The Effects of Static and Dynamic Visual Representations as Aids for Primary School Children in Tasks of Auditory Discrimination of Sound Patterns. An Intervention-based Study.

Jesus Tejada, Delia Serra

Abstract


It has been proposed that non-conventional presentations of visual information could be very useful as a scaffolding strategy in the learning of Western music notation. As a result, this study has attempted to determine if there is any effect of static and dynamic presentation modes of visual information in the recognition of sound patterns. An intervention-based quasi-experimental design was adopted with two groups of fifth-grade students in a Spanish city. Students did tasks involving discrimination, auditory recognition and symbolic association of the sound patterns with non-musical representations, either static images (S group), or dynamic images (D group). The results showed neither statistically significant differences in the scores of D and S, nor influence of the covariates on the dependent variable, although statistically significant intra-group differences were found for both groups. This suggests that both types of graphic formats could be effective as digital learning mediators in the learning of Western musical notation.

Keywords


bimodality; static-dynamic presentation, discrimination of melodic patterns; music education

Full Text:

PDF


Copyright (c) 2018 Jesus Tejada, Delia Serra


International Journal of Emerging Technologies in Learning. ISSN: 1863-0383
Creative Commons License SPARC Europe Seal
Indexing:
Web of Science ESCI logo Engineering Information logo INSPEC logo DBLP logo ELSEVIER Scopus logo EDiTLib logo EBSCO logo Ulrich's logo Google Scholar logo Microsoft® Academic SearchDOAJ logo