The Effect of Music Notation Presentational Format on College Students' Sight-Singing Fluency

Xinwei Liu Author

04/04/2021 Added

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This study aims to investigate four types of music notation presentational formats on music major sophomore students' sight-singing performance.

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[00:00:01.240]Hello, this is Xinwei Liu, third year PhD student
[00:00:04.550]and teaching assistant in music education.
[00:00:07.540]Along with Dr. Rhonda Fuelberth, an associate professor,
[00:00:11.420]we launched a study,
[00:00:12.767]"The Effect of Music Notation Presentational Format
[00:00:16.040]on College Students' Sight-Singing Fluency".
[00:00:19.920]We're both from Glenn Korff School of Music in UNL.
[00:00:23.870]We appreciate your interest and attention
[00:00:26.340]to our research study.
[00:00:30.980]Sight reading appears to be more
[00:00:32.780]than simply a visual motor decoding task.
[00:00:36.160]Musical knowledge, previous experiences in sight reading
[00:00:40.090]and extensive aural skills training are key
[00:00:43.060]to successful sight reading.
[00:00:47.660]In order to facilitate music reading accuracy, practitioners
[00:00:51.930]and researchers have examined multiple music notation
[00:00:55.280]presentational format options, such as the use
[00:00:58.660]of colored notation or graphic notation systems.
[00:01:06.400]Experimentation with alternative notation systems has
[00:01:10.070]historically been rooted in the attempt to create bridges
[00:01:13.970]to the reading of conventional notation.
[00:01:19.920]Figurenotes is one such alternative which has been
[00:01:23.190]used successfully by young people with learning difficulties
[00:01:26.930]in Finland and in Scotland.
[00:01:29.360]It features the use of color and shape
[00:01:31.740]to indicate pitch, duration and octave displacement.
[00:01:36.520]The system employs a three level progression
[00:01:39.380]toward reading traditional notation.
[00:01:43.300]In this study to examine the effect
[00:01:45.520]of music presentational notation formats
[00:01:48.230]on college students' sight-singing fluency,
[00:01:51.730]four presentational formats were employed
[00:01:54.630]as treatment conditions.
[00:01:56.930]Specifically Figurenotes notation level one as shown
[00:02:00.920]in front of you where music notes are indicated
[00:02:03.930]by level horizontal plane
[00:02:06.260]and colored heads with solfege.
[00:02:11.200]Figurenotes notation level two,
[00:02:12.840]where music notes are indicated by on-staff
[00:02:15.640]magnified colored heads with solfege.
[00:02:20.690]Figurenotes notation level three also known as
[00:02:23.660]colored standard notation where music notes are presented
[00:02:27.620]by on-staff traditional notation with colored heads.
[00:02:34.088]And the last one is the standard notation.
[00:02:37.481]It refers to on-staff traditional notation
[00:02:40.221]with black note heads.
[00:02:41.310]Further, the study attempts to examine what type
[00:02:44.230]of notation helped the students gain more information
[00:02:47.750]in a limited time toward the purpose
[00:02:49.960]of reading notation efficiently.
[00:02:55.268]Here are some information regarding methods and materials.
[00:02:59.583]There were 60 participants
[00:03:01.107]who are collegiate level sophomore students
[00:03:04.044]and are enrolled in music programs
[00:03:06.287]to be invited to participate in this study.
[00:03:08.600]Participants were asked to complete sight-singing
[00:03:12.902]with four types of presentational music notation formats
[00:03:16.182]in Qualtrics.
[00:03:18.043]Each participant received four parallel musical examples.
[00:03:22.115]And each example was presented in one of the four types
[00:03:26.866]of musical notation, as shown here.
[00:03:30.773]Students were asked to read
[00:03:32.381]and record their sightseeing as audio files
[00:03:35.580]and then upload recordings to Qualtrics.
[00:03:39.135]Their performances were evaluated
[00:03:41.401]by a panel of music professors.
[00:03:44.368]Pitch, rhythmic accuracy
[00:03:46.429]and overall performance were assessed.
[00:03:51.346]All musical examples were adapted to be paralleled.
[00:03:54.690]Such as all in 16 measures long, three four time signature,
[00:03:59.403]within one octave, et cetera.
[00:04:02.431]Since music excerpts are parallel, the type
[00:04:05.132]of notation presentation plays an important role
[00:04:08.362]in participants sight-singing performance.
[00:04:14.812]In order to minimize practice effect,
[00:04:18.051]the sequence of music excerpts were generated randomly
[00:04:21.772]using Latin Square so that it counterbalances
[00:04:24.819]the order effect.
[00:04:28.822]One way ANOVA was used
[00:04:30.213]to test the first two research questions which are
[00:04:33.849]"What effect does music notation
[00:04:36.052]"presentational format have on pitch accuracy,
[00:04:39.860]rhythm accuracy, and overall performance of sight-singing?"
[00:04:44.829]And "Is there a significant difference
[00:04:47.185]"in sight-singing scores and the order
[00:04:49.534]"of notation presentation format?"
[00:04:53.403]The two way ANOVA was used to answer the third
[00:04:55.953]question regarding interaction effect
[00:04:59.548]between notation formats
[00:05:00.990]and the order of notation reception.
[00:05:05.792]However, the data collection phase
[00:05:07.926]of this study was delayed due to the impact of COVID-19.
[00:05:12.638]The design has been updated
[00:05:14.596]to accommodate online implementation
[00:05:17.224]and we are currently in the process
[00:05:19.143]of data collection and analysis.
[00:05:21.846]We look forward to sharing the final results
[00:05:24.437]of this study with you in print.
[00:05:27.110]Learning more about alternative notation systems
[00:05:31.020]that originally designed for individuals
[00:05:33.449]with specific learning needs may offer alternatives
[00:05:37.071]for all musicians with emerging notation reading skills.
[00:05:41.805]Thank you for participating in our presentation today.
[00:05:45.213]Please join us in Zoom
[00:05:47.001]or email us with any questions you may have.
[00:05:50.210]Thank you.

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The Effect of Music Notation Presentational Format on College Students' Sight-Singing Fluency

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