The effects of movement-based instruction, meter, and rhythmic aptitude on beginning instrumental music students' abilities to communicate metric structure in performance

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kristyn Lee Kuhlman (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
James W. Sherbon

Abstract: The principal purpose of the study was to investigate the effects of participation and nonparticipation in movement-based instruction, developed by Weikart, on beginning instrumental music students' abilities to communicate duple and triple metric structure when reading and performing rhythm patterns using their music instruments. Secondary purposes were to examine (a) the effect of rhythmic aptitude, (b) the effect of differences in notated meter, and (c) the interactive effects of movement-based instruction background and level of rhythmic aptitude on students' abilities. Students from Colorado, Massachusetts, and Washington served as subjects for the study (n = 155). Subjects in the movement group (n = 77) participated in weekly music classes in which a teacher was implementing principles of Weikart's Education Through Movement: Building the Foundation program for three years prior to beginning instrumental music instruction. The comparison group (n = 78) was comprised of students who had not participated in movement-based instruction, yet participated in the same beginning instrumental music programs as students in the movement group.

Additional Information

Language: English
Date: 1996
Musical meter and rhythm.
Instrumental music $x Instruction and study

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