Effects of modes of presentation of information on the accurateness of rhythm production by Middle School students
DOI:
https://doi.org/10.7203/LEEME.34.9863Keywords:
Perceptual Modalities, Rhythmic Perception and Production, Music Education.
Abstract
Presentation of information in combined perceptual modalities could facilitate both the learning of complex concepts and procedures. There is an important amount of studies on this subject related to several school curriculum areas. Although, this is not the case in music education, despite the visual helps might have the potential to facilitate aural discrimination and memory by means of associative processes, as well as the enhancement of motor skills. This study have tried to discover if there is an effect of unimodal presentation mode (three exclusive modes) versus bimodal presentation mode (two crossed modes) in the reproduction of musical rhythm patterns. To do this, two experiments were carried out with Middle School children in Valencia, Spain. In the first experiment (N50; 21 boys; 29 girls; 14-16 years old) a contrast pretest-posttest design was adopted. Subjects were grouped in five conditions, each having information in one different mode: only static images (I) flashing the rhythm according to the proposed rhythm patterns; only sounds (A); only on-screen texts (T) that represented the rhythm pattern when reading; sounds and static images together (AV) and sounds and texts together (AT). In the second experiment a repeated measures design was adopted (N=10; 3 boys and 7 girls; 16- 18 years old). Each subject had to do the tests in all experimental conditions aforementioned. Some intervening variables were measured: previous rhythm skills, previous musical experiences, school achievement of last year, preferences on modes of information presentation and gender. Test tasks were to hear in turn 10 proposed rhythm patterns, memorized them, and imitate them by means of a computer key. The computer ran an ad hoc computer program that provided stimuli, data gathering and assessment of responses. Results of both experiments show statistical differences in favor of groups AV, AT (bimodal) and A (unimodal). It is suggested the advantage of presenting rhythm information with sound together with other means in the teaching and learning music processes.
Author Biographies
Miguel A. Orts, Universitat de València
Manuel Pérez Gil, Universitat de València
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