![]() ![]() V., (2017), "Practical and Philosophical Reflections Regarding Aural Skills Assessment", Indiana Theory Review 33: pp. Kittley, C., (2009), The Volunteer Choir: Pedagogical Aspects of Sight-Reading in the Church Choir Setting. Aural Skills Acquisition: The Development of Listening, Reading, and Performing Skills in College-Level Musicians, Oxford University Press, New York. S., (1990), "A Model for Music Perception and its Implications in Melodic Dictation", Journal of Music Theory Pedagogy 4/2: pp. B., (2005), The Effect of Aural and Improvisatory Instruction on Fifth Grade Band Students’ Sight Reading Ability, Doctoral dissertation, The University of Nebraska. Tacka, (1990), "Sound Thinking: A Suggested Sequence for Teaching Musical Elements for a College Music Theory Course", Journal of Music Theory Pedagogy 4/1: pp. B., (1989), A Methodology for Teaching Ear Training, Sight Singing and Harmony at the College Level Based on the Concept of Zoltan Kodaly, Doctoral dissertation, Catholic University of America. M., (1991), "Rock Music as a Resource in Harmonic, Melodic, and Metric Dictation", College Music Symposium 31: pp. A Music Learning Theory, GIA Publications, Chicago. Learning Sequences in Music: Skill, Content, and Patterns. E., (1989), "Tonal Syllables: A Comparison of Purposes and Systems", in Walters & Taggart 1989, pp. V., (1996), "Musicians’ and Non-Musicians’ Preferences for World Musics: Relation to Musical Characteristics and Familiarity", Journal of Research in Music Education 44: pp. An examination of popular music preferences and functions by the contemporary popular music audiences, Doctoral dissertation, Ohio University.ĭroe, K., (2006), "Music Preference and Music Education: A Review of Literature," UPDATE: Applications of Research in Music Education 24: pp. Lord, (1994), "Epistemology and Procedure in Aural Training: In Search of a Unification of Music Cognitive Theory with its Applications", Music Theory Spectrum 16/2: pp. Peterson, (1988), "Genre and Gender in the Structure of Music Preferences", Communication Research 15/3: pp. W., (2008), The Efficacy of SmartMusic® Assessment as a Teaching and Learning Tool, Doctoral dissertation, The University of Southern Mississippi.Ĭhristenson, P. Gordon’s Theories", Council for Research in Music Education Bulletin 75: pp. R., (1980), A Cognitive Approach to the teaching of aural skills viewed as applied music theory, Doctoral dissertation, Northwestern University.īrink, E. Ramsey, (1981), "Factors Influencing Pop Music Preferences of Young People", Journal of Research in Music Education 29/1: pp. D., (1991), "Audiation, Improvisation, and Music Learning Theory", The Quarterly Journal of Music Teaching and Learning II/1-2: pp. P., (1994), "Motivation in Music Teaching and Learning", The Quarterly Journal of Music Teaching and Learning 5/4: pp. The teaching approaches we have discussed also led to a greater independence from in-person instruction.Īsmus, E. More specifically, experimental (test) data as well as anecdotal (essay) evidence showed that (1) students were much higher motivated to complete exercises compared to ‘traditional’ aural skills exercises, (2) in a shorter period of time, students performed much better than in ‘traditional’ exercises of at least the same difficulty, (3) the students’ audiation abilities increased much more as a result of the exercises, compared to ‘traditional’ exercises, and (4) students showed a greater increase in solfege proficiency, compared to ‘traditional’ exercises. This article summarizes their use within aural skills courses and present experimental and anecdotal evidence of increased sight singing and ear training skills. Several of those tools, SmartMusic, SingSnap, EarTrainer (MusicDictation.app), and YouTube, were used at the beginning college-level aural skills courses to enhance sight singing and ear training instruction, especially in the context of enhancing audiation skills. Over the past decade, however, many new technological tools were developed that support educational endeavors. Sight singing and ear training are difficult subjects to teach. ![]()
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