Date of Award

1-1-2011

Document Type

Campus Access Thesis

Department

School of Music

Sub-Department

Music Education

First Advisor

Gail Barnes

Abstract

The purpose of this study was to evaluate the relationship between middle school orchestra student practice habits and achievement on a teacher-assigned etude. The researcher taught the concepts on a pretest and then introduced a similar etude with instructions to practice for one week, recording practice time and strategies. Two observers evaluated both etudes for 26 participants on the following musical elements: intonation, rhythmic accuracy and tempo.

The researcher graded the students on intonation, rhythmic accuracy, and correct tempo. Students demonstrated improvement in rhythm and tempo, but not intonation. There was a moderate correlation (r = .504) between practice time and improved scores. Students can improve the efficiency of their practice time by increasing the amount and length of practice sessions and using effective strategies. Teachers can assist students in more effective practice sessions by teaching and encouraging varied practice strategies.

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