The current study compares biomechanical and productivity outcomes related to the use of a Klockenburg (split and angled) style keyboard as opposed to the use of a standard PC 101 style keyboard among office workers. The study used 10 subjects (5 male and 5 female) who were employees of a large insurance company. Subjects were categorized by job classification, including 5 exempt and 5 nonexempt employees. Each subject was evaluated on both of the keyboards in a laboratory setting after three weeks of familiarization with the keyboards at their workstation. Productivity was measured as words per minute. In the lab, biomechanical outcomes included angular measures of forearm pronation/supination, wrist flexion/extension, wrist radial/ulnar deviation and neck angle. Lab results showed that the Klockenburg keyboard negatively impacted productivity and neck posture, while forearm pronation/supination and wrist radial/ulnar deviation were in more neutral positions. There was no significant difference in wrist extension between the two keyboards. In the field, the Klockenburg keyboard did not impact productivity.

Thesis (M.Mus. 1972) -- University of Adelaide, Dept. of Music, 1970.

Thesis - M.A. degree - Stanford University, 1954.

The main purpose of this dissertation was to explore the psychomotor and cognitive characteristics of the practice behaviours of a group of novice keyboard instrumentalists and to identify those factors which had most significant influence on performance achievement. The pivotal question guiding the study was 'How can one characterise the effects of practice strategies on the performance outcomes of this group of novice performers?' Six research questions were examined. The first three concerned student predisposition, practice procedures, and performance achievement. The second three questions examined the relationships between personal characteristics, practice behaviours and performance outcomes. The results of the study indicate that some beginners are capable of cognitive engagement in the execution of practice. Students who planned, analysed and evaluated practice strategies, both mentally and physically, were identified as self-regulated learners. These students were the more successful achievers. Students who made use of the technology, specifically for instructional purposes, made more gains that those that did not. Accumulated practice was not found to influence performance achievement. Implications for future research on this little explored subject were included / Doctor of Philosophy (PhD)

No description available.

published_or_final_version / Music / Master / Master of Philosophy

This study investigates the intermediate and advanced piano repertoire of 20th Century Russian composer, Dmitry Borisovich Kabalevsky, with the main focus being on the artistic and pedagogical relevance of these works.Background details of the composer's life, as they pertain to these works and to his style of composition, were gathered through a review of the literature found in books, doctoral theses, encyclopedias, journal articles and programme notes accompanying compact disc recordings and editions of his music.A selection of Kabalevsky's intermediate and advanced piano compositions was chosen for an in-depth analysis of their artistic, technical and pedagogical aspects. A broad examination of their structure is also made. The works selected for analysis include Concerto No. 2 in G minor Op. 23, Numbers 1,2,3,4,6 and 24 from Twenty-Four Preludes Op. 38 and Sonata No. 2 in E flat major Op. 45. In order to gauge both the level of awareness and usage of Kabalevsky's piano repertoire, two written surveys were formulated and issued to teachers and performers within Australia. The first of these (Survey A) was distributed to private studio teachers, most of whom were teaching at an elementary and intermediate level, whilst the second one (Survey B) was sent to teachers who were likely to have had experience in teaching and/or performing more advanced works. In order to determine the frequency with which Kabalevksy's piano works are set for examinations, a review of various syllabuses, including the Australian Music Examination Board (AMEB), Trinity College of London and Austrlaina and New Zealand Cultural Arts Limited (ANZCA), was undertaken. These findings, together with the results of the surveys (which include comments made by a number of teachers/performers within Australia about a selection of these pieces) and the researcher's in-depth analyses, were all considered in ascertaining the usage and level of awareness of Kabalevsky's intermediate and advanced piano repertoire within Australia and the artistic and pedagogical contribution of these works. The in-depth analyses of a selection of Kabalevsky's intermediate and advanced piano works revealed that Kabalevsky made a worthy contribution to the piano literature of this standard, and that these works are also of considerable pedagogical value. The feedback from the surveys revealed that whilst most of the respondents had a high repect and regard for Kabalevsky's elementary piano compositions, the usage and familiarity with his intermediate and advanced works was significantly less. Many of the factors suggested for the lack of awareness of this repertoire were extraneous to the merits of the pieces themselves and, hence, it is hoped that a greater awareness of its existence and an appreciation of the artistic and pedagogical contribution of this literature, will bring it to the attention of students, teachers and performers alike.

Thesis (Ph. D.)--University of Oxford, 1988. / Includes bibliographical references (v. 2., leaves [243]-270).

Includes bibliographical references (p. 76-78).

Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 1979. / Includes bibliographical references (leaves 342-352).