Tesis sobre el tema "Music aptitude"
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Fuentes, Patricia D. "An investigation of the relationship between musical aptitude and bilingualism". FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/3424.
Texto completoEmmett, Daniel Warren. "Individual Ability to Learn a Parallel Processing Technique and Musical Aptitude". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5325.
Texto completoCheston, Sharon Brown. "Relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students". Case Western Reserve University School of Graduate Studies / OhioLINK, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=case1057865886.
Texto completoDoran, Kirk. "A descriptive study of the assessment of music aptitude in students with mental retardation /". This electronic address not available when searched on Jan. 25, 2005, 1998. http://www.isr.bucknell.edu/catlinks/kdwebthesis.html.
Texto completoWojcik, Jennifer M. "Sociocultural Bias Concerning Musical Aptitude in New England Boarding Schools| A Case Study". Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10165697.
Texto completoWithin this qualitative multiple case study the ways in which music education specialists construct meaning out of their attitudes and beliefs concerning student musical aptitude and ability while assessing American-born and international students in the New England boarding school population were explored and explained. A phenomenological approach to data analysis was used in order to understand better the experiences of music education specialists within New England Boarding Schools and their attitudes and beliefs concerning musical aptitude and ability concerning the culturally and ethnically diverse students that they teach.
Eight overarching themes emerged during the process of analyzing data: (a) formative factors and influences, (b) acquisition of beliefs, (c) musical mastery and student needs, (d) music mastery and flexibility, (e) instructional approaches. (f) experience valued over formal education, (g) the benefits of autonomy, and (h) international student musical aptitude were identified as contributing to the process in which the participants constructed meaning out of their attitudes and beliefs concerning student musical aptitude and ability. The implication of this study for practice illustrates the need to create opportunities for music education specialists in which they can reflect and become more self-aware about the unconscious biases that they bring to their educational context particularly due to the diverse nature of the music programs within New England Boarding Schools. Recommendations for future research are: (a) whether the music programs in specific nation-states foster higher levels of musical aptitude and ability among students who participate in them; (b) exploration of the methods that school leaders in New England Boarding Schools utilize to better support teachers of diverse students in the adoption of inclusive, intercultural instructional strategies; (c) the policies that school leaders in New England Boarding Schools utilize to better support teachers of diverse students in the adoption of inclusive, intercultural instructional strategies, and; (d) the benefits of offering undergraduate music performance majors coursework focused on the literature and pedagogy of the instrument that they are studying in their degree program.
Rother, Sarah. "The correlation of music aptitude scores with mathematical achievement scores for high school seniors". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000rothers.pdf.
Texto completoAlexander, Dina. "An investigation of the relationship between the music aptitude and the music achievement of beginning instrumental students who are taught according to the principles of Gordon's music learning theory /". Digitized version, 1989. http://hdl.handle.net/1802/7560.
Texto completoIncludes bibliographical references (leaves 33-35). Digitized version available online via the Sibley Music Library, Eastman School of Music http://hdl.handle.net/1802/7560
Zelenak, Michael S. "Self-Efficacy in Music Performance: Measuring the Sources Among Secondary School Music Students". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3419.
Texto completoCairns, Robert J. "A test of selected aspects of Peter Webster's conceptual model of creative thinking in music". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28544.pdf.
Texto completoKirchhubel, Julie y n/a. "Adolescent Music Development and the Influence of Pre-Tertiary Specialised Music Training". Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040427.122927.
Texto completoKirchhubel, Julie. "Adolescent Music Development and the Influence of Pre-Tertiary Specialised Music Training". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/367185.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Faculty of Education
Full Text
Laycock, Randolph Philip. "The relationship of musical experience, musical aptitude, self-concept, age, and academic achievement to the musical problem-solving abilities of high school students". Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1056485666.
Texto completoHornstein, Daniel L. (Daniel Lather). "Relationships Between Selected Musical Aural Discrimination Skills and a Multivariate Measure of Intellectual Skills". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331803/.
Texto completoLing-chun, Chen y 陳綾君. "The Effects of Music-Listening Experiences on Students' Music Aptitude and Music Preference". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/70778877884019442801.
Texto completo國立屏東教育大學
音樂學系碩士班
95
The study was to examine the effects of music-listening experiences for the 2th- to 4th-grade students on music aptitude and music preference. This study adopted “a pretest-posttest unequal-group quasi-experimental design”. The experimental group was treated by twenty minutes music-listening every day at school and lasted for 8 weeks. The control group remained untreated. All the subjects (N=1401) received Gordon’s IMMA test and music preference test which was designed by the researcher. The data was computed by “Cronbach α”, ” Mean”, “Standard Deviation”, “t-test”, “one-way ANOVA”, “Univariate analysis of Variance” between the experimental and the control groups. The results of this study were: 1) Music-listening experiences could improve students’ music aptitudes, 2) Students’ music aptitudes and music preference were different between grades, 3) Listening to music repeatedly would reduce students’ music preference, 4) Schools’ music environment and schools’ music learning experiences would influence students’ music aptitudes and music preference. According to the results of this study, the researcher brought up some specific suggestions for elementary teachers, schools and further research in the future.
Chen, Yi-Ting y 陳怡婷. "Development of Music Aptitude Tests for Primary School Students". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/93814528541491434132.
Texto completo臺中師範學院
教育測驗統計研究所
91
The purpose of the study was to develop a set of computer-based on-line music aptitude tests for primary school students. The data were used to establish local norms for primary school students and applied to find out musically talented primary school students. The subjects (N=582) in this study included students from second grade to sixth grade in central Taiwan. The major findings of this study were as follows: 1.The item difficulty index and item discrimination index of the test reached the standard level. 2.Reliability (1)The Cronbach coefficients were above .7. (2)The test-retest reliability coefficients were above .93 and the significance levels were above .001. 3.The validity was based upon the group difference and factor analysis. (1)The music aptitude of students in musically gifted classes was superior to normal classes; however, music aptitude for gender has no significant difference. (2)With factor analysis, it was found that the second grade extracted 2 factors and the 3rd, 4th, 5th and 6th grade extracted 4 factors. Because these factors can’t induce the same factor structure, the test result was discerned by aggregated score. 4.This test established a percentile rank and T-score norms.
Chung, Shu-Hui y 鍾淑慧. "Early Childhood Music Aptitude as an Indicator of Future Musical Ability". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/73486154362458078324.
Texto completo朝陽科技大學
幼兒保育系碩士班
93
Abstract This study is to research the relational factors that influence the preschoolers'' development of musical ability. This study has identified some methods for increasing the development of children''s musical ability to be children musical educator’s reference. This study used qualitative research, with measurement, evaluation, observation and interviews to test correlation of musical ability development. The "AUDIE" research tool was used to test three-to-four-year-old children’s musical aptitude and project spectrum in singing and chanting. A grade observation chart and musical consciousness observation chart were also used and correlated to the literature to create a “Children Family Musical Environment Inventory”. Fifteen four-year-old children were studied over a four-month observation period and the measurement evaluation analysis was conducted. This research measured the consequence of evaluation and evaluated the correlation factors. It was discovered that the development of children''s musical ability must rely on family musical environment, curriculum design, acquired help, habit of cultivation, children’s interest and motion factors, learning patience and children''s personality characteristics. From the findings, we propose some suggestions for parents, teachers and the educational administration.
CHUN, CHANG CHUN y 張純鈞. "The Research of Music Aptitude and Achievement for Music Talented Student-Taking Yilan County as example". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/91674680980325347091.
Texto completo國立臺北教育大學
音樂學系碩士班
98
Abstract The main purpose of this research is to find out whether there is a relationship between the students of music class selected through the music aptitude and achievements tests in music and general subjects. The objects of this research are chosen from 63 students of the music classes in Nan-Ping Elementary School, Pei-Cheng Elementary School. The study tool is selected from Music Tests newly finished in April, 2006 by Department of Music, National Taiwan Normal University. Additionally, the author collected students semester results as achievement effect sign to carry on the analysis about the relationship between music aptitude and achievements tests. This research utilizes SPSS (Statistical Package for Social Science) to count Accumulated rate related statistical analysis and tests the correlation coefficient the significance. Based on what are discussed above, the author proposed the following two conclusions: 1. The music aptitude is related to the study achievement in music. 2. The music aptitude is related to the achievement test.
Wang, I.-Shan y 王憶珊. "The influence of the music curriculum intervention on children''s music aptitude and attention". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/79552655454366630484.
Texto completo樹德科技大學
兒童與家庭服務系
99
The purpose of this study was investigated to explore the music curriculum intervention on children''s music aptitude and attention. The study referred to was based on “Nonequivalent Pretest-Posttest Design” of “Quasi-Experimental Design”. 42 students of seven to eight years old in an elementary school of Kaohsiung City, Taiwan respectively serve as study object and divided them into twenty two as experimental group and twenty others as a control group. Two research tools used were: IMMA: Primary Measures of Music Audiation (Gordon, 1982) and Biofeedback Device and Computer Test Software for Attention Performance. The experiment period is sixteen weeks; the 1st posttest was performed after eight-week employment and the 2nd posttest was performed after sixteen-week employment. Data analysis using independent sample T- test and paired T-test which is applied as data analysis method to analyze whether discrepancy existed between the pretest and posttest score of each group, and the prominent level is fixed at α=.05. The results of this study were as followed: 1.Tonal, Rhythm and total musical aptitudes, the experimental group and control group were after eight weeks and sixteen weeks music teaching activities there was a noticeable discrepancy. 2. In the different of the gender sexual tonal, rhythm and total musical aptitudes which the experimental group and control group were after eight weeks and sixteen weeks music teaching activities there was a significant difference. 3. In the attention of the experimental group and control group were after eight weeks and sixteen weeks music teaching activities there was a noticeable discrepancy. 4. There was a target test in the visual search, the experimental group and control group after eight weeks was no significant difference in music teaching activities and after sixteen weeks there was a significant difference. 5. There was not a target test in the visual search, the experimental group and control group after eight weeks was no noticeable discrepancy in music teaching activities and after sixteen weeks there was a noticeable discrepancy. Based on the results of this study, recommendations regarding some suggestions were given to the elementary schools, music teachers and parents. It was also recommended that further research on children’s music aptitude and attention related factors could be done using qualitative analysis with more samples.
Lin, Pei-yu y 林倍瑜. "The Development of the Music Aptitude Test for Junior High School Students". Thesis, 2001. http://ndltd.ncl.edu.tw/handle/83968659323187309278.
Texto completo國立高雄師範大學
特殊教育學系
89
The Development of the Music Aptitude Test for Junior High School Students Pei-yu Lin Abstract The purposes of this study were first to develop the Music Aptitude Test for junior high school students, and secondly to explore the relationships between music aptitude and tribes, regions, music gifted classes, gender, grades, music environment. Samples in this study, including 128 pilot study samples and 638 formal samples, were junior high school students in Kaohsiung city and county. The instruments used are Music Environment Scale and Music Aptitude Test including general aptitude and singing aptitude. The major finding of this study were as follows: 1. Music Aptitude Test includes two parts, general music aptitude and singing aptitude. General music aptitude consists of voice comparison, chord comparison, chant memorization, rhythm identification, and instrument identification. Singing aptitude consists of tone level, tone color, tone pitch and rhythm. Music Aptitude Test developed by this study can effectively differentiate the difference between music gifted and general students. 2. On an average, there was less difference in music aptitude between indigenes and non-indigenes. Most of the indigenes are superior in rhythm. 3. Music aptitude of students in music gifted classes is superior to that in average. 4. Students living in mountain regions and metropolis showed their talent for music in respective test. 5. Music aptitude of boy and girl students in music gifted classes has no significant difference. While those in normal classes reveal significantly. 6. Music aptitude of students in different grades of music gifted classes has no significant difference. While those in general classes reveal significantly. 7. Music environment is significantly correlated with music aptitude. Finally, implications and future studies concerning music teaching practice were discussed.
Hsiesh, Pei-Lun y 謝佩倫. "An Investigation on Type A Behavior Pattern, Music Aptitude Profile, Home Environment, and Music Learning Adjustment for". Thesis, 2000. http://ndltd.ncl.edu.tw/handle/80244441579101751749.
Texto completo國立屏東師範學院
國民教育研究所
88
The purpose of this study was to investigate the relationships among fifth-grade students'''' type A behavior pattern, music aptitude, home environment, and music learning adjustment. The subjects (N=533) included music-selected or non music-selected students in fifth grade from nine elementary schools."A Behavior Scales for Children"(Lin,1991), "Music Aptitude Profile"Gordon, 1995), and "Music Learning Adjustment Inventory"were administered in this study. The data was computed for correlation, one-way ANOVA, Mann-Whitney U test, Kruskal-Wallis H test, and multi-stepwise regression.Boys'''' scores on "urgency"in type A behavior pattern were found significantly higher than girls''''. Girls'''' scores on "and achievement"were significantly higher than boys''''.On the questionnaire of music learning adjustment, girls'''' scoreswere significantly higher than boys''''. Music-selected students scored significantly higher than non music-selected students. The students from the north of Taiwan scored significantly higher than the students from either central or south of Taiwan.Girls'''' home environment was significantly better than boys''''. The music-selected students'''' home environment was significantly better than the non music-selected ones. The students from the north scored significantly better among all students.Girls performed significantly better than boys on Music Aptitude Profile (MAP). The music-selected students'''' scores on MAP were significantly higher than non music-selected ones.Home environment and musical learning adjustment were significantly correlated. Musical learning adjustment and type A behavior were significantly negative-correlated. Music-selected students'''' home environment and scores on "and achievement "on type A behavior pattern were significantly correlated. Non music-selected students'''' home environment was significantly negative-correlated to "urgency" "aggressive and hostility"in type A behavior pattern.Home environment, type A behavior pattern, and music aptitude could effectively predict students'''' music learning adjustment. However, home environment was the best predictor. Many suggestions for government, parents, teachers, and further research were given in this study.
Gudmundson, Anne L. "The relationship between the computer music composition stages of elementary school children and their age, gender, music aptitude, school music achievement and private music lessons". 1986. http://hdl.handle.net/1993/30027.
Texto completo"Measure To Meaure: Additional Lengths Using Educative Music Therapy to Increase the Math Aptitude and Social Competency of the "Forgotten Middle"". Master's thesis, 2010. http://hdl.handle.net/2286/R.I.8786.
Texto completoDissertation/Thesis
M.M. Music Therapy 2010
Chang, Ke-Fang y 張可芳. "The Effects of Gordon’s “Tonal pattern Learning Sequence” on Music Aptitude and Recorder Performance Achievement of Third Graders in Taiwan". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/48198817379251680465.
Texto completo明道大學
教學藝術研究所
94
Abstract This study aimed to apply Gordon’s “Tonal Pattern Learning Sequence” into elementary recorder instruction in order to observe the influence on third graders’ music aptitude and recorder performance achievement. A “quasi-experimental design” was employed in this study. Two groups of students, 70 third graders totally, were selected purposefully, the experimental group and the control group. Based on Gordon’s “Music Learning Theory” and “Jump Right In: The Music Curriculum”, the experimental group was given 10 minutes Gordon’s “Tonal Pattern Learning Sequence” and 30 minutes regular recorder instruction, while the control group had 40 minutes regular recorder instruction. The content of the recorder instruction stayed the same in both groups. The experimental period lasted twelve weeks, 40 minutes per week. Pre- and post-tests were implemented for collecting quantitative data by using both Gordon’s “Intermediate Measures of Music Audition” (IMMA) and a recorder performance assessment edited by the researcher. The data gathered were analyzed by t-test and ANCOVA. The results were presented as followings: The IMMA of the experimental group in pre-test was statistically significant lower than the control group, while no significant differences between the two groups in post-test. This result showed that Gordon’s “Tonal Pattern Learning Sequence” might influence students’ music aptitude. Therefore, there were statistically significant differences between pre- and post-test of experimental group in the recorder performance assessment. However, there is no significant difference within the control group. This result aimed that Gordon’s “Tonal Pattern Learning Sequence” might influence students’ recorder performance achievement, too. Consequently, student’s recorder performance in melody, rhythm and skill were actually improved in both groups. Furthermore, qualitative data collection and analysis as supplementary were provided. Also, recommendations were proposed for further elementary music instruction and further studies.
Dunovská, Marie. "Alena Tichá a její přínos pro hlasovou výchovu hudebně méně rozvinutých dětí na 1. stupni základní školy". Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-356045.
Texto completoVieira, Ana Sofia Sousa. "O orientador da prova de aptidão profissional nos cursos profissionais de música : um projeto transdisciplinar integrador de saberes e competências profissionais". Master's thesis, 2014. http://hdl.handle.net/10400.14/17650.
Texto completoIn this report, theoretically grounded, we propose a personal and professional introspection, revisiting practices, internalization of concepts, instructional procedures and consequent contextualization for teaching, relevant skills for a job performance and for the enrichment and teaching promotion. In addition to a comprehensive survey of the state of the art in teaching/learning practices, supported by the literature review of the curriculum guidelines provided for the professional music education, it is intended to give a broad perspective of the suject, collective projects, from the viewpoint of the guiding teacher, highlighting important aspects in the design and achievement of the monograph author. To complement the work, a chapter was introduced, which was dedicated to the professional education in music, featuring the pedagogical model in practice, as well as the assumptions that appeared with it. The relevant activities worked out with the students, along with the training of teaching activity, are a basic pillar in the description of professional and organizational life in a school context. In the end, there’s a reflection of the undertaken work, focused and directed towards a response and/or interpretation of the issue studied, from which some ideas and practices are explained in order to develop a future work.
Anderson, Allan F. "The effects of computer music learning activities on the tonal aptitudes of Canadian students". Thesis, 1993. http://hdl.handle.net/2429/1087.
Texto completoNunes, Maria Catarina Dias. "O trabalho de projeto no âmbito da prova de aptidão profissional no ensino profissional de música : o caso da ESPROARTE". Master's thesis, 2017. http://hdl.handle.net/10400.14/25641.
Texto completoThis study, entitled "The project Work within the Professional Aptitude Test in Vocational Education: the case of ESPROARTE", enlists the problem of the development of the values and skills "that young people must acquire as essential tools to the exercise of a full, active and creative citizenship in the information and knowledge society in which we operate" (Martins, G. O., 2017), and the improvement of educational practices. It is intended, in this sense, to analyze and to reflect on the possibility to materialize one of the components of the Professional Aptitude Test (PAT) of the ESPROARTE (Professional School for Art of Mirandela) Essays of Projects (EP) which, from the interests and motivations of the students, can result in the development of fundamental skills able to enable young students to a more active and participatory role in the society as well as for the actual work context. This investigation, essentially qualitative, followed a methodological approach of study of the case and had as its participants the twenty seven students of the third grade, level 4 of professional qualification which, during the scholar year 2016/2017, attended these professional courses: Strings and Keyboards Professional Course for Performance (CICT) and the Winds and Percussion Professional Course for Performance (CISP) at ESPROARTE, Mirandela. The techniques which were applied to the collection and production of data were : the direct and participant observation of the researcher as guiding teacher of the EP, surveys and the evidence from the EP developed by students within the PAT. The techniques of the analysis, processing and interpretation of the data considered for this investigation were: statistical analysis and content of closed and open responses to the survey and the analysis of content of the final reflections produced by the students and in the written reports of the EP. The results obtained allowed to conclude that the EP contributed directly to the development of fundamental skills for professional and social insertion of students as musicians, as well as for their lifelong learning.
Lee, Chia-ling y 李佳玲. "A Study of Gordon " Tonal Pattern Teaching " on " Tonal Music Aptitudes " and " Singing Intonation and Rhythm " to Second Graders". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/43415895323116389874.
Texto completo國立臺南大學
音樂教育學系碩士班
94
This research serves to experiment the effects of using Gordon “Tonal Pattern Teaching” on" Tonal Music Aptitudes " and " Singing Intonation and Rhythmic Accuracy " of Second Graders; it is to be observed if tonal pattern teaching affects performances in the Gordon designed “IMMA” and researcher’s self-designed “singing performance evaluation” and discuss possible reasons of the differences. The experiment combines the experimental study and action research, using the Kodaly theory and related teaching methods to design contents and teaching curriculum; then the Gordon “Tonal Pattern Teaching” is used as a case control. The experiment includes two stages: the experimental stage and the regular teaching stage. In addition to the self-designed evaluating tables as tools, also IMMA and singing performance evaluation are used before and after both stages to achieve the objectives of this experiment by quantitative and qualitative analyses. Based on the results, the following conclusion is obtained: I. In regards to whether tonal pattern teaching is used, the “Tonal Pattern Music Audiation” of IMMA did not show significant scores on second graders in both eight or sixteen-week sessions. II. Second graders’ performances in “overall singing performance”, “Accuracy of relative intonation in singing pitches”, and “Accuracy in singing rhythms” were significantly different when they received tonal pattern teaching, but the result in “Accuracy of absolute intonation in singing certain pitch given by instructors” was not as significant. III. Tonal pattern teaching could become a music aptitude developmental tool for lower level second graders. IV. Tonal pattern teaching could help second graders use their singing voices to sing. According to results above, suggestions are made to education executives, teacher development centers, schools, teachers, and future researchers, to act as a reference for improving music teaching in elementary schools and further related researches.