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|Title:||The effect of four approaches to score study on student conductors' ability to detect errors in the performance of choral music|
|Author(s):||Hopkins, Jesse Evans|
|Doctoral Committee Chair(s):||Leonhard, Charles|
|Department / Program:||Music|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Curriculum and Instruction
|Abstract:||The purpose of the study was to determine the relative effectiveness of four approaches to score study on undergraduate music students' ability to detect errors in choral performance, to examine the relationship of scores by pianists and non-pianists, and to examine the extent to which subjects found nonexistent errors in performances.
Four groups of subjects, ordered by a counterbalanced design, used four approaches, using a piano, using a recording, sightsinging and silent inspection, to study four compositions on four days. Taped performances with deliberate pitch and rhythm errors served as stimuli. The subjects followed the scores, circled the errors they detected, and attempted to notate the errors.
The subjects detected and notated more rhythm errors than pitch errors, and were more adept at error detection than error notation. Using a recording was found to be significantly more effective than using a piano, but no other significant differences emerged between other pairs of approaches.
Pianists achieved higher scores than non-pianists, but the difference was not significant.
All but one subject perceived the presence of nonexistent errors.
|Rights Information:||Copyright 1991 Hopkins, Jesse Evans|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9210841|
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