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OF I o\\ I l I |" ) I '\.I‘.‘l\‘ I M. EXPERIENCE I I I-\| ..-I I \II‘ 3.. I. ' . I s.. '.‘! II. ' IV“ | t \. I"-“‘y o I ‘ IIII. I- - LI- I.. ABILITY I I ,I- I. I: Q. ‘~ of .. _. , . I I u \ .- .O u-u.. I ‘ ‘\ I" I 'h I I _\ . "\- AND . I I. ... I u I 1 l i I I\ .I O I ' .I‘E .‘ ' . I ‘.ll \ . UNIVERSITY . I \ I , I. .0 o- 'D- o v ,. ‘ t 'I FACTORS . _ _ . ,. I . I L ‘. \ I I V I I .. .l u. t . -.i \ ‘01 NRAAD u a e . -.." .- I MUSICAL I . I- Degree I ‘_ I I, 0 ' I -\ .' I' Q- i -.. - “\ II\.'- ‘I I‘ve ‘- READING AN I \ , u H . -. U STATE \ I I OF 0“. READING I . the ‘ . THREE .-.- I “-‘9 t a... o . , .I. \.I- I u . ‘ _-- . ‘. u I . .- I ‘s . “\ ‘ -.‘I. JUNE . - .‘I. __ for OF I I ~l‘.' ‘ - I‘~. ....- MUSIC V. , . .. C . 'I O . .I. -... MUSIC I . ’ I I v I I ‘ V i I i . I V I T0 I . - .h‘~—~«~’o . ... 0v I . l A ' MICHIGAN - II .- Thesis I \I TO C I . ~ STUDY I ~ 'I . ' ~ . A . I .\\' I . a . RELATIONSHIP p. II I ‘ O . » |\ Q... O .. _ Q I \ § \ u! I . I . c . O . \ ‘ I . C .. - ». p \ I o. ,I I 0-. I I g I O - ._ C I. b O '0. I ‘ v \ e VQ. I ‘ ._. I . 9‘ s . ' A ”~9...c..-...~.4-0000.Q . v . .i |,. - I|.I\ ' :- n . “o _ {o- I . II . .I II- '. I ‘ ' ‘.\' 'IO' o'_I|AII_ I a — ~"-; I . o... , -‘.4.'\ “\.- o. -I... ‘ ' I l. |- I '- . I t ‘_ 3. '. 0‘ I I I E'} .I ‘. I. 'Etlf- “ ,4I -u -o-\ I -0- .I V. 0‘. j I' ’1‘ \I'l.\.)‘I \‘!"'D“'*' l.'rl..‘ “‘1‘ “(aunzt -o 0 on . I . Y'l' . - .... ' '-"‘\\?h DI‘.IIIJ-.'||.l O- 7., .. LIB R A R. “E” “f4 -. Michigan State University w 1: eminia av E" "DAB & SUNS' L 5mm mm Inc. RARY BINDERS " ’“‘ ' III'IIIEII l ‘ - -; ABSTRACT A STUDY OF THREE FACTORS RELATED TO MUSIC READING AND OF THE RELATIONSHIP OF MUSICAL EXPERIENCE TO MUSIC READING ABILITY By June Ann Raad Two problem areas were investigated in this study; 1) the relationship of experience in instrumental music to sight-reading ability, and 2) the relationship between three tasks related to music reading. These three tasks are; 1) the ability to sight-read and play musically notated phrases, 2) the ability to sight-read and play typewritten musical phrases, and 3) the ability to name the notes in a musically notated phrase. June Ann Raad Five tests were involved in this study; 1) a test of sight-reading ability, 2) a questionnaire concerning background in instrumental music, 3) a test of sight-read- ing ability using musically notated phrases, h) a test of sight-reading ability using typewritten musical phrases, and 5) a test of sight-reading ability in which the student was to name the notes in a musically notated phrase. Test 1 was projected using an overhead projector; tests 3 through 5 were made into slides and also projected. All of these tests were tape-recorded and evaluated by two independent judges. Statistical measures employed included the Kuder- Richardson Formula 20, the Kendall Coefficient of Concord- ance, the Kruskal-Wallis One-Way Analysis of Variance, the Two-Way Analysis of Variance, Fixed Effects Model, and the U -test. June Ann Raad The major findings of this study were; 1) experience in instrumental music does not predict sight-reading ability ( students with little eXperience read as well as those with more eXperience); 2) experience effects violin, clarinet, and trumpet players equally; 3) clarinet players with low experience scores sight-read better than clarinet players with high experience scores and better than both violin and trumpet players with low experience scores; H) the three sight-reading tasks were concord- ant ( subjects who ranked high on one of the tasks, ranked high on the other two); 5) clarinet players performed best on tasks one and two, with violin players scoring second best, and trunpet players having the lowest scores; and 6) clarinet, trumpet and violin players do not perform significantly differently on the note-naming task. The questionnaire revealed that clarinet and trumpet players were generally older than violin players in this population, but violin players had much more eXperience June Ann Raad in playing other instruments. It was also found that most of the subjects practice 15 to 30 minutes per day, and one-half of them play an additional 15 minutes per day for their own enjoyment. Overall, the clarinet players seemed to score best on all tests. This may be the result of a particularly good group of clarinet players within the four schools, which caused the poorer clarinetists to leave the instru- mental program, or it may be due to the fact that the clarinet players were predominantly girls. It is impos- sible to give any statistical proof that either of these is the case, however, so more research is needed. This study has revealed some interesting and unexpect- ed results which certainly merit further investigation by other researchers. A STUDY OF THREE FACTORS RELATED TO MUSIC READING AND OF THE RELATIONSHIP OF MUSICAL EXPERIENCE TO MUSIC READING ABILITY By June Ann Raad A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF MUSIC Department of Music 1972 ACKNOWLEDGEMENTS The author wishes to eXpress her appreciation to the following persons who have assisted and made possible the preparation of this thesis: To the band and orchestra directors who allowed their students to participate in this study, and who provided insight into the problems discussed herein. To Mr. Ellis Melton for his many hours of listening and evaluating the data. To Mr. Robert Unkefer, and Mr. Robert Sidnell, for their suggestions and encouragement. And last, to my husband, without whose patience and encouragement, this study would have been impossible. ii TABLE OF CONTENTS LIST OF TABLESOOOOOOOOOOOOOOO0......OOOOOOOOOOOOOOOOOOO v1 LIST OF FIGURESOOO0......0......OOOOOOOOOOOOOOOOOOOOOOO Vii Chapter I. INTRODUCTIONIOOOOOO0.0.0000...OOOOOOOOOOOOOOO 1 Introduction Statement of the Problems Statement of Hypotheses Methodology Limitations of the Study Definition of Terms II. REVIEW OF THE LITERATURE.................... 16 Literature Concerning Various Methods of Sight-Reading Literature Related to the Relationship between Experience and Sight-Reading Ability Literature Related to the Testing Procedures to be used in this Study iii III. Methodology................................. ”0 Construction of the Testing Devices Reproduction of Test Material Selection of Subjects and Evaluative Procedures Validity and Reliability of the Testing Devices Results of the Reliability Tests Evaluation of Test Data IV.