Melodic Dictation Instruction: A Survey of Advanced Placement Music Theory Teachers

Autor/inn/en	Buonviri, Nathan O.; Paney, Andrew S.
Titel	Melodic Dictation Instruction: A Survey of Advanced Placement Music Theory Teachers
Quelle	In: Journal of Research in Music Education, 63 (2015) 2, S.224-237 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429415584141
Schlagwörter	Music Teachers; Music Education; Music Theory; Advanced Placement Programs; Teaching Methods; Educational Resources; Test Wiseness; Student Characteristics; Success; Teacher Surveys; High Schools; Secondary School Teachers; Skill Development; Technology Uses in Education; Listening + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Musiktheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsmittel; Erfolg; High school; Oberschule; Kompetenzentwicklung; Qualifikationsentwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hörvorgang; Zuhören
Abstract	Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources, dictation strategies, test-taking skills, and characteristics of successful dictation students. The survey was distributed online to a stratified random sample of 875 AP Music Theory teachers across the United States. Of these recipients, 398 participants from 49 states and the District of Columbia completed the survey, yielding a 45.5% return rate. Results indicated that teachers preferred pitch systems that emphasized scale degree function and rhythm systems that emphasized the meter. Participants also reported the influence of the AP exam on their dictation teaching and described their need for additional instructional time and better preparation for teaching aural skills. Suggestions for further research include similar studies of other populations, including high school teachers of other theory courses and college theory instructors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01