Classroom application of using visual stimuli in teaching and learning dynamics and pitch

Listening is a common activity in music lessons. It is difficult for teachers to know whether students are learning by listening. In this study, visual stimuli include imagery, metaphor, and symbols, were introduced to students in the experimental group to learn dynamics and pitch. A control group r...

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Main Author: Lee, Ka Ming
Other Authors: Humanistinen tiedekunta, Faculty of Humanities, Musiikin laitos, Department of Music, University of Jyväskylä, Jyväskylän yliopisto
Format: Master's thesis
Language:eng
Published: 2014
Subjects:
Online Access: https://jyx.jyu.fi/handle/123456789/43834
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author Lee, Ka Ming
author2 Humanistinen tiedekunta Faculty of Humanities Musiikin laitos Department of Music University of Jyväskylä Jyväskylän yliopisto
author_facet Lee, Ka Ming Humanistinen tiedekunta Faculty of Humanities Musiikin laitos Department of Music University of Jyväskylä Jyväskylän yliopisto Lee, Ka Ming Humanistinen tiedekunta Faculty of Humanities Musiikin laitos Department of Music University of Jyväskylä Jyväskylän yliopisto
author_sort Lee, Ka Ming
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description Listening is a common activity in music lessons. It is difficult for teachers to know whether students are learning by listening. In this study, visual stimuli include imagery, metaphor, and symbols, were introduced to students in the experimental group to learn dynamics and pitch. A control group received the same lessons without any visual stimuli. Both groups received the same tests, pre-test and post-test, after the two lessons. Tests were divided into two parts including choosing the correct dynamic changes and distinguishing higher or lower pitch for the melody. Results showed the experimental group had improved more than the control group. The change of the experimental group in relation to dynamics was more significant than that of the control group. This suggested that the experimental improved recognition of different dynamics changes within the same period of time as the control group. Both groups did not have significant change in relation to pitch. There was no evidence showing there is an effect of learning with visual stimuli.
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spellingShingle Lee, Ka Ming Classroom application of using visual stimuli in teaching and learning dynamics and pitch Visual stimuli Dynamics Pitch Classroom teaching Music, Mind and Technology (maisteriohjelma) Master's Degree Programme in Music, Mind and Technology 3054 ärsykkeet oppitunnit opetus musiikki
title Classroom application of using visual stimuli in teaching and learning dynamics and pitch
title_full Classroom application of using visual stimuli in teaching and learning dynamics and pitch
title_fullStr Classroom application of using visual stimuli in teaching and learning dynamics and pitch Classroom application of using visual stimuli in teaching and learning dynamics and pitch
title_full_unstemmed Classroom application of using visual stimuli in teaching and learning dynamics and pitch Classroom application of using visual stimuli in teaching and learning dynamics and pitch
title_short Classroom application of using visual stimuli in teaching and learning dynamics and pitch
title_sort classroom application of using visual stimuli in teaching and learning dynamics and pitch
title_txtP Classroom application of using visual stimuli in teaching and learning dynamics and pitch
topic Visual stimuli Dynamics Pitch Classroom teaching Music, Mind and Technology (maisteriohjelma) Master's Degree Programme in Music, Mind and Technology 3054 ärsykkeet oppitunnit opetus musiikki
topic_facet 3054 Classroom teaching Dynamics Master's Degree Programme in Music, Mind and Technology Music, Mind and Technology (maisteriohjelma) Pitch Visual stimuli musiikki opetus oppitunnit ärsykkeet
url https://jyx.jyu.fi/handle/123456789/43834 http://www.urn.fi/URN:NBN:fi:jyu-201406242140
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