Tricks, Masks, and Camouflage: Is Imitation Passing for Music Reading?

Bennett, Peggy D.

doi:10.2307/3396409

Cited by 5 publications

(3 citation statements)

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“…Once the concept of steady beat has been established, teachers suggest students should clap and count rhythmic patterns before playing them on their instrument (Shaw, 2006;Whaley, 2004). Bennett (1984) also encourages clapping and counting as a strategy that may help to solve rhythmic problems, but cautions that in groups some students may simply be imitating others and not actually understanding what they are reading.…”

Section: Rhythm In Sight-readingmentioning

confidence: 99%

Effects of Pitch and Rhythm Priming Tasks on Accuracy and Fluency During Sight-Reading

Russell

2019

Journal of Research in Music Education

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The purpose of this study was to investigate the effects of pitch and rhythm priming tasks on sight-reading accuracy and fluency. High school wind instrumentalists ( N = 182) were assigned to one of four experimental groups: pre-/posttest rhythm, pre-/posttest pitch, posttest-only rhythm, or posttest-only pitch. Participants sight-read selected stimulus exercises from the Watkins-Farnum Performance Scale and completed two priming treatments and a control condition as part of a repeated-measures design. A three-way repeated-measures MANOVA, with rhythm accuracy, pitch accuracy, and fluency accuracy as dependent measures, revealed a significant main effect due to priming condition. Rhythm accuracy scores were significantly lower after both perceptual and conceptual priming than after a control condition. No significant differences in pitch accuracy or fluency existed based on priming condition. No significant differences were found in rhythm, pitch, or fluency accuracy based on treatment condition (pitch or rhythm) or exposure condition (pre-/posttest or post only). Two-way repeated-measures MANOVAs revealed significant main effects based on time. Pitch accuracy and fluency each significantly improved between pre- and posttest and from the first to third study tasks. Results suggest that performing rhythm alone or pitch alone requires different cognitive processes than does performing both together.

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Section: Rhythm In Sight-readingmentioning

confidence: 99%

Effects of Pitch and Rhythm Priming Tasks on Accuracy and Fluency During Sight-Reading

Russell

2019

Journal of Research in Music Education

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“…The efficacy of sight-singing assessment in large-group festival settings has been challenged by the assumption that a few singers could be leading the remaining members of the choir in reading activities (Bennett, 1984). This skepticism is further magnified as a result of studies that compare group and individual achievement.…”

mentioning

confidence: 99%

“…Brendell's (1996) The aforementioned studies, while indicating that sight-singing instruction seems to be viewed in a positive way, point to the possibility that both attitudes toward sight-singing and the instructional practices undertaken may be influenced by requirements for assessment, specifically those given in large-group festival situations. Attitudes and practices identified by Brendell (1996) The efficacy of sight-singing assessment in large-group festival settings has been challenged by the assumption that a few singers could be leading the remaining members of the choir in reading activities (Bennett, 1984). This skepticism is further magnified as a result of studies that compare group and individual achievement.…”

mentioning

confidence: 99%

A Nationwide Overview of Sight-Singing Requirements of Large-Group Choral Festivals

Norris

2004

Journal of Research in Music Education

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The purpose of this study was to examine sight-singing requirements at junior and senior high school large-group ratings-based choral festivals throughout the United States. Responses to the following questions were sought from each state: (1) Are there ratings-based large-group choral festivals? (2) Is sight-singing a requirement? (3) Are there specific levels or classes of difficulty ? (4) Is musical content specified for each level or class ? (5) Is there an overall rating that includes both the performance and sight-singing ratings? Data revealed that less than half of all states require sight-singing at large-group festivals at both the junior high and high school levels. Fewer states delineate levels of difficulty, outline musical content to be assessed, and use the sight-singing rating in an overall final rating. Frequency of “yes” responses to all questions was consistently lower at the junior high level. The author suggested further analysis of the most evolved state sight-singing assessment systems to develop a more uniform, sequential system of content, materials, and assessment.

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Individual Sight-Singing Achievement in Successful Choral Ensembles

Henry¹,

Demorest

1994

Update: Applications of Research in Music Education

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Tricks, Masks, and Camouflage: Is Imitation Passing for Music Reading?

Cited by 5 publications

References 0 publications

Effects of Pitch and Rhythm Priming Tasks on Accuracy and Fluency During Sight-Reading

Effects of Pitch and Rhythm Priming Tasks on Accuracy and Fluency During Sight-Reading

A Nationwide Overview of Sight-Singing Requirements of Large-Group Choral Festivals

Individual Sight-Singing Achievement in Successful Choral Ensembles

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