Piano Students' Conceptions of Musical Scores as External Representations: A Cross-Sectional Study

Autor/inn/en	Bautista, Alfredo; Perez Echeverria, Ma del Puy; Pozo, J. Ignacio; Brizuela, Barbara M.
Titel	Piano Students' Conceptions of Musical Scores as External Representations: A Cross-Sectional Study
Quelle	In: Journal of Research in Music Education, 57 (2009) 3, S.181-202 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429409343072
Schlagwörter	Music Education; Relevance (Education); Musicians; Teaching Methods; Musical Composition; Learning Strategies; Foreign Countries; Task Analysis; Statistical Analysis; College Students; Student Attitudes; Case Studies; Spain + Suchen Sie Ihr Suchwort? Musikerziehung; Relevance; Relevanz; Musiker; Teaching method; Lehrmethode; Unterrichtsmethode; Komponieren; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Aufgabenanalyse; Statistische Analyse; Collegestudent; Schülerverhalten; Case study; Fallstudie; Case Study; Spanien
Abstract	Musical scores are some of the most important learning tools for musicians' acquisition of musical knowledge. However, despite their educational relevance, very little is known about how music students "conceive" of these cultural external representations. Given that these conceptions might act as mediators of students' learning approaches, the importance of knowing these conceptions seems evident in order to eventually change them. The general aim of this investigation was to study the conceptions of piano students at Spanish music conservatories by adopting a developmental-instructional perspective. The participants were 215 students at intermediate and tertiary degree levels, representing three levels of the collapsed variable age-level of instruction. Data were collected by means of a written open-ended task and analyzed by means of descriptive, parametric, and nonparametric statistical methods. The findings suggested that (a) students' conceptions were more sophisticated at higher age and education levels, (b) each developmental-instructional group typically focused on different musical aspects, which reflected an inclusive and hierarchical logic, and (c) five increasingly sophisticated conceptions could be identified among these students. (Contains 8 tables, 1 figure and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10