ERIC Number: ED359094
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
The Effects of Different Practice Techniques upon Technical Accuracy and Musicality in Student Instrumental Music Performance.
Barry, Nancy H.
Research Perspectives in Music Education, v44 n1 p4-8 Fall 1990
The purpose of this study was to determine the effect of different practice conditions upon technical accuracy and musicality of student instrumental performance. High school instrumental students attending summer music camps at the Florida State University were randomly assigned to one of three different practice groups: (a) teacher-designed practice (n=22), in which subjects used practice procedures recommended by music instructors; (b) student-designed practice (n=19), in which subjects developed their own structured practice method; and (c) free practice (n=20), in which subjects practiced in their "usual manner." The same experimental etude was used for both pre- and posttest data collection. Subjects in all groups were assigned to an individual practice room for two fifteen-minute practice sessions one day apart. The differences between pre-test and posttest scores for pitch, rhythm, general technical accuracy, and general musical effect were calculated for each subject and the resulting gain scores were analyzed via the Kruskal-Wallis One-Way Analysis of Variance. Significant differences (N=61, p less than .05) were observed among the three groups for the number of individual pitch errors recorded and for the technical rating. Dunn's Multiple Comparison Procedure revealed significant differences (n=61, p less than .05) between each of the three groups for both pitch errors and technical ratings. Similar trends were observed in the scores for rhythmic accuracy and for overall rating for musicality. Results of this study suggest that subjects using a structured approach to practice (teacher and student methods) were able to correct more performance errors than those subjects not using a specific method (free practice). (Author)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A