Improving the Intonation Accuracy of String Students

1994 ◽  
Vol 44 (3) ◽  
pp. 77-78
Author(s):  
Camille Smith
Keyword(s):  
String Students ◽  
Intonation Accuracy

Creative Activities for String Students

2001 ◽  
Vol 88 (2) ◽  
pp. 29 ◽  
Author(s):  
Nola Campbell Stabley
Keyword(s):  
String Students

Factors Influencing Secondary String Students’ String Teaching Career Choices

2011 ◽  
Vol 2 (1) ◽  
pp. 17-24 ◽  
Author(s):  
Donald L. Hamann ◽  
Robert Frost ◽  
Tami Draves
Keyword(s):  
Career Choices ◽  
Teaching Career ◽  
Factors Influencing ◽  
String Students

The Development of a String Sight-Reading Pitch Skill Hierarchy

2012 ◽  
Vol 60 (2) ◽  
pp. 201-216 ◽  
Author(s):  
Michael L. Alexander ◽  
Michele L. Henry
Keyword(s):  
Scoring Systems ◽  
Difficulty Level ◽  
Sight Reading ◽  
Success Rates ◽  
Relative Difficulty ◽  
Tonal Pattern ◽  
Performance Quality ◽  
String Students ◽  
Anxiety Levels ◽  
Tonal Pitch

This study was designed to determine a pitch skill hierarchy for string sight-reading, to determine the effects of key on string sight-reading achievement, and to determine the validity of a tonal pattern system as a measurement of melodic sight-reading skill for string players. High school string students ( n = 94) obtained a mean score of 27.28 out of 31 on a modified version of the Vocal Sight-Reading Inventory. Success rates ranging from .99 to .72 were established for 31 pitch skills, grouped into eight tonal categories. Significant differences were found between skills appearing in the keys of D and E, with 11 of 31 skills obtaining significantly differing results by key. A .95 correlation between note-by-note and skill-based scoring systems indicates that skill-based scoring is a valid measurement of string players’ sight-reading of tonal pitch skills within a melodic context. Researchers should explore whether these pitch skills hold their relative difficulty level with less accomplished players and between instrument types, establish a hierarchy for rhythm skills, further investigate the effect of key, and identify anxiety levels for sight-reading when the consequences of performance quality vary.

A Comparison Study of the Ohio Proficiency Test Results between Fourth-Grade String Pullout Students and Those of Matched Ability

1998 ◽  
Vol 46 (2) ◽  
pp. 239-247 ◽  
Author(s):  
Michael D. Wallick
Keyword(s):  
Cognitive Abilities ◽  
Proficiency Test ◽  
Fourth Grade ◽  
Test Analysis ◽  
Ohio Proficiency Test ◽  
Significant Difference ◽  
Cognitive Abilities Test ◽  
String Students ◽  
City School District ◽  
And Mathematics

The purpose of this study was to examine the effects of a pullout string program on student achievement in the writing, reading, mathematics, and citizenship sections of the Ohio Proficiency Test. One hundred forty-eight fourth-grade string students and 148 fourth-grade nonstring students from a southwestern Ohio city school district were ability-matched according to their performance on the verbal section of the Cognitive Abilities Test. The scores of the Ohio Proficiency Test were then recorded and compared. This study involved a two-group static-group comparison design. A two-sample independent t-test analysis was used to determine if there was a significant difference between the achievement scores of the string students who were excused from class twice a week for 30 minutes and the matched group of nonstring students who remained in class. It was hypothesized that there would be no significant difference between the two matched groups. The results revealed a significant difference in favor of the string students' achievement in reading and citizenship, with no significant difference between the two matched groups in the writing and mathematics sections of the Ohio Proficiency Test.

scholarly journals Blind Listening Evaluation of Steel String Acoustic Guitar Compensation Strategies

2017 ◽  
Author(s):  
R.M. Mottola
Keyword(s):  
Block Design ◽  
Rank Correlation ◽  
Test Results ◽  
Compensation Strategy ◽  
Double Blind ◽  
Spearman’S Rank Correlation ◽  
Randomized Complete Block Design ◽  
Acoustic Guitar ◽  
Intonation Accuracy

A double blind multisample intonation rating test was administered to 32 experienced guitar players/guitar builders to test perceived effectiveness of some common steel string acoustic guitar intonation compensation strategies. The test used a randomized complete block design where each treatment was a typical guitar intonation compensation strategy. Each subject completed two sequentially presented sessions. Subjects were asked to rate intonation accuracy following audition of prepared sound clips. Each clip contained a short sequence of notes recorded from steel string acoustic guitar with either perfect intonation or tuning modified to fit the intonation profile of one of three typical guitar intonation compensation strategies: straight saddle compensation, individual string saddle compensation, or individual string saddle and nut compensation. Subject ratings indicate that all compensation strategies tested were equally effective. Analysis of test results by ANOVA did not indicate significant perceived differences for either session (p=0.596, p=0.286). Results of follow-up t-tests comparing intonation ratings for perfect intonation and the compensation treatment associated with the highest intonation errors (straight saddle compensation) also showed that these two treatments were equally effective in both sessions (p=0.137, p=0.359). Results of follow-up Bayesian estimation analyses comparing these two treatments also indicated no discernable difference for either session (session 1 difference of means 95% HDI: -1.31, 0.472; session 2 difference of means 95% HDI: -0.819, 1.13). Subjects’ correlation between ratings and actual intonation accuracy was determined by comparing ratings to intonation errors for each compensation strategy using Spearman's rank correlation. Rating correlation varied greatly among subjects (-1 ≤ ρ ≤ 0.949). The two subjects with the best overall correlations each gave identical ratings to two different strategies. These correlations showed low correlation to subject age and to years of guitar playing experience. These analyses suggest that all compensation strategies tested are equally successful.

New Resources from ASTA: An Exquisite Idea for the New Year

1989 ◽  
Vol 39 (1) ◽  
pp. 32-32
Author(s):  
Robert Klotman
Keyword(s):  
Media Center ◽  
String Students ◽  
String Teachers

The ASTA publications catalog and Media Center are full of fine resources for string teachers, string players, and string students. Here are some of the newest additions now available to ASTA members.

A qualitative exploration of higher self-efficacy string students preparing for a competition

2012 ◽  
Vol 31 (1) ◽  
pp. 4-14 ◽  
Author(s):  
Jennifer Cahill Clark
Keyword(s):  
Self Efficacy ◽  
Past Research ◽  
Thinking Skills ◽  
Higher Order Thinking Skills ◽  
Music Practice ◽  
Practice Behaviors ◽  
String Students ◽  
String Playing ◽  
Qualitative Exploration ◽  
Quality Instrument

This study examined and qualitatively described the music practice behaviors, strategies, and thoughts of four high school string students who indicated a high string playing self-efficacy. Concepts of practice, motivation, achievement, and self-efficacy were linked together to analyze tendencies and summarize strategies. These students were chosen from previous research where eight high and eight low self-efficacy string students were narrowed and compared after 101 string students’ self-efficacy scores were determined and 65 of those correlated to achievement. Each of the four students for the current study was videotaped practicing, interviewed, and given a two-week practice journal. Triangulation was used for reliability. The participants in this study were higher self-efficacy students who had common elements that enabled them to succeed, such as studying with expert teachers, practicing outside of orchestra at school and home, and owning a quality instrument. Practice strategies varied and were qualitatively described, but all four tended to show higher order thinking skills and organization. Any differences were noted and the student who did succeed had unique approaches seen in past research as advanced practicing.

Effects of Finger Markers and Harmonic Context on Performance of Beginning String Students

1997 ◽  
Vol 45 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Louis Bergonzi
Keyword(s):  
Sixth Grade ◽  
Musical Performance ◽  
Group Instruction ◽  
Performance Skills ◽  
Left Hand ◽  
Practical Support ◽  
String Students ◽  
Performance Ability ◽  
Harmonic Context ◽  
Left Hand Technique

This study is an investigation of the effects of finger placement markers (FPMs) and I harmonic context on the left-hand technique, intonation performance skills, and overall musical performance skills of sixth-grade beginning string students. Central to this study was the question of how a tactile/visual reference and an aural reference influence the development of string intonation performance skills. Subjects were assigned to research conditions in a 2 ? 2 factorial design (FPMs by harmonic context). Students received 90 minutes of weekly, heterogeneous-group instruction from the same teacher and used researcher-prepared audio home practice tapes to accentuate their class experience. Subjects with FPMs played significantly more in tune than those who did not have FPMs. Students whose instruction and practice were accompanied by harmonic background demonstrated a higher degree of overall musical performance ability. Differences were significant even after adjusting for musical aptitude. There were no differences in left-hand technique. Results of this study endorse the theoretical and practical support for the use of these teaching techniques in beginning string instruction.

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