Developing a Tool for Music Theory Placement: An Emphasis on Implicitly Learned Abilities

Autor/inn/en	dos Santos, Regina Antunes Teixeira; dos Santos, Rafael Puchalski
Titel	Developing a Tool for Music Theory Placement: An Emphasis on Implicitly Learned Abilities
Quelle	In: Journal of Research in Music Education, 69 (2021) 1, S.43-61 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (dos Santos, Regina Antunes Teixeira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429420949963
Schlagwörter	Music Theory; Music Education; Outreach Programs; Student Placement; Introductory Courses; Auditory Perception; Auditory Stimuli; Aural Learning; Undergraduate Students; Task Analysis; Scores; Tests; Models; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Musiktheorie; Musikerziehung; Jobcoaching; Schülerpraktikum; Einführungskurs; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Auditive Stimulation; Baugestaltung; Aufgabenanalyse; Examination; Prüfung; Examen; Analogiemodell; Ausland; Brasilien
Abstract	Addressing the disparate levels of aural skills that students may have acquired through their daily musical experiences prior to formal schooling can be difficult. Placement tests within the Western classical musical tradition typically involve structural decoding and formal concepts of elementary music theory. In this manuscript, we discuss the development of a music placement evaluation for beginner students (N = 539) involved in the ear training and music theory classes of a university outreach program. The measure consisted of 12 aural skills tasks inspired by the principles of Serafine's music development model that assessed knowledge acquired from daily music experiences without stressing the formal nomenclature of music theory. Stimuli were comprised of temporal (idiomatic construction and textural abstraction) and nontemporal processes (melodic closure, harmonic closure, transformation, and hierarchical levels) according to Serafine's model. The comprehension of tempo, register, and melodic contours also was evaluated. The use of real music excerpts, some of which likely belonged to students' own repertoires, may have helped the students to concentrate on the cognitive/aural tasks. The implications of this evaluation for music education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01