EFFECT OF TWO PRACTICE SCENARIOS ON SONG MEMORIZATION ACCURACY
Issue Date
2012-12-31Author
Wilson, Bradley Joseph
Publisher
University of Kansas
Format
76 pages
Type
Thesis
Degree Level
M.M.E.
Discipline
Music Education & Music Therapy
Rights
This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
Metadata
Show full item recordAbstract
This study examined song memorization sequences using memorization accuracy scores. Vocal performers (N=42) were split into two groups. The participants in Group A were first asked to memorize only the text of a song in both non-rhythmic and rhythmic forms, then were asked to memorize only the melody of a song. The participants in Group B were first asked to memorize only the melody of a song, then to memorize only the text of a song in both non-rhythmic and rhythmic forms. Both groups were allowed to hear the whole song performed with words and melody before their memorization tasks and were allowed a short period of time to practice the whole song after their other memorization tasks. Participant scores on a final test of memorization reflected accuracy in text, intervals, and rhythms. Results indicated no significant difference in overall test scores according to memorization sequence. However, graduate students scored significantly higher than undergraduate students, and students with four or more years of piano study scored significantly higher than students with fewer than four years of piano study. Results were discussed in terms of memorization strategies for texted music, performance scoring methodologies, and suggestions for future research.
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- Music Dissertations and Theses [199]
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