Results showed that subjects' jazz improvisation achievement increased significantly following exposure to the instructional treatments. A significant interaction effect was also found for pre- to postinstruction and instructional method, with the aural instructional group demonstrating significantly greater pre- to postinstruction gains than the notation group. Post-treatment achievement scores showed non-significant correlations with subject experience variables. Results also showed that subjects' self-efficacy for jazz improvisation increased significantly following exposure to improvisation instruction, however, no interaction effect was found for instruction and mode of instruction. Participants scored their own performances significantly higher than the ratings given by expert judges, with the two sets of scores exhibiting no significant relationship. As expected, a significant relationship was found (r = .75, p... multisensory teacher-delivered instruction on rhythmic accuracy, jazz improvisation skill, and attitude towards music was ... (c) a discussion of the use of guide tones, neighbor tones, and repetition, (d) a cassette accompaniment tape, and (e)anbsp;...
|Title||:||The Effect of Aural Versus Notated Instructional Materials on Achievement and Self-efficacy in Jazz Improvisation|
|Author||:||Kevin Edward Watson|
|Publisher||:||ProQuest - 2008|