Beginning Wind Instrument Instruction: A Comparison of Aural and Visual Approaches

Autor/in	Haston, Warren
Titel	Beginning Wind Instrument Instruction: A Comparison of Aural and Visual Approaches
Quelle	In: Contributions to Music Education, 37 (2010) 2, S.9-28 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0190-4922
Schlagwörter	Music Education; Musical Instruments; Novices; Teaching Methods; Instructional Effectiveness; Learning Modalities; Intermode Differences; Visual Perception; Musical Composition; Printed Materials; Pretests Posttests; Scores; Comparative Analysis + Suchen Sie Ihr Suchwort? Musikerziehung; Musikinstrument; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Lernumgebung; Visuelle Wahrnehmung; Komponieren
Abstract	The purpose of this study was to assess the effectiveness of teaching beginning wind instrumentalists using a sound-before-sight (aural) approach, designed to foster the connections between eyes, ears, and fingers; and capitalize on students' musical intuitions. Participants received one hour of weekly instruction for 15 weeks. One group (n = 10) was taught with an aural/modeling emphasis (singing while fingering, playing-by-ear, call and response, playing from printed music), and one (n = 10) with a visual emphasis (playing from printed music). A series of "t"-tests showed that the aural/modeling group scored higher on two posttests, the Watkins Farnum Performance Scale and a prepared piece, though not significantly. Aural/modeling participants without prior training scored the highest followed by visual participants with prior training. There was a significant (r = 0.668, p less than 0.01) and positive relationship between posttest scores. Teaching with an aural/modeling emphasis does not hamper participants' music performance skills, and may aid them. (As Provided).
Anmerkungen	Ohio Music Education Association. Cleveland State University, 2121 Euclid Avenue MU332, Cleveland, OH 44115. e-mail: member_services@omea-ohio.org; Web site: http://cme.webhop.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10