Date of Award

2018

Document Type

Open Access Dissertation

Department

School of Music

Sub-Department

Piano Pedagogy

First Advisor

Scott Price

Abstract

The purpose of this study was to measure the accuracy and memorized outcome of subjects’ performance who learned a piano piece by rote using la-based minor solmization compared to subjects who learned the identical piece using an intervallic reading approach with identified landmark notes. Ten pre-college piano students above nine years of age at the intermediate level and above participated in this quantitative quasi-experimental study. Five subjects, n=5, received the independent treatment (rote with la-based minor solmization), and the other five subjects, n=5, received the dependent treatment (intervallic reading approach with identified landmark notes). During the timespan of a three-week treatment period, the subjects learned a specified repertoire piece. The control subjects applied conventional reading approaches while the experimental group applied a rote approach with la-based solmization. The Mann-Whitney U test was used to analyze the results, p > 0.05, suggesting that no statistical difference between the control and experimental groups existed. The research helped in ascertaining if learning by rote with a la-based minor solmization system aids memory retention and improves the musicality of a performance. Memorization was utilized as a measuring tool to assess the subjects’ retention and confirmation of musical content. Memory criteria measured were note accuracy, rhythm accuracy, fingering, and fluency. Performance musicality was measured by rating the level of expressivity.

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