A Comparison of Successful and Unsuccessful Strategies in Individual Sight-Singing Preparation and Performance

2005 ◽  
Vol 53 (1) ◽  
pp. 51-65 ◽  
Author(s):  
Janice N. Killian ◽  
Michele L. Henry
Keyword(s):  
High School ◽  
Future Research ◽  
Sight Singing ◽  
Time Analysis ◽  
Preparation Time ◽  
Instrumental Ensemble ◽  
Significant Difference ◽  
Piano Lessons ◽  
And Performance ◽  
Practice Time

High school singers ( N=198) individually sang two melodies from notation, with and without a 30-second practice opportunity. Overall accuracy scores were significantly higher with preparation time. The less accurate singers, however, did not benefit from practice time. Analysis of videoed tests indicated that high scorers tonicized (vocally established the key), used hand signs, sang out loud during practice, physically kept the beat, and finished practicing the melody within 30 seconds significantly more frequently than did low scorers during practice. Similar strategies were used during performance, with the addition of tonicizing before singing. Sight-singing system used made no significant difference. Characteristics appearing significantly more often among high scorers included: region/state choir, private voice or piano lessons, playing an instrument, membership in instrumental ensemble, sight-singing individually outside class, and director giving individual sight-singing tests. Results are discussed in terms of strategies for teaching individual sight-singing and recommended areas of future research. August 11, 2004 January 18, 2005.

scholarly journals Weight-for-Age Percentiles and Experience Impact Youth Wrestling Record over the Course of a Season (P23-010-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Heather Reymunde Wittmer ◽  
Steven Reggie ◽  
Erin O'Hora ◽  
Diane DellaValle
Keyword(s):  
Small Sample ◽  
Future Research ◽  
Hydration Status ◽  
Years Of Experience ◽  
Performance Variables ◽  
Funding Sources ◽  
Significant Difference ◽  
And Performance ◽  
Insight Into ◽  
Weight For Age

Abstract Objectives Youth in weight-classified combat sports may attempt to change body weight to gain performance advantage. Differences between weight-for-age percentiles (WAP) and performance in youth wrestlers remains unknown. The purpose of this retrospective study was to examine the differences in performance between wrestlers above and below the 50th WAP over a wrestling season. Methods Participants included 22 male wrestlers from a team in the Pennsylvania Elementary Wrestling League (8.8 ± 2.1 years of age, 2.3 ± 2.3 years of experience). Retrospective data included age, weight, years of experience, family history, and frequency of wins, losses and forfeits over a 3-month wrestling season. Average WAP were calculated using CDC growth charts and wrestlers were assigned to one of two groups <50 th WAP (n = 10) and >50 th WAP (n = 12). Wrestlers were also categorized into two groups in terms of experience (≤2 years, >2 years). Differences between the two groups in performance variables were examined using ANOVA. Results We observed a significant difference between <50th and >50th WAP groups in total forfeits (0.6 ± 1.0; 2.0 ± 1.5, respectively, P < 0.02). There was an interaction observed between WAP group and years of experience in number of total forfeits (P < 0.132) such that wrestlers with <2 years of experience and <50th WAP experienced fewer total forfeits (0.3 ± 0.8) than those >50th percentile (2.0 ± 1.4). Those with more experience in <50th WAP also had fewer forfeits compared to >50th WAP. A similar interaction was observed between WAP group and years of experience in number of total losses (P < 0.187). Wrestlers with <2 years of experience, and <50th WAP experienced more total losses (4.8 ± 1.5) than wrestlers >50th WAP (2.0 ± 1.4). Those with more experience and <50th WAP experienced fewer losses than those >50th WAP. Conclusions We observed a significant difference in forfeits between average WAP groups and an interaction between experience and WAP groups in losses and forfeits in this small sample. Further research is needed to provide insight into how WAP mayaffect performance in this population. Future research may include a larger population, and variables such as BMI-for-age, hydration status, nutrition, body composition and additional factors that affect both weight and performance. Funding Sources n/a.

Preparation of a Public Piano Performance: The Relation between Practice and Performance

1998 ◽  
Vol 2 (1) ◽  
pp. 67-94 ◽  
Author(s):  
Andreas C. Lehmann ◽  
K. Anders Ericsson
Keyword(s):  
Music Performance ◽  
Task Demands ◽  
Subjective Ratings ◽  
Public Performance ◽  
Piano Performance ◽  
Preparation Time ◽  
Experimental Conditions ◽  
Preparation Period ◽  
And Performance ◽  
Practice Time

This study investigated an expert pianist's nine-month preparation for a public music performance (recital) through the collection of practice diaries and MIDI recordings of the eight scheduled pieces. Recordings were made under the experimentally varied conditions of solitary performance and public performance. The practice diaries revealed that the expert (an advanced student performer) allocated practice time consistently across the entire preparation period and tended to use mornings to practice the pieces perceived as being more difficult. Total preparation time for each of the pieces could be predicted on the basis of the pianist's subjective ratings of complexity and independent ratings of complexity given by other experts. An analysis of the performance data showed that, near the time of the recital, variability in performance tempo was large between pieces but very small for multiple renditions of the same piece, even under the different experimental conditions. Thus, to attain a highly reproducible public performance, the expert allocated practice time in response to task demands and engaged in specific preparations that would safeguard the performance against unexpected problems.

Sight-Singing Scores of High School Choristers with Extensive Training in Movable Solfège Syllables and Curwen Hand Signs

2008 ◽  
Vol 56 (3) ◽  
pp. 255-266 ◽  
Author(s):  
Alan C. McClung
Keyword(s):  
High School ◽  
Knowledge Base ◽  
Repeated Measures ◽  
The Other ◽  
Sight Singing ◽  
Repeated Measures Anova ◽  
Pedagogical Strategy ◽  
Extensive Training ◽  
Significant Difference ◽  
The Mean

Randomly chosen high school choristers with extensive training in solfège syllables and Curwen hand signs ( N = 38) are asked to sight-sing two melodies, one while using Curwen hand signs and the other without. Out of a perfect score of 16, the mean score with hand signs was 10.37 ( SD = 4.23), and without hand signs, 10.84 ( SD = 3.96). A repeated-measures ANOVA revealed no statistically significant difference, F(1, 37) = .573, p = .454. These findings support the results of five earlier studies; however, because earlier studies were limited to students who were minimally trained in movable solfège syllables and Curwen hand signs, this study expands the knowledge base. Relationships between performance scores and instrumental experience, class grade, sight-singing experience, and hand sign experience were also examined. A pedagogical strategy for linking Curwen hand signs with students' preferred modes of learning (especially the kinesthetic mode) is recommended.

Effects of Stimulus Octave and Timbre on the Tuning Accuracy of Secondary School Instrumentalists

2010 ◽  
Vol 58 (4) ◽  
pp. 316-328 ◽  
Author(s):  
James L. Byo ◽  
Amanda L. Schlegel ◽  
N. Alan Clark
Keyword(s):  
High School ◽  
Secondary School ◽  
Actual Performance ◽  
Significant Difference ◽  
School Bands ◽  
Wind Players ◽  
And Performance

To test the effects of octave and timbre on tuning accuracy, four stimuli—B-flat 4 sounded by flute, oboe, and clarinet and B-flat 2 sounded by tuba—functioned as reference pitches for high school wind players ( N = 72). The two stimulus octaves combined with participants’ assigned tuning notes created soprano, tenor, and bass tuning groups. All participants tuned to each instrument. Results indicated no effect due to tuning group. There was a significant difference due to stimulus. Participants’ responses were more out of tune to the tuba stimulus than to the oboe, clarinet, and flute stimuli, which were not different from each other. There was no difference in the distribution of in-tune, sharp, and flat responses across tuning stimuli, a result that differs from the “preference for sharpness” effect in previous research. Verbal and performance responses to the tuba, oboe, and flute stimuli revealed misconceptions between participants’ perceptions of tuning difficulty and actual performance difficulty and favored the use of oboe and flute as tuning references. Most of the participants (82%) reported tuning to the tuba as the prevalent approach to mass tuning in their school bands.

scholarly journals Student engagement during pandemic COVID-19 and its implications for guidance and counseling

2021 ◽  
Vol 8 (2) ◽  
pp. 135-144
Author(s):  
Imam Setyo Nugroho ◽  
Eny Kusumawati ◽  
Diana Dewi Wahyuningsih
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
Junior High School ◽  
Survey Design ◽  
School Level ◽  
Guidance And Counseling ◽  
School Students ◽  
Significant Difference ◽  
And Performance

Student engagement is a condition of the extent to which students play an active role in the learning process by focusing on time, energy, mind, effort, feelings and making it happen in action to complete their academic tasks completely. This study aims to explore and find out the level of student engagement in the Covid-19 pandemic period seen from gender differences and the school level. Quantitative descriptive research with this survey design involves 469 students, 245 students of the junior high school, and 224 senior high school students chosen using a stratified random sampling proportionate cluster. The results showed that secondary school students in the Covid-19 pandemic period had an average level of student engagement in the medium category. This study found, there was no different level of student engagement based on gender (t (467) = -1.86). But specifically, the participation has a significant difference, while the skill, emotion, and performance do not have a significant difference. At the school level, indicate that there are significant differences in the level of student engagement (t(467)= -3.39). Furthermore, it can be seen from every indicator of student engagement skills, participation and performance have a significant difference and only an emotion that does not have it. The results of this study have implications for the planning of guidance and counseling programs in schools during the Covid-19 pandemic period, which is important to see the level of student engagement, especially in the emotional indicator. Further discussion is discussed in this article.

scholarly journals Investigating Students’ Attitudes, Motives, Participation and Performance Regarding Out‑of‑Class Communication (OCC) in a Flipped Classroom

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Tristan Cui ◽  
Andrew Coleman
Keyword(s):  
Academic Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Future Research ◽  
Business Law ◽  
Online Participation ◽  
Class Time ◽  
Teacher Student ◽  
Significant Difference ◽  
And Performance

In a flipped classroom, students engage in active learning during class time and have individual information‑transmission outside class time. University students need to complete the pre/post‑class activities to fully benefit from flipped classroom. It is important that teachers adopt practical methods including teacher‑student out‑of‑classroom communication (OCC) to help students manage their time effectively and stay on task. This research examines the practice of OOC in a flipped first‑year postgraduate Business Law course at an Australian university that comprises a large overseas student cohort. By means of a questionnaire, the researcher collected data about student perceptions of OCC, their motives for engaging in OCC, and the change of the motives in a flipped classroom. Student demographics, online participation, and academic performance data were exported from the university database. The student answers, participation, and performance were measured and compared with t‑tests. The preliminary results show that in a flipped classroom, students were more motivated to engage in OCC. Moreover, the short‑term online participation improved for the students who were communicated by the teacher outside classroom. However, an analysis of the data indicated no statistically significant difference in students’ academic performance. In the concluding sections of this paper, the limitations of this study are acknowledged, followed by several recommendations for future research.

scholarly journals Lived Experiences, Academic Performance, and Aspirations of a Muslim Learner in a Public High School

2021 ◽  
Vol 9 (12) ◽  
pp. 2019-2027
Author(s):  
Jennilee Abrenica
Keyword(s):  
High School ◽  
Academic Performance ◽  
Family Income ◽  
Living Condition ◽  
Future Research ◽  
Public High School ◽  
Qualitative Research Design ◽  
And Performance ◽  
Difficult Situations

This study was conducted to narrate the experiences, academic performance, and aspirations of a Muslim learner in a public high school. The findings of the study served as the basis for understanding the learning situation and performance of the learner. Specifically, this study sought to: describe the living condition of the Muslim learner in terms of family income and size and how these affected her academic performance; discuss the aspirations, experiences, and challenges of the Muslim learner in a public high school; and describe the academic performance of the Muslim learner during her stay in a public high school. The researcher employed the qualitative research design, particularly the case study method of research. The researcher, later on, came up with themes to describe the experiences and performance of the Muslim learner and a recommendation for future research was also made by the researcher. These were the themes presented in this paper: (1) Experiences in a public high school. (2) Quality of education. (3) Family support. (4) Academic performance. (5) Dreams and aspirations. It can be noted that the respondent had positive experiences in her stay in a public high school. She did not feel any discrimination and untoward incident of her being a Muslim. However, she pointed that she would have wanted to have Muslim teachers or included in the curriculum will be lessons specifically for them, as specified in Madrasah education. She had struggled a lot, though, in her academic performance, because of difficult situations she had experienced.

scholarly journals Credit Recovery Curricula for Improving Graduation Rate.docx

2020 ◽  
Author(s):  
Barbara Vaiana
Keyword(s):  
High School ◽  
Graduation Rates ◽  
Credit Recovery ◽  
Future Research ◽  
High School Graduation Rates ◽  
Recovery Programs ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
Credit Recovery Programs

<p>A quantitative, ex post facto causal comparative study methods was used to determine the impacts of implementing credit recovery into high school curricula on graduation rates. A thematic literature review described the particular areas of the literature and research purpose. The target sample was Illinois high school districts with and without credit recovery programs implemented and for years 2007-2010 pre-implementation and years 2011-2014 post-implementation. A multivariate analysis of variance (MANOVA) was conducted to test the multiple continuous dependent variables, high school graduation rates and the hypotheses regarding the effect of credit recovery programs on graduation rates. Results indicated there was no statistically significant difference between groups even when controlling for attendance. Recommendations and suggestions for future research were provided.</p>

scholarly journals A Review of Microalgal Biofilm Technologies: Definition, Applications, Settings and Analysis

2021 ◽  
Vol 3 ◽  
Author(s):  
Jairo Hernán Moreno Osorio ◽  
Antonino Pollio ◽  
Luigi Frunzo ◽  
Piet Nicolaas Luc Lens ◽  
Giovanni Esposito
Keyword(s):  
Future Research ◽  
Time Analysis ◽  
Attached Cultivation ◽  
Real Time Analysis ◽  
Primary Reference ◽  
And Performance ◽  
Research Challenge ◽  
Further Development ◽  
Non Destructive ◽  
Growth Methods

Biofilm-based algal cultivation has many advantages over the conventional suspended growth methods and has received increased attention as a potential platform for algal production, wastewater treatment (nutrient removal), and a potential pathway to supply feedstock for microalgae-based biorefinery attempts. However, the attached cultivation by definition and application is a result of a complex interaction between the biotic and abiotic components involved. Therefore, the entire understanding of the biofilm nature is still a research challenge due to the need for real-time analysis of the system. In this review, the state of the art of biofilm definition, its life cycle, the proposed designs of bioreactors, screening of carrier materials, and non-destructive techniques for the study of biofilm formation and performance are summarized. Perspectives for future research needs are also discussed to provide a primary reference for the further development of microalgal biofilm systems.

scholarly journals An Examination of High School Social Science Students’ Levels Motivation towards Learning Geography

2017 ◽  
Vol 10 (7) ◽  
pp. 1
Author(s):  
Tahsin Yildirim
Keyword(s):  
High School ◽  
Social Science ◽  
Information Acquisition ◽  
Female Students ◽  
Male Students ◽  
Science Students ◽  
Self Confidence ◽  
Significant Difference ◽  
And Performance ◽  
The One

This aim of this research was to examine the levels of motivation among high school social science students towards learning geography. The study group consisted of 397 students from different classes at Aksaray Ahmet Cevdet Pasa High School in the College of Social Science. The research was carried out with a scanning model, with data obtained using the Scale for Motivation Towards Learning Geography. In the analysis of the data, the t-test and the one-way analysis of variance (ANOVA) were used. As a result of the research, the levels of motivation among social science students towards learning geography were found to be moderate. From the analysis of the aforementioned scale’s subfactors, those related to the interest of students and information acquisition were found to be ‘undecided’, while the subfactors related to self-confidence and performance were found to be ‘in agreement’. It was determined that the level of motivation towards learning geography reported in the findings, with regard to the gender variable, showed a significant difference among male students. In addition, it was indicated that the motivation levels of male students were higher for the subfactors of interest and self-confidence than those of female students. In terms of the subfactors of information acquisition and performance, no significant changes were found in the motivation levels among both male and female students. Analyses based on class level demonstrated that the average scores of the students differ in this context, but that this difference was found to be statistically significant for 11th grade students for the subfactor of self-confidence.

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