The Match between Music Excerpts and Written Descriptions by Fifth and Sixth Graders
Identifieur interne : 000A43 ( Main/Exploration ); précédent : 000A42; suivant : 000A44The Match between Music Excerpts and Written Descriptions by Fifth and Sixth Graders
Auteurs : Patricia J. FlowersSource :
- Journal of research in music education [ 0022-4294 ] ; 2000-10.
English descriptors
- Teeft :
- Aesthetic experience, Alabama press, Analytic elements, Cassidy, Cassidy speer, Chord changes, Classical period, Consistent application, Contributionsto music education, Councilfor researchin music education, Daily descriptions, Daily instruction, Debussy, Excerpt, Fifth grade, Fifth graders, Figurative language, Flowers table, Geringer, Geringer madsen, Grade level, Grade levels, Grader, Instructional groups, Jrme, Madsen, Madsen geringer, Metaphor, Metaphor emotion, More times, More words, Music behavior, Music description, Music descriptions, Music education, Music educators, Music excerpts, Music perception, Music vocabulary, Musical change, Musical elements, Nomusic majors, Noticeable difference, Ohio state university, Orchestral excerpts, Original excerpt, Present study, Previous research, Previous study, Primary question, Psychologyof music, Researchin, Researchin music behavior, Researchin music education, Same instrumentation, Significant difference, Significant differences, Significant grade level difference, Sixth graders, Solo piano, Stamitz, String orchestra, Successful students, Successive grade levels, Technical vocabulary, Temporal, Temporal change, Temporal events, Temporal language, Unique descriptions, Verbal attention, Wind ensemble, Word count.
Abstract
The purpose of this study was to examine the effect of instruction in writing about music on descriptions of music excerpts. Fifth and sixth graders received 4 days of instruction in music description focusing on metaphor and emotion, analytic music elements, and temporal language. Then, they wrote brief descriptions of six excerpts that were counterbalanced for instrumentation and style. Their descriptions were compared to those of students who did not receive instruction. There were no significant differences between children receiving and not receiving instruction within each grade level, except that the taught fifth graders mentioned significantly more musical elements than did fifth graders who did not receive instruction. There were no significant differences within grade levels in the rate at which expert readers matched descriptions to the original music excerpt, but sixth graders significantly outperformed the fifth graders. When excerpts were not correctly matched, they were usually misassigned to the excerpt with the same instrumentation, corroborating the priority of naming instruments in music description tasks.
Url:
DOI: 10.2307/3345398
Affiliations:
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Fifth and sixth graders received 4 days of instruction in music description focusing on metaphor and emotion, analytic music elements, and temporal language. Then, they wrote brief descriptions of six excerpts that were counterbalanced for instrumentation and style. Their descriptions were compared to those of students who did not receive instruction. There were no significant differences between children receiving and not receiving instruction within each grade level, except that the taught fifth graders mentioned significantly more musical elements than did fifth graders who did not receive instruction. There were no significant differences within grade levels in the rate at which expert readers matched descriptions to the original music excerpt, but sixth graders significantly outperformed the fifth graders. When excerpts were not correctly matched, they were usually misassigned to the excerpt with the same instrumentation, corroborating the priority of naming instruments in music description tasks.</div></front></TEI><affiliations><list></list><tree><noCountry><name sortKey="Flowers, Patricia J" sort="Flowers, Patricia J" uniqKey="Flowers P" first="Patricia J." last="Flowers">Patricia J. Flowers</name></noCountry></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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