ERIC Number: EJ1021046
Record Type: Journal
Publication Date: 2014-Jan
Abstractor: As Provided
Teaching Melodic Dictation in Advanced Placement Music Theory
Paney, Andrew S.; Buonviri, Nathan O.
Journal of Research in Music Education, v61 n4 p396-414 Jan 2014
In this study approaches to teaching melodic dictation skills used by Advanced Placement (AP) Music Theory teachers were examined. Twelve high school teachers from four states were interviewed. Four themes emerged from the interview transcripts: cognitive frameworks, processing strategies, rhythm, and course design. Participants generally confirmed established understandings of aural skills pedagogy, particularly in areas of pattern instruction, connecting aural and written theory, connecting sight-singing and dictation, incorporating scale degree function, targeting melodic "bookends," focusing on the big picture, sequencing curricula, and incorporating familiar melodies. Unique to the findings of this study were participants' positive attitudes toward a standardized test and their concern for the students' psychological barriers inherent in learning aural skills. A general indifference to rhythm counting systems and a common acknowledgment of students' difficulties with rhythmic notation also were found. Recommendations for further research include a large-scale survey of melodic dictation strategies taught by AP Music Theory teachers, empirical investigation of the efficacy of specific counting systems, comparison of students' reported dictation strategies and their success with dictation on the AP exam, and exploration of the influence of psychological fortitude on the dictation process.
Descriptors: Music Education, Music Theory, Advanced Placement, Teaching Methods, Secondary School Teachers, Interviews, Skill Development, Music Teachers, Educational Strategies, Verbal Communication, Cognitive Ability, Learning Processes, Curriculum Design
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Publication Type: Reports - Research; Journal Articles
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
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