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1
Fuentes, Patricia D. "An investigation of the relationship between musical aptitude and bilingualism". FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/3424.
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The purpose of this study was to determine whether there is a relationship between musical aptitude and the ability to speak more than one language. The sample size of 50 participants consisted of six-year-old students without prior formal music training. Participants' bilingual ability was determined by their English for Speakers of Other Languages (ESOL) Levels, as documented by their school district. Musical aptitude was assessed using the Primary Measures of Music Audiation (PMMA).
A one-way analysis of variance (ANOVA) was conducted. Bilinguals' mean scores in the PMMA were significantly higher at the p< .oi level than their monolingual counterparts. The study found no interaction between bilingual and monolingual groups.
Results point to the existence of a relationship between musical aptitude and the number of languages spoken by individuals. The researcher suggests that music teachers screen students for bilingual abilities to identify those who may have increased musical aptitude correlated with their linguistic diversity.
2
Emmett, Daniel Warren. "Individual Ability to Learn a Parallel Processing Technique and Musical Aptitude". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5325.
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Correlations between music training and psychosocial skills, sensory abilities, and aspects of intelligence, are sorted into primary or secondary effects. Correlations between these areas of human development and music training lack support pertaining to the underlying cognitive networks that these processes rely on. Thus, this study was based on the work of Baddeley and Hitch's model of working memory, and implemented a test of parallel processing (Articulatory Suppression Task, AST), which measures proficiency of working memory systems. Individual differences therein, were compared with music aptitude. Participants were gathered throughout urban and rural regions of the state of Oregon. Half the participants received specific training on how to excel on AST, the other half received no training. The training was based on research showing musicians to be more proficient in rhythm, the phonological loop, and mental imagery. Group AST pretest/posttest scores and the Drake Musical Aptitude test scores were analyzed using 2-tailed t test and regression models for within-group and between-group variation. No significant difference between musical aptitude and participant ability to increase proficiency with parallel processing was found, however, the results indicated that music training influences proficiency with parallel processing in general, and there were indicators that a ceiling effect may have confounded the pretest-posttest range in scores. This supports findings of previous research that musical training has beneficial influences on mathematics, socio-emotional awareness, motor skills, language, and general intelligence, highlighting that positive social change may result if music were a core class in K-12 education.
3
Cheston, 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.
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Doran, 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.
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Wojcik, 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.
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Within 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.
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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.
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Alexander, 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.
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Thesis (M.A.)--University of Rochester, 1989.Includes bibliographical references (leaves 33-35). Digitized version available online via the Sibley Music Library, Eastman School of Music http://hdl.handle.net/1802/7560
8
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.
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The purpose of this study was to develop a greater understanding of self-efficacy in music performance. I sought to (a) contribute to fundamental knowledge of self-efficacy in music performance, (b) determine whether scores from the Music Performance Self-Efficacy Scale (MPSES) were valid and reliable, and (c) provide insights for developing self-efficacy among secondary school music students. Participants (N = 290) were middle and high school students in band, chorus, and string orchestra ensembles from 10 schools in the southeast and western regions of the United States. Participants completed four online questionnaires: (a) Music Performance Self-Efficacy Scale, (b) Sources of Middle School Mathematics Self-Efficacy Scale, (c) Self-Esteem of Musical Ability, and (d) Advanced Measures of Music Audiation. Teachers provided 5-point Likert-type ratings of their student's music self-efficacy.
Data from the MPSES demonstrated good fit with Bandura's proposed self-efficacy model (SRMR = .06, RMSEA = .06). The strength of the relationships between the sources and composite construct were consistent with theory and findings from other studies. Mastery experience was strongest, followed by verbal/social persuasion, physiological state, and vicarious experience. No differences in responses were found between middle and high school students, or among band, chorus, and string orchestra students. Items on the MPSES were also found to assess participants equally across grade levels.
Music aptitude was found to predict self-efficacy in music performance (â = .16) and accounted for 3% of the variance in self-efficacy. This finding raises questions about the role of self-efficacy in mediating the relationship between music aptitude and music achievement.
The Music Performance Self-Efficacy Scale was found to be a valid and reliable measure of self-efficacy in music performance. Evidence of validity was based on test content, response process, and internal structure, along with convergent, discriminant, and multi-method relationships. Evidence of reliability was based on test-retest correlation (r = .87) and internal consistency (á = .88).
Recommendations for researchers were to link the sources of self-efficacy to performance achievement; explore self-efficacy's relationship with aptitude and achievement; and expand the investigation to other populations. Recommendations for educators focused on improving understanding of self-efficacy and interpreting MPSES results.
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Cairns, 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.
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Kirchhubel, Julie, i 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.
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The study explores the music development, achievement and aspirations of adolescent students who participate in pre-tertiary specialised music programs. A theoretical model is developed for the study to investigate the role and influence of such training in the development of music skills, and explores relationships amongst music experience, music engagement, academic achievement, interpersonal and intrapersonal relationships, personal learning styles, and affective response to music. The data source for the study was the Young Conservatorium program (YCP) at Griffith University. Three sub-studies formed the investigation, two focussing on music development, and one, the program. The first sub-study involved 117 enrolled students, the second, 44 teachers and 112 former students, and the third, 15 case studies. Quantitative and qualitative data were obtained using surveys, tasks, tests, interviews, discussions, reflective journals, and practice logs. A large body of literature has identified a continued need for research that traces the music development of young musicians in adolescence, research that utilises both large and small sampling (particularly case studies), and is conducted at the time of training. The present study was conducted over two years, utilised a larger population than many previous studies, involved case studies, and combined contemporaneous and retrospective approaches. Research findings contribute to knowledge regarding young musicians' music training and learning in pre-tertiary specialised music programs, and the nature of pre-tertiary specialised music programs themselves: their rationale, methods of instruction, and overall effectiveness. They highlight the types of music programs and music training provisions available to young Australian musicians, and, though showing students to frequently engage in multiple music learning environments, confirm the need for individuals demonstrating above-average music ability to access specialised music tuition and opportunities, develop in a supportive learning environment, and interact with students of similar interests and abilities. Although also suggesting there to be a number of factors associated with pre-tertiary specialised music training that can deter some students, such factors tend to be non-musical in nature. In all, the study does show a trend for the families of young, above-average musicians to choose to provide for their children access to pre-tertiary specialised training, and for participants to gain from this experience. The study seeks to enhance understanding of the conditions though which music development is nurtured; it confirms the importance of exposure and opportunity, the collective efforts of the family and community, and the need for hard work and perseverance to usually be exercised by young musicians themselves. Common trends associated with the music development of young, above-average musicians pertained to music training and influences, characteristics, goals, and achievement. Early music exposure, guidance, and positive music experiences were found to be conducive to music learning. The establishment of a practice routine, increasing engagement with music, the formation of broad music preferences, demonstration of high music aptitude, musical and academic achievement, and goal-setting all characterised the experiences and marked the qualities of students sustaining their music interests in adolescence. Interpersonal support and developing intrapersonal attributes, personal learning styles and increasing affective response to music, together with developing cognitive and metacognitive skills, were generally shown to typify the music development of young, above-average musicians in adolescence.
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Kirchhubel, Julie. "Adolescent Music Development and the Influence of Pre-Tertiary Specialised Music Training". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/367185.
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The study explores the music development, achievement and aspirations of adolescent students who participate in pre-tertiary specialised music programs. A theoretical model is developed for the study to investigate the role and influence of such training in the development of music skills, and explores relationships amongst music experience, music engagement, academic achievement, interpersonal and intrapersonal relationships, personal learning styles, and affective response to music. The data source for the study was the Young Conservatorium program (YCP) at Griffith University. Three sub-studies formed the investigation, two focussing on music development, and one, the program. The first sub-study involved 117 enrolled students, the second, 44 teachers and 112 former students, and the third, 15 case studies. Quantitative and qualitative data were obtained using surveys, tasks, tests, interviews, discussions, reflective journals, and practice logs. A large body of literature has identified a continued need for research that traces the music development of young musicians in adolescence, research that utilises both large and small sampling (particularly case studies), and is conducted at the time of training. The present study was conducted over two years, utilised a larger population than many previous studies, involved case studies, and combined contemporaneous and retrospective approaches. Research findings contribute to knowledge regarding young musicians' music training and learning in pre-tertiary specialised music programs, and the nature of pre-tertiary specialised music programs themselves: their rationale, methods of instruction, and overall effectiveness. They highlight the types of music programs and music training provisions available to young Australian musicians, and, though showing students to frequently engage in multiple music learning environments, confirm the need for individuals demonstrating above-average music ability to access specialised music tuition and opportunities, develop in a supportive learning environment, and interact with students of similar interests and abilities. Although also suggesting there to be a number of factors associated with pre-tertiary specialised music training that can deter some students, such factors tend to be non-musical in nature. In all, the study does show a trend for the families of young, above-average musicians to choose to provide for their children access to pre-tertiary specialised training, and for participants to gain from this experience. The study seeks to enhance understanding of the conditions though which music development is nurtured; it confirms the importance of exposure and opportunity, the collective efforts of the family and community, and the need for hard work and perseverance to usually be exercised by young musicians themselves. Common trends associated with the music development of young, above-average musicians pertained to music training and influences, characteristics, goals, and achievement. Early music exposure, guidance, and positive music experiences were found to be conducive to music learning. The establishment of a practice routine, increasing engagement with music, the formation of broad music preferences, demonstration of high music aptitude, musical and academic achievement, and goal-setting all characterised the experiences and marked the qualities of students sustaining their music interests in adolescence. Interpersonal support and developing intrapersonal attributes, personal learning styles and increasing affective response to music, together with developing cognitive and metacognitive skills, were generally shown to typify the music development of young, above-average musicians in adolescence.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Faculty of Education
Full Text
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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.
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Hornstein, 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/.
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This study attempted to explore the strength and nature of relationships between specific intellectual information processing skills included in a multi-dimensional model conceived by Guilford, and measured by Meeker's Structure of Intellect - Learning Abilities Test, and specific musical aural discrimination skills as measured by Gordon's Musical Aptitude Profile. Three research questions were posed, which involved determining the strength and the nature of the relationship between MAP melodic, rhythmic, and aesthetic discrimination abilities and the intellectual information processing skills comprising the SOI - LA. Both instruments were administered to 387 fourth, fifth, and sixth graders from schools in the Dallas area. After a pilot study established the feasibility of the study and reliability estimates of the test instruments, multiple regression analysis determined that 10% to 15% of the variance between intellectual information-processing skills and the individual musical aural discrimination abilities was in common (r = +.32 to r = +.39). It was further determined that only six specific SOI intellectual dimensions, all involving the skills of "Cognition" and "Evaluation", were significantly related to the musical aural discrimination abilities. Through the use of the Coefficient of Partial Correlation, the strength of each individual information-processing skill's unique contribution to that covariance was determined. The study indicated that "Semantic" mental information processing skills, involving the ability to recall an abstract meaning or procedure given an external stimulus, play an extremely important part within this relationship. Skills of a "Figural" nature, which involve comprehending either a physical object or an non-physical idea and separating it from other impinging stimuli also enter into the relationship, although not to so high an extent. Finally, it was observed that the dimensions involving an understanding of "Systems", those mental skills which deal with groupings of figures, symbols, or semantic relationships, also was important to the relationship.
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Ling-chun, Chen, i 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.
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碩士國立屏東教育大學
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.
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Chen, Yi-Ting, i 陳怡婷. "Development of Music Aptitude Tests for Primary School Students". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/93814528541491434132.
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碩士臺中師範學院
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.
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Chung, Shu-Hui, i 鍾淑慧. "Early Childhood Music Aptitude as an Indicator of Future Musical Ability". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/73486154362458078324.
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碩士朝陽科技大學
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.
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CHUN, CHANG CHUN, i 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.
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碩士國立臺北教育大學
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.
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Wang, I.-Shan, i 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.
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碩士樹德科技大學
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.
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Lin, Pei-yu, i 林倍瑜. "The Development of the Music Aptitude Test for Junior High School Students". Thesis, 2001. http://ndltd.ncl.edu.tw/handle/83968659323187309278.
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碩士國立高雄師範大學
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.
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Hsiesh, Pei-Lun, i 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.
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碩士國立屏東師範學院
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.
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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.
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"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.
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abstract: Educators and therapists must unify and formulate new strategies to address the academic and social needs of a newly emerging at risk demographic, "the forgotten middle." Currently, a paradigm shift within educative music therapy, human development study, and educational psychology, suggests that curriculums need to integrate alternative methods into their framework, change the definition of at-risk, and recognize math aptitude and social competency as predictors of a student's ability to gain upward mobility and self-sufficiency. Musical interaction, although considered a secondary measure within educational forums, is a viable means to address the socio-emotional and academic needs of students. In order to substantiate the need for educators to integrate educative music therapy and social competency programs into standard curriculums, the researcher conducted a study using 23 students from a beginning high school guitar class and 4 students from a high school after-school program. These students participated in a ten-week study involving educative music therapy, social competency, and math aptitude. Participants completed the math fluency and math calculations sections of the Wechsler's Individual Achievement Test version 3, along with a questionnaire examining the participants' beliefs about the influence of music on math aptitude and social competency. Although the pre- and post-test results show no statistically significant difference between educative music therapy and math aptitude, the results from the questionnaires administered suggest that students perceive that social competency and musical interaction augment academic and social performance.Dissertation/Thesis
M.M. Music Therapy 2010
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Chang, Ke-Fang, i 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.
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碩士明道大學
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.
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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.
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The aim of the diploma thesis is to research the contribution of a prominent music educationalist PaedDr. Alena Tichá, PhD., who specialized in primary school children with lower music aptitude in her music education metodology. The thesis is focused to gathering basic information about biographical, bibliographical, theoretical and psychological-pedagogical characters which will not only lead to clarification of Alena Ticha's contribution and her methodology of vocal education and working with non-singers, but also to formation of a theoretical scope of our own research into this branch. The theoretical scope is focused on Czech musical and pedagogical fellowship and its awarness of Alena Tichá's singing methodology as well as on possible practical experience of respondents with this methodology when working with non-singers. Keywords Music education, didactics of music, Alena Tichá, children with lower music aptitude, non-singers, amusia, vocal education, primary school children.
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Vieira, 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.
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No presente relatório, teoricamente fundamentado, propõe-se uma introspeção pessoal e profissional, revisitando práticas, interiorização de conceitos, procedimentos instrutivos e sua contextualização subjacente para a lecionação, aptidões consideradas relevantes para o desempenho profissional e para o enriquecimento e promoção docente.
Para além de um levantamento exaustivo do estado da arte em práticas pedagógicas no ensino-aprendizagem, sustentadas pela revisão bibliográfica das orientações curriculares previstas para o ensino profissional de música, pretende-se fornecer uma perspetiva alargada da disciplina, projetos coletivos, na ótica desta professora orientadora, evidenciando aspetos importantes na conceção e realização da monografia de Prova de Aptidão Profissional (PAP). Para complementar o trabalho, introduziu-se um capítulo dedicado ao ensino profissional de música, caracterizando o modelo pedagógico em prática, bem como os pressupostos que lhe deram origem pela vivência em concreto da autora. As atividades relevantes desenvolvidas com os alunos, a par da formação realizada no decurso da atividade docente constituem um pilar fundamental na descrição da vida profissional e organizacional em contexto escolar.
No final, oferece-se uma reflexão do trabalho realizado, focado e direcionado para uma resposta e/ou interpretação à problemática em estudo, a partir da qual, se explanam algumas ideias e práticas para trabalho futuro.In 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.
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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.
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With the intent of learning more about the process of assessing music ability, the purpose of this study is to investigate the effects of music learning on music aptitude scores. The problem of this study is to determine if there is a difference between pretest-posttest tonal aptitude scores, as measured by AMMA, for students who possess high and low levels of tonal audiation ability and who either received specialized audiation training on computer or no specialized audiation training. Forty-eight Grade 11 and 12 music students were administered AMMA as a pretest. An intact music class of 24 students received 13 weeks of computer instruction. The experimental treatment consisted of a computer assisted software program, Tonal Syntax Tutorial, which provided audiation practice for high school and college students. A randomly selected group of 24 students received their normal classroom music instruction. Pretest AMMA scores were used as the criterion measure. At the end of 13 weeks, all students were re-administered AMMA as a posttest. AMMA pretest and posttest Tonal scores were organized into a multidimensional design. A covariate analysis of the AMMA scores was calculated and a MANOVA was employed to determine differences between the pretest and posttest AMMA Tonal scores. Main effects, interaction effects, and simple main effects were tested at the .05 level of significance. The researcher found no significant difference between the treatment and control group tonal aptitude scores, however, there was a significant difference between levels of aptitude. It was interpreted that the difference between the students who possessed high tonal aptitude and students who possess low tonal aptitude was not a real difference because the difference in student tonal aptitude levels actually existed before the study began. The researcher believes that AMMA can be a useful instrument in the assessment of music abilities of high school students. Also, based on our present knowledge of computer assisted music instruction, it seems that that type of instruction alone is not sufficient to affect a change in tonal audiation ability of high school students.
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Nunes, 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.
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O presente estudo, intitulado “O Trabalho de Projeto no âmbito da Prova de Aptidão Profissional no Ensino Profissional de Música: o caso da ESPROARTE”, inscreve-se na problemática do desenvolvimento dos valores e competências “que os jovens devem adquirir como ferramentas indispensáveis para o exercício de uma cidadania plena, ativa e criativa na sociedade da informação e do conhecimento em que estamos inseridos” (Martins, G. O., 2017) e da melhoria das práticas pedagógicas. Pretende-se, neste sentido, analisar e refletir sobre a possibilidade de se materializar uma das componentes da Prova de Aptidão Profissional (PAP) da ESPROARTE (Escola Profissional de Arte de Mirandela) em Trabalhos de Projeto (TP) que, a partir dos interesses e motivações dos alunos, possam traduzir-se no desenvolvimento de competências fundamentais capazes de habilitar jovens alunos para um papel mais ativo e participativo na sociedade atual, bem como para o real contexto de trabalho.
Esta investigação, de cariz essencialmente qualitativa, seguiu uma abordagem metodológica de estudo de caso e teve como participantes os vinte e sete alunos do 3º ano, de nível 4 de qualificação profissional que, durante o ano letivo 2016/2017, frequentaram os cursos profissionais: Curso de Instrumentista de Cordas e de Tecla (CICT) e o Curso de Instrumentista de Sopros e Percussão (CISP), na ESPROARTE, Mirandela. As técnicas utilizadas para a recolha e produção de dados foram: a observação direta e participante, notas de campo registadas em diário, os inquéritos por questionário e a análise documental das evidências provenientes dos TP desenvolvidos pelos alunos no âmbito da PAP. As técnicas de análise, tratamento e interpretação de dados considerados para esta investigação foram: a análise estatística e de conteúdo das respostas fechadas e aberta ao inquérito por questionário e a análise de conteúdo das reflexões finais produzidas pelos alunos e que constam dos relatórios escritos dos TP. Os resultados obtidos permitiram concluir que o TP contribuiu diretamente para o desenvolvimento de competências fundamentais para a inserção profissional e social dos alunos enquanto músicos, bem como para a sua formação ao longo da vida.This 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.
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Lee, Chia-ling, i 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.
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碩士國立臺南大學
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.