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|Title:||The role of analytical prestudy in the memorization and retention of piano music with subjects of varied aural/kinaesthetic ability|
|Author(s):||Jones, Alfred Russell, III|
|Doctoral Committee Chair(s):||Peters, G. David|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Educational Psychology
|Abstract:||This study investigated the relationship of aural/kinaesthetic (A/K) ability, the ability to play by ear, to the time and number of repetitions needed for 16 subjects using four methods of prestudy to memorize and rememorize four compositions. Two of the methods involved studying the score before beginning practice at the piano. The other two methods were control methods, in which subjects began practicing immediately.
The subjects were tested for A/K ability using a combination of a harmonization test and impromptu renditions of well-known songs. Each subject then learned all four of the compositions, using a different prestudy method for each composition. The subjects relearned the compositions after a hiatus of three to four weeks.
Data analysis showed that (a) prestudy of compositions before memorization had no effect on either memorization or rememorization, and (b) subjects with high A/K ability required significantly fewer repetitions to relearn the compositions.
The dissertation includes a description of subjects' behavior while memorizing piano music. The compositions used were analyzed for problems related to memorization. Typical problems in piano music memorization are described. A classification system for grading piano music as to difficulty of memorization is proposed.
|Rights Information:||Copyright 1990 Jones, Alfred Russell, III|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9026216|