Well-known musical aptitude tests designed by, among others, Seashore, Gordon, Bentley and Wing have been extensively discussed by several researchers, and this background is provided in this mini-dissertation. However, this research project was aimed at determining to what extent a newly
designed music listening test impacts on students‟ success rate in being judged to have particular musical aptitude. The purpose of this research was to evaluate what students score respectively for
four elements of music (pitch, melody, rhythm and texture) through a musical aptitude test designed by the author in consultation with colleagues in the Music Department at a school in North London in the United Kingdom .These tests were divided into two stages with students aged 10-13, of mixed genders and from different cultural backgrounds. The first focussed on the listening test (questionnaire) for a sample of 160 students. The second stage included practical performances (interviews and observations) and aural tests based on the elements: Rhythm, Melody, Improvisation, Two-part melody and Texture.
The results of the first stage revealed that the students particularly achieved high scores for the elements of music: melody and pitch. The age groups who scored the highest marks respectively were pupils aged 13. The results of the second sample of the respondents who completed the test revealed that the majority of the students had previous music tuition with the string instrument being the most
popular amongst respondents. This study revealed that students always respond to different sound qualities, followed by the identification of rhythmical patterns and melody. Their memory of pitch changes and develops further due to the possession of precise interval recognition and excellent memory recall.
Table of Contents
Chapter 1: Introduction and background to the study
1.1 Introduction
1.2 Background of the study
1.3 Purpose of the study
1.4 Personal motivation for the study
1.5 Research question and sub-questions
1.6 Research design and methodology
1.7 Chapter layout
Chapter 2: Literature overviews
2.1 Introduction
2.2 Defining key concepts/terminology
2.3 Discussion on previous research conducted
2.3.1 Intelligence and musical ability
2.3.2 Auditory Structuring Theory
2.4 Summary
Chapter 3: Research design and methodology
3.1 Introduction
3.2 Defining and conceptualising the research question
3.3 Sample design and sample method
3.4 Data collection methods
3.5 Literature review, questionnaires and interviews
3.6 Summary
Chapter 4: Results: Presentations (Illustrations) and discussions
4.1 Introduction
4.2 Data capturing and analysis
4.3 Sample profiles
4.4 Presentation and discussion of results
4.5 Concluding interpretations
Chapter 5: Conclusions and recommendations
5.1 Introduction
5.2 Summary of the study
5.3 Limitations and shortcomings
5.4 Relevance of the research
5.5 Recommendations
Research Objectives and Themes
This study aims to determine the impact of a newly designed music listening test on evaluating students' musical aptitude. The primary research question investigates to what degree the results of this test, focusing on the elements of pitch, melody, texture, and rhythm, provide insights into musical aptitude research within a school context in North London.
- The relationship between musical ability and prior musical education/tuition.
- Evaluation of four core musical elements: pitch, melody, texture, and rhythm.
- Application of qualitative research methods, including questionnaires and observations.
- Assessment of musical potential in students aged 10-13 to identify giftedness.
Excerpt from the Book
1.1 INTRODUCTION
The concept of theory in music concerns the measurements and description of sound properties and the abstract and syntactical components of musical language, for example its tones, intervals, scales, rhythms, timbres and key signatures – Beard and Gloag (2005: 182)
As a music teacher at Fortismere School, Music College in Muswell Hill, North London I was interested in the fact that one of the school’s policies was to accept music students on the basis of musical aptitude testing as part of the entry requirements for securing a place at the school in Year 7. Music Colleges were introduced in 2004 as part of a Specialist School Programme in England. This system enabled schools to specialise in certain fields, in this case music. These colleges received extra funding from joint private sector and government schemes (http://www.education.gov.uk).
Fortismere School is part of the London Borough of Haringey Local Education Authority situated close to the town centre. Fortismere was founded as Tollington School, a private boys’ school after World War II. By 1958, following a merger with Tollington High School for Girls and Tollington Grammar School for Boys it had become known as Tollington Grammar School (co-educational). Subsequently this school merged with William Grimshaw Secondary Modern School and was known as Creighton Comprehensive School. In September 1983 Creighton School and another comprehensive, Alexandra Park School, were combined and became known as Fortismere School. In 1997 the school gained Technology College status until 1 September 2007 when Fortismere became a school with Foundation status offering specialism in Mathematics/Computing with Music and a secondary specialism in Modern Languages. According to Directgov, a Foundation school in England and Wales is a state-funded school in which the governing body has more freedom in the running of the school than in other community schools. In collaboration with the School Standards and Framework Act 1998 these schools are directly funded by central government, replacing grant-maintained schools. This involved the Local Education Authority and students do not pay fees. Pupils, however, do follow the National Curriculum (http://www.direct.gov.uk).
Summary of Chapters
Chapter 1: Introduction and background to the study: This chapter introduces the context of musical aptitude testing at Fortismere School and outlines the purpose, research questions, and methodology of the study.
Chapter 2: Literature overviews: This chapter examines the theoretical framework surrounding intelligence and musical ability, including an in-depth discussion of the Auditory Structuring Theory.
Chapter 3: Research design and methodology: This chapter provides a detailed outline of the empirical and qualitative methods used, including the design of listening tests and the approach to observations and interviews.
Chapter 4: Results: Presentations (Illustrations) and discussions: This chapter presents the collected data from the musical aptitude tests, analyzed by age, gender, and musical background, followed by a discussion of the findings.
Chapter 5: Conclusions and recommendations: This chapter summarizes the main findings of the research and offers recommendations for educators regarding musical assessment and student support.
Keywords
intelligence, melody, musical ability, musical aptitude test, pitch, rhythm, texture, auditory structuring, qualitative research, music education, aptitude, assessment, pedagogical approach, observational study, musical performance
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on evaluating the effectiveness of a newly designed music aptitude test in identifying musical potential among students applying to a secondary school in North London.
What are the central themes of the work?
The central themes include the relationship between musical ability and prior tuition, the evaluation of core musical elements (pitch, melody, rhythm, texture), and the validity of using specific testing criteria to identify gifted students.
What is the main research question?
The main question asks to what degree a newly designed test focusing on pitch, melody, texture, and rhythm can add insights into the field of musical aptitude research.
Which research methods were employed?
The study utilized a qualitative, empirical approach consisting of group-administered listening tests and personal observations/interviews with selected student participants.
What does the main body of the work cover?
The main body covers a comprehensive literature review on musicality theories, a detailed explanation of the research methodology and data collection instruments, and a presentation of results segmented by age, gender, and musical experience.
Which keywords characterize this study?
The study is characterized by keywords such as musical aptitude, intelligence, auditory structuring, music education, and quantitative/qualitative assessment techniques.
How does the author define musical aptitude?
Following the Gordon Institute for Music Learning, the author defines musical aptitude as the potential or capacity for musical achievement, which includes the ability to intuitively learn or appreciate music.
Why were the tests criticized?
Previous tests used by the school were criticized by parents for being biased toward students from underprivileged backgrounds, prompting the author to create a more inclusive test based on fundamental music elements.
What role does the 'Auditory Structuring Theory' play?
The Auditory Structuring Theory, associated with Kai Karma, serves as a theoretical foundation, emphasizing the active process of hearing patterns in sound as a prerequisite for musical aptitude.
- Arbeit zitieren
- Masters in Music Education with Distinction Mario Maxwell Müller (Autor:in), 2011, Musical aptitude testing in a North London school, München, GRIN Verlag, https://www.hausarbeiten.de/document/273655
