M.A. in Subject Matter Teaching: Music
Science, Technology, Engineering, Arts and Math Education
College of Education
Levinowitz, Lili M.
Music--Instruction and study--Juvenile; Sight-singing
Elementary Education and Teaching
The purpose of the study was to gather information concerning literacy training and the use of a performance-based curriculum with fifth- and sixth-grade music students. The problems of the study were to determine the effects of different combinations of sight-singing training and CME instruction on the singing achievement and attitudes of upper elementary school students.
Twelve fifth- and twelve sixth-grade classes from an intermediate school participated in the study. The classes were randomly assigned to one of four treatment conditions involving various combinations of sight-singing training and CME. All classes were taught by the same instructor for one 45-minute period per week. At the conclusion of the study, an attitude survey was administered to all students. Additionally, the researcher/instructor audio-taped all classes and 96 randomly selected individuals performing a criterion song. All recordings were independently evaluated by three judges using the Saunders Scale. To determine the effects of sight-singing and performance-based curricula on singing achievement and attitude, the data were analyzed using a two way ANOVA.
For singing achievement of class performances, statistically significant differences were found in favor of CME groups. In reference to individual performance and attitude, the researcher failed to find statistically significant interaction or main effects.
Barnes, Pamela J., "Performance-based curriculum and sight-singing: the effects on attitudes and singing achievements of fifth- and sixth-grade music students" (1997). Theses and Dissertations. 2024.