Exploring pedagogical strategies for piano sight-reading

Detalhes bibliográficos
Autor(a) principal: Sampaio, Marcelo Almeida
Data de Publicação: 2021
Outros Autores: Santiago, Patrícia Furst
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Per Musi
Texto Completo: https://periodicos.ufmg.br/index.php/permusi/article/view/19816
Resumo: In a piano sight-reading (SR) experiment, 27 undergraduate students had their SR measured. It tested the hypothesis that transposition (control group) would be a pedagogical intervention better than rhythmic training and the use of four-handed repertoire (two experimental groups). The individual errors were collected from three tests in three difficulty levels (27 students x 3 tests x 3 levels), generating a total of 243 observations. Although students improved their performance by 30%, none of the pedagogical interventions had any significant effect (p=0.96). The results were: a) practicing reading in the bass clef, the rhythmic aspects more than the melodic ones, and the left hand more than the right one, brings more benefits to the piano SR performance; b) isolated SR strategies has little effect on students development; c) using a hybrid curriculum matrix with three or more significant predictors seems to be the most appropriate way to develop a SR competency.
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spelling Exploring pedagogical strategies for piano sight-readingExploración de estrategias pedagógicas para la primera lectura a primera vista en el pianoExplorando as estratégias pedagógicas para a leitura à primeira vista ao pianoPiano sight-readingPedagogical strategiesExperimentGeneralized linear modelsLeitura à primeira vista ao pianoEstratégias pedagógicasExperimentoModelos lineares generalizadosLectura de piano a la vistaEstrategias pedagógicasExperimentoModelos lineales generalizadosIn a piano sight-reading (SR) experiment, 27 undergraduate students had their SR measured. It tested the hypothesis that transposition (control group) would be a pedagogical intervention better than rhythmic training and the use of four-handed repertoire (two experimental groups). The individual errors were collected from three tests in three difficulty levels (27 students x 3 tests x 3 levels), generating a total of 243 observations. Although students improved their performance by 30%, none of the pedagogical interventions had any significant effect (p=0.96). The results were: a) practicing reading in the bass clef, the rhythmic aspects more than the melodic ones, and the left hand more than the right one, brings more benefits to the piano SR performance; b) isolated SR strategies has little effect on students development; c) using a hybrid curriculum matrix with three or more significant predictors seems to be the most appropriate way to develop a SR competency.En un experimento de lectura a primera vista de piano (SR), se midió su SR a 27 estudiantes universitarios. Puso a prueba la hipótesis de que la transposición (grupo de control) sería una intervención pedagógica mejor que el entrenamiento rítmico y el uso del repertorio a cuatro manos (dos grupos experimentales). Los errores individuales se obtuvieron de tres pruebas en tres niveles de dificultad (27 estudiantes x 3 pruebas x 3 niveles), generando un total de 243 observaciones. Aunque los estudiantes mejoraron su rendimiento en un 30%, ninguna de las intervenciones pedagógicas tuvo ningún efecto significativo (p = 0,96). Los resultados fueron: a) practicar la lectura en la clave de sol, los aspectos rítmicos más que los melódicos, y la mano izquierda más que la derecha, aporta más beneficios al rendimiento del piano SR; b) las estrategias de RS aisladas tienen poco efecto en el desarrollo de los estudiantes; c) el uso de una matriz curricular híbrida con tres o más predictores significativos parece ser la forma más apropiada de desarrollar una competencia de RS.Em um experimento de leitura à primeira vista (LPV) ao piano, 27 estudantes de graduação foram testados a partir da hipótese de que a transposição (grupo controle) seria uma intervenção pedagógica melhor que o treinamento rítmico e o uso do repertório a 4 mãos (grupos experimentais). Os erros foram computados em três testes em três níveis de dificuldade (27 estudantes x 3 testes x 3 níveis), gerando um total de 243 observações. Apesar de os estudantes melhorarem seu desempenho em 30%, nenhuma das intervenções teve efeito significativo (p=0, 96). Como resultados: a) exercitar a leitura na clave de fá, os aspectos rítmicos mais que os melódicos e a mão esquerda mais que a direita traz melhores resultados para a LPV; b) estratégias isoladas têm pouco efeito nos alunos; c) usar uma matriz curricular híbrida com três ou mais preditoras significativas parece ser o melhor caminho pedagógico.Universidade Federal de Minas Gerais (UFMG)2021-06-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextTextinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.ufmg.br/index.php/permusi/article/view/1981610.35699/2317-6377.2020.19816Per Musi; No. 40 (2020): General Topics; 1-18Per Musi; Núm. 40 (2020): General Topics; 1-18Per Musi; n. 40 (2020): General Topics; 1-182317-63771517-7599reponame:Per Musiinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGenghttps://periodicos.ufmg.br/index.php/permusi/article/view/19816/27341Copyright (c) 2021 Per Musihttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSampaio, Marcelo AlmeidaSantiago, Patrícia Furst2021-07-09T22:26:09Zoai:periodicos.ufmg.br:article/19816Revistahttp://www.scielo.br/revistas/pm/iaboutj.htmPUBhttps://old.scielo.br/oai/scielo-oai.phpantoniom@fgvnf.br||permusi@ufmg.br2317-63771517-7599opendoar:2021-07-09T22:26:09Per Musi - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Exploring pedagogical strategies for piano sight-reading
Exploración de estrategias pedagógicas para la primera lectura a primera vista en el piano
Explorando as estratégias pedagógicas para a leitura à primeira vista ao piano
title Exploring pedagogical strategies for piano sight-reading
spellingShingle Exploring pedagogical strategies for piano sight-reading
Sampaio, Marcelo Almeida
Piano sight-reading
Pedagogical strategies
Experiment
Generalized linear models
Leitura à primeira vista ao piano
Estratégias pedagógicas
Experimento
Modelos lineares generalizados
Lectura de piano a la vista
Estrategias pedagógicas
Experimento
Modelos lineales generalizados
title_short Exploring pedagogical strategies for piano sight-reading
title_full Exploring pedagogical strategies for piano sight-reading
title_fullStr Exploring pedagogical strategies for piano sight-reading
title_full_unstemmed Exploring pedagogical strategies for piano sight-reading
title_sort Exploring pedagogical strategies for piano sight-reading
author Sampaio, Marcelo Almeida
author_facet Sampaio, Marcelo Almeida
Santiago, Patrícia Furst
author_role author
author2 Santiago, Patrícia Furst
author2_role author
dc.contributor.author.fl_str_mv Sampaio, Marcelo Almeida
Santiago, Patrícia Furst
dc.subject.por.fl_str_mv Piano sight-reading
Pedagogical strategies
Experiment
Generalized linear models
Leitura à primeira vista ao piano
Estratégias pedagógicas
Experimento
Modelos lineares generalizados
Lectura de piano a la vista
Estrategias pedagógicas
Experimento
Modelos lineales generalizados
topic Piano sight-reading
Pedagogical strategies
Experiment
Generalized linear models
Leitura à primeira vista ao piano
Estratégias pedagógicas
Experimento
Modelos lineares generalizados
Lectura de piano a la vista
Estrategias pedagógicas
Experimento
Modelos lineales generalizados
description In a piano sight-reading (SR) experiment, 27 undergraduate students had their SR measured. It tested the hypothesis that transposition (control group) would be a pedagogical intervention better than rhythmic training and the use of four-handed repertoire (two experimental groups). The individual errors were collected from three tests in three difficulty levels (27 students x 3 tests x 3 levels), generating a total of 243 observations. Although students improved their performance by 30%, none of the pedagogical interventions had any significant effect (p=0.96). The results were: a) practicing reading in the bass clef, the rhythmic aspects more than the melodic ones, and the left hand more than the right one, brings more benefits to the piano SR performance; b) isolated SR strategies has little effect on students development; c) using a hybrid curriculum matrix with three or more significant predictors seems to be the most appropriate way to develop a SR competency.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Text
Text
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/permusi/article/view/19816
10.35699/2317-6377.2020.19816
url https://periodicos.ufmg.br/index.php/permusi/article/view/19816
identifier_str_mv 10.35699/2317-6377.2020.19816
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/permusi/article/view/19816/27341
dc.rights.driver.fl_str_mv Copyright (c) 2021 Per Musi
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Per Musi
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais (UFMG)
publisher.none.fl_str_mv Universidade Federal de Minas Gerais (UFMG)
dc.source.none.fl_str_mv Per Musi; No. 40 (2020): General Topics; 1-18
Per Musi; Núm. 40 (2020): General Topics; 1-18
Per Musi; n. 40 (2020): General Topics; 1-18
2317-6377
1517-7599
reponame:Per Musi
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Per Musi
collection Per Musi
repository.name.fl_str_mv Per Musi - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv antoniom@fgvnf.br||permusi@ufmg.br
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