Effects of Modeling and Tempo Patterns as Practice Techniques on the Performance of High School Instrumentalists

Abstract

The purpose of this study was to examine the effect of modeling conditions and tempo patterns on the performance of high school instrumentalists. The independent variables of this study were (a) model versus no model and (b) steady increase of tempo versus performance speed tempo versus alternating (slower and faster) tempos. Subjects (N = 60) were high school wind instrumentalists from the American Midwest and South. Subjects sight-read an étude and then practiced the same étude six times using one of six practice conditions that combined the two independent variables. Subjects then performed a posttest on the same étude. Dependent measures were pretest-posttest gain score comparisons (as percentages) of correct pitches and rhythms as well as overall percentages of tempo gains. Results demonstrated the with-model condition to be superior to the no-model condition in rhythm percentage gain and tempo percentage gain. Tempo patterns had no significant effect on results.

An Examination of Methods Used to Teach Practice Strategies in the College Voice Studio

“…In another study that involved the use of practice tapes with high school instrumentalists, Henley (2001) determined that the students who used modeling tapes were better at learning rhythms and mastering tempo, but results about pitch discrimination were inconclusive.…”

“…Instructors reported using their singing voice as a model more often than assigning model recordings or listening to models during lessons. Most of the prior research on modeling is concentrated on the use of model recordings to improve performance achievement (Henley, 2001;Linklater, 1997;Puopolo, 1971;Rosenthal et al, 1988;Zurcher, 1975) rather than live modeling (i.e., voice instructors modeling with their own singing voice). Because these instructors claimed to use this strategy for modeling most often, more research is needed in order to determine the impact it has on the success of singers.…”

“…Many researchers have explored the usefulness of modeling as a practice tool, with varied results (Anderson, 1981;Daughery & Brunkan, 2012;Dickey, 1992;Folts, 1973;Henley, 2001;Hewitt, 2001;Linklater, 1997;Puopolo, 1971;Rosenthal, 1984;Rosenthal et al, 1988;Zurcher, 1975). While not consistent throughout all the literature, studies have indicated that modeling can help students gain achievement in specific musical techniques.…”

“…• Weekly preparation For many years, researchers have examined the effectiveness of modeling as a means for improving student performance (Anderson, 1981;Bathgate et al, 2011;Dickey, 1992;Henley, 2001;Hewitt, 2001;Linklater, 1997;Puopolo, 1971;Rosenthal, 1984;Rosenthal et al, 1988;Zurcher, 1975). I designed survey item 12 to examine how often respondents used three methods of modeling in typical lesson instruction: listening to model recordings during a student's lesson, assigning model recordings to students to use for practice, and modeling with their own singing voice.…”

Self-regulated practice : a comparison between senior and freshman trumpet students.

“…A study by Henley (2001) identified two approaches that could be used constructively in ensemble performance, and his findings could be applied directly to practice techniques. This study involved six ensembles, each with their own combination of two conditions.…”