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The Effects of Technical and Imagery-based Instruction on Aspiring Performing Artists' Acquisition of Learning Newly Composed Pieces and Improvisation and on Listeners' Perceived Expressivity

<p>The purpose of this study was to explore the union of technical and imagery-based instruction (hereinafter, T-I instruction) in two phases. Phase one: The researcher (1) explored T-I instruction&rsquo;s influences on aspiring performing artists&rsquo; acquisition of learning and performing newly composed pieces and improvisation, and; (2) observed aspiring performing artists&rsquo; feelings of learning with T-I instruction versus technical instruction. Phase two: The researcher investigated (1) listeners&rsquo; perceived expressivity of aspiring performing artists&rsquo; performances that were either influenced by T-I instruction or technical instruction; (2) listeners&rsquo; perceived expressivity of aspiring performing artists&rsquo; performances of newly composed pieces versus improvisations; (3) whether there was a statistical significant difference of T-I instructions&rsquo; influence on the progressive differences in the means of listeners&rsquo; perceived expressivity between the aspiring performing artists across the time frame of the study; (4) the explanations for their ratings, and; (5) information that helps listeners perceive music as expressive using the <i> Perceived Expressivity Questionnaire</i> (PEQ). </p><p> Results for Phase one: 60 sub-themes and 13 themes emerged from the data relating to two meta-themes: <i>Learning</i> and <i>Quality of Life</i>. Results for Phase two: Cronbach&rsquo;s alpha statistical procedure revealed an unacceptably low internal consistency for listeners&rsquo; perceived expressivity of aspiring performing artists&rsquo; performances (&alpha; = .02). Hence, no further statistical analysis was implemented to answer research questions one through three. Explanations for their ratings dealt primarily with aspiring performing artists&rsquo; use of 11 musical components. The Brief Essay Responses from the <i>Perceived Expressivity Questionnaire</i> (PEQ) provided possible explanations for the low internal consistency and insight on what kind of information help listeners&rsquo; perceive music as expressive. Further discussion on the finding and implications for performing artists and educators&rsquo; use of T-I instruction are offered in this document. </p>

Identiferoai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10112583
Date08 June 2016
CreatorsRuiz-Resto, Jose Valentino
PublisherUniversity of South Florida
Source SetsProQuest.com
LanguageEnglish
Detected LanguageEnglish
Typethesis

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