{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc3122"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc3122","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"A Comparison of Aural and Visual Instructional Methodologies Designed to Improve the Intonation Accuracy of Seventh Grade Violin and Viola Instrumentalists.","abstract":"The purpose of the study was to compare two instructional methodologies designed to improve the intonation accuracy of seventh grade violin and viola instrumentalists. The collection of data was in regard to (1) instructional methodology: aural and aural/visual, (2) performance tasks: A, B, and C; (3) individual pitches (seven from each of the music tasks), and (4) differences between instrument groups: violin and viola. Sixty-eight seventh grade string students from three string classes of two middle schools were randomly assigned to two experimental groups: (a) aural and (b) aural/visual. The instructional period was implemented daily in ten-minute sessions during twenty days by the orchestra instructors of each school. A pretest-posttest format was used to determine if there were any changes in the subjects' intonation accuracy from prior to after the instructional phase was implemented, and if these changes could be attributed to any of the methodologies. The testing material used on both testing sessions included three performance tasks composed of seven notes each. Subjects were recorded on both testing occasions. The data were the scores of absolute pitch deviation, measured in cents from equal temperament, from the pre- and postest; these were treated with analysis of variance. The ANOVA on the posttest scores indicated a non-significant difference between the instructional methodologies in their effectiveness to improve the subjects' ability to play in tune.","abstract_html":"The purpose of the study was to compare two instructional methodologies designed to improve the intonation accuracy of seventh grade violin and viola instrumentalists. The collection of data was in regard to (1) instructional methodology: aural and aural/visual, (2) performance tasks: A, B, and C; (3) individual pitches (seven from each of the music tasks), and (4) differences between instrument groups: violin and viola. Sixty-eight seventh grade string students from three string classes of two middle schools were randomly assigned to two experimental groups: (a) aural and (b) aural/visual. The instructional period was implemented daily in ten-minute sessions during twenty days by the orchestra instructors of each school. A pretest-posttest format was used to determine if there were any changes in the subjects' intonation accuracy from prior to after the instructional phase was implemented, and if these changes could be attributed to any of the methodologies. The testing material used on both testing sessions included three performance tasks composed of seven notes each. Subjects were recorded on both testing occasions. The data were the scores of absolute pitch deviation, measured in cents from equal temperament, from the pre- and postest; these were treated with analysis of variance. The ANOVA on the posttest scores indicated a non-significant difference between the instructional methodologies in their effectiveness to improve the subjects' ability to play in tune.","abstract_has_math":false,"creators":["Núñez, Mario Leoncio"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Ramsey, Darhyl S. (Darhyl Sterling)","Froehlich, Hildegard","Johnson, Karrell","Rohwer, Debbie Ann, 1966-"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-05","date_published":"2002-05","updated_at":"2026-07-24T05:34:52Z","subjects":["Bowed stringed instruments -- Instruction and study.","Violin -- Instruction and study.","Viola -- Instruction and study.","Intonation (Musical pitch)","performance tasks","intonation accuracy","violin/viola","aural/visual","methodology"],"languages":["English"],"rights":["Public","Copyright","Núñez, Mario Leoncio","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 54967391","https://digital.library.unt.edu/ark:/67531/metadc3122/","ark: ark:/67531/metadc3122"],"render_values":[{"text":"oclc: 54967391","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc3122/","href":"https://digital.library.unt.edu/ark:/67531/metadc3122/","code":true},{"text":"ark: ark:/67531/metadc3122","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc3122","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ramsey, Darhyl S. 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All rights reserved."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 54967391","doi: 10.12794/metadc3122","https://digital.library.unt.edu/ark:/67531/metadc3122/","ark: ark:/67531/metadc3122"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of the study was to compare two instructional methodologies designed to improve the intonation accuracy of seventh grade violin and viola instrumentalists. The collection of data was in regard to (1) instructional methodology: aural and aural/visual, (2) performance tasks: A, B, and C; (3) individual pitches (seven from each of the music tasks), and (4) differences between instrument groups: violin and viola. Sixty-eight seventh grade string students from three string classes of two middle schools were randomly assigned to two experimental groups: (a) aural and (b) aural/visual. The instructional period was implemented daily in ten-minute sessions during twenty days by the orchestra instructors of each school. A pretest-posttest format was used to determine if there were any changes in the subjects' intonation accuracy from prior to after the instructional phase was implemented, and if these changes could be attributed to any of the methodologies. The testing material used on both testing sessions included three performance tasks composed of seven notes each. Subjects were recorded on both testing occasions. The data were the scores of absolute pitch deviation, measured in cents from equal temperament, from the pre- and postest; these were treated with analysis of variance. The ANOVA on the posttest scores indicated a non-significant difference between the instructional methodologies in their effectiveness to improve the subjects' ability to play in tune."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["A Comparison of Aural and Visual Instructional Methodologies Designed to Improve the Intonation Accuracy of Seventh Grade Violin and Viola Instrumentalists."]}]}],"canonical_facts":{"dc:contributor":["Ramsey, Darhyl S. (Darhyl Sterling)","Froehlich, Hildegard","Johnson, Karrell","Rohwer, Debbie Ann, 1966-"],"dc:creator":["Núñez, Mario Leoncio"],"dc:date":["2002-05"],"dc:description":["The purpose of the study was to compare two instructional methodologies designed to improve the intonation accuracy of seventh grade violin and viola instrumentalists. The collection of data was in regard to (1) instructional methodology: aural and aural/visual, (2) performance tasks: A, B, and C; (3) individual pitches (seven from each of the music tasks), and (4) differences between instrument groups: violin and viola. Sixty-eight seventh grade string students from three string classes of two middle schools were randomly assigned to two experimental groups: (a) aural and (b) aural/visual. The instructional period was implemented daily in ten-minute sessions during twenty days by the orchestra instructors of each school. A pretest-posttest format was used to determine if there were any changes in the subjects' intonation accuracy from prior to after the instructional phase was implemented, and if these changes could be attributed to any of the methodologies. The testing material used on both testing sessions included three performance tasks composed of seven notes each. Subjects were recorded on both testing occasions. The data were the scores of absolute pitch deviation, measured in cents from equal temperament, from the pre- and postest; these were treated with analysis of variance. The ANOVA on the posttest scores indicated a non-significant difference between the instructional methodologies in their effectiveness to improve the subjects' ability to play in tune."],"dc:format":["Text"],"dc:identifier":["oclc: 54967391","doi: 10.12794/metadc3122","https://digital.library.unt.edu/ark:/67531/metadc3122/","ark: ark:/67531/metadc3122"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Núñez, Mario Leoncio","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Bowed stringed instruments -- Instruction and study.","Violin -- Instruction and study.","Viola -- Instruction and study.","Intonation (Musical pitch)","performance tasks","intonation accuracy","violin/viola","aural/visual","methodology"],"dc:title":["A Comparison of Aural and Visual Instructional Methodologies Designed to Improve the Intonation Accuracy of Seventh Grade Violin and Viola Instrumentalists."],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:34:52Z"}