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Amchin, R. A. (1995). Creative musical response: The effects of teacher-student interaction on the improvisation abilities of fourth- and fifth-grade students (Doctoral dissertation, The University of Michigan, 1995). Dissertation Abstracts International, 2026.
| Author(s): | Amchin, R A |
| Title: | Creative musical response: The effects of teacher-student interaction on the improvisation abilities of fourth- and fifth-grade students |
| Source Type: | Dissertation |
| Source Name: | Dissertation Abstracts International |
| Year: | Dissertation Abstracts International |
| Year: | 1995 |
| Volume: | 56-05A |
| Catalog No.: | 2026 |
| Country Code: | USA |
| Institution: | The University of Michigan |
| Language: | English |
| Orff Topic Category: | Creativity/Improvisation |
| Secondary Orff Topic Category: | Pedagogic process/Settings |
| Research Methodology I: | Quantitative |
| Research Methodology II: | Experimental |
| Participants: | Fourth/Fifth graders from 6 classes in three schools |
| Groups: | Group 1 (improvisation with no teacher verbal intervention); Group 2 (with teacher intervention) |
| Purpose: | To compare the effect of teacher/student verbal interaction on improvisation |
| Independent Variables: | Conditions of improvisation (with vs. without teacher verbal intervention) |
| Dependent Variables: | Music aptitude test (IMMA), creative thinking measures (MCTM, MICMR) |
| Data Type: | Interval scores |
| Analysis: | t-tests, ANCOVA, chi-square |
| Abstract: | Fourth/fifth graders (N=137) were assigned to either experimental group (n=67)or control group (n=70). Both groups were given pre-tests and post-tests including a survey of musical interest, Intermediate Measures of Music Audiation (IMMA by E. Gordon); Measures of Creative Thinking in Music (MCTM by P. Webster), and Measures of Instrumental Creative Musical Response (MICMR by author). The treatment was 23 weeks of music instruction in the Orff approach for two 15-minute weekly sessions. Both groups were taught a warm-up piece, and a given model of antecedent-consequent phrases in a pentatonic key. Students in both groups took turn to improvise a solo to the given antecedent phrase. The students in the experimental group received a verbal feedback and encouragement to revise the solo; no verbal feedback was given to students in the control group. |
| Results/Conclusions: | No significant statistical difference (p=.05) was found in the music aptitude or creative products between the two groups. |
| Keywords: | Improvisation, Creativity, Verbal feedback |