{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1209"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1209","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Effects of physical movement in rhythm instruction in early instrumentalist development","abstract":"The focus of this study was to investigate if including physical movement in instruction improves instrumental music student's rhythmic abilities. Within the rhythmic instruction, the research study specifically focused on student's rhythmic ability and note reading improvements. Participants in this study included instrumental music students in grades four, five, and six, in a middle-class school district (N=18). The control group was given four weeks of traditional rhythm instruction, with a traditional counting method. The experimental group was given rhythm instruction incorporating physical movement over a period of four weeks. Prior to the lessons, both the experimental and control groups were administered a five minute pre-test of basic rhythms, on sight, with an accompanying pulse (music), on one notated pitch. After four weeks of treatment, the subjects concluded the instruction by taking a post test. The score improvement between the movement based instruction and the traditional instruction was evaluated by three judges. There were no significant differences found between the experimental and control groups.","abstract_html":"The focus of this study was to investigate if including physical movement in instruction improves instrumental music student's rhythmic abilities. Within the rhythmic instruction, the research study specifically focused on student's rhythmic ability and note reading improvements. Participants in this study included instrumental music students in grades four, five, and six, in a middle-class school district (N=18). The control group was given four weeks of traditional rhythm instruction, with a traditional counting method. The experimental group was given rhythm instruction incorporating physical movement over a period of four weeks. Prior to the lessons, both the experimental and control groups were administered a five minute pre-test of basic rhythms, on sight, with an accompanying pulse (music), on one notated pitch. After four weeks of treatment, the subjects concluded the instruction by taking a post test. The score improvement between the movement based instruction and the traditional instruction was evaluated by three judges. There were no significant differences found between the experimental and control groups.","abstract_has_math":false,"creators":["Horne-Greene, Jessica"],"institution":null,"degree_name":"M.A. Music Education","degree_level":"Thesis","degree_discipline":"Music","degree_department":null,"school":null,"contributors":["Dammers, Rick"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-09-17T07:00:00Z","date_published":"2013-09-17T07:00:00Z","updated_at":"2026-07-24T04:13:03Z","subjects":["Instrumental music--Study and teaching; Rhythm","Music Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/210","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dammers, Rick"]},{"key":"dc:creator","label":"Author","values":["Horne-Greene, Jessica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:48Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Music"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Music Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Instrumental music--Study and teaching; Rhythm","Music Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/210"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The focus of this study was to investigate if including physical movement in instruction improves instrumental music student's rhythmic abilities. Within the rhythmic instruction, the research study specifically focused on student's rhythmic ability and note reading improvements. Participants in this study included instrumental music students in grades four, five, and six, in a middle-class school district (N=18). The control group was given four weeks of traditional rhythm instruction, with a traditional counting method. The experimental group was given rhythm instruction incorporating physical movement over a period of four weeks. Prior to the lessons, both the experimental and control groups were administered a five minute pre-test of basic rhythms, on sight, with an accompanying pulse (music), on one notated pitch. After four weeks of treatment, the subjects concluded the instruction by taking a post test. The score improvement between the movement based instruction and the traditional instruction was evaluated by three judges. There were no significant differences found between the experimental and control groups."]},{"key":"dc:title","label":"Title","values":["Effects of physical movement in rhythm instruction in early instrumentalist development"]}]}],"canonical_facts":{"dc:contributor":["Dammers, Rick"],"dc:creator":["Horne-Greene, Jessica"],"dc:date.available":["2020-03-03T19:58:48Z"],"dc:description.abstract":["The focus of this study was to investigate if including physical movement in instruction improves instrumental music student's rhythmic abilities. Within the rhythmic instruction, the research study specifically focused on student's rhythmic ability and note reading improvements. Participants in this study included instrumental music students in grades four, five, and six, in a middle-class school district (N=18). The control group was given four weeks of traditional rhythm instruction, with a traditional counting method. The experimental group was given rhythm instruction incorporating physical movement over a period of four weeks. Prior to the lessons, both the experimental and control groups were administered a five minute pre-test of basic rhythms, on sight, with an accompanying pulse (music), on one notated pitch. After four weeks of treatment, the subjects concluded the instruction by taking a post test. The score improvement between the movement based instruction and the traditional instruction was evaluated by three judges. There were no significant differences found between the experimental and control groups."],"dc:identifier":["https://rdw.rowan.edu/etd/210"],"dc:subject":["Instrumental music--Study and teaching; Rhythm","Music Education"],"dc:title":["Effects of physical movement in rhythm instruction in early instrumentalist development"],"thesis:degree_discipline":["Music"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Music Education"]},"updated_at":"2026-07-24T04:13:03Z"}