Model
Digital Document
Publisher
Florida Atlantic University
Description
This study was undertaken in order to provide an efficient
means of presenting those activities farthest removed
from music itself such as fundamental concepts and mechanical
skills which are a necessary background to further musical
growth. Such a presentation, it was reasoned, would enable
the student to gain successfully and thoroughly a background
necessary for the further study of music theory. This would
also provide an opportunity for the instructor to devote
classroom time to more musical activities.
In view of the past successes of others in the employment
of programmed instruction as a means of teaching music,
it was decided that a programmed presentation of the material
to be included would best serve the stated purposes of the
present study.
Research into the area of the past employment of programmed
instruction in music indicated that a need exists
for additional work to be conducted in the field. A comparison
of music theory textbooks was made to determine a consensus
of opinion regarding the most logical order in the
presentation of material. A study of programming techniques
was made. A program of instruction in the basic tools of music theory was developed. The author combined information
from various music theory textbooks with his knowledge of
the subject matter to construct the program presented in
chapters two, three, four, and five.
The first section of the program is concerned with music
notation, a subject often neglected in theory textbooks. The
remainder of the program deals with basic music theory material
of a more conventional nature. However, it was thought that
this material might be more quickly and easily assimilated
through the medium of programmed instruction, A section on
the nature of musical sound provides necessary information for
the music theory student. The same information presented in
a classroom teaching situation, however, might prove less
effective. Similarly, sections on the construction of major
and minor scales, numbering of intervals, and notation of key
signatures provide a means for the instructor of theory to
avoid unnecessary use of class time in these less musicallysatisfying
areas.
means of presenting those activities farthest removed
from music itself such as fundamental concepts and mechanical
skills which are a necessary background to further musical
growth. Such a presentation, it was reasoned, would enable
the student to gain successfully and thoroughly a background
necessary for the further study of music theory. This would
also provide an opportunity for the instructor to devote
classroom time to more musical activities.
In view of the past successes of others in the employment
of programmed instruction as a means of teaching music,
it was decided that a programmed presentation of the material
to be included would best serve the stated purposes of the
present study.
Research into the area of the past employment of programmed
instruction in music indicated that a need exists
for additional work to be conducted in the field. A comparison
of music theory textbooks was made to determine a consensus
of opinion regarding the most logical order in the
presentation of material. A study of programming techniques
was made. A program of instruction in the basic tools of music theory was developed. The author combined information
from various music theory textbooks with his knowledge of
the subject matter to construct the program presented in
chapters two, three, four, and five.
The first section of the program is concerned with music
notation, a subject often neglected in theory textbooks. The
remainder of the program deals with basic music theory material
of a more conventional nature. However, it was thought that
this material might be more quickly and easily assimilated
through the medium of programmed instruction, A section on
the nature of musical sound provides necessary information for
the music theory student. The same information presented in
a classroom teaching situation, however, might prove less
effective. Similarly, sections on the construction of major
and minor scales, numbering of intervals, and notation of key
signatures provide a means for the instructor of theory to
avoid unnecessary use of class time in these less musicallysatisfying
areas.
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