A pilot study in the ear training class
Conteúdo do artigo principal
Resumo
This study aims to measure the impact of a multidisciplinary and multidimensional proposal on the auditory recognition of the rhythmic/metrical structure, melodic/harmonic organization, expressive elements and stylistic/instrumental diversity. Given the characteristics and the aims of the study was developed an experimental design of a control group with pre-test and post-test. Forty-two students of a higher education institution were involved in the study (n=21 experimental group and n=21 control group), their ages ranging from 18 to 49 years. The data were collected in the beginning and at the end of the implementation period (40 sessions of 30 minutes duration) through the application of the Individual Knowledge Test and the Auditory Recognition Test. The results reveal the existence of significant differences between the performance results of the experimental group and the control group regarding the auditory recognition of the rhythmic/metric structure and the melodic/harmonic organization. In the case of the remaining variables, there were no significant differences between the performance results of the experimental and control groups.
Downloads
Não há dados estatísticos.
Detalhes do artigo
Como Citar
Cardoso, M. (2018). A pilot study in the ear training class. EduSer, 10(2), 73–84. https://doi.org/10.34620/eduser.v10i2.116
Secção
Artigos
Referências
Addessi, A., & Pachet, F. (2005). Experiments with a musical machine: Musical style replication in 3 to 5-year-old children. British Journal of Music Education, 22, 21–46.
Azzara, C. (1993). The effect of audiation based improvisation techniques and elementary instrumental student’s music achievement. Journal of Research in Music Education, 41(4), 328-342.
Azzara, C. (2008). Improvisation and choral musicianship. In M. Holt & Jordan (Eds), The school choral program: Philosophy, planning, organizing, and teaching (pp. 201-239). Chicago: GIA. Publications, Inc.
Bamberger, J. (2006). What develops in musical development? In G. McPherson (Ed.) The child as musician (pp. 69-92). Oxford: Oxford University Press.
Barenboim, D. (2009). Está tudo ligado: o poder da música. Lisboa: Editorial Bizâncio.
Baroni, M. (2006). Hearing musical style: Cognitive and creative problems. In I. Deliège & G Wiggins (Eds.) Musical creativity: Multidisciplinary research in theory and practice (pp. 78-94). Hove: Psychology Press.
Blechner, M. (1978). Musical skill and the categorical perception of harmonic mode. Dissertation Abstracts International, 39, 1931-B.
Caznok, Y. (2008). Música: entre o audível e o visível. São Paulo: Editora da UNESP.
Cook, N. (1990). Music, imagination & culture. New York. Oxford University Press.
Damásio, A. (1995). O erro de Descartes. Portugal: Publicações Europa América.
Elliott, D (1995). Music Matters: A new philosophy of music education. New York: Oxford University Press.
Freixo, M. (2011). Metodologia científica: Fundamentos, métodos e técnicas. Lisboa: Instituto Piaget.
Gordon, E. (2000). Teoria de aprendizagem musical: Competências, conteúdos e padrões. Lisboa: Fundação Calouste Gulbenkian.
Gordon, E. (2002). Rating scales and their uses for measuring and evaluating achievement in music performance. Chicago: GIA Publications.
Gromko, J. (1993). Perceptual differences between expert and novice music listeners: A multidimensional scaling analysis. Psychology of Music, 21(1), 34-47.
Hindemith, P. (1984) Elementary training for musicians. London: Schott & Co. Ltd.
Karpinski, G. (2000). Aural skills acquisition: The development of listening, reading, and performing skills in college-level musicians. Oxford: Oxford University Press.
Kerchner, J. (2014). Music across the senses: Listening, learning and making meaning. Oxford: Oxford University Press.
Levitin, D. (2011). This is your brain on music: Understanding a human obsession. Atlantic Books Ltd.
Malbrán, S. (1996) Los atributos de la audición musical: Notas para su descripción. Euforia: Didáctica de la música, 2, 55-68.
Merleau-Ponty, M. (1996). Phenomenology of perception. Motilal Banarsidass Publishe.
Meyer, L. (1956). Emotion and meaning in music. Chicago: University of Chicago Press.
Reybrouck, M. (2006). Musical creativity between symbolic modelling and perceptual constraints: The role of adaptive behavior and epistemic autonomy. In I. Deliège & G. Wiggins (Eds.) Musical creativity: Multidisciplinary research in theory and practice (pp. 42-58). Hove: Psychology Press.
Rogers, M. (2004) Teaching approaches in music theory: An overview of pedagogical philosophies. USA: Southern Illinois University Press.
Rovai, A., Baker, J., & Ponton, M. (2013) Social science research design and statistics: A practitioner’s guide to research methods and IBM SPSS. Chesapeake: Watertree Press.
Rowell, L. (1984) Thinking about music: An introduction to the philosophy of music. USA: University of Massachusetts Press.
Sacks, O. (2008). Musicofilia: Histórias sobre a música e o cérebro. Lisboa: Relógio D’Água Editores.
Schonberg, A. (1999) Harmonia. São Paulo: Editora UNESP.
Serafine, M. (2013). Music as cognition: The development of thought in sound. Columbia: Columbia University Press.
Shifres, F., & Burcet, M. (2013) Escuchar y pensar la Música. Bases teóricas y metodológicas. La Plata: Editorial de la Universidad de La Plata.
Stern, D. (2010). Forms of vitality: Exploring dynamic experience in psychology, the arts, psychotherapy and development. Oxford: Oxford University Press.
Subotnik, R. (1996). Deconstructive variations: Music and reason in western society. Minnesota: University of Minnesota Press.
Tan, Siu-Lan, Pfordresher, P., & Harré, R. (2010) Psychology of music: From sound to significance. New York: Psychology Press.
Trochim, W. (2000). The research methods knowledge base. Cincinnati: Atomic Dog Publishing.
Tuckman, B. (2005). Manual de investigação em educação. Lisboa: Fundação Calouste Gulbenkian.
Weinberg, S., & Abramowitz, S. (2008). Statistics using SPSS: An integrative approach. Cambridge University Press.
Azzara, C. (1993). The effect of audiation based improvisation techniques and elementary instrumental student’s music achievement. Journal of Research in Music Education, 41(4), 328-342.
Azzara, C. (2008). Improvisation and choral musicianship. In M. Holt & Jordan (Eds), The school choral program: Philosophy, planning, organizing, and teaching (pp. 201-239). Chicago: GIA. Publications, Inc.
Bamberger, J. (2006). What develops in musical development? In G. McPherson (Ed.) The child as musician (pp. 69-92). Oxford: Oxford University Press.
Barenboim, D. (2009). Está tudo ligado: o poder da música. Lisboa: Editorial Bizâncio.
Baroni, M. (2006). Hearing musical style: Cognitive and creative problems. In I. Deliège & G Wiggins (Eds.) Musical creativity: Multidisciplinary research in theory and practice (pp. 78-94). Hove: Psychology Press.
Blechner, M. (1978). Musical skill and the categorical perception of harmonic mode. Dissertation Abstracts International, 39, 1931-B.
Caznok, Y. (2008). Música: entre o audível e o visível. São Paulo: Editora da UNESP.
Cook, N. (1990). Music, imagination & culture. New York. Oxford University Press.
Damásio, A. (1995). O erro de Descartes. Portugal: Publicações Europa América.
Elliott, D (1995). Music Matters: A new philosophy of music education. New York: Oxford University Press.
Freixo, M. (2011). Metodologia científica: Fundamentos, métodos e técnicas. Lisboa: Instituto Piaget.
Gordon, E. (2000). Teoria de aprendizagem musical: Competências, conteúdos e padrões. Lisboa: Fundação Calouste Gulbenkian.
Gordon, E. (2002). Rating scales and their uses for measuring and evaluating achievement in music performance. Chicago: GIA Publications.
Gromko, J. (1993). Perceptual differences between expert and novice music listeners: A multidimensional scaling analysis. Psychology of Music, 21(1), 34-47.
Hindemith, P. (1984) Elementary training for musicians. London: Schott & Co. Ltd.
Karpinski, G. (2000). Aural skills acquisition: The development of listening, reading, and performing skills in college-level musicians. Oxford: Oxford University Press.
Kerchner, J. (2014). Music across the senses: Listening, learning and making meaning. Oxford: Oxford University Press.
Levitin, D. (2011). This is your brain on music: Understanding a human obsession. Atlantic Books Ltd.
Malbrán, S. (1996) Los atributos de la audición musical: Notas para su descripción. Euforia: Didáctica de la música, 2, 55-68.
Merleau-Ponty, M. (1996). Phenomenology of perception. Motilal Banarsidass Publishe.
Meyer, L. (1956). Emotion and meaning in music. Chicago: University of Chicago Press.
Reybrouck, M. (2006). Musical creativity between symbolic modelling and perceptual constraints: The role of adaptive behavior and epistemic autonomy. In I. Deliège & G. Wiggins (Eds.) Musical creativity: Multidisciplinary research in theory and practice (pp. 42-58). Hove: Psychology Press.
Rogers, M. (2004) Teaching approaches in music theory: An overview of pedagogical philosophies. USA: Southern Illinois University Press.
Rovai, A., Baker, J., & Ponton, M. (2013) Social science research design and statistics: A practitioner’s guide to research methods and IBM SPSS. Chesapeake: Watertree Press.
Rowell, L. (1984) Thinking about music: An introduction to the philosophy of music. USA: University of Massachusetts Press.
Sacks, O. (2008). Musicofilia: Histórias sobre a música e o cérebro. Lisboa: Relógio D’Água Editores.
Schonberg, A. (1999) Harmonia. São Paulo: Editora UNESP.
Serafine, M. (2013). Music as cognition: The development of thought in sound. Columbia: Columbia University Press.
Shifres, F., & Burcet, M. (2013) Escuchar y pensar la Música. Bases teóricas y metodológicas. La Plata: Editorial de la Universidad de La Plata.
Stern, D. (2010). Forms of vitality: Exploring dynamic experience in psychology, the arts, psychotherapy and development. Oxford: Oxford University Press.
Subotnik, R. (1996). Deconstructive variations: Music and reason in western society. Minnesota: University of Minnesota Press.
Tan, Siu-Lan, Pfordresher, P., & Harré, R. (2010) Psychology of music: From sound to significance. New York: Psychology Press.
Trochim, W. (2000). The research methods knowledge base. Cincinnati: Atomic Dog Publishing.
Tuckman, B. (2005). Manual de investigação em educação. Lisboa: Fundação Calouste Gulbenkian.
Weinberg, S., & Abramowitz, S. (2008). Statistics using SPSS: An integrative approach. Cambridge University Press.