The development of instructional materials for training beginning choral conducting students to evaluate tone quality in high school choral music performance
Tamte-Horan, Michael William
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https://hdl.handle.net/2142/21439
Description
Title
The development of instructional materials for training beginning choral conducting students to evaluate tone quality in high school choral music performance
Author(s)
Tamte-Horan, Michael William
Issue Date
1989
Doctoral Committee Chair(s)
Zimmerman, Marilyn P.
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
Language
eng
Abstract
The problem of the study was to develop instructional materials for training beginning choral conducting students to evaluate tone quality in high school choral music performance. Analysis of the problem led to the following sub-problems: (1) What characteristics of choral music performance are used in the evaluation of choral music performance? (2) What objectives can be formulated to teach choral music performance evaluation? (3) What experiences in choral music performance evaluation can be established to achieve the objectives for a selected characteristic identified in sub-problem one? (4) What are the criterion measures for assessing student ability to evaluate the selected characteristic in high school choral music performance? (5) How effective are the instructional materials in developing skills in the evaluation of high school choral music performance?
Five characteristics--tone quality, diction, blend/balance, precision, and intonation--were identified as most frequently used in the evaluation of choral music performance. Self-guided instructional materials consisting of a written text and an accompanying cassette tape were developed for tone quality. Each factor of tone quality--basic vocal quality, intensity, flexibility, vibrato, and tone color--was addressed in a separate section in the materials.
A Tone Quality Evaluation Skills Test (TQES Test) was constructed for use as the pretest and posttest in pre-pilot and pilot studies of the instructional materials. An initial 14-item version of the TQES Test was used in the pre-pilot study. A 21-item version of the test was used in the pilot study. A questionnaire was developed to collect attitudes and opinions regarding the use and value of the materials.
The pre-pilot study was conducted at the University of Illinois with eleven undergraduate music education majors. The pilot study was conducted at the University of North Carolina at Greensboro, the University of Illinois, Arizona State University, Memphis State University, and Stephen F. Austin University. The subjects were forty-seven undergraduate and three graduate music education majors.
Results of the pre-pilot and pilot studies revealed a small increase in the number of correct overall judgments of tone quality, a small increase in the quality verbal of descriptions of problems of tone quality, and a large increase in the number of correct descriptions of problems of tone quality from the pretest to the posttest. Subjects' answers to questionnaire items indicated that they felt they were better able to identify and label problems of tone quality having completed the materials.
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