A comparison of note and rote methodologies in middle school guitar instruction
Institution: | California State University – Northridge |
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Department: | Department of Music |
Degree: | MA |
Year: | 1994 |
Keywords: | Guitar – Instruction and study.; Dissertations, Academic – CSUN – Music |
Record ID: | 1664575 |
Full text PDF: | http://hdl.handle.net/10211.3/137742 |
This project compares note and rote methodologies in a short-term beginning guitar class at the middle school level. A literature survey provided background on the application of these two pedagogies in teaching guitar and in music education generally. To test the effectiveness of these two approaches two comparable classes were taught; one learned by rote only and one learned by reading notation only. The course material included a cross section of guitar techniques and musical styles, based on the models provided by Frederick Noad and Douglas Smith. A series of tests was applied to each student to record accuracy in pitch and rhythm. The Mann-Whitney U test was used to calculate the test data and provide results to see if there was a statistical difference in teaching methods. From the test results of each group, conclusions were drawn that indicate there is a significant difference between scores of those students receiving rote instruction and those receiving note reading instruction. According to this study, the rote processes did not teach students to play guitar more proficiently (with less errors). The scores of the note method were significantly better. Conclusions include observations regarding attitude, motivation, and other factors beyond the actual test data.