Music Notation Software as a Means to Facilitate the Study of Singing Musical Scores

Introduction. Learning to read music is a complex task which becomes more difficult if it involves students who have different levels of music knowledge. The cognitive load theory maintains that acquiring new knowledge or the development of new abilities imposes a cognitive effort which depends on:...

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Autores: Galera Núñez, María del Mar, Tejada Giménez, Jesús, Trigo Sánchez, María Eva
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2013
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/67191
Acceso en línea:http://hdl.handle.net/11441/67191
Access Level:acceso abierto
Palabra clave:Cognitive load theory
Music reading
Music notation software
Musical instrument
Teoría de la carga cognitiva
Lectura musical
Editores de partituras
Instrumento musical
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dc.title.none.fl_str_mv Music Notation Software as a Means to Facilitate the Study of Singing Musical Scores
title Music Notation Software as a Means to Facilitate the Study of Singing Musical Scores
spellingShingle Music Notation Software as a Means to Facilitate the Study of Singing Musical Scores
Galera Núñez, María del Mar
Cognitive load theory
Music reading
Music notation software
Musical instrument
Teoría de la carga cognitiva
Lectura musical
Editores de partituras
Instrumento musical
title_short Music Notation Software as a Means to Facilitate the Study of Singing Musical Scores
title_full Music Notation Software as a Means to Facilitate the Study of Singing Musical Scores
title_fullStr Music Notation Software as a Means to Facilitate the Study of Singing Musical Scores
title_full_unstemmed Music Notation Software as a Means to Facilitate the Study of Singing Musical Scores
title_sort Music Notation Software as a Means to Facilitate the Study of Singing Musical Scores
dc.creator.none.fl_str_mv Galera Núñez, María del Mar
Tejada Giménez, Jesús
Trigo Sánchez, María Eva
author Galera Núñez, María del Mar
author_facet Galera Núñez, María del Mar
Tejada Giménez, Jesús
Trigo Sánchez, María Eva
author_role author
author2 Tejada Giménez, Jesús
Trigo Sánchez, María Eva
author2_role author
author
dc.contributor.none.fl_str_mv Educación Artística
Psicología Experimental
dc.subject.none.fl_str_mv Cognitive load theory
Music reading
Music notation software
Musical instrument
Teoría de la carga cognitiva
Lectura musical
Editores de partituras
Instrumento musical
topic Cognitive load theory
Music reading
Music notation software
Musical instrument
Teoría de la carga cognitiva
Lectura musical
Editores de partituras
Instrumento musical
description Introduction. Learning to read music is a complex task which becomes more difficult if it involves students who have different levels of music knowledge. The cognitive load theory maintains that acquiring new knowledge or the development of new abilities imposes a cognitive effort which depends on: a) instructional design; b) complexity of the task and c) previous knowledge. Method. In the present study eleven students varying in previous musical studies participated in a comparative assessment of music reading exercises using two different kinds of help: usual music instrument and music notation software. Load Cognitive Theory was used as a conceptual framework to determine which interface would be better (imposing low cognitive load) according to both exercises’ difficulty levels and students´ previous musical studies. The study involved a mixed factorial experimental design with the following independent within-subjects factors and levels 1) Type of Interface: music instrument and music notation software; 2) Music exercises difficulty: level I and level II. The between-subject factor in this study was: 3) Previous Musical Studies: academic and non-academic music studies. Results. Results showed that for the most of variables related with cognitive load, music notation software seemed that imposes less additional cognitive load than music instrument when students had no academic music studies and especially when they studied high-level music exercises. In these cases music notation software was a useful help to support music score study. Discussion or Conclusion. The music notation software allows to perceive clearly the relationship between written notation and sound and probably it makes easier the memorization of these pairs. This kind of media could be a useful tool for students with difficulties and for those who didn´t because of the options´ software, which allows music edition, composing, etc.
publishDate 2013
dc.date.none.fl_str_mv 2013
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info:eu-repo/semantics/publishedVersion
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dc.identifier.none.fl_str_mv http://hdl.handle.net/11441/67191
url http://hdl.handle.net/11441/67191
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Electronic Journal of Research in Educational Psychology, 11 (1), 215-238.
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
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application/pdf
dc.publisher.none.fl_str_mv EOS
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dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
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spelling Music Notation Software as a Means to Facilitate the Study of Singing Musical ScoresGalera Núñez, María del MarTejada Giménez, JesúsTrigo Sánchez, María EvaCognitive load theoryMusic readingMusic notation softwareMusical instrumentTeoría de la carga cognitivaLectura musicalEditores de partiturasInstrumento musicalIntroduction. Learning to read music is a complex task which becomes more difficult if it involves students who have different levels of music knowledge. The cognitive load theory maintains that acquiring new knowledge or the development of new abilities imposes a cognitive effort which depends on: a) instructional design; b) complexity of the task and c) previous knowledge. Method. In the present study eleven students varying in previous musical studies participated in a comparative assessment of music reading exercises using two different kinds of help: usual music instrument and music notation software. Load Cognitive Theory was used as a conceptual framework to determine which interface would be better (imposing low cognitive load) according to both exercises’ difficulty levels and students´ previous musical studies. The study involved a mixed factorial experimental design with the following independent within-subjects factors and levels 1) Type of Interface: music instrument and music notation software; 2) Music exercises difficulty: level I and level II. The between-subject factor in this study was: 3) Previous Musical Studies: academic and non-academic music studies. Results. Results showed that for the most of variables related with cognitive load, music notation software seemed that imposes less additional cognitive load than music instrument when students had no academic music studies and especially when they studied high-level music exercises. In these cases music notation software was a useful help to support music score study. Discussion or Conclusion. The music notation software allows to perceive clearly the relationship between written notation and sound and probably it makes easier the memorization of these pairs. This kind of media could be a useful tool for students with difficulties and for those who didn´t because of the options´ software, which allows music edition, composing, etc.Introducción. El aprendizaje de la lectura musical es una tarea compleja cuya dificultad se acentúa más si su enseñanza ha de adaptarse a un alumnado heterogéneo en cuanto a conocimientos previos musicales. Según la Teoría de la Carga Cognitiva el aprendizaje de contenidos complejos o el desarrollo de nuevas habilidades impone un esfuerzo cognitivo que depende de varios factores: el entorno de aprendizaje, la dificultad del material y los conocimientos previos. Método. El presente estudio trató de comparar la calidad de lectura musical de once alumnos con diferentes estudios musicales previos que utilizaron dos medios de ayuda durante el estudio: el instrumento habitual y un programa de edición de partituras. La teoría de la carga cognitiva se utilizó como paradigma para determinar cuál de los medios sería el más efectivo según la dificultad de los ejercicios propuestos y el tipo de preparación musical previa de los alumnos. Para ello se realizó un análisis factorial mixto en el que se contemplaron dos variables independientes intra-grupo: 1) el tipo de medio utilizado y 2) la dificultad de las partituras; y una inter-grupo: el tipo de estudios musicales previos. Resultados. Los resultados sugirieron que, para la mayoría de las variables asociadas a la carga cognitiva, cuando los alumnos no tenían estudios musicales reglados y se enfrentaban a partituras de mayor dificultad, el editor de partituras resultaba más efectivo como ayuda que el instrumento musical habitual. Al parecer, el software de notación musical pudo suponer una menor carga cognitiva adicional en dichas condiciones. Discusión y conclusiones. El hecho de que el editor muestre de una manera directa la relación entre el código escrito y su correspondencia sonora posibilita que los alumnos y alumnas puedan memorizar de una manera más efectiva esta relación. La inclusión de este tipo de herramientas dentro del currículo podría beneficiar tanto a los alumnos con dificultades como aquellos que tienen amplios conocimientos. Las diferentes opciones que ofrece el software entre las que se encuentran la edición de partituras o la composición inducen a pensar de este modoEOSEducación ArtísticaPsicología Experimental2013info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/11441/67191reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésElectronic Journal of Research in Educational Psychology, 11 (1), 215-238.info:eu-repo/semantics/openAccessoai:idus.us.es:11441/671912026-06-17T12:51:07Z
score 15.300719

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