| LDR | | 00000nmm u2200205 4500 |
| 001 | | 000000329820 |
| 005 | | 20241016154621 |
| 008 | | 181129s2018 ||| | | | eng d |
| 020 | |
▼a 9780438146976 |
| 035 | |
▼a (MiAaPQ)AAI10823549 |
| 035 | |
▼a (MiAaPQ)bu:13953 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 248032 |
| 049 | 1 |
▼f DP |
| 082 | 0 |
▼a 780 |
| 100 | 1 |
▼a Houghton, Sarah I. |
| 245 | 10 |
▼a Finding the Right Note: The Strategy Use of Eighth Grade Choral Students During Vocal Sight-Reading. |
| 260 | |
▼a [S.l.] :
▼b Boston University.,
▼c 2018 |
| 260 | 1 |
▼a Ann Arbor :
▼b ProQuest Dissertations & Theses,
▼c 2018 |
| 300 | |
▼a 212 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A. |
| 500 | |
▼a Adviser: James S. Imhoff. |
| 502 | 1 |
▼a Thesis (D.M.A.)--Boston University, 2018. |
| 520 | |
▼a Students' strategy use is an assessment of their ability to assimilate, synthesize, and actualize knowledge shown to be directly related to success in sight-reading. The purpose of this exploratory, collective case study was to investigate the s |
| 520 | |
▼a To create a coalesced conceptual lens, I merged the construct of audiation and pertinent findings from cognitive science research, specifically music reading literature in cognitive psychology. Seeing students' strategy use through this combined |
| 520 | |
▼a Fourteen eighth-grade middle school choral students participated ( N = 14, 4 males, ages 13 to 14). Students participated in research activities individually, in one 30-minute session, in a nearby practice room at their middle school. I collecte |
| 520 | |
▼a All students employed strategies, both cognitive and non-cognitive, singularly and in combination. Three major findings emerged: |
| 520 | |
▼a 1. Students employed strategies in three domains of knowledge, visual-only (most frequent), aural-only (least frequent), and visual-aural, and two underlying systems, self-awareness and music vocabulary. |
| 520 | |
▼a 2. Those who scored in the highest 50% on the sight-reading indicator employed these strategies (two or three times) more frequently than those who scored in the lowest 50% &bull |
| 520 | |
▼a &bull |
| 520 | |
▼a &bull |
| 520 | |
▼a &bull |
| 520 | |
▼a 3. There was a positive and strong correlation (r = .84, p < .00) between students' sophistication of strategy use scores and vocal sight-reading scores. |
| 520 | |
▼a Results from the current study have implications for choral music educators in designing and implementing sight-reading curricula, especially with regards to content and pedagogy. Suggestions for sight-reading pedagogy include (a) scaffolding si |
| 590 | |
▼a School code: 0017. |
| 650 | 4 |
▼a Music education. |
| 690 | |
▼a 0522 |
| 710 | 20 |
▼a Boston University.
▼b Music Education CFA. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-12A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0017 |
| 791 | |
▼a D.M.A. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14998579
▼n KERIS |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a 관리자
▼b 관리자 |