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Scaffolding Autonomy in the Practice Room: A Mixed Methods Study Examining the Impact of Digital Scaffolds on High School String Musicians' Self-Correction and Improvement of Pitch and Rhythmic Accuracy During Independent Music Practicing

Brittany A Rom, University of Nebraska - Lincoln

Abstract

The purpose of this study was to gain insight into the deficiencies and capabilities of high school string players in the practice room, through a mixed methods within-subjects experiment exploring the impact of digital scaffolds on pitch and rhythmic accuracy growth, self-assessment, self-correction, and other self-regulatory behavior during independent music practicing. Sixty high school string students individually completed a 30-minute practice session divided into four practice conditions with the order randomly assigned (1.Model, 2.Model+Playback, 3.Model+Playback+Feedback, and 4.Control). During each practice condition, performances at sight-read (pretest), during practicing (formative), and after practicing (posttest) were assessed for pitch and rhythmic accuracy by computer software SmartMusic. While participants practiced, they spoke their thoughts out loud, self-assessed their progress, and answered questions about their experiences. A two-factor mixed ANOVA revealed significantly greater accuracy gains when students practiced with the aural model (Model) and with the visual evaluative feedback (Model+Playback+Feedback). Integration of qualitative and quantitative data illuminated deficiencies in audiating an aural goal image from written notation, detecting errors by ear, and self-assessing performance deterioration; capabilities included strategy use and technique adjustment.

Subject Area

Music education|Musical performances|Music theory

Recommended Citation

Rom, Brittany A, "Scaffolding Autonomy in the Practice Room: A Mixed Methods Study Examining the Impact of Digital Scaffolds on High School String Musicians' Self-Correction and Improvement of Pitch and Rhythmic Accuracy During Independent Music Practicing" (2020). ETD collection for University of Nebraska - Lincoln. AAI28031681.
https://digitalcommons.unl.edu/dissertations/AAI28031681

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