An investigation of the relationship between melodic ear-to-hand coordination and written and aural theory skills within an undergraduate music theory context.
Michael David Wilder · Deep Blue (University of Michigan) · 1988
This study utilized both descriptive and experimental formats to examine the relationship between melodic ear-to-hand skills and written and aural music theory skills. Sixty-seven students enrolled in freshman music theory classes at Wichita State University (Kansas) were tested in September 1987 and again in December 1987 with the Aliferis Music Achievement Test: College Entrance Level (Aliferis Test) and the Test of Melodic Ear-to-Hand Coordination (TMEHC). Results of the descriptive project revealed that melodic ear-to-hand coordination was highly correlated with aural music theory skills as measured by the Aliferis Test (r =.84), a music theory placement examination (r =.82), and aural music theory grades (r =.64). In addition, melodic ear-to-hand coordination was the most effective of the independent variables for predicting freshman aural music theory grades. Sixteen students enrolled in introductory freshman music theory at Southwestern College (Winfield, Kansas) served as subjects for the experimental portion of the investigation. Following random assignment to experimental and control groups, the MLR Melodic Ear-to-Hand Skills Program served as the treatment for experimental group subjects. The Aliferis Test and the TMEHC were administered in September and December 1987. The TMEHC was readministered as a retention test eight weeks following the posttest and the Aliferis Test and TMEHC were both readministered five months following the posttest in order to measure retention. In addition, the written music theory test for the first semester music theory course was readministered five months following the posttesting period to assess retention of written music theory skills. Differences between groups on the posttest TMEHC were significant (p $<$.01) favoring the experimental group. Both experimental and control groups effectively retained melodic ear-to-hand skills during the retention period. A significant difference (p $<$.01) was observed between posttest and retention test means for all subjects on the written music theory test indicating a substantial decline in written music theory skills during the retention period. Results indicated that melodic ear-to-hand skills can be improved through training and are effectively retained over time. In addition, it appeared that retention was greater for aural music theory skills than it was for written music theory skills.