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| dc.contributor | es-ES | |
| dc.contributor | en-US | |
| dc.creator | Galera Núñez, María del Mar | |
| dc.creator | Tejada Giménez, Jesús | |
| dc.date | 2017-02-20 | |
| dc.date.accessioned | 2022-03-25T19:01:44Z | |
| dc.date.available | 2022-03-25T19:01:44Z | |
| dc.identifier | https://ojs.uv.es/index.php/LEEME/article/view/9804 | |
| dc.identifier | 10.7203/LEEME.25.9804 | |
| dc.identifier.uri | http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/128552 | |
| dc.description | Este trabajo, adaptación de otro realizado con anterioridad, trata de averiguar si la audición de código notacional ende un programa informático para edición de partituras tiene algún efecto sobre la habilidad para reconocer einterpretar intervalos melódicos por parte de los usuarios que lo utilizan. El diseño empleado fue cuasi-experimental con grupo de control. La muestra estaba constituida por alumnos de una escuela de música (8-11 años de edad). Los grupos experimentales trabajaron con un programa editor de partituras durante 10 sesiones de 20 minutos bajo dos condiciones: oyendo la notación en el programa y sin poder oír la notación. El grupo de control se limitó durante ese período a realizar ejercicios de teoría. Los resultados cuantitativos no mostraron diferencias significativas entre grupos, si bien, se pudo observar que el uso del programa fomentó actitudes positivas durante el aprendizaje. | es-ES |
| dc.description | This work is an adaptation of a previous one. It analyses the effects of music notation software on the ability of students to identify and sing intervals. The study compares the achievement of twenty-four students who were eight to eleven years old and from the first four levels of music class. The sample was randomly assigned to either the two experimental groups, using the computer program during ten sessions which were twenty minutes long, or to the control group which made theoretical exercises. The results showed no significant difference between groups, although there were observed motivation attitudes in pupils during sessions. | en-US |
| dc.format | application/pdf | |
| dc.language | spa | |
| dc.publisher | Universitat de València | es-ES |
| dc.relation | https://ojs.uv.es/index.php/LEEME/article/view/9804/9232 | |
| dc.relation | /*ref*/<div class="WordSection1"> <p style="text-align: justify;">Berz, W. L., y Bowman, J. (1994). <em>Applications of research in music technology</em>. Reston, VA: Music Educators National Conference.</p> <p style="text-align: justify;">Brodsky, W., Kessler, Y., Rubinstein, B., Ginsborg, J. y Henik, A. (2008). The Mental Representation of Music Notation: Notational Audiation. <em>Journal of Experimental Psychology: Human Perception and Performance, 34(2)</em>, 427–445.</p> <p style="text-align: justify;">Buck, B. (1991). An experimental study using the Pitch Master and Tap Master systems to improve music literacy and singing skills. <em>Dissertation Abstract International, 52</em>, 2060A.</p> <p style="text-align: justify;">Dowling, W. J. (1982). Melodic information processing and its development. In D. Deutsch (Ed.), <em>Psychology of Music</em>. New York: Academic Press.</p> <p style="text-align: justify;">García-Valcárcel, A. (2003). <em>Tecnología educativa: implicaciones educativas del desarrollo tecnológico</em>. Madrid: La Muralla.</p> <p style="text-align: justify;">Goodwin, M. A. (1991). The effectiveness of “Pitch Master” compared to traditional classroom methods in teaching sightsinging to college music students (Tesis doctoral, University of South Florida, 1990). <em>Dissertation Abstracts International, 52 (01)</em>, 106A.</p> <p style="text-align: justify;">Gordon, E. (1991). Iowa Test of Music Literacy (Rev. ed.). Chicago: GIA</p> <p style="text-align: justify;">GVox (2005) <em>Encore 4.5 </em>(programa de ordenador).</p> <p style="text-align: justify;">Isaak, T. J. (1989). The effectiveness of computerized drill and practice and bisensory input in teaching music-reading skills to elementary students (Tesis doctoral, University of Northern Colorado, 1988). <em>Dissertation Abstract International, 49</em>, 2185A.</p> <p style="text-align: justify;">Lemons, R. M. (1985). The development and trial of micro-computer-assited techniques to supplement traditional training in musical sightreading (Tesis doctoral, University fo Colorado at Boulder, 1984). <em>Dissertation Abstracts International, 45(07)</em>, 2023A.</p> </div> <p style="text-align: justify;">Ozeas, N. L. (1991). The effect of the use of a computer assisted drill program on the aural skill development of students in beginning solfége (Tesis doctoral, University of Pittsburg, 1991). <em>Dissertation Abstracts International, 52(10)</em>, 3553A.</p> <div class="WordSection2" style="text-align: justify;"> <p>Parker, R.C. (1980). The relative effectiveness of the TAP system in instruction in sight singing: An experimental study (Tesis Doctoral, University of Miami, 1979). <em>Dissertation Abstracts International, 41(01)</em>, 151A.</p> <p>Platte, J.D. (1981). The effects of a microcomputer-assisted instructional program on the ability of college choral ensemble members to sing melodic configurations at sight (Tesis doctoral, Ball State University, 1981). <em>Dissertation Abstracts International, 42</em>, 1360A.</p> <p>Prasso, N.M. (1997). An Examination of the effect of writing melodies, using a computer- based song-writing programs on high school students´ individual learning of singing skills (Tesis doctoral, Columbia University Teachers College, 1997). <em>Dissertation Abstracts International, 58(05)</em>, 1633A.</p> <p>Salomon, G. (1980). Medios y sistemas de símbolos relacionados con la cognición y el aprendizaje. <em>Revista de Tecnología Educativa, 6(1)</em>, 6-38.</p> <p>Salomon, G. y Perkins, D. (2005). Do Technologies Make Us Smarter? Intellectual Amplification With, Of, and Through Technology. En Preiss, David D (Ed); Sternberg, Robert J (Ed). (2005). <em>Intelligence and technology: The impact of tools on the nature and development of human abilities</em>. (71-86). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.</p> <p>Schön, D. y Mireille, B. (2002). Processing pitch and duration in music reading: a RT-ERP study. <em>Neuropsychologia, 40</em>, 868-878.</p> <p>Schön, D., Anton, J. L., Roth, M. y Besson. (2002). An fMRI study of music sight-reading [Versión electrónica]. <em>NeurorReport, 17(13)</em>, 2285-2289.</p> <p>Shannon, D.W. (1982). Aural-visual interval recognition in music instruction: A comparison of a computer-assisted approach and traditional in-class approach (Tesis doctoral, University of Southern California, 1982). <em>Dissertation Abstracts International, 43(03)</em>, 718A.</p> <p>Sloboda, J. A. (2005). The psychology of music reading. En J. A. Sloboda (Ed.), <em>Exploring the musical mind </em>(pp. 27-42). New York: Oxford University Press.</p> </div> <p style="text-align: justify;">Tejada, J. (2009) Hearing music notation through music score software: students’ music reading and writing". <em>International Journal of Learning, </em>vol.16, nº 6, 17-32.</p> <p style="text-align: justify;">Wöllner, C., Halfpenny, E., Ho, S. y Kurosawa, K. (2003). The Effects of Distracted Inner Hearing on Sight-Reading. <em>Psychology of Music</em>, <em>10 (31)</em>, 377- 389.</p> | |
| dc.source | Electronic Journal of Music in Education; Núm. 25 (2010): Revista Electrónica de LEEME; 65-75 | en-US |
| dc.source | Revista Electrónica de LEEME; Núm. 25 (2010): Revista Electrónica de LEEME; 65-75 | es-ES |
| dc.source | 1575-9563 | |
| dc.subject | es-ES | |
| dc.subject | Teoría de la música; editores de partituras; tecnología musical; educación musical. | es-ES |
| dc.subject | en-US | |
| dc.subject | Music Theory; Music Score Editors; Music Technology; Music Education. | en-US |
| dc.title | Editores de partitura y procesos implicados en la lectura musical | es-ES |
| dc.title | Score editor programs and processes involved in music reading | en-US |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion | |
| dc.type | Artículo revisado por pares | es-ES |
| dc.type | es-ES | |
| dc.type | en-US |
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