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Learning Music Composers' Styles: To Block or to Interleave?

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Title: Learning Music Composers' Styles: To Block or to Interleave?
Language: English
Authors: Wong, Sarah Shi Hui (ORCID 0000-0003-4243-212X), Low, Amanda Chern Min, Kang, Sean H. K., Lim, Stephen Wee Hun (ORCID 0000-0003-3636-7587)
Source: Journal of Research in Music Education. Jul 2020 68(2):156-174.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Music Education, Musical Composition, Music Appreciation, Listening Skills, Music Activities, Classification, Auditory Discrimination, Teaching Methods, Learning Processes, Metacognition, College Students, Foreign Countries
Geographic Terms: Singapore
DOI: 10.1177/0022429420908312
ISSN: 0022-4294
Abstract: The ability to recognize and distinguish among varying musical styles is essential to developing aural skills and musicianship. Yet, this task can be difficult for music learners, particularly nonexperts. To address this challenge and guide music education practice, this study drew on cognitive psychological principles to investigate the effect of interleaved presentation of music pieces by various classical music composers on learning to identify these composers' styles. Participants with 4 or fewer years of musical experience were presented with music pieces from six composers in an interleaved manner (alternating between listening to different composers' works) and music pieces from another six composers in a blocked fashion (listening to works by one composer at a time before moving on to the next). A later test in which participants had to classify novel pieces by the same 12 composers revealed the superiority of interleaved over blocked presentation, although most participants misjudged blocking to be more effective than interleaving. This finding provides evidence for the utility of interleaving in teaching music composers' styles and extends the literature on the interleaving effect in category induction to the auditory domain. Practical implications and future directions for the use of interleaving in music education are discussed.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1256659
Database: ERIC
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  Data: Learning Music Composers' Styles: To Block or to Interleave?
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  Data: <searchLink fieldCode="AR" term="%22Wong%2C+Sarah+Shi+Hui%22">Wong, Sarah Shi Hui</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4243-212X">0000-0003-4243-212X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Low%2C+Amanda+Chern+Min%22">Low, Amanda Chern Min</searchLink><br /><searchLink fieldCode="AR" term="%22Kang%2C+Sean+H%2E+K%2E%22">Kang, Sean H. K.</searchLink><br /><searchLink fieldCode="AR" term="%22Lim%2C+Stephen+Wee+Hun%22">Lim, Stephen Wee Hun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3636-7587">0000-0003-3636-7587</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Music+Education%22"><i>Journal of Research in Music Education</i></searchLink>. Jul 2020 68(2):156-174.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 10.1177/0022429420908312
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  Data: The ability to recognize and distinguish among varying musical styles is essential to developing aural skills and musicianship. Yet, this task can be difficult for music learners, particularly nonexperts. To address this challenge and guide music education practice, this study drew on cognitive psychological principles to investigate the effect of interleaved presentation of music pieces by various classical music composers on learning to identify these composers' styles. Participants with 4 or fewer years of musical experience were presented with music pieces from six composers in an interleaved manner (alternating between listening to different composers' works) and music pieces from another six composers in a blocked fashion (listening to works by one composer at a time before moving on to the next). A later test in which participants had to classify novel pieces by the same 12 composers revealed the superiority of interleaved over blocked presentation, although most participants misjudged blocking to be more effective than interleaving. This finding provides evidence for the utility of interleaving in teaching music composers' styles and extends the literature on the interleaving effect in category induction to the auditory domain. Practical implications and future directions for the use of interleaving in music education are discussed.
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        Value: 10.1177/0022429420908312
    Languages:
      – Text: English
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      Pagination:
        PageCount: 19
        StartPage: 156
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      – SubjectFull: Music Education
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      – SubjectFull: Musical Composition
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      – SubjectFull: Music Appreciation
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      – SubjectFull: Listening Skills
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      – TitleFull: Learning Music Composers' Styles: To Block or to Interleave?
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