Directing Student Attention during Two-Part Dictation

Christine Beckett

22 citations0/0 files storedJournal of Research in Music Education

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Diverse Music Education Insights Neuroscience and Music Perception Music Education and Analysis

Abstract

This study is an exploration of undergraduate music majors' strategies in two-part dictation. Sixty volunteers received three dictation sessions—two that directed attention to rhythm first or pitch first, and one that was nondirected. The dependent measure, written dictation accuracy, was analyzed by means of separate pitch and rhythm scores. For six counterbalanced groups (n = 10), analysis of variance showed no order effects. A repeated measures MANOVA (accuracy by condition) showed a significant effect for condition (p < .0001). Higher rhythm accuracy occurred in the rhythm-first condition when it was compared to the nondirected (p < .05) and pitch-first (p < .0001) conditions. Pitch accuracy was not affected by condition. Accuracy was unrelated to covariates examined (years of theory and counterpoint study, keyboard skill, and private strategy). Results suggest that in polyphonic dictation, attending to rhythm first and pitch afterwards may be an effective way of maximizing rhythmic accuracy.

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References

1930Eurhythmics, art and education 1906Neue musikalische Theorien und Phantasien 1986Interference of the Transcription Process and Other Selected Variables on Perception and Memory During Melodic Dictation 1989The Avoidance of Inner-Voice Entries: Perceptual Evidence and Musical Practice 1947Elementary Training for Musicians 1969Counterpoint in Composition 1969Counterpoint in Composition

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2014The effect of directing attention on melodic dictation testing 2018Formal or informal—which learning approach do music majors prefer?2022Building a mental toolbox: Relationships between strategy choice and sight-singing performance in higher education 2014Three Music Education Majors’ Journeys Through Aural Skills 101 2015Effects of music notation reinforcement on aural memory for melodies 2021The singing effect during melodic dictation 2020Effects of Two Approaches to Rhythmic Dictation

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