Melodic Dictation Instruction

Abstract

Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources, dictation strategies, test-taking skills, and characteristics of successful dictation students. The survey was distributed online to a stratified random sample of 875 AP Music Theory teachers across the United States. Of these recipients, 398 participants from 49 states and the District of Columbia completed the survey, yielding a 45.5% return rate. Results indicated that teachers preferred pitch systems that emphasized scale degree function and rhythm systems that emphasized the meter. Participants also reported the influence of the AP exam on their dictation teaching and described their need for additional instructional time and better preparation for teaching aural skills. Suggestions for further research include similar studies of other populations, including high school teachers of other theory courses and college theory instructors.

Effects of Two Listening Strategies for Melodic Dictation

“…In a recent nationwide survey of AP Music Theory teachers, 58% recommended to students that they listen before writing during dictation, and 42% recommended writing while listening (Buonviri & Paney, 2015). Based on this relatively even split, the researchers recommended further investigation of the efficacy of these two strategies.…”

Successful AP Music Theory Instruction: A Case Study

“…Steve also spent considerable time connecting written music theory with the sounds it represents. Relatively little empirical research has been conducted on aural skills pedagogy (Rifkin & Stoecker, 2011), although some recent studies have begun to shed light on teaching dictation at the high school level (Buonviri & Paney, 2015; Paney & Buonviri, 2014). Steve did not spend much of the class time I observed teaching aural skills directly, but he consistently reinforced written theory concepts through aural examples.…”

“…AP teachers can access helpful guidelines and resources from the College Board (2016b), which oversees the annual AP exam, but they must develop their own course and determine how to prepare their students. These teachers may be challenged by a lack of training in theory pedagogy as preservice teachers (Buonviri & Paney, 2015) and a paucity of research on theory teaching in high school settings. Therefore, research focused specifically on teaching the content and skills of APMT successfully could benefit teachers of any high school music theory courses.…”

Developing Melodic Dictation Pedagogy: A Survey of College Theory Instructors

“…Based directly on Buonviri and Paney’s (2015) study, we asked college music instructors 29 questions using Qualtrics (2015) online survey software. Participants responded concerning their curricular choices, pedagogical tools, and the specific strategies they taught students for taking melodic dictation.…”

“…Based on the results of their qualitative study, Buonviri and Paney (2015) developed a survey targeting melodic dictation pedagogy. AP Music Theory teachers ( N = 398) from across the United States responded, and some of the results corroborated their previous qualitative findings.…”