Electronic Theses and Dissertations

Availability

Open Access Dissertation

Abstract

The purpose of this study was to determine if use of transformational verbal imagery rehearsal methods, when compared to use of methods based on verbal explanation, resulted in (a) higher levels of expressive performance by wind quintets and (b) greater appreciation of the composition by quintets members. The study used a posttest-only control-group design. Thirty high school brass and/or woodwind quintets were randomly assigned to experimental groups (n = 15) or control groups (n = 15). A composition rich in expressive aspects of music was used. Each quintet had three rehearsals. The first rehearsal dealt with the technical aspects of performance. Treatment which focused on the expressive aspects of performance occurred during the second and third rehearsals. An audio recording of the performance was made at the end of the third rehearsal. A questionnaire designed to measure appreciation of the music was completed by subjects at the end of the third rehearsal. To test the null hypothesis regarding expressive performance level, two independent adjudicators scored the final performance tape on two measures, (a) the level of technical performance, and (b) the level of expressive performance. A one-way analysis of covariance was used, with level of technical performance serving as the covariate. The questionnaires were analyzed using a t test for independent samples to test the null hypothesis regarding level of appreciation of the music. Significance was tested at the.05 level. No statistically significant differences were found between the treatment groups on these two measures. Subjects involved in the experimental treatment completed an additional questionnaire to provide data regarding the perceived effect of the transformational verbal imagery procedure. Results of a descriptive analysis of the data indicated that over 90% of the subjects perceived verbal imagery as easy to use and helpful in completing learning tasks. Subjects' perceptions of verbal imagery suggested that its use in rehearsals helped motivate them and helped them complete learning tasks effectively and efficiently.

Year of Submission

1993

Degree Name

Doctor of Education

Department

Department of Educational Psychology and Foundations

First Advisor

Charles V. Dedrick, Chair

Date Original

12-1993

Object Description

1 PDF file (vi, 72 pages)

Language

EN

File Format

application/pdf

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