The Effect of Manipulatives on Third-Grade Students' Rhythmic Dictation Scores

• In Event: 52.085 - Poster Session 10
  In Poster Session: 52.085-7 - Music Education SIG Poster Session

Abstract

This study examined how the use of manipulative tools affected students’ rhythmic dictation scores in a music classroom based upon the theory of Distributed Cognition. Sixty-four 3rd-grade students were randomly assigned to one of two conditions. The Aural-Manipulative condition used a manipulative tool while translating aurally presented rhythms into notation. The Aural condition completed the task without manipulatives. Rhythmic dictation scores were significantly correlated with students’ rhythmic perception abilities. A factorial ANCOVA was used to analyze modality and gender effects on rhythmic dictation scores. There were no significant interactive or main effects for student gender and modality after controlling for rhythmic perception. The results imply that teachers should focus on music perception skills in order to improve rhythmic dictation scores.

Author

• Sarah Van Dusen, University of Colorado - Boulder