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Developing a Sight-Reading Pedagogy for the Brass Studio: the Use of Supplemental Material to Improve Sight-Reading Ability

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Developing a Sight-Reading Pedagogy for the Brass Studio: the Use of Supplemental Material to Improve Sight-Reading Ability Developing a Sight-Reading Pedagogy for the Brass Studio: The Use of Supplemental Material to Improve Sight-Reading Ability by Guytano Martorano III, MM BME A Dissertation In Music Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF MUSICAL ARTS Approved Kevin Wass Chair of Committee Carla Davis Cash James T. Decker Mark Sheridan Dean of the Graduate School May 2019 Copyright 2019, Guytano Martorano III Texas Tech University, Guytano Martorano III, May 2019 TABLE OF CONTENTS ABSTRACT ………………………………………………………………………...….. iv I. INTRODUCTION ......................................................................................................... 1 PURPOSE OF RESEARCH ................................................................................................................................4 II. LITERATURE REVIEW ........................................................................................... 5 RESEARCH ON SIGHT-READING ....................................................................................................................6 Factors Correlating to Sight-Reading Ability .........................................................................................8 Characteristics of Sight-Reading Education .........................................................................................15 Developing Technologies in Sight-Reading .........................................................................................21 Perceptual, Psychological, and Neurological Research on Sight-Reading ...........................................24 The State of Literature in Sight-Reading ..............................................................................................27 PERFORMANCE LITERATURE FOR SIGHT-READING ....................................................................................29 Literature in Print for Sight-Reading Performance ...............................................................................29 Digital Literature for Sight-Reading Performance ................................................................................35 III. A COGNITIVE MODEL OF SIGHT-READING ................................................ 40 SCHEMA THEORY .......................................................................................................................................40 Accretion ...............................................................................................................................................40 Tuning ...................................................................................................................................................41 Restructuring .........................................................................................................................................42 IV. ELEMENTS OF A SIGHT-READING PEDAGOGY ......................................... 43 EXAMINATION OF CORRELATING FACTORS ................................................................................................43 Improvisation ........................................................................................................................................43 Aural Skills ...........................................................................................................................................45 Technical Ability ..................................................................................................................................45 Music Knowledge .................................................................................................................................46 SUGGESTED LITERATURE FOR SIGHT-READING TRAINING ........................................................................46 Ear-Training ..........................................................................................................................................46 Technique-Training ...............................................................................................................................47 V. CONCLUSION .......................................................................................................... 49 CALL FOR FURTHER RESEARCH .................................................................................................................49 APPLICATION ..............................................................................................................................................50 ii Texas Tech University, Guytano Martorano III, May 2019 BILOGRAPHY ............................................................................................................... 51 BIBLIOGRAPHY OF SIGHT-READING RESEARCH .........................................................................................51 BIBLIOGRAPHY OF SIGHT-READING LITERATURE ......................................................................................61 BIBLIOGRAPHY OF SCHEMA THEORY AND COGNITION ..............................................................................62 APPENDIX- ANNOTATED BIBLIOGRAPHY OF RESEARCH ARTICLES ...... 63 FACTORS CORRELATING TO SIGHT-READING ABILITY ..............................................................................64 Characteristic Factors of Individual Keyboard/Sting Sight-Reading ...................................................64 Characteristic Factors of Individual Vocal Sight-Reading ...................................................................67 Characteristic Factors of Individual Wind Sight-Reading ....................................................................71 Characteristic Factors of Ensemble Vocal Sight-Reading ....................................................................74 Contextual Factors of Individual Keyboard/String Sight-Reading .......................................................75 Contextual Factors of Individual Vocal Sight-Reading ........................................................................77 Contextual Factors of Individual Wind Sight-Reading .........................................................................79 CHARACTERISTICS OF SIGHT-READING EDUCATION ..................................................................................80 Instruction of Individual Keyboard Sight-Reading ...............................................................................80 Instruction of Individual Vocal Sight-Reading .....................................................................................84 Instruction of Individual Wind Sight-Reading ......................................................................................89 Instruction of Ensemble Vocal Sight-Reading ......................................................................................94 Instruction of Ensemble Wind Sight-Reading ......................................................................................95 Assessment of Individual Keyboard Sight-Reading .............................................................................96 Assessment of Individual Vocal Sight-Reading ...................................................................................97 Assessment of Individual Wind Sight-Reading ....................................................................................98 DEVELOPING TECHNOLOGIES IN SIGHT-READING ......................................................................................99 Research of Sight-Reading Technology ...............................................................................................99 PERCEPTUAL, PSYCHOLOGICAL, AND NEUROLOGICAL RESEARCH ON SIGHT-READING ..........................102 Eye-Hand Span in Sight-Reading .......................................................................................................102 Eye Movement in Sight-Reading ........................................................................................................103 Psychology and Sight-Reading ...........................................................................................................106 Science and Music ..............................................................................................................................108 THE STATE OF LITERATURE IN SIGHT-READING ......................................................................................109 Literature Reviews on Sight-Reading .................................................................................................109 Meta-Analysis on Sight-Reading ........................................................................................................110 iii Texas Tech University, Guytano Martorano III, May 2019 ABSTRACT The purpose of this dissertation is to outline an effective pedagogical approach to advancing the sight-reading skills of brass musicians. Guided by the underlining cognitive mechanism of schema and the findings of Jennifer Mishra’s meta-analysis, training of fundamental skills correlated to sight-reading ability is the most efficient method for improving sight-reading ability. Included within this study are practice techniques and supplemental materials that are conducive to the advancement of sight- reading ability. Rather than practicing sight-reading to advance that particular skill, the benefits of sight-reading training could include an accelerated learning process, a broadened knowledge of musical patterns, and a greater cognitive efficiency in music making. In this way, the musician
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