The Effects of a Creative-Comprehensive Approach and a Performance Approach on Acquisition of Music Fundamentals by College Students

Abstract

The purpose of this study was to evaluate the effectiveness of a creative-comprehensive approach (CCA) when compared with a performance approach (PA) on the acquisition of basic music concepts and skills by general college students. In the CCA, students were directly involved in the process of creating original music by assuming the roles of composer, performer, and analytic listener. Students in the PA were engaged in the performance and aural analysis of preselected folk and traditional music. A pretest-posttest design involving intact groups was used as the method of research. The resulting effects of the two instructional modes on three dependent variables revealed no difference in achievement on aural discrimination competence from pretest to post-test in the sampled groups. There was, however, evidence suggesting that the CCA was superior to the PA in developing students' self-confidence in dealing with basic music concepts and skills. Additional data indicated a slight, but not significant, difference in performance achievement between the two groups in favor of the CCA.

Including Composition in Middle School Band: Effects on Achievement, Performance, and Attitude

“…Whitener concluded that music analysis and composition can be taught to beginning instrumentalists in conjunction with music performance skills without a loss of performance ability, and with some increase in music sensitivity. Dodson (1980) compared two approaches for teaching basic music skills and concepts to nonmusic majors at the college level. The control group performed and aurally analyzed folk and traditional music.…”