A comparison of the effectiveness of three teaching methods based on rote learning, improvisation, and tonal conceptual development on melodic performance skills achievement of music teachers in a beginning guitar class
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Kevin Lorenz (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- James W. Sherbon
Abstract: The purpose of this study was to investigate the effects of three methods of teaching melodic performance skills on melodic performance skills achievement of music teachers classified as beginning guitar students. The subjects in the study consisted of 20 elementary and middle school general music teachers who had little or no experience playing the guitar. Treatment was administered using three teaching methods based on rote learning, improvisation, and tonal conceptual development during a seven week instructional period. A control group received traditional instruction in note reading on the guitar. Following treatment the four groups were tested using a researcher-designed test, the Melodic Guitar Skills Achievement Test. The following null hypothesis was tested: There is no significant difference between posttest mean scores of groups employing rote learning, improvisation, and tonal conceptual development methods as measured by the Melodic Guitar Skills Achievement Test.
A comparison of the effectiveness of three teaching methods based on rote learning, improvisation, and tonal conceptual development on melodic performance skills achievement of music teachers in a beginning guitar class
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Created on 1/1/1993
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1993
- Subjects
- Music teachers $x Training of
- Guitar $x Instruction and study