Date of Award
1999
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Music
First Advisor
Cornelia Yarbrough
Abstract
The purpose of this study was to examine the effect of modeling conditions and tempo gradations as practice techniques on the performance of high school instrumentalists. Specifically, the independent variables of this study were model versus no model; and steady increase of tempo versus performance speed tempo versus alternating (slower and faster) tempos. Subjects (N = 60) were high school wind instrumentalists from the Midwest and the South. Subjects sight-read an etude, practiced the same etude six times using one of six distinct practice conditions, which were combinations of the two independent variables, and performed a posttest on the same etude. Dependent measures were pre-posttest gain score comparisons of percentages of correct pitches, rhythms, and articulations, as well as overall percentages of tempo gains. Results demonstrated the With-Model condition to be superior to the No-Model condition in Rhythm Percentage Gain and Tempo Percentage Gain. Tempo Gradations had no significant effect on results.
Recommended Citation
Henley, Paul Thomas, "The Effect of *Modeling and Tempo Gradations as Practice Techniques on the Performance of High School Instrumentalists." (1999). LSU Historical Dissertations and Theses. 6992.
https://repository.lsu.edu/gradschool_disstheses/6992
ISBN
9780599474482
Pages
127
DOI
10.31390/gradschool_disstheses.6992