The effect of four approaches to score study on student conductors' ability to detect errors in the performance of choral music
Hopkins, Jesse Evans
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https://hdl.handle.net/2142/20868
Description
Title
The effect of four approaches to score study on student conductors' ability to detect errors in the performance of choral music
Author(s)
Hopkins, Jesse Evans
Issue Date
1991
Doctoral Committee Chair(s)
Leonhard, Charles
Department of Study
Music
Discipline
Music Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Music
Education, Music
Education, Curriculum and Instruction
Language
eng
Abstract
The purpose of the study was to determine the relative effectiveness of four approaches to score study on undergraduate music students' ability to detect errors in choral performance, to examine the relationship of scores by pianists and non-pianists, and to examine the extent to which subjects found nonexistent errors in performances.
Four groups of subjects, ordered by a counterbalanced design, used four approaches, using a piano, using a recording, sightsinging and silent inspection, to study four compositions on four days. Taped performances with deliberate pitch and rhythm errors served as stimuli. The subjects followed the scores, circled the errors they detected, and attempted to notate the errors.
The subjects detected and notated more rhythm errors than pitch errors, and were more adept at error detection than error notation. Using a recording was found to be significantly more effective than using a piano, but no other significant differences emerged between other pairs of approaches.
Pianists achieved higher scores than non-pianists, but the difference was not significant.
All but one subject perceived the presence of nonexistent errors.
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