The effectiveness of iconic-based rhythmic instruction on middle school instrumentalists' ability to read rhythms at sight

Cardinal Scholar

Show simple item record

dc.contributor.advisor Scheib, John W. en_US
dc.contributor.author Pursell, Anthony F. en_US
dc.date.accessioned 2011-06-03T19:30:09Z
dc.date.available 2011-06-03T19:30:09Z
dc.date.created 2005 en_US
dc.date.issued 2005
dc.identifier LD2489.Z62 2005 .P87 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/179834
dc.description.abstract The purpose of this study was to investigate the effectiveness of iconic-based rhythmic instruction on middle school instrumentalists' ability to read rhythms at sight in the preparation of music for sight-reading. One hundred thirty-one middle school students from 12 randomly assigned bands in the Midwestern United States provided data for a pretest-posttest control-group design. Of the 12 participating middle schools, four schools served as the control group (n= 42), four schools delivered rhythmic instruction using iconic-based methods (n= 42), and four schools delivered isolated rhythmic training using symbolic-based methods (n= 47).Using adjusted pretest scores from a researcher-constructed rhythm test (Rhythm Sight-Reading Performance Ability), the Musical Aptitude Profile (1995), and the Wechsler Abbreviated Scale of Intelligence (1999), results of an analysis of covariance (ANCOVA) revealed that no group obtained a significant difference on the posttest mean scores from the rhythmic performance test (F= 1.940, df= 1, 107, p= .149). Because results from individual schools showed considerable variation, other variables were observed to see if they were significant. Findings from an ANCOVA revealed that the individual school was significant (F= 3.141, df= 9, 107, p= .002).To verify the relationship found between the individual school and the posttest measurement, an analysis of covariance (ANCOVA) was run with the pretest and posttest scores serving as repeated measures. The results indicate that a significant interaction between the individual school and the pretest to posttest measurement exists. In light of these findings, it is speculated that the key to improving a student's rhythm-reading ability may be dependent not only on the method, but also on the quality of instructional delivery. en_US
dc.description.sponsorship School of Music
dc.format.extent xiii, 172 leaves : ill., music ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Musical meter and rhythm -- Study and teaching (Middle school) en_US
dc.subject.lcsh Sight-reading (Music) -- Study and teaching (Middle school) en_US
dc.subject.lcsh Instrumental music -- Instruction and study. en_US
dc.title The effectiveness of iconic-based rhythmic instruction on middle school instrumentalists' ability to read rhythms at sight en_US
dc.title.alternative Effectiveness of iconic based rhythmic instruction on middle school instrumentalists' ability to read rhythms at sight en_US
dc.description.degree Thesis (D.A.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1325987 en_US


Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

  • Doctoral Dissertations [3210]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


Browse

My Account