ERIC Number: ED375034
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
The Effect of Modeling and Silent Analysis on the Performance Effectiveness of Advanced Elementary Instrumentalists.
Fortney, Patrick M.
Research Perspectives in Music Education, n3 p18-21 Fall 1992
By keeping abreast of the latest research in the field, music educators can better understand how practicing helps students to use practice methods that are the most effective. The purpose of this study was to determine the relative effectiveness of modeling and silent analysis on the performance ability of advanced elementary school instrumentalists. This research focused on two questions: (1) are modeling and silent analysis effective practice techniques when compared with free practice or sight reading; and (2) do modeling and silent analysis differ in their effectiveness as practice techniques? Forty sixth grade band students were assigned to one of four practice conditions and asked to perform a composition after a brief practice session. The four practice sessions were: (1) modeling; (2) silent analysis; (3) free practice; and (4) control. Statistical analyses revealed that modeling was significantly different when compared to the three other groups in improving students' performances of the composition. When looking at the gain scores, both modeling and silent analysis appeared to be more effective than free practice in helping to improve elementary students' performing level. Additionally, the gain scores revealed that practice of any kind is better than simply sight reading. The article begins by discussing the related literature. It includes four tables of scores and a graph of mean gain scores of practice groups, and concludes with an 18-item reference list. (Author/DK)
Publication Type: Journal Articles
Education Level: N/A
Authoring Institution: N/A