![]() ![]() Participants were observed for specific target behaviors including: starting at the beginning, working in order, starting with note-heads only, starting with rhythms, erasing, singing while writing, singing the melody at a slower tempo, and completing the exercise. ![]() Each participant was videotaped individually as he or she listened to the recorded melody four times and wrote on a prepared response form. "Participants (N=14) took dictation of a single diatonic, major-key, melodic line played on a piano. It may also indicate a lack of mastery of the component basic musicianship skills requisite for successful mastery of dictation. This may be a result of a disruption of students' established routines. Results suggest that receiving direction during a dictation was not helpful to music students. Comparisons of the whole group in rhythm, pitch, and overall scores showed a significant difference in scores favoring the control group. In every comparison the control group scored higher than the treatment group. The top and bottom 25% (based on their matching scores) were also compared. Dictations were evaluated based on rhythm, pitch, and overall scores. These instructions directed their attention to basic musical aspects of the recording and asked them to respond to questions regarding those aspects. Subjects in the treatment group also took a second individual dictation, but they received instructions before and after each hearing. Subjects in the control group took a second dictation individually. Two matched groups were formed based on subjects’ scores on a dictation of a recorded melody. Would directing students through those phases help them score better on a dictation assessment? Subjects were music students in their second, third, or fourth level of aural skills training at the time of the experiment. Researchers have isolated four phases involved in taking dictation: hearing, memory, understanding, and notation. Instructors are charged with the task of challenging well-prepared students while providing remediation for others. ![]() Many begin university theory classes with little or no aural skills training. Music students are generally required to take classes in aural skills. ![]()
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