The Effect of Instructional Technique on Perceived Musicality Public Deposited

http://ir.library.oregonstate.edu/concern/undergraduate_thesis_or_projects/np193c05j

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  • Previous research has shown significant improvements in standard measurements of student learning in traditional classroom settings when constructivist instruction techniques are skillfully applied as opposed to its traditional counterpart, direct instruction. The purpose of this study is to apply the concept of constructivism in musical instruction. The working hypothesis is that there is a significance in a performance, or outcome, by using a constructivist approach in a more interactive student-teacher relationship, such as music. Using a group of skilled musicians, two pieces were taught with each instructional technique and subsequently recorded. Participants (n=30) listened to each piece and then rated them on a Likert-type scale using a list of predetermined criteria that have been shown to be the main aspects of “musicality.” Results indicated a statistically significant preference (p=.0019) by listeners for the piece taught with the constructivist approach over the direct instruction piece.
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  • description.provenance : Submitted by Ashley Walchli (walchlia@oregonstate.edu) on 2016-06-03T23:20:45Z No. of bitstreams: 2 license_rdf: 1223 bytes, checksum: d127a3413712d6c6e962d5d436c463fc (MD5) WalchliAshleyM2016.pdf: 1283468 bytes, checksum: 9840b404895e4a4e68d4f1057a2ffd55 (MD5)
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2016-06-08T15:04:31Z (GMT) No. of bitstreams: 2 license_rdf: 1223 bytes, checksum: d127a3413712d6c6e962d5d436c463fc (MD5) WalchliAshleyM2016.pdf: 1283468 bytes, checksum: 9840b404895e4a4e68d4f1057a2ffd55 (MD5)

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