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"The purpose of this research was to investigate the effect Flexible–Practice computer-assisted instruction software (specifically SmartMusic TM) and cognitive style (field-dependence and field-independence) had on the development of music performance skills in high school instrumental music students. Eighty high school students (N = 80) participated in the four-week study. Subjects completed the Group Embedded Figures Test (GEFT) to assess their cognitive style. Following this, the researcher randomly assigned the population to control and treatment groups. Control group subjects practiced in a traditional rehearsal setting, while the treatment group worked with SmartMusic TM exclusively for the study period. The researcher used a pretest to establish a baseline for skills, and a posttest to assess musical performance skill development. Performance skills improved for the entire population, regardless of the instructional method used. In analyzing comparisons of total score means, subjects displayed typical field dependent and field independent characteristics in the performance of pretests and posttests for both control and treatment groups. Field dependent subjects demonstrated success in the traditional rehearsal method, while field independent subjects demonstrated success using SmartMusic TM. A factorial 2 X 2 ANOVA revealed significant interaction between CAI usage and cognitive style (p
Kim Burwell investigates the nature of lesson interactions in studio-based instrumental teaching and learning. Focusing on a single case study of two clarinet lessons, Burwell analyses collaborative lesson activity and creates a framework to support reflection among practitioners as they continually develop their work, not only experientially - through the tradition of 'vertical transmission' from one musician to another - but collaboratively, through the 'horizontal' sharing of good practice.
This book brings together current psychological and educational research on issues related to advanced musical performance learning within higher education contexts. Each of the book's four sections focus on one aspect of music performance and learning: musics in higher education and beyond; musical biographies and musical journeys; performance learning; and developing expertise and professionalism.