Exploring pedagogical strategies for piano sight-reading
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
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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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 |
_version_ |
1799711236061921280 |