Many different methods for implementing melodic dictation have been suggested and are in use but the superiority, if any, of one over another required empirical verification. In addition, research investigating whether inaccurate reports are a function of poor perception of the aural stimuli or misuse of the notational symbols was also thought to be necessary. / One hundred and thirty-six freshmen and sophomore theory students participated in a melodic dictation experiment. Subjects were randomly assigned to one of six dictation strategy groups contrasted by simultaneous writing, concentration before notation and singing before writing. The task within the experiment consisted of notating 3 warm-up melodies and 12 experimental melodies presented aurally. During the first two warm-up melodies, subjects were allowed to take dictation using that method to which they were already accustomed. On the third warm-up melody and 12 experimental melodies, subjects were instructed to use the strategy for the particular group to which they were assigned. Experimental melodies contrasted in construction (tonal and atonal), motion (conjunct and disjunct), and length (6, 10, and 16 tones). / Strategies were combined across single and dual melodic presentations to see if any of three methods were significantly better regardless of number of presentations. Results of the analysis revealed no significant differences (.05) between the strategies. When the six groups were analyzed individually, significantly higher scores were revealed for groups 4 (writing while hearing the melody twice) and 5 (writing after hearing the melody twice). Tonal, conjunct, and 6 note melodies also contributed to significantly higher scores (.05). Written response accuracy overall for the six groups was 48 percent. Subjects in singing groups (3 and 6) sang ("perceived") the melodies at a 43 percent level of correctness. The written responses by the subjects in these two groups matched their vocal responses 61 percent of the time. It was found by observing subjects' preferred method on the warm-up melodies that the progressive approach wherein students write while they hear was the most used approach. / Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2794. / Thesis (Ph.D.)--The Florida State University, 1984.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75395 |
| Contributors | PEMBROOK, RANDALL GENE., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 166 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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