Date post: | 06-Apr-2017 |
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INCIDENCE OF HEARING TRAINING IN MUSICAL READING AT FIRST SIGHT. AN EXPLORATORY RESEARCH
RUBÉN VÁZQUEZ SÁNCHEZROCÍO CHAO-FERNÁNDEZ
AURELIO CHAO-FERNÁNDEZ
• VARIABLES QUE INFLUYEN EN EL RENDIMIENTO EN LA LECTURA MUSICAL
Sight-reading
Auditory training student
(Mishra, 2014)
Practice of reading skill
(Sloboda, 1994)
Specialized expertise
(Lehmann y Ericsson, 1996)
Years of practice (Lehmann &
Ericsson, 1996)
Tonal context (Waters et al.,
1998)
Specific motor skills (Salazar,
2007)
Specific music knowledge(Sal
azar, 2007)
Variables that influence first sight-reading
STATE OF THE ART
OBJECTIVES
To check if is possible to achieve a better and greater development of the skills necessary to acquire a proper sight-reading skills by incorporating auditions prior to the play at first sight of a sheet music.
To discern which variables correlate with the best results in the process of reading at first sight.
METHODOLOGY
Size: 12 students
Age: from 11 to 16 years
Musical instruments: trombone, clarinet, flute and saxophone
Parental permission to be part of this study was requested.
• SAMPLE:The students of 3rd and 4th year from Elementary Grade and 1st year from Professional Grade, all of them taking their studies at the Music School in Vilalba (Lugo)
DATA COLLECTION INSTRUMENTQuestionnaire
Based on Herrero & Carriedo (2011)
Variables that showed a high correlation with first sight skills
Open and closed questions
Musicales fragments
Unknown by the student
Extension: 16-24 compasses
With musical significance
Adapted to the level of studentThe fragment depended on the music level
Rubric
8 music skills were measuredExtra notes (observation method)
PROCEDURE
1st phase
• Pilot test
2stphase
• Sight- reading tests• Traditional methodology• The musical fragment was played before
3st phase
• Questionnaire based on the experience after reading their corresponding fragments
4st phase
• Teacher Questionnaire
5st phase
• The researcher rates students in both methods
RESULTSMethodology QuantitativeQuantitativeanalysis
Correlation analysis among age variable and first sight skill results.
Software SPSS v.23Pearson correlation coefficient
Pearson Correlation Sig. (bilateral) NMusic notation ,318 ,313 12Tempo ,666* ,018 12Tonal reading operation ,694* ,012 12Accidental notes ,681* ,015 12Musical articulation ,592* ,043 12Musical expression ,779** ,003 12Timbre and emission ,658* ,020 12Effects ,179 ,578 12*. Correlation is significant at the 0.05 level (bilateral).**. Correlation is significant at the 0.01 level (bilateral).
RESULTS
Pearson Correlation
Sig. (bilateral) N
Early exposure to music ,663* ,019
12
*. Correlation is significant at the 0.05 level (bilateral).
Pearson Correlation
Sig. (bilateral) N
Music notation,657* ,020
12
Tempo,716** ,009
12
*. Correlation is significant at the 0.05 level (bilateral).
**. Correlation is significant at the 0.01 level (bilateral).
Methodology Quantitative
Quantitative analysis Correlation analysis among
age variable and first sight skill results.
SoftwareSPSS v. 23
Pearson correlation coefficient
RESULTS Pearson Correlation Sig. (bilateral) NMusic notation ,590* ,044 12
Musical expression ,739** ,006 12
*. Correlation is significant at the 0.05 level (bilateral).
**. Correlation is significant at the 0.01 level (bilateral).
Pearson Correlation Sig. (bilateral) N
Musical articulation ,634* ,027 12
*. Correlation is significant at the 0.05 level (bilateral).
Pearson Correlation Sig. (bilateral) N
Music notation ,752** ,005 12
Tempos ,673* ,017 12
*. Correlation is significant at the 0.05 level (bilateral).
**. Correlation is significant at the 0.01 level (bilateral).
RESULTSMethodology Qualitative
Analysisqualitative
Coding and data grouping of teacher questionnaire
Results Utility of the method used
Significant improvements in reading the musical fragment; rhythm, figuration, tempo and on two occasions in the joints
Only in two cases –same professor- there happen to be appreciations on the issue of sound and musical expressiveness of the fragment.
Contribution of external evaluations to research
Importance of Sight- reading to professional environment
Difficulties educational innovation in educational plans
DISCUSSIONPositive correlation between age and development of reading skills
• According to previous research (Mishra, 2014; Lehmann & Ericsson, 1996 & Sloboda, 1994)
Correlation between early musical experience and good reading
• According to Lehmann & Ericsson, 1996
DISCUSSION
Positive correlation with other variables
• Previous practice of another instrument• Practice Sight-reading• Practice in chamber ensembles• Early exposure to musical experiences
Problem: the curriculum does not provide hearing subjects