The ability to sight-read well is held as a highly regarded and important skill in music performance and education. Over the past 90 years, researchers have investigated several aspects of music sight-reading, especially those attributes possessed by skilled sight-readers. A significant and recurrent finding from this body of research is the relationship between sight-reading and rhythm recognition. Though these studies have found positive effects and correlations between rhythm recognition and sight-reading, they have been limited and indirect. The aim of this dissertation was to investigate the effects of (a) practicing rhythms on a single pitch and (b) practicing rhythms with full-range scales and their direct effects on sight-reading ability in saxophonists at the college level. The primary objective in this research was to determine if one method was more effective than another in developing sight-reading skills. The participants (N = 74) consisted of college students who were enrolled in saxophone lessons at a university in the southwestern United States. Participants were administered a sight-reading pre-test at the beginning of an 8-week treatment period. After pre-testing, students were blocked into two groups. The first treatment group was assigned to practice rhythms on a single pitch and the second treatment group was assigned to practice rhythms combined with full-range major scales. After the treatment period, participants were administered a sight-reading post-test. A 2-way mixed ANOVA was used to determine if there were differences between treatment groups, differences from pre-test to post-test, and if there was a significant interaction between treatment and time. There was no significant difference between treatment groups, F (1, 72) = .035, p = .852, partial η2 = .000028. There was a significant effect for time, indicating that both treatment groups improved from pre-to post test, F (1, 72) = 83.499, p < .001, partial η2 = .537. There was no significant interaction between treatment and time, F (1, 72) = .322, p = .572, partial η2 = .004.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc849708 |
| Date | 05 1900 |
| Creators | Campbell, Scott (Saxophonist) |
| Contributors | Rohwer, Debbie Ann, 1966-, Nestler, Eric M., Leali, Brad, 1965- |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 63 pages : music, Text |
| Rights | Public, Campbell, Scott (Saxophonist), Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
| Relation | Recital: April 25, 2013, ark:/67531/metadc172279, Recital: January 30, 2014, ark:/67531/metadc917191, Recital: November 20, 2014, ark:/67531/metadc948605 |
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