The purpose of the present study was to examine the relative effects of modality-specific strategies on the memorization of beginning-level string players. Modality was expressed in terms of visually and aurally emphasized memorization strategies. Performance achievement was expressed in terms of pitch and rhythmic errors. Beginning-level string students were asked to memorize a simple 8-bar melody in 15 minutes. Errors were assessed at the 5-, 10-, and 15-minute time intervals.
The present study examined three aspects of memorization regarding beginning-level string students: achievement, implementation, and motivation. Questions addressed were: 1) Do beginning-level string students exhibit a significantly different number of pitch errors when comparing their use of aural and visual memorization strategies? 2) Do beginning-level string students exhibit a significantly different number of rhythmic errors when comparing their use of aural and visual memorization strategies? 3) Do beginning-level string students use different strategies to memorize visual and aural musical material? 4) What are beginning-level string students’ attitudes toward memorization?
Results indicated that subjects in the visual treatment group performed significantly fewer pitch errors at the 15-minute assessment point than subjects in the aural treatment group. Subjects in the visual treatment group also performed fewer rhythmic errors at the 15-minute assessment point than subjects in the aural treatment group, but these results were not significant. Findings suggest that beginning-level string students with 20 months of public school string instruction memorized pitches from a visual medium more efficiently than from an aural medium. Students, however, memorized rhythmic material equally well from both model mediums.
Findings regarding the beginning-level string students’ implementation of aural and visual strategies indicated that 67% to 80% of the rehearsal strategies used by the aural and visual treatment groups were similar; the remaining 20% to 33% were specific to their treatment groups. Two important trends were identified. Beginning-level string students knowingly used self-evaluation as their primary memory strategy; researchers suggest self-evaluation is a vital component of deliberate practice. Results also indicated that a segmental practice approach was more effective than a holistic practice approach in an aural memorization context. Both the segmented and holistic practice approaches were equally effective in a visual memorization context.
Regarding beginning-level string students’ attitude towards memorization, findings from the present study indicate that 61% of beginning-level string students enjoyed participating in the memorization task. Only 26% disliked the experience and 13% were indifferent. Researchers suggest that children participate in music activities because they derive pleasure from the experience. These findings suggest that implementing memorization strategies may encourage students to practice.