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Effects of extended practice with computerized eye guides for sight-reading in collegiate-level class piano

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Abstract:

Collegiate class piano courses demand sight-reading competencies and many pedagogical approaches exist, but there is relatively little information regarding the use of computerized settings for practice of this skill in environments that seek to guide the eye in learning to sight-read piano music. This study followed a series of examinations of computerized eye guides including the sweep, the highlighted measure, and the note-to-note guides in learning to sight-read. Four groups of randomly placed college-level class piano students (N=69) practiced sight-reading for six weeks, in fifteen-minute sessions, in one of four environments: Finale Performance Assessment (sweep) (n=20), Home Concert Xtreme (highlighted measure) (n=18), Flash animation (note-to-note highlight) (n=16), and a control group using paper and a metronome (n=15). All environments contained a metronomic click, but no additional sound reinforcement. Results indicated that all groups significantly improved, but no significant differences were found among the groups. Pedagogical implications are discussed along with suggestions for future research.

Keywords: computer-aided music practice; eye guide software; group piano; novice learners; piano practice; sight-reading; technology

Document Type: Research Article

DOI: http://dx.doi.org/10.1386/jmte.5.3.229_1

Affiliations: 1: Valley City State University 2: University of Colorado-Boulder 3: University of London

Publication date: January 1, 2013

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  • The Journal of Music, Technology and Education (JMTE) explores the issues concerning the use of technology in music education. It examines pedagogy at all levels and across genres such as composition, musicology, performance and music production. It is the only journal specifically dedicated to the educational aspects of music technology and the technological aspects of music. Peer-reviewed, with an international editorial board, JMTE aims to draw its contributions from a broad community of educators, researchers and practitioners who are working closely with new technologies in the fields of music education and music technology education.
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