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The efficacy of visually-based and aurally-based instrumental music instruction techniques in the development of music reading skills of beginning instrumental music students

University of British Columbia

This study was undertaken in an effort to determine if there are differences between visual and aural approaches to tonal and rhythm reading instruction. Grade five beginning instrumental music students received instruction using one of two visual treatments or using an aural treatment. No significant difference was found between treatments for tonal or rhythm reading skills. A significant difference was found between students who possess either high or low aptitude levels on tonal reading skills. It was concluded that beginning instrumentalists who possess high tonal audiation ability develop better music reading skills than students who possess low tonal audiation ability. Also, it was concluded that music teachers who are interested in teaching both aural and music reading skills may do so without detriment to beginning instrumentalists.

Thesis/Dissertation

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2009-01-14

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http://hdl.handle.net/2429/3651

Music Education

University of British Columbia

UBCV

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