Effects of Familiarity with a Melody Prior to Instruction on Children's Piano Performance Accuracy

Autor/in	Frewen, Katherine Goins
Titel	Effects of Familiarity with a Melody Prior to Instruction on Children's Piano Performance Accuracy
Quelle	In: Journal of Research in Music Education, 57 (2010) 4, S.320-333 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429409351178
Schlagwörter	Music; Familiarity; Aural Learning; Performance Factors; Children; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Musical Instruments; Instruction; Music Activities; Achievement + Suchen Sie Ihr Suchwort? Musik; Baugestaltung; Leistungsindikator; Child; Kind; Kinder; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Musikinstrument; Teaching process; Unterrichtsprozess; Musikalische Aktion; Performance; Leistung
Abstract	The main purpose of this study was to examine the effects of familiarity with the sound of a melody on children's performance of the melody. Children in kindergarten through fourth grade (N = 97) with no previous formal instrumental instruction were taught to play a four-measure melody on a keyboard during an individual instruction session. Before learning to play the melody, half of the children listened to a model of the melody repeatedly in music class to become familiar with the music. Children's familiarity with the melody was assessed through a melodic error identification test administered immediately before and after instruction. The results indicated that children who were familiar with the melody played significantly more correct notes than did children not familiar with the melody and that performance accuracy increased with grade level. (Contains 1 table and 4 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10