INCIDENCE OF HEARING TRAINING IN MUSICAL READING AT FIRST SIGHT. AN EXPLORATORY RESEARCH

RUBÉN VÁZQUEZ SÁNCHEZROCÍO CHAO-FERNÁNDEZ

AURELIO CHAO-FERNÁNDEZ

• VARIABLES QUE INFLUYEN EN EL RENDIMIENTO EN LA LECTURA MUSICAL

Sight-reading

Auditory training student

(Mishra, 2014)

Practice of reading skill

(Sloboda, 1994)

Specialized expertise

(Lehmann y Ericsson, 1996)

Years of practice (Lehmann &

Ericsson, 1996)

Tonal context (Waters et al.,

1998)

Specific motor skills (Salazar,

2007)

Specific music knowledge(Sal

azar, 2007)

Variables that influence first sight-reading

STATE OF THE ART

OBJECTIVES

To check if is possible to achieve a better and greater development of the skills necessary to acquire a proper sight-reading skills by incorporating auditions prior to the play at first sight of a sheet music.

To discern which variables correlate with the best results in the process of reading at first sight.

METHODOLOGY

Size: 12 students

Age: from 11 to 16 years

Musical instruments: trombone, clarinet, flute and saxophone

Parental permission to be part of this study was requested.

• SAMPLE:The students of 3rd and 4th year from Elementary Grade and 1st year from Professional Grade, all of them taking their studies at the Music School in Vilalba (Lugo)

DATA COLLECTION INSTRUMENTQuestionnaire

Based on Herrero & Carriedo (2011)

Variables that showed a high correlation with first sight skills

Open and closed questions

Musicales fragments

Unknown by the student

Extension: 16-24 compasses

With musical significance

Adapted to the level of studentThe fragment depended on the music level

Rubric

8 music skills were measuredExtra notes (observation method)

PROCEDURE

1st phase

• Pilot test

2stphase

• Sight- reading tests• Traditional methodology• The musical fragment was played before

3st phase

• Questionnaire based on the experience after reading their corresponding fragments

4st phase

• Teacher Questionnaire

5st phase

• The researcher rates students in both methods

RESULTSMethodology QuantitativeQuantitativeanalysis

Correlation analysis among age variable and first sight skill results.

Software SPSS v.23Pearson correlation coefficient

  Pearson Correlation Sig. (bilateral) NMusic notation ,318 ,313 12Tempo ,666* ,018 12Tonal reading operation ,694* ,012 12Accidental notes ,681* ,015 12Musical articulation ,592* ,043 12Musical expression ,779** ,003 12Timbre and emission ,658* ,020 12Effects ,179 ,578 12*. Correlation is significant at the 0.05 level (bilateral).**. Correlation is significant at the 0.01 level (bilateral).

RESULTS

  Pearson Correlation

Sig. (bilateral) N

Early exposure to music ,663* ,019

12

*. Correlation is significant at the 0.05 level (bilateral).

  Pearson Correlation

Sig. (bilateral) N

Music notation,657* ,020

12

Tempo,716** ,009

12

*. Correlation is significant at the 0.05 level (bilateral).

**. Correlation is significant at the 0.01 level (bilateral).

Methodology Quantitative

Quantitative analysis Correlation analysis among

age variable and first sight skill results.

SoftwareSPSS v. 23

Pearson correlation coefficient

RESULTS  Pearson Correlation Sig. (bilateral) NMusic notation ,590* ,044 12

Musical expression ,739** ,006 12

*. Correlation is significant at the 0.05 level (bilateral).

**. Correlation is significant at the 0.01 level (bilateral).

  Pearson Correlation Sig. (bilateral) N

Musical articulation ,634* ,027 12

*. Correlation is significant at the 0.05 level (bilateral).

  Pearson Correlation Sig. (bilateral) N

Music notation ,752** ,005 12

Tempos ,673* ,017 12

*. Correlation is significant at the 0.05 level (bilateral).

**. Correlation is significant at the 0.01 level (bilateral).

RESULTSMethodology Qualitative

Analysisqualitative

Coding and data grouping of teacher questionnaire

Results Utility of the method used

Significant improvements in reading the musical fragment; rhythm, figuration, tempo and on two occasions in the joints

Only in two cases –same professor- there happen to be appreciations on the issue of sound and musical expressiveness of the fragment.

Contribution of external evaluations to research

Importance of Sight- reading to professional environment

Difficulties educational innovation in educational plans

DISCUSSIONPositive correlation between age and development of reading skills

• According to previous research (Mishra, 2014; Lehmann & Ericsson, 1996 & Sloboda, 1994)

Correlation between early musical experience and good reading

• According to Lehmann & Ericsson, 1996

DISCUSSION

Positive correlation with other variables

• Previous practice of another instrument• Practice Sight-reading• Practice in chamber ensembles• Early exposure to musical experiences

Problem: the curriculum does not provide hearing subjects

DISCUSSIONNo positive correlation in

• Previous experience in reading practice• According to Grutzmacher (1987), Mishra (2014b) or Penttinen & Huovinen (2011) • Amounts of study hours• According to Kopiez & Lee, 2008; McPherson, 1995 & Rosemann et al., 2016).

Limitations: Sample size