Date of Award
Master of Music (MMUS)
Dr. Melissa Berke
The purpose of this study was to compare the effectiveness of structured practice and modeling techniques in increasing high school student's performance accuracy. Subjects in this study were 49 ninth through twelfth grade instrumental music students from a high school in the Omaha Public School District. Of the 49 students, 12 students had been participating in private lessons for at least nine months. Students were equally assigned to one of three groups consisting of (1) Modeling (2) Structured Practice and (3) Control. The students were pretested by performing an etude while being audiotaped. Subjects had two, ten-minute practice sessions on two consecutive days. Following the practice, students performed the etude again as a posttest while being taped. Three judges listened to the pretest and posttest tapes and recorded the number of errors for each performance. The results of the study indicated that the treatments had no significant effect on improving the accuracy of high school instrumentalists. Participating in private lessons also was not a significant factor in improving performance accuracy.
Wilger, Peter, "The role of structured practice and modeling on improving the performance accuracy of high school instrumentalists." (2001). Student Work. 2943.