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ERIC Number: EJ1102313
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: ERIC
ISBN: N/A
ISSN: EISSN-2379-9021
EISSN: N/A
A Pilot Study: The Effect of Singing and Non-Singing--Instructional Strategies on Harmonic Listening Skills
Gonzales, Cynthia I.; Brinckmeyer, Lynn; Beckman, Amy A.
Texas Music Education Research, p20-32 2012
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).]
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
Publication Type: Journal Articles; Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A