The purpose of this study was to develop and evaluate an approach to increasing pitch error detection skills in choral music education students. This approach was intended to serve as self-teaching supplementary instruction for students in choral conducting classes. / The Systems Approach Model was employed in the development of instructional materials. Systematically designed teaching materials included an Entry Behavior Test, a Pitch Error Detection Pretest/Posttest, and six instructional modules consisting of printed booklets and adjunct audio tapes. / Pitch errors included in the approach were determined following investigations in three areas: research studies, sightsinging tests, and interviews with students and experienced choral music educators. Pitch errors were related to perfect fourths and perfect fifths, keys, chromatic pitches, and intonation of sustained notes, repeated notes, and major-thirds-of-chords. / Musical compositions exemplifying these potential problems were selected; excerpts were subsequently prepared and performed by a small choral ensemble. Performances included predetermined pitch errors and were tape recorded to facilitate students' practice in error detection. Students observed notation for the examples while listening to recorded performances. / Instructional materials were evaluated in three settings: one-to-one, small group, and large group. Results of the one-to-one and small group evaluative phases indicated that instructional materials were a viable means of increasing pitch error detection skills of students tested. Minor revisions were made following the one-to-one and small group evaluative phases. / Questionnaire results of the large group evaluative phase indicated that students responded favorably toward instruction. Posttest results indicated that students participating in the study achieved stated behavioral objectives as follows: (1) P4/P5 85%; (2) Keys 56%; (3) Chromatics 44%; (4) Repeated Notes 32%; (5) M3-of-Chord 32%; (6) Sustained Notes 12%. Statistical analysis of pretest-posttest data indicated that posttest scores were significantly higher than pretest scores. / Based on results of pretest-posttest measurements of pitch error detection skills, it was concluded that the instructional materials designed for this study were effective. Choral music education students whose skills were measured by the Pitch Error Detection Test achieved improved scores as a result of their experience with the study materials. / Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3644. / Thesis (Ph.D.)--The Florida State University, 1985.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75695 |
| Contributors | MALONE, PATRICK RICHARD., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 546 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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