Date
12-19-2024
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Nathan Street
Keywords
Rhythm, counting system, Traditional, Kodály, Takadimi
Disciplines
Music
Recommended Citation
Beiersdorfer, Brendan, "Easy as 1, 2, 3: An Analysis of Rhythm-Counting Systems and Their Affect on Performance Accuracy in Beginner Band Students" (2024). Doctoral Dissertations and Projects. 6369.
https://digitalcommons.liberty.edu/doctoral/6369
Abstract
Music educators implement rhythm-counting and syllable systems globally to guide students in rhythm interpretation and performance. These systems are often associated with music disciplines and cultural regions; however, the influence of these systems on students’ rhythmic performance accuracy is not well-documented. This quantitative, quasi-experimental study aimed to evaluate the effectiveness of the Traditional, Kodály, and Takadimi rhythm-counting systems on the rhythmic performance of beginner band students. The sample included students from three educational settings (n = 146), each providing instruction in one of the three rhythm-counting systems. Pre- and post-instruction assessments were administered to measure rhythmic accuracy and compare each instructional approach's efficacy. The analysis employed a paired-samples t-test and ANOVA to assess the impact of each rhythm-counting system on student performance outcomes. Results indicated that each system significantly affected students' rhythmic accuracy post-instruction. However, ANOVA results revealed no statistically significant differences among the three rhythm-counting systems, suggesting no one system demonstrated a superior effect on rhythmic accuracy in beginner band contexts. Future research should consider longitudinal designs with participants receiving instruction exclusively in a single rhythm-counting system across various musical domains to reduce confounding variables and enhance consistency. Additionally, studies in diverse geographic and cultural settings and research involving advanced students and more complex rhythmic material could further elucidate the relative effectiveness of rhythm-counting systems. Such research is critical to thoroughly assess the range of counting systems and determine which approaches best support student performance.
