Differences in music achievement among gifted and talented, average, and educable mentally handicapped fifth- and sixth-grade students
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Donald Leslie Ellis (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 identify differences in music achievement among gifted and talented (GT), average, and educable mentally handicapped (EMH) students. A secondary purpose was to determine which selected characteristics—IQ, music aptitude, tonal memory, reading achievement, mathematics achievement, mental age, interest and attitude in music, and sex--can best explain variance in music achievement tests. Fifth- and sixth-grade students in North Carolina served as subjects for this study. The sample was comprised of 107 GT, 116 average, and 64 EMH students. All students attended one 30-minute music class each week, taught by a music specialist. The Music Achievement Tests One and Two (MAT 1 and MAT 2) by Colwell, were selected to assess music achievement. The Gaston Test of Musicality (GTM) was used to quantify music aptitude. The subtest "tonal memory" from Seashore Measures of Musical Talent, served as the memory variable. Student interest and attitude were determined by questions 6-16 of the GTM.
Differences in music achievement among gifted and talented, average, and educable mentally handicapped fifth- and sixth-grade students
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Created on 1/1/1982
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1982
- Subjects
- Musical ability $x Testing
- Music $x Instruction and study
- Special education