The Effect of a Tonic Drone Accompaniment on the Pitch Accuracy of Scales Played by Beginner ...

235 Pages·2015·2.48 MB·English

The Effect of a Tonic Drone Accompaniment on the Pitch Accuracy
of Scales Played by Beginner Violin and Viola Students

Dissertation

Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy
in the Graduate School of The Ohio State University

By
Charles Clair Laux, Jr., B.M., M.M.
Graduate Program in Music

The Ohio State University
2015

Dissertation Committee:
Dr. Robert Gillespie, Advisor
Dr. Jan Edwards
Prof. Mark Rudoff
Copyright by
Charles Clair Laux, Jr.
2015
Abstract

The purpose of the study was to determine the effect of drone-based
accompaniment on the development of pitch accuracy of C-major and D-major scales on
beginning-level violin and viola students. Participants were 50 second-year, beginning-
level violinists and violists from three middle schools in a large suburban school district
in the Southeast. Six orchestra classes were randomly assigned to one of three groups;
pitch matching (n=15), drone (n = 15), and pitch matching plus drone (n = 20). Groups
differed only by the audio accompaniment used during testing and treatment. The audio
accompaniments were made using synthesized square waves that provided pitch-
matching, a tonic drone, or pitch matching with tonic drone accompaniment.
This quantitative study used a quasi-experimental pre/posttest design. Each group
practiced the D- and C-major scales with the accompaniment track over seven string class
periods as part of their daily warm-up routine. Participants were tested performing the
scales under accompanied and unaccompanied treatment conditions.
Performed pitches, excluding open strings, were analyzed for cent deviation from
equal temperament. The Intonia software program was the measurement tool. In addition
to the cent deviations, directional cent deviation data was converted to absolute values
and nonparametric sharp/flat values. Participants’ pitch adjustments were also tallied and
analyzed. Results indicated no significant improvement in intonation in any of the three
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groups, and there was an inclination for students to perform flat across the study. It is
important to note that pitch adjustments were more frequent, though not significant, in
accompanied conditions across all groups in the pretest and significantly greater during
accompanied conditions in the posttest.
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Dedication

Dedicated to my loving family,
Tricia, Charlie, and Anderson.

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Acknowledgments

I would like to express appreciation to my advisor, Dr. Robert Gillespie, for his
time and assistance with this project and for his inspiration, wisdom, and advice that have
helped shape and guide me in my career as a string teacher. I owe you so much! In
addition, I would like to thank the members of my committee, Dr. Jan Edwards, and Prof.
Mark Rudoff for their time and interest in my project. In addition, I would like to thank
Ms. Blair Williams, for assisting me with items while off campus. You are a lifesaver!
Thank you to my many friends and colleagues who have also helped with my
dissertation. Dr. Harry Price: You are not only a wonderful colleague and friend, but also
a phenomenal researcher and thinker. I thank you for your friendship and always being
there for me. To Dr. Patricia Flowers: You have been an inspiration beyond words and I
will never forget our talks. Thank you for believing in me. Dr. Jeff Yunek: You are the
best editor on the planet. I appreciate your attention to detail and value our friendship.
Thank you to Dr. Michael Hopkins, University of Michigan, for introducing me to the
world of SPSS and being such an inspiring string pedagogue and researcher.
Thank you to all of the students, faculty, and staff at the Kennesaw State
University School of Music. It has been an honor and pleasure to work with such fine
musicians, scholars, and pedagogues. To Dr. Lewis VanBrackle, Kennesaw State
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University, for the generosity of your time in assisting me on multiple occasions with
statistics. I have learned so much from you. Go Owls!
I would like to thank the students, parents, faculty, and administration of the
schools and school district, as I would not have been able to complete this document
without your time, energy, and willingness to help. I would like to send special thanks to
Ms. Corie Benton, Ms. Ashley Culley, Ms. Tricia Laux, Mr. Jacob Bitinas, Mr. Paul
O’Keefe, and Mr. Michael Tompkins for your pedagogical expertise and willingness to
work with me on this project.
Most importantly, I would like to thank my beautiful wife, Tricia, and wonderful
sons Charles III and Anderson for your continued love, patience, and understanding over
the years. You are everything to me. This Never Happened Before… I love you!!

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Vita

1992................................................................Mentor High School, Mentor, Ohio
1996................................................................B.M. Music Education, Ohio University
1996-2003 ......................................................Orchestra Director, Clark County School
District, Las Vegas, Nevada
1996-2007 ......................................................Adjunct Faculty, College of Southern
Nevada, North Las Vegas, Nevada
2001................................................................M.M. Music Education, University of
Nevada, Las Vegas
2003-2007 ......................................................Orchestra Director, Orange County Public
Schools, Orlando, Florida
2006-2008 ......................................................Adjunct Faculty, Valencia College, Orlando,
Florida
2007-2008 ......................................................Graduate Teaching Associate, Department
of Music, The Ohio State University
2008-2009 ......................................................Orchestra Director, New Albany-Plain Local
Schools, New Albany, Ohio
2009-2012 ......................................................Orchestra Director, Hilliard City Schools,
Hilliard, Ohio
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2012-present ...................................................Assistant Professor of Music Education,
Kennesaw State University, Kennesaw,
Georgia

Publications

Laux, C. (2010). String Education Technology Blog. http://www.stringedtech.com
Laux, C. (2008). Practical musician: Music & musicians - podcasting 101. Strings, 22(8),
26-28.

Laux, C. (2007). "A Christmas Festival." Ed. Littrell, D, Racin, L. R & Allen, M. (2007).
Teaching Music through Performance in Orchestra. Vol. 3. Chicago: GIA
Publications, Inc. (343-347).

Laux, C. (2007). "Finale, Symphony No. 2 in C." Ed. Littrell, D, Racin, L. R & Allen, M.
Teaching Music through Performance in Orchestra. Vol. 3. Chicago: GIA
Publications, Inc. (165-169).

Fields of Study

Major Field: Music
Minor: Educational Technology

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Table of Contents

Abstract ............................................................................................................................... ii
Dedication .......................................................................................................................... iv
Acknowledgments ............................................................................................................... v
Vita ................................................................................................................................... vii
List of Tables ..................................................................................................................... xi
List of Figures .................................................................................................................. xiii
Chapter 1: Introduction ....................................................................................................... 1
Chapter 2: Review of Related Literature .......................................................................... 16
Chapter 3: Research Design and Methodology ................................................................ 47
Chapter 4: Results ............................................................................................................. 66
Chapter 5: Summary, Conclusions, Recommendations, and Implications ....................... 99
Bibliography .................................................................................................................. 124
Appendix A: Questionnaire ........................................................................................... 145
Appendix B: Assent Form ............................................................................................. 147
Appendix C: Permission Form ...................................................................................... 151
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