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Relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students

Cheston, Sharon Brown
http://rave.ohiolink.edu/etdc/view?acc_num=case1057865886

Abstract Details

1994, Doctor of Philosophy, Case Western Reserve University, Music Education.
The purpose of this study was to gain more information about the relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students. The specific problems of this study were as follows: (1) to determine the relationship between amount of musical training and experience and harmonic complexity preference, (2) to determine the relationship between tonal music aptitude and harmonic complexity preference, (3) to determine the relationship between rhythm music aptitude and harmonic complexity preference, and (4) to determine the relationship between composite (combined tonal and rhythm) music aptitude and harmonic complexity preference. The subjects were 106 high school music students from a suburban Cleveland, Ohio, high school. The subjects completed a researcher-designed harmonic complexity preference test (HCPT), Advanced Measures of Music Audiation (AMMA), which is an aptitude test, and a researcher-designed musical training and experience survey. To analyze the data, the researcher calculated the correlations between the survey scores and HCPT scores, AMMA tonal raw scores and HCPT scores, AMMA rhythm raw scores and HCPT score s, and AMMA composite scores and HCPT scores. Statistically significant relationships at the.05 level were found at the twelfth grade level in every relationship with the exception of AMMA tonal scores and HCPT scores. Statistically significant relationships at the.05 level were found at the eleventh grade level in every relationship. No statistically significant relationships were found at the tenth or ninth grade levels. In conclusion, students in twelfth grade with high rhythm music aptitude and composite (combined tonal and rhythm) aptitude preferred more harmonically complex music. In addition, students with more musical training and experience preferred more harmonically complex music. Students in eleventh grade with high tonal, rhythm, and composite (combined tonal and rhythm) music aptitude preferred more harmonically complex music. In addition, students with more musical training and experience preferred more harmonically complex music. Thus, eleventh and twelfth grade students with more musical training and experience and high music aptitude preferred more harmonically complex music.
Cynthia Taggart (Advisor)
174 p.
Relationships harmonic complexity preference musical training experience music aptitude high school music students

Recommended Citations

Citations

  • Cheston, S. B. (1994). Relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1057865886

    APA Style (7th edition)

  • Cheston, Sharon. Relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students. 1994. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1057865886.

    MLA Style (8th edition)

  • Cheston, Sharon. "Relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students." Doctoral dissertation, Case Western Reserve University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=case1057865886

    Chicago Manual of Style (17th edition)

case1057865886
921
© 1994, all rights reserved.
This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.