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首页> 外文学位 >The aural skills acquisition process of undergraduate electroacoustic (EA) music majors in the context of a new aural learning method.
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The aural skills acquisition process of undergraduate electroacoustic (EA) music majors in the context of a new aural learning method.

机译：在一种新的听觉学习方法的背景下，本科生电声（EA）音乐专业的听觉技能获得过程。

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摘要

Electroacoustic (EA) musicians require aural skills that exist beyond tonality and meter; however, specialized ear training courses for EA music are rare in university and college music programs that offer EA studies (EaSt) in their curricula. Since 2005, this researcher has been developing and teaching EA aural training at a Canadian university in that was inspired by concepts from Auditory Scene Analysis (ASA) studies, primarily integration and segregation. In the 2009/10 academic year, the researcher conducted an action study with his intact EA aural training class of 25 first year undergraduate students majoring in EaSt for the purposes of better understanding and improving the students' aural skill acquisition process and of refining the teaching and learning sequence. The action study was organized into four cycles of observation, critical reflection, and action, and focused on optimizing and autonomizing the skill acquisition process within the large, varied group. Actions were designed in response to critical reflection on emerging problems, evaluations of students' views about the process, their moods and attitudes, and measurements of students' achievements---with specific attention to eight EA-oriented skills and seven tonal and metric skills. Qualitative and quantitative data gathered from questionnaires, in-class surveys and tests, homework, and competence tests provided evidence of skill acquisition, primarily in loudness discrimination, timbral discrimination, tonal awareness, interval discrimination, meter discrimination, and descriptive ability. The most notable emerging problems in the skill acquisition process were related to the group's variety of ability levels, including imbalances in difficulty levels, in students' level of interest in the activities, and in the all-inclusive effectiveness of the training. The main transformational aspects of the action study were autonomization of the skill acquisition process at home through weekly reflective practice reports and developing a cooperative learning environment in the classroom through regular in-class discussion.
机译：电声（EA）音乐家需要音调和音调之外的听觉技能；但是，在大学和学院的音乐课程中很少有针对EA音乐的专业耳部训练课程，这些课程在课程中提供EA学习（EaSt）。自2005年以来，这位研究人员一直在加拿大一所大学中开发和教授EA听觉训练，其灵感来自听觉场景分析（ASA）研究的概念，主要是整合和隔离。在2009/10学年，研究人员以其完整的EA听觉训练班为基础，进行了25个第一学期的EaSt主修本科生的动作研究，目的是更好地理解和改善学生的听觉技能获取过程并完善教学和学习顺序。行动研究分为观察，批判性思考和行动四个周期，重点是在庞大而多样的团队中优化和自动化技能获取过程。采取行动是为了回应对新出现问题的批判性思考，对学生对过程，其情绪和态度的看法进行评估以及对学生的成就进行评估-特别注意八种面向EA的技能以及七种音调和公制技能。从问卷，课堂调查和测试，家庭作业和能力测试中收集的定性和定量数据提供了技能获得的证据，主要是响度辨别，音色辨别，音调意识，音程辨别，仪表辨别和描述能力。技能获取过程中最显着的新问题与小组的各种能力水平有关，包括难度水平的不平衡，学生对活动的兴趣水平以及培训的全面性。行动研究的主要变革方面是，通过每周进行反思性练习报告，使在家中的技能获取过程自动化，并通过定期的课堂讨论在课堂上开发合作学习环境。

著录项

  • 作者

    Tsabary, Eldad.;

  • 作者单位

    Boston University.;

  • 授予单位 Boston University.;
  • 学科 Education Music.;Music.;Education General.
  • 学位 D.M.A.
  • 年度 2013
  • 页码 351 p.
  • 总页数 351
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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