISUAL STIMULI, BUT SUBJECTS WERE UNABLE TO PERCEIVE A GROUPING OF NOTES AS A WHOLE. THE STUDY TENDED TO SUPPORT THE POINT OF VIEW THAT A HIGHER LEVEL OF MUSIC READING COMPETENCE DEPENDS UPON PROVIDING CHILDREN WITH ACTIVITIES WHICH WILL ENABLE THEM TO UNDERSTAND AND USE THE CONCEPT UNDERLYING NOTATION. (GC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Wisconsin Univ., Madison. School of Education.
Identifiers: MADISON; WISCONSIN