In this study, I investigated the effects of four score study styles—-no score study, study with score alone, study with score and correct aural example, and score study at the keyboard—on the pitch and rhythm error-detection abilities of beginning conducting students. Four computer-assisted tests were developed, each with 31 examples using sampled sounds and ranging from one to eight parts. A counterbalanced design was used to control for effects of presentation order as to score study style and individual test. Score study with a correct aural example was found to be significantly more effective than study with the score alone. No significant difference was found between score study at the keyboard and any other score study style. There were significant differences in test scores attributable to the number of parts in examples. Generally, error detection became more difficult as the number of parts increased.
Get full access to this article
View all access options for this article.
References
1.
Atkinson, B. (1987-1990). HyperCard (Version 2.0v2) [Computer program]. Santa Clara, CA: Claris Corporation.
2.
Behmer, C. F. (1984). The effects of a learning program on the ability of undergraduate music students to detect errors in performance. Dissertation Abstracts International, 45(10), 3088A. (University Microfilms No. 84-22018)
3.
Blocher, L. R. (1986). An analysis of college band instrumentalists' detection of common performance errors. Dissertation Abstracts International, 47(12), 4225A. (University Microfilms No. 87-08160)
4.
Boyer, C. G. (1974). Developing score reading skills through programed instruction. Dissertation Abstracts International, 35, 3789A. (University Microfilms No. 74-27, 774)
5.
Brand, M., & Burnsed, V. (1981). Music abilities and experiences as predictors of error-detection skill. Journal of Research in Music Education, 29, 91–96.
6.
Byo, J. L. (1993). The influence of textural and timbral factors on the ability of music majors to detect performance errors. Journal of Research in Music Education, 41, 156–167.
7.
Campbell, D., & Stanley, J. (1963). Experimental and quasi-experimental designs for research.Chicago: Rand McNally.
8.
Collings, D. S. (1973). Development and evaluation of techniques to improve skill of student conductors in detecting errors of pitch in music performance while reading five-part and six-part conductor's scores. Dissertation Abstracts International, 34, 4820–4821A. (University Microfilms No. 73-31988)
9.
Costanza, A. P. (1971). Programed instruction in score-reading skills. Journal of Research in Music Education, 19, 453–459.
10.
Deal, J. J. (1983). Computer-assisted instruction to teach pitch and rhythm error-detection skill to college music education students. Dissertation Abstracts International, 44(13), 3622. (University Microfilms No. ADG84-07733)
11.
DeCarbo, N.J. (1981). The effects of conducting experience and programed materials on error detection scores of college conducting students. Dissertation Abstracts International, 42(4), 1528. (University Microfilms No. ADG81-21086)
12.
Doane, C. (1989). The development and testing of a program for the development of conductor aural error detection skills. Journal of the College Band Directors National Association, 6, 11–14.
13.
Dolbeer, R. L. (1969). Programed instruction in detecting aural-notational errors in musical performance. Dissertation Abstracts International, 30, 4304A. (University Microfilms No. 70-6766)
14.
Gonzo, C. L. (1970). An analysis of factors related to choral teachers' ability to detect pitch errors while reading the score. (ERIC Document Reproduction Service No. ED 040 917)
15.
Grüner, G. L. (1993). The design and evaluation of a computer-assisted error detection skills development program for beginning conductors utilizing synthetic sound sources. Dissertation Abstracts International, 54(3), 726A. (University Microfilms No. 93-19878)
16.
Grunow, R. F. (1980). Investigation of the relative effectiveness of four modes of score preparation on visual-aural discrimination skills development. Dissertation Abstracts International, 41, 580A. (University Microfilms No. 80-17275)
17.
Hopkins, J. E. (1991). The effect of four approaches to score study on student conductors' ability to detect errors in the performance of choral music. Dissertation Abstracts International, 52(11), 3854A (University Microfilms No. 92-10841)
18.
Jones, D. L. (1990). Design and trial of a computer-assisted system supplying practice in error detection for preservice instrumental music educators. Dissertation Abstracts International, 51(10), 3355A. (University Microfilms No. 91-07199)
19.
Larson, R. C. (1977). Relationships between melodic error detection, melodic dictation, and melodic sightsinging. Journal of Research in Music Education, 25, 264–271.
20.
Malone, P. R. (1985). Development and evaluation of an approach to increasing pitch error detection skills in choral music education students. Dissertation Abstracts International, 46(12), 3644A. (University Microfilms No. ADG 86-02871)
21.
Michels, W. J. (1973). A visual-aural self-instructional program in pitch-error detection for student choral conductors. Dissertation Abstracts International, 33(8), 4459A. (University Microfilms No. 73-2920)
22.
Mount, T. (1982). Pitch and rhythm error identification and its relevance in the use of choral sectional rehearsals (Doctoral dissertation, University of Southern California, 1982). Dissertation Abstracts International, 43(1), 13A.
23.
Ramsey, D. S. (1979). Programed instruction using full-score band literature to teach pitch and rhythm error detection skill to college music education students. Dissertation Abstracts International, 39, 4978–4979A. (University Microfilms No. 79-02932)
24.
Rizzolo, R. (1969). Experimental tape-recordings for teaching sensitivity to musical intonation. Final report. East Lansing, MI: Michigan State University. (ERIC Document Reproduction Service No. ED 027 854)
25.
Shaw, T. (1971). A program to improve choral conducting students' ability to detect rhythmic errors in choral rehearsal. Dissertation Abstracts International, 32(12),7034A.
26.
Sidnell, R. G. (1968). The development of self instructional drill materiah to facilitate the growth of score reading skills of student conductors. Final report. (ERIC Document Reproduction Service No. ED 023 344)
27.
Sidnell, R. G. (1971). Self-instructional drill materials for student conductors. Journal of Research in Music Education, 19, 85–91.
28.
Simard, G. (1982). Correlation entre le solfège, la dictée melodique, et la détection d'erreurs. Dissertation Abstracts International, 43(9), 2921A.
29.
Stuart, M. H. (1978). Teacher trainees' development of error detection skills, two generic teaching skills, and subsequent pupil performance in the musical rehearsal. Dissertation Abstracts International, 39(2), 742A. (University Microfilms No. 78-12,026)
30.
Stwolinski, G. de, Faulconer, J. & Schwarzkopf, A. B. (1988). A comparison of two approaches to learning to detect harmonic alterations. Journal of Research in Music Education, 36, 83–94.
31.
Taebel, D. A. (1980). Public school music teachers' perceptions of the effects of certain competencies on pupil learning. Journal of Research in Music Education, 28, 185–197.
32.
Tromblee, M. R. (1973). An investigation of the effectiveness of programed drill training in teaching intonation discrimination skills. Dissertation Abstracts International, 33(10), 5770–5771 A.
