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|Title:||An analysis and comparison of rhythm instructional materials and techniques for beginning instrumental music students|
|Author(s):||Gage, Stephen Lawrence|
|Doctoral Committee Chair(s):||Peters, G. David|
|Department / Program:||Music|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The purpose of this study was to analyze and compare rhythm instruction materials and techniques for beginning instrumental students. This research consisted of a thorough analysis and comparison of the rhythm instructional systems of four currently available, popular beginning band method books.
The research questions used to pursue the purpose of the study were: (1) What currently available, popular beginning band methods embody systematic rhythm instruction as part of their instructional content? (2) Can a technique or system be established to analyze rhythm instruction materials in relation to sequence (unit beat, time signature, note value, rhythm patterns, and counting systems), pedagogical technique, visual response, auditory response, and physical response? (3) How do four popular band methods compare in the presentation and sequence of the rhythm teaching elements established for visual response, auditory response, and physical response? (4) Can a generalizable system of teaching rhythm, designated as the Generalizable Rhythm Instruction System (GRIS), be structured as a result of the analysis and comparison of selected band method books?
As a result of this study the following conclusions were reached: (1) The content analysis matrix technique used in the analysis of the beginning band method books was proven to be effective. (2) The four currently available, popular beginning band method books selected for the study made adequate use of pedagogical techniques expecting a student's (a) visual response, (b) auditory response, and/or (c) physical response. (3) It was determined that the selected beginning band method books have similar rhythm instruction content, including rhythm notes/rests and patterns, rhythm terms and concepts, time signatures, and rhythm pedagogical techniques. (4) Among the four texts analyzed and compared in this study, there was no similarity in the presentation sequence of rhythm notes/rests and patterns, rhythm terms and concepts, and time signatures. Furthermore, the inclusion frequency of the seven observed rhythm pedagogical techniques among the four selected band methods was dissimilar. (5) A generalizable system of teaching rhythm (GRIS) was constructed which can be used to develop new instruction materials for beginning band methods.
|Rights Information:||Copyright 1994 Gage, Stephen Lawrence|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9512364|
This item appears in the following Collection(s)
Graduate Dissertations and Theses at Illinois
Graduate Theses and Dissertations at Illinois
Dissertations and Theses [Graduate College] - Music