The Effects of Gordon’s “Tonal pattern Learning Sequence” on Music Aptitude and Recorder Performance Achievement of Third Graders in Taiwan

• Main Authors: Ke-Fang Chang, 張可芳
• Other Authors: Su-Chiao Wu Ph.D.
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/48198817379251680465

碩士 === 明道大學 === 教學藝術研究所 === 94 === Abstract This study aimed to apply Gordon’s “Tonal Pattern Learning Sequence” into elementary recorder instruction in order to observe the influence on third graders’ music aptitude and recorder performance achievement. A “quasi-experimental design” was employed in this study. Two groups of students, 70 third graders totally, were selected purposefully, the experimental group and the control group. Based on Gordon’s “Music Learning Theory” and “Jump Right In: The Music Curriculum”, the experimental group was given 10 minutes Gordon’s “Tonal Pattern Learning Sequence” and 30 minutes regular recorder instruction, while the control group had 40 minutes regular recorder instruction. The content of the recorder instruction stayed the same in both groups. The experimental period lasted twelve weeks, 40 minutes per week. Pre- and post-tests were implemented for collecting quantitative data by using both Gordon’s “Intermediate Measures of Music Audition” (IMMA) and a recorder performance assessment edited by the researcher. The data gathered were analyzed by t-test and ANCOVA. The results were presented as followings: The IMMA of the experimental group in pre-test was statistically significant lower than the control group, while no significant differences between the two groups in post-test. This result showed that Gordon’s “Tonal Pattern Learning Sequence” might influence students’ music aptitude. Therefore, there were statistically significant differences between pre- and post-test of experimental group in the recorder performance assessment. However, there is no significant difference within the control group. This result aimed that Gordon’s “Tonal Pattern Learning Sequence” might influence students’ recorder performance achievement, too. Consequently, student’s recorder performance in melody, rhythm and skill were actually improved in both groups. Furthermore, qualitative data collection and analysis as supplementary were provided. Also, recommendations were proposed for further elementary music instruction and further studies.