This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Lane, J. S. Search for Related Content Social Bookmarking                   What's this?

Undergraduate Instrumental Music Education Majors' Approaches to Score Study in Various Musical Contexts

University of South Carolina, jlane{at}mozart.sc.edu

Participants in the study (N = 21) engaged in two one-on-one interview sessions with the investigator. During each session, participants "thought out loud" as they studied one solo score and one full score of music by various composers. Interviews were conducted in an effort to assess preexisting knowledge of the music being studied and to assess participants' perceptions about score study. Results indicated three primary themes: (1) a lack of transfer of preexisting knowledge into certain score-study procedures, (2) an increase in specificity of verbal responses that seemed to correspond with education and experience, and (3) a lack of audible sound used during score preparation within full-score settings. Other findings suggest a contextual basis for score-study procedures and reflect changes in score-study patterns that seem influenced by experience and education.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?