The effects of rote and note teaching on the performance of high school chorus

Authors

Radio Cremata

Document Type

Thesis

Degree

Master of Science (MS)

Major/Program

Music

First Advisor's Name

Michael Wagner

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Joseph Rohm

Third Advisor's Name

Dan Hardin

Date of Defense

3-13-2003

Abstract

The purpose of this research is to compare the effects two different teaching techniques-rote and note--have upon high school chorus. Rote instruction involves teaching students who do not have music in front of them. Note instruction involves teaching students who do have music in front of them. The methodology counterbalanced two different high school choirs. Rote and note taught groups were taught four of the same 3-part SAB chorale settings type music. Two recordings were made of each song for each group - once after 30 minutes of instruction and second 24 hours later to test retention. Recordings were randomized and mastered onto CD and given to experts for evaluation. Across the board results were that rote taught groups scored higher than note taught groups on intonation, note accuracy and rhythm. This research does not recommend doing away entirely with note instruction. Rather, this research gives credence to rote as a valid music learning technique, often misunderstood because of the conflicting reports found in the professional literature.

Identifier

FI14061541

Comments

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Recommended Citation

Cremata, Radio, "The effects of rote and note teaching on the performance of high school chorus" (2003). FIU Electronic Theses and Dissertations. 2486.
https://digitalcommons.fiu.edu/etd/2486