Date

8-9-2024

Department

School of Music

Degree

Master of Arts in Music Education (MA)

Chair

Keith Pace

Keywords

Scrolling Notation, Figurenotes

Disciplines

Education

Abstract

Many beginning band and choir students lack proficiency in basic sight-reading skills. A significant learning curve exists between the late elementary and early middle school years regarding music reading competency. This study aims to ascertain the effectiveness or ineffectiveness of music notation apps such as Prodigies, Yousician, and Noteflight. The study will use a mixed-method approach. To obtain quantitative data, the study will use an experimental approach to test the effectiveness of digital notation apps on student learning by utilizing a survey. The working hypothesis is that digital notation apps will improve sight-reading skills by using the tools present in the applications, such as visual cues, colored notation, lettering, and other auditory and visual aids, and creating individual learning opportunities tailored to student needs. These applications allow students of all learning levels to build essential music literacy skills and provide educators with options to exercise technology-based teaching strategies. To obtain qualitative data, students will complete a survey regarding their experience with digital notation apps at the end of the eight-week course. The study will also discuss the need for music educators to adopt diverse technological strategies congruent with traditional ones. Evidence of societal change involving technology is prominent in education. Therefore, developing the necessary technological pedagogical skills and techniques as educators and recognizing students' diversity and unique needs is essential if music educators hope to align more closely with modern educational paradigms.

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