Effectiveness of Targeted Feedback in Improving Rhythm Sightreading

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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12

Music Education; Teaching Methods; Feedback (Response); Music Reading; Comparative Analysis; Undergraduate Students; Majors (Students); Instructional Effectiveness; Audio Equipment; Error Correction; Teacher Student Relationship; Tests; Student Improvement; Drills (Practice); Foreign Countries

10.1080/14613808.2022.2069233

1461-3808
1469-9893

Achieving fluency in sightreading--particularly rhythm reading--is cited by researchers as a universally problematic component of formal music education. This study employed an experimental design to examine the efficacy of focused practice on rhythm reading with targeted feedback. College music majors (n = 28) were sent a novel, challenging piece of sheet music every day for five days, and were required to return a recording of themselves clapping or tapping the rhythm. Half of the students received only a polite acknowledgement each day. The others received personalised feedback on their errors by the end of the same day, and were required to repeat the incorrect passages in the following day's recording, along with the new material. Sightreading tests were administered pre and post. On average, students in the feedback group improved significantly more than their peers in the practice-only group. Implications for postsecondary music instruction are discussed.

As Provided

2023

EJ1365978