University of Illinois Urbana-Champaign

The role of analytical prestudy in the memorization and retention of piano music with subjects of varied aural/kinaesthetic ability

Jones, Alfred Russell, III

This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.

Permalink

https://hdl.handle.net/2142/19505

Description

Title
The role of analytical prestudy in the memorization and retention of piano music with subjects of varied aural/kinaesthetic ability
Author(s)
Jones, Alfred Russell, III
Issue Date
1990
Doctoral Committee Chair(s)
Peters, G. David
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Music
  • Education, Educational Psychology
  • Psychology, Experimental
Language
eng
Abstract
  • This study investigated the relationship of aural/kinaesthetic (A/K) ability, the ability to play by ear, to the time and number of repetitions needed for 16 subjects using four methods of prestudy to memorize and rememorize four compositions. Two of the methods involved studying the score before beginning practice at the piano. The other two methods were control methods, in which subjects began practicing immediately.
  • The subjects were tested for A/K ability using a combination of a harmonization test and impromptu renditions of well-known songs. Each subject then learned all four of the compositions, using a different prestudy method for each composition. The subjects relearned the compositions after a hiatus of three to four weeks.
  • Data analysis showed that (a) prestudy of compositions before memorization had no effect on either memorization or rememorization, and (b) subjects with high A/K ability required significantly fewer repetitions to relearn the compositions.
  • The dissertation includes a description of subjects' behavior while memorizing piano music. The compositions used were analyzed for problems related to memorization. Typical problems in piano music memorization are described. A classification system for grading piano music as to difficulty of memorization is proposed.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/19505
Copyright and License Information
Copyright 1990 Jones, Alfred Russell, III

Owning Collections

Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at Illinois
Dissertations and Theses - Education
Dissertations and Theses from the College of Education