Thesis (Ph. D.)--Ohio State University, 1993. / Includes vita. Includes bibliographical references (leaves 147-155). Available online via OhioLINK's ETD Center.

Thesis (Ed.D.)--Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: Robert Face. Dissertation Committee: Jan Douglas. Includes bibliographical references (leaves 47-49).

This essay explores the benefits and limits of teaching and learning music in a changing technological environment, where both students and instructors are faced with the perpetual problem of keeping up with new methods of practicing music for the purpose of maintaining competence. The essay critically reflects on the argument that present societies overvalue technical instruments, at times giving consumers a false hope of achieving quick results in a brief period of time, and with the unintended consequence that playing techniques can be compromised. The idealizing of mechanical devices has become strongly associated today with sophisticated taste and class. Following Mumford and Postman, the essay argues that these technological tools should be seen as posing a challenge to instructional values and to human agency. This essay concludes that while we cannot help the fact that tradition is constantly being renewed, in part through technological change, the role of teaching that learning music needs to be focused on are historic values which incorporate experience and reciprocity.

No description available.

Thesis (M.Sc.)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: Current technological development has a strong impact on education. Students normally have free access to computers and the internet. Computer-based instruction is more frequently available in classrooms and reinforces the traditional educational systems. The purpose of this study was to determine whether a computer-based program, Auralia 2.1, can be used effectively in the Music Certificate Course of the University Stellenbosch. Due to limited time during lessons as well as time-constraints for individual practising by the students, the researcher investigated the efficacy of Auralia 2.1 for use in the classroom. Students are able to practise individually during lessons as well as on their own. The problem to find a peer to practise aural training is therefore avoided as the computer fulfills this function. The researcher administered Auralia 2.1 on a group of eight Certificate students from the University Stellenbosch. The evaluation period consisted of two semesters of fourteen weeks each. The researcher used the traditional method of aural training in the first semester and she used Auralia 2.1-sessions in the second semester. The researcher compared the two semesters to each other to ensure the integrity of the results of the research. The researcher systematically held record of observations as well as the progress of the students. Questionnaires were completed and interviews were held as part of the evaluation process. Suggestions are made in this thesis on how Auralia 2.1 can be used effectively for educational aims. / AFRIKAANSE OPSOMMING: Die hedendaagse ontwikkeling in tegnologie het ‘n sterk invloed op opvoeding. Studente het oor die algemeen vrye toegang tot rekenaars en die internet. Rekenaargesteunde onderrig kom toenemend in klaskamers voor en word ter versterking van die tradisionele onderwysstelsel gebruik. Die doelstelling van hierdie navorsing was om te bepaal of ‘n rekenaargesteunde onderrigprogram, naamlik Auralia 2.1, effektief benut kan word in die musiekoorbruggingsprogram (Sertifikaatkursus) van die Universiteit Stellenbosch. Weens beperkte klastyd en ‘n gebrek by Sertifikaatstudente aan noodsaaklike tyd vir gehooropleidingsoefeninge, het die navorser ondersoek ingestel na die effektiwiteit van Auralia 2.1, vir gebruik in die klas. Die studente kon met behulp van die rekenaar individueel tydens asook buite klastyd oefen. Probleme om ‘n “oefenmaat” vir gehoor te vind is dus uitgeskakel aangesien die rekenaar daardie funksie vervul het. Die navorser het die program Auralia 2.1 op ‘n groep van agt Sertifikaatstudente van die Universiteit Stellenbosch toegepas. Die evaluering het oor twee semesters van veertien weke elk gestrek. Die navorser het in die eerste semester ‘n tradisionele metode van gehooropleiding gevolg en in die tweede semester het sy gebruik gemaak van Auralia 2.1-sessies. Die navorser het die twee semesters met mekaar vergelyk om sodoende die integriteit van die navorsingsresultate te verseker. Daar is tydens die navorser se studie sistematies verslag van die waarnemings en die studente se vordering gehou. Vraelyste is voltooi en onderhoude gevoer as deel van die evalueringsproses. In hierdie tesis word daar ook voorstelle gemaak oor hoe Auralia 2.1 effektief gebruik kan word vir opvoedkundige doeleindes.

Thesis (MMus) -- University of Stellenbosch, 2003. / ENGLISH ABSTRACT: In the modern Western world, secondary and tertiary learners generally have ready access to the use of computers, multimedia and the Internet. As a means to strengthen traditional education, computer-based methods and materials are increasingly being used in the education system and are also strongly recommended by many educational experts. The use of such electronic educational means has however resulted in various changes to the education system. Music educators, too, are subject to these changes. The aim of this study is to determine the extent to which computer-based education can contribute to the strengthening of traditional music education of the Western world. To this end, it is necessary to ascertain, in practice, the value of using computer-based material for the purpose of music education. A multimedia database of Xhosa music terminology was created in the Music Department of Stellenbosch University, with high school learners and undergraduate students as target group. In this thesis, the value of this database, as an example of computer-based material for music education, is assessed. It is intended to extend the database at a later stage through the addition of music terminology from other indigenous music cultures. In its current form, the database thus forms part of a larger whole and is not viewed as a completed enterprise. On the basis of the literature that was studied for the investigation, it is determined whether the multimedia database for Xhosa music terminology measures up to the criteria for effective computer-based programmes. Suggestions are also made for improving the database to ensure a more useful and user-friendly product. / AFRIKAANSE OPSOMMING: In die moderne Westerse wêreld het sekondêre en tersiêre leerders tans redelik algemeen toegang tot die gebruik van rekenaars, multimedia en die Internet. Rekenaargesteunde metodes en materiaal word toenemend ter versterking van die tradisionele onderwysstelsel aangewend, en ook deur talle opvoedkundiges aanbeveel. Die gebruik van dergelike elektroniese onderrigmiddele het egter verskeie veranderings in die onderwysstelsel teweeggebring. Ook musiekopvoeders word deur hierdie veranderings geraak. Die doelstelling van hierdie navorsing is om te bepaal tot watter mate rekenaargesteunde musiekonderrig 'n bydrae kan lewer tot die versterking van tradisionele Westerse musiekonderrig. Om hierdie doelstelling te bereik, is dit noodsaaklik om in die praktyk te bepaal watter waarde rekenaargesteunde onderrigmateriaal het vir die doeleindes van musiekonderrig. 'n Multimediadatabasis van Xhosa musiekterme is in die departement Musiek aan die Universiteit Stellenbosch geskep, met hoërskoolleerders en voorgraadse studente as teikengroep. In hierdie tesis word die waarde van hierdie databasis, as 'n voorbeeld van rekenaargesteunde onderrigmateriaal vir musiekonderrig, geëvalueer. Daar word beoog om die databasis op 'n later stadium verder uit te brei deur ook musiekterme uit ander inheemse musiekkulture by te voeg. Die databasis in sy huidige vorm maak dus deel uit van 'n groter geheel en word nie as 'n afgehandelde databasis beskou nie. Op grond van literatuur wat vir die doel van die ondersoek bestudeer is, word bepaal of die multimediadatabasis van Xhosa musiekterme voldoen aan die kriteria vir doeltreffende rekenaargesteunde onderrigprogramme. Daar word ook voorstelle gemaak oor hoe die databasis verbeter sou kon word om 'n meer bruikbare, gebruikersvriendelike produk te verseker.

With the intent of learning more about the process of assessing music ability, the purpose of this study is to investigate the effects of music learning on music aptitude scores. The problem of this study is to determine if there is a difference between pretest-posttest tonal aptitude scores, as measured by AMMA, for students who possess high and low levels of tonal audiation ability and who either received specialized audiation training on computer or no specialized audiation training. Forty-eight Grade 11 and 12 music students were administered AMMA as a pretest. An intact music class of 24 students received 13 weeks of computer instruction. The experimental treatment consisted of a computer assisted software program, Tonal Syntax Tutorial, which provided audiation practice for high school and college students. A randomly selected group of 24 students received their normal classroom music instruction. Pretest AMMA scores were used as the criterion measure. At the end of 13 weeks, all students were re-administered AMMA as a posttest. AMMA pretest and posttest Tonal scores were organized into a multidimensional design. A covariate analysis of the AMMA scores was calculated and a MANOVA was employed to determine differences between the pretest and posttest AMMA Tonal scores. Main effects, interaction effects, and simple main effects were tested at the .05 level of significance. The researcher found no significant difference between the treatment and control group tonal aptitude scores, however, there was a significant difference between levels of aptitude. It was interpreted that the difference between the students who possessed high tonal aptitude and students who possess low tonal aptitude was not a real difference because the difference in student tonal aptitude levels actually existed before the study began. The researcher believes that AMMA can be a useful instrument in the assessment of music abilities of high school students. Also, based on our present knowledge of computer assisted music instruction, it seems that that type of instruction alone is not sufficient to affect a change in tonal audiation ability of high school students.

The purpose of this study was twofold: first, to collect information relating to `classic' sound synthesis methodologies which have formed the basis of current synthesis methods into one comprehensive report, and secondly, to describe and develop an interactive CD-ROM as a new tool for the instruction of these synthesis methods. The historic trend has been the acquisition of sound synthesis through direct interaction with a particular piece of software or hardware. The intentions of this interactive media are to allow students to form conceptual knowledge, and develop the ability to perceive timbral differences produced by these methods. This environment allows students to interact at their own speed and assist in customizing their learning development.

The purposes of this study were to design and to evaluate an online system designed to enhance communication skills and project tracking of computer software courses at Ball State University (BSU). Student Online Project Planning and Tracking System (SOPPTS) was designed and field tested to provide real-time feedback from faculty on student progress, offer online guidance for software project planning, produce tracking automation, and facilitate communication between faculty and students.SOPPTS technology was designed under the supervision of W. Zage and D. Zage, professors in the Computer Science Department at BSU.Participants in this study included six BSU undergraduate students, six BSU graduate students and seven BSU faculty members. Each participant was interviewed for one hour in an instructor’s office in the BSU Computer Science Department. With the participants’ permission, each interview was audio-taped and coded with a letter and number.Data evaluation consisted of narrative summaries of the interviews, an analysis of the evidence in terms of the research questions and the compilation of data to show both emerging themes and major trends.Analysis of the data showed that learning was definitely enhanced, and that faculty evaluations were also strongly enhanced. Participants recommended more SOPPTS applications, both industrial and academic. The emerging themes showed that faculty and students:1) Had more and easier access to information; students' work was better organized; student team spirit grew; students were more accurately evaluated by instructors;2) Had more efficient methods for report submission and record keeping; students interaction with teachers increased; students found SOPPTS better than email;3) Students and teachers could work from various locations, with greater access to record retrieval and submission of reports, so that documents submitted were available to all instead of getting lost;4) Students were motivated by the nature of online task assignment and tracking because of greater accountability; faculty members were happy to see students' project progress online;5) Improved time and project management through greater awareness of milestones,deadlines and date/ time "stamping" of report submissions.Major trends show that improved access to information and communication facilitated learning, and that planning and tracking skills improved. / School of Music

The purpose of this study was to enable music teachers with limited technological background to develop computer-assisted instruction lessons. Toward this end, (1) "Lesson Writer," a HyperCard-based authoring system for the Apple Macintosh computer, was developed and (2) guidelines and recommendations for the production of effective CAI lessons in music were written. The specific organization of the dissertation is as follows. Chapter One presents an introduction and establishes the need for greater participation by music educators in the creation of CAI lessons in music. It calls for the creation of an authoring program for music teachers. Chapter Two reviews literature related to the study. Chapters Three and Four discuss the characteristics of the student and computer and the impact of these characteristics on CAI development. These chapters include guidelines for the creation of effective CAI music lessons. Chapter Five provides a tutorial on how to use the "Lesson Writer" software to produce a simple lesson on musical texture. The basic concepts of creating screens, adding text, sound, graphics, and interaction are demonstrated. Chapter Six gives an overview of "Lesson Writer." Chapters Seven, Eight, and Nine explain presentation screens (explanation), interactive screens (interrogative), and control screens (organizational) respectively. Chapters Ten, Eleven and Twelve introduce techniques for adding sounds, graphics and multimedia events (CD ROM and video disc) to CAI lessons. Chapter Thirteen shows random and branching operations in the "Lesson Writer." Chapter Fourteen includes a summary, suggestions for future study, and conclusions. In the appendices are (1) a list of lessons created using "LessonWriter," (2) a HyperCard and XCMD bibliography, (3) instructions for installing "Lesson Writer", (4) instructions for writing HyperTalk extensions to the "Lesson Writer," and (5) an annotated bibliography of dissertations written between 1982 and 1993 on the topics of computers and music. This bibliography was compiled by paraphrasing and condensing the abstracts provided by a computer search of Dissertation Abstracts International on the keywords, "computers" and "music." / School of Music