NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ814930
Record Type: Journal
Publication Date: 2007-Sep
Pages: 6
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1532-8090
The Effects of Technology-Based Conducting Practice on Skill Achievement in Novice Conductors
Hollinger, Diana; Sullivan, Jill M.
Research and Issues in Music Education, v5 n1 p1-6 Sep 2007
The purpose of this study was to compare technology-based practice (Radio Baton and Digital Conducting System) to self-practice (recorded music) on the skill achievement of beginning conductors. Participants (N = 33) were undergraduate music majors--education and performance--from two beginning conducting classes randomly assigned to either the technology-based group or the self-practice group. Subjects worked for three, 15-minute sessions on the following skills: staccato conducting, legato conducting, and steadiness of tempo. The experimental design was a pretest-posttest using two conducting etudes to measure six dependent variables: staccato conducting, staccato presence, staccato steadiness of tempo, legato conducting, legato presence, and legato steadiness of tempo. Three expert judges scored videotaped pre and posttests with interjudge reliability ranging from 0.77 to 0.84. Six Analyses of Covariance tests (ANCOVA) were used to analyze the aforementioned dependent variables. A significant difference resulted between treatment and control groups for only the legato conducting variable (p = 0.05). The researchers concluded that a longer treatment period was perhaps necessary to produce a significant difference between the groups on the other variables.
University of St. Thomas. Graduate Programs in Music Education, Loras Hall 103, 2115 Summit Avenue, Saint Paul, MN 55105. Tel: 651-962-5729; Web site: http://www.stthomas.edu/rimeonline
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A