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作者 McVay, Vicki J
書名 The effectiveness of color-coding for learning music theory rudiments, aural skills, and keyboard skills in persons aged 60 and older
國際標準書號 9780542109256
book jacket
說明 207 p
附註 Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1209
Director: Kate R. Covington
Thesis (Ph.D.)--University of Kentucky, 2005
The purpose of this study was to investigate the effectiveness of integrating color-coding into the curriculum for teaching music theory rudiments, aural skills, and keyboard skills in persons aged 60 and older who had little or no previous musical instruction. The researcher-developed curriculum for this study was designed with a focus on learning music theory rudiments by integrating the color-coding music system developed by Rainbow Music, Inc
Subjects were individuals enrolled in the University of Kentucky Donovan Scholars Program (N = 27). The 27 individuals met the minimal requirements designated for eligibility to participate in the study of zero to four years of music lessons in their lifetime, no music lessons, in the past ten years, and a piano or keyboard available to them for practice. Subjects were randomly assigned to one of three instructional groups: music instruction via black and white notation and keyboards, music instruction via color-coded notation and black and white keyboards, and music instruction via color-coded notation and keyboard cues placed directly on the keyboard. Treatment consisted of fourteen lessons with each group receiving the same lesson content, terms, activities, and repertoire
A pretest-posttest design was used in the study to assess learning improvement in the areas of music rudiments, aural skills, and keyboard skills. The same test was administered for the preassessment and the postassessment and the differences between these scores were evaluated
In addition to original exercises and activities designed by the researcher, literature was drawn from the Rainbow Music System, Inc. Song Book and the Carden Keyboard Ensemble Series
At the conclusion of the course, results indicated that the group taught via color-coded notation scored significantly higher (p < .05) in terms of differences between preassessment and postassessment scores than the group taught via only black and white notation and keyboards. The group taught via color-coded notation and color-cued keyboards also demonstrated marked improvement. Nevertheless, because results indicated that particular group violated a basic assumption of ANOVA---homogeneity between the groups---it was eliminated from statistical analysis to ensure valid results. The effects of age and gender were considered but found not to be significant among the three groups. An interesting finding was that the group that practiced the least (group B) demonstrated a statistically significant increase in learning over the other two subject populations
School code: 0102
Host Item Dissertation Abstracts International 66-04A
主題 Music
Education, Music
Education, Adult and Continuing
Alt Author University of Kentucky
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