Study about the effectiveness of a score editor and the musical instrument in sung music reading
DOI:
https://doi.org/10.30827/dreh.v0i10.6851Keywords:
score editors, Musical education, teacher training, musical reading, technologyAbstract
The study attempts to assess what kind of means (own instrument or music notation software) is more effective in the study of music scores which will be performed by singing aloud. Eleven students from the Education Degree in Music Education of Music Reading Subject were divided into two different groups according to their music reading training and skills. All subjects were evaluated on their performance of two difficulty level music scores (I and II). The dependent variables were: a) time spent during the study of music scores; b) accuracy in music reading; c) mental effort experienced.
Results suggest that music notation score is more effective for students who have poor music reading skills and when they handle high level music scores. It means that this software could be a useful tool for these students. The inclusion of this kind of means on the specific subject curricula may enrich student´s music technology knowledge and allow different kinds of musical activities to be carried out during the music reading lessons.
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