Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
26.10.2013
Verlag
VDMSeitenzahl
144
Maße (L/B/H)
22/15/0,9 cm
Gewicht
231 g
Sprache
Deutsch
ISBN
978-3-639-09393-3
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. Results from an analysis of covariance revealed that
no group obtained a significant difference on the posttest
mean scores from the rhythmic performance test after a nine-week
period. Because results from individual schools showed considerable
variation, other variables were observed to see if they were
significant. It was indicated 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.
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. Results from an analysis of covariance revealed that
no group obtained a significant difference on the posttest
mean scores from the rhythmic performance test after a nine-week
period. Because results from individual schools showed considerable
variation, other variables were observed to see if they were
significant. It was indicated 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.
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