Interdisciplinary Assignments in the Music Fundamentals Classroom

2020 ◽  
Vol 36 (1-2) ◽  
pp. 1
Author(s):  
Hamm
Keyword(s):  
Music Fundamentals

Music Fundamentals

1962 ◽  
Vol 49 (1) ◽  
pp. 129-129
Keyword(s):  
Music Fundamentals

Music Fundamentals Through Song

1954 ◽  
Vol 2 (2) ◽  
pp. 177-178
Author(s):  
Oleta A. Benn
Keyword(s):  
Music Fundamentals

Independent learning of music fundamentals

NSPI Journal ◽  
1967 ◽  
Vol 6 (9) ◽  
pp. 9-13
Author(s):  
Lawrence C. Arcarese ◽  
Vincent Consoli ◽  
Leonard W. Phillips ◽  
Jerome J. Sadlo
Keyword(s):  
Independent Learning ◽  
Music Fundamentals

The Effects of a Creative-Comprehensive Approach and a Performance Approach on Acquisition of Music Fundamentals by College Students

1980 ◽  
Vol 28 (2) ◽  
pp. 103-110 ◽  
Author(s):  
Thomas A. Dodson
Keyword(s):  
College Students ◽  
Traditional Music ◽  
Comprehensive Approach ◽  
Performance Achievement ◽  
Self Confidence ◽  
Significant Difference ◽  
Aural Discrimination ◽  
Post Test ◽  
Music Fundamentals ◽  
A Performance

The purpose of this study was to evaluate the effectiveness of a creative-comprehensive approach (CCA) when compared with a performance approach (PA) on the acquisition of basic music concepts and skills by general college students. In the CCA, students were directly involved in the process of creating original music by assuming the roles of composer, performer, and analytic listener. Students in the PA were engaged in the performance and aural analysis of preselected folk and traditional music. A pretest-posttest design involving intact groups was used as the method of research. The resulting effects of the two instructional modes on three dependent variables revealed no difference in achievement on aural discrimination competence from pretest to post-test in the sampled groups. There was, however, evidence suggesting that the CCA was superior to the PA in developing students' self-confidence in dealing with basic music concepts and skills. Additional data indicated a slight, but not significant, difference in performance achievement between the two groups in favor of the CCA.

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