Transcript An effective music memory method in music learning for

An effective memory method
in music learning for primary
5 students
LEE TUNG YIU
Purpose
• To find an effective way to enhance
music appreciation
• Students can have an ability to handle
the tests.
Hypothesis experimental
Approach
Step1
• Finding two independent variables
1)Repeated exercising memory method
2)Pictorial memory method
Step2
• Choosing three types of music appreciation,
Composer:1) Bach 2)Beethoven 3)Mozart
• Methodology:
1)Randomly finding 2 class of pupils
2)30 members in each of the class
3)using pre-test post-test control group design
4)Timing : 4 lessons
Step3
• Finding journals, books, references:
as follow……
• Repeated exercising memory method
~ Skinner
• Pictorial memory method ~ Kodaly and
Carl Orff
Step4
Setting Hypothesis:
1.The null hypothesis is the repeated
memory method is not effective.
2.The null hypothesis is the pictorial
memory method is not effective
3.To proof which memory method is better
Pre-test & post-test
Listen the playings carefully and find their
suitable orders.
Bach
1.________________
Beethoven
2.__________________
Mozart
3._________________
Lesson
Repeated exercising memory method
CDs playing with explanation~
1) Bach : Air on a G string( Orchestral
Suite No.3)
2) Beethoven: Symphony No.9
3) Mozart: Symphony No.40
Lesson
Pictorial memory method
Materials with discussion~
(Bach, Beethoven, Mozart)
Using stories, comic readings, hand drafts
Result
• Repeated method
• Pictorial method
• 60% increase in
• 80% increase in
marks (Compare
marks( Compare
post-test and pre-test)
post- test and pretest)
Conclusion
Pictorial memory method is more effective
than repeated exercising memory method
in music appreciation
Control for experimenter
bias
• The difficulty between two tests is mostly
the same .
The answering sequence :
E.g. Pre –test: 1. Beethoven, 2. Bach
3. Morzart
Post –test: 1. Bach ,2 Morzart
3.Beethoven
Reference
• Gray E. McPherson (1994). Literature Review: 3a Memory,
Cognition and Musical Performance, School of Music and
Music Education, University of New South Wales
• Dowling, W. J., & Fujitani, D. S. (1971).Contour, interval and
pitch recognition in memory for melodies. Journal of
Acoustical Society of America 2(2), 524-531
• Fincher, B. (1983), 《The effects of playing the melody by
rote during the prestudy procedure upon sight reading skill
development of beginning class piano students》. Doctoral
dissertation , University of Oklahoma
• Froseth, J. & Blaser, A. (1980), 《Studies in creative
musicianship:Ear training for musical improvisation Levels
1&2》,Chicago:G.I.A.Publications
• Kraturs, J. K.(1985),《Rhythm, melody, motive, and phrase
characteristics of original songs by children aged five to
thirteen.》,Doctoral dissertation , Northwestern University.
• Luce, J.R. (1965),Sight-reading and ear playing
abilities as related to instrumental music students.
Journal of Research in Music Education XI
• McPherson Gary E.(1994),Journal of Literature
Review 3a.Memory, Cognition and Musical
Performance, 3c.Playing From Memory and By
Ear,University of New South Wales
• Paynter.J(1992), 《Sound & Structure》,
Cambridge: O.U.P
• Pratt, G. (1990), 《Aural awareness:Principle and
practice》. Milton Keynes:Open University Press
• Priest, P. (1985), 《Playing by ear》,Music
Teacher.
• Tillman, J., (1976), 《Exploring Sound》,London:
Stainer & Bell Ltd.