[en] In our research we examined 10-14 years old students' music reading skills with eye tracking analysis in different music schools in Luxembourg, Germany and Hungary. Our aims were to explore certain music reading strategies, find possibilities of teaching them, reveal the characteristics of expert sight-reading strategy users and also to find gender differences. During the examination students got six different musical examples (3 for rythm reading, 3 for singing from Zoltán Kodály) that appeared on a computer's screen, and after one minute silent reading they performed them.The results suggest that the knowledge of musical patterns strongly influences not only the duration and accuration of a musical performance, but the fixation counts, and also several gender differences were revealed. Our further aim is examining the relationship between the development of reading and music reading skills.
Disciplines :
Education & instruction
Author, co-author :
Buzás, Zsuzsa; Kesckemét College
Devosa, Iván; University of Szeged
Maródi, Ágnes; University of Szeged
Steklács, János; Kesckemét College
Sagrillo, Damien ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Identités, Politiques, Sociétés, Espaces (IPSE)
External co-authors :
yes
Language :
English
Title :
Testing music reading with eye tracking in three European countries textbooks
Publication date :
25 November 2015
Event name :
Eapril Conference
Event organizer :
Université du Luxembourg
Event place :
Esch-sur-Alzette, Luxembourg
Event date :
25 novembre 2015
By request :
Yes
Audience :
International
References of the abstract :
In our research we examined 10-14 years old students' music reading skills with eye tracking analysis in different music schools in Luxembourg, Germany and Hungary. Our aims were to explore certain music reading strategies, find possibilities of teaching them, reveal the characteristics of expert sight-reading strategy users and also to find gender differences. During the examination students got six different musical examples (3 for rythm reading, 3 for singing from Zoltán Kodály) that appeared on a computer's screen, and after one minute silent reading they performed them.The results suggest that the knowledge of musical patterns strongly influences not only the duration and accuration of a musical performance, but the fixation counts, and also several gender differences were revealed. Our further aim is examining the relationship between the development of reading and music reading skills.
