Thesis Title
The Effect of Color-Coded Notation on the Rhythm Reading Skills of First Grade Music Students
Date of Graduation
Spring 2011
Degree
Master of Music
Department
Music
Committee Chair
Daniel Hellman
Abstract
This study was conducted to investigate the effectiveness of color-coding instructional materials in first grade music students when tested using color-coded notation, modified color-coded notation, and black and white notation. First grade music classes were assigned to one of three instructional conditions that varied according to the notation used in instruction: color-coded, modified, or black and white notation for four weeks. A researcher-created posttest was used to test each group's rhythm reading skills using color-coded notation, modified color-coded, and traditional notation. A posttest survey was given to determine which notation the students preferred to read. Results showed that color-coded materials did not significantly affect the rhythm-reading skills of first-grade students under any test notation format. The preference survey revealed a significant preference for color-coded materials among the subjects.
Keywords
music education, elementary education, color-coding, rhythm reading, music notation
Subject Categories
Music
Copyright
© Kiersten Lane Fair
Recommended Citation
Fair, Kiersten Lane, "The Effect of Color-Coded Notation on the Rhythm Reading Skills of First Grade Music Students" (2011). MSU Graduate Theses. 2672.
https://bearworks.missouristate.edu/theses/2672
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