Matching Items (28)
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- All Subjects: Violin and piano music
- All Subjects: Music Education
- Creators: McLin, Katherine
Description
This study examined attitudes and perspectives of classroom guitar students toward the reading of staff notation in music. The purpose of this qualitative research was to reveal these perceptions in the student's own words, and compare them to those of orchestra and band students of comparable experience. Forty-seven students from four suburban middle and high schools on the east coast were selected through purposeful sampling techniques. Research instruments included a Musical Background Questionnaire and a thirty-five question Student Survey. Follow-up interviews were conducted with students to clarify or expound upon collected data. Guitar, orchestra, and band teachers were interviewed in order to provide their perspectives on the issues discussed. The Student Survey featured a five-point Likert-type scale, which measured how much students agreed or disagreed with various statements pertaining to their feelings about music, note-reading, or their class at school. Collected data were coded and used to calculate mean scores, standard deviations, and percentages of students in agreement or disagreement with each statement. Interviews were audio recorded and transcribed into a word processing document for analysis. The study found that while a variety of perspectives exist within a typical guitar class, some students do not find note-reading to be necessary for the types of music they desire to learn. Other findings included a perceived lack of relevance toward the classical elements of the guitar programs in the schools, a lack of educational consistency between classroom curricula and private lesson objectives, and the general description of the struggle some guitarists experience with staff notation. Implications of the collected data were discussed, along with recommendations for better engaging these students.
ContributorsWard, Stephen Michael (Author) / Koonce, Frank (Thesis advisor) / Schmidt, Margaret (Thesis advisor) / Buck, Nancy (Committee member) / Rogers, Rodney (Committee member) / McLin, Katherine (Committee member) / Arizona State University (Publisher)
Created2011
ContributorsMcLin, Katherine (Performer) / Campbell, Andrew (Pianist) (Performer) / Ericson, John Q. (John Quincy), 1962- (Performer) / McLin/Campbell Duo (Performer) / ASU Library. Music Library (Publisher)
Created2018-09-23
ContributorsMcLin, Katherine (Performer) / Campbell, Andrew (Pianist) (Performer) / ASU Library. Music Library (Publisher)
Created2022-09-16
Description
Research in learning has been conducted for decades, and an area that has received increasing attention since the mid-20th century is motor learning. Since then, new theories and experiments have been developed describing principles of motor learning with parameters that can improve or degrade the learning process. These principles have been applied to many different areas such as psychology, language, and especially sports. Although music involves motor skills, only relatively recently have there been attempts to link these scientific findings with music performance. Given the importance of this area, this document seeks to explore ways in which one may apply principles from motor learning theory to music and more specifically to violin pedagogy. The motor learning principles discussed are based mainly on the studies and theories of Robert Bjork, Cheryl A. Coker, Timothy Lee, Richard Magill, Richard A. Schmidt, and Gabrielle Wulf. The selected topics are focus of attention, practice schedules (discussing blocked and random practice schedules), and variable practice. There are two chapters dedicated to each area. The initial chapter of each topic (two, four, and six) contains a brief literature review that provide a base for application to violin pedagogy. The second chapter of each topic (three, five, and seven) explores those principles along with practical guidelines on how to apply them to violin pedagogy. While some research and experiments in motor learning support pedagogical approaches already used in music (based on the teacher’s intuition and common sense) other studies suggest approaches that are quite counterintuitive. Reviewing a wide variety of practice techniques through a scientific lens provides valuable insights to the field of violin pedagogy and musical performance in general.
ContributorsDa Rocha Unglaub, Alisson (Author) / McLin, Katherine (Thesis advisor) / Jiang, Danwen (Committee member) / Rogers, Rodney (Committee member) / Arizona State University (Publisher)
Created2022
ContributorsMcLin, Katherine (Performer) / Campbell, Andrew (Pianist) (Performer) / Rotaru, Catalin (Performer) / Spring, Robert (Performer) / ASU Library. Music Library (Publisher)
Created2007-08-30
ContributorsSchreffler, Sarah (Performer) / Hsu, Jui-Ling (Performer) / McCann, Karen (Performer) / ASU Library. Music Library (Publisher)
Created2010-02-10
ContributorsCousineau, Eric (Performer) / Adler, Jacob (Performer) / Janowski, Donna (Performer) / Hale, Christopher (Performer) / Warger, Terra (Performer) / Hsu, Jui-Ling (Performer) / Ochanine, Verena (Performer) / Bivona, Kathryn (Performer) / Richardson, Jamilyn (Performer) / Moustafa, Sherin (Performer) / Miles, Jacqui (Performer) / Hayashi, Junko (Performer) / ASU Library. Music Library (Publisher)
Created2010-12-04
ContributorsCoombs, Thalia (Performer) / Hsu, Jui-Ling (Performer) / ASU Library. Music Library (Publisher)
Created2011-04-23
ContributorsMcLin, Katherine (Performer) / Campbell, Andrew (Pianist) (Performer) / ASU Library. Music Library (Publisher)
Created2014-09-07
ContributorsMcLin, Katherine (Performer) / Campbell, Andrew (Pianist) (Performer) / McLin/Campbell Duo (Performer) / ASU Library. Music Library (Publisher)
Created2017-09-24