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A Comparative Study of the Effects of Two Experimental Methods of Guidance on Vocal Solo Memorization

The purpose of this study was to compare the effects of guided musical analysis and guided attention to textual understanding on the speed of solo memorization by selected university vocal students. The guided musical analysis consisted of instruction to a subject regarding the melodic elements, rhythmic elements, phraseology, form, and key relationships of the experimental songs. The guided attention to textual understanding consisted of instruction to a subject regarding the meaning and phraseology of the experimental song texts. Subjects were required to rhythmically scan the texts in a declamatory manner. It was concluded that the three conditions of memorization were equally effective. Memorization rates were not significantly altered by historical period of song. Differences in memorization rates appeared to parallel the subjects' academic performances and their performances on the Drake Musical Aptitude Tests. Findings of this study indicated that future memorization experiments should be conducted with larger samples of subjects of a single sex who are music majors.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc500926
Date05 1900
CreatorsReynolds, Martha Helen
ContributorsAlton, Louise, Botkin, Virginia, Hudnall, Ida Margaret
PublisherNorth Texas State University
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatvi, 180 leaves : ill., music, Text
RightsPublic, Reynolds, Martha Helen, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved.

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