The development and trial of a beginning band method for teaching wind and percussion instruments based on a notation system different from the traditional notation
Rivera-Diaz, Amilcar
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https://hdl.handle.net/2142/19345
Description
Title
The development and trial of a beginning band method for teaching wind and percussion instruments based on a notation system different from the traditional notation
Author(s)
Rivera-Diaz, Amilcar
Issue Date
1992
Doctoral Committee Chair(s)
Leonhard, Charles
Department of Study
Education
Discipline
Music Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Music
Education, Music
Language
eng
Abstract
The purpose of this study was to develop a beginning band method based on a number-system approach to musical notation and to describe its effect on beginning wind and percussion students after fifteen weeks of instruction. The problem addressed in this study was the need for finding a better way to help the beginning band instrumentalist to cope with the basic mechanical aspect of performance while developing fundamental music concepts without having to struggle with the abstract nature of the symbols used in traditional music notation. An ancillary problem relevant to the purpose of this study, is the lack of a method book for band instruction suitable for the needs of the Puerto Rican school band program. The results obtained from this investigation should serve as a catalyst for the development of future band curriculum materials for the public schools of Puerto Rico.
The Number-System Method consisted of a text employing a numerical notation in which the numbers 1 through 8 represent the concert Bb major scale degrees. However, various features were added in order to convey musical meaning in a more thorough way. The content of the method was derived from The Individualized Instructor Preliminary Book and Book One. Both texts were converted into number-system notation for the most part, and were employed during the first eleven weeks of instruction. In the last four weeks students were introduced to traditional notation, and the material covered during the first eleven weeks employing the number-system approach was reviewed, now replaced by the traditional music notation symbols. Formative and summative achievement measures were employed for assessing performance skills, music reading skills, and aural skills. Students' attitude was assessed by administering two attitude inventories.
Given the circumstances and limitations of the study, no conclusive evidence of superiority of the Number-System Method can be asserted, and that was not the purpose of the investigation. However, it can be stated that the Number-System Method is a feasible approach for Puerto Rican beginning band students who tend to lack musical background due to the limitations of the general music program.
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