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ERIC Number: EJ845396
Record Type: Journal
Publication Date: 2004
Pages: 10
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0255-7614
Fourth- and Fifth-Grade Students' Affective Response and Ability to Discriminate between Melody and Improvisation after Receiving Instruction in Singing and/or Playing a Piece in the Blues Style
Parisi, Joseph
International Journal of Music Education, v22 n1 p77-86 2004
The purpose of this study was to assess fourth- and fifth-grade students' (9- and 10-year-olds') affective response and ability to discriminate between melody and improvisation after receiving instruction in singing and/or playing a piece in the blues style. Subjects (N= 102) were assigned to one of three equal-sized groups. Group 1 learned to sing a blues melody, group 2 learned to play a blues melody on the recorder, and group 3 subjects acted as the control and were given non-specific instruction in both singing and playing various melodies. Data were gathered as subjects manipulated the dial of the Continuous Response Digital Interface (CRDI) to indicate "likeability" and "recognition" along a positive continuum, while listening to five musical examples. A descriptive analysis of group graphs indicated that groups receiving specific instruction in melodic and improvisatory discrimination responded with a higher level of discriminatory skill and positive affective response. (Contains 2 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A