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LEADER 04890nam 2200349Ia 4500

001 ocm60829818;

003 OCoLC;

005 20141211182439.0;

008 050708s1960 xx rbm 000 0 eng d;

035 a| (Sirsi) o60829818;

035 a| (OCoLC)60829818;

040 a| EREc| EREd| UtOrBLW;

049 a| EREM;

090 a| MT85b| .Z39 1969a;

100 1 a| Zdzinski, Edwin E.?| UNAUTHORIZED;

245 14 a| The use of visual records on 8mm film for performance analysis as a means of developing improved feedback for learning conducting skill /c| by Edwin Eugene Zdzinski.;

260 c| 1969.;

300 a| x, 183 leaves.;

336 a| text2| rdacontent;

337 a| unmediated2| rdamedia;

338 a| volume2| rdacarrier;

502 b| Ed. D.c| Columbia Universityd| 1960.;

504 a| Includes bibliographical references (leaves 170-174).;

520 3 a| The conductor of a musical ensemble often judges the effectiveness of his conducting skill by the results of the performance of the ensemble. This can be misleading and unreliable as feedback since there exist many possibilities of the musicians of the ensemble filling in for hte lack of effectiveness and skill on the part of the conductor. Since conducting a musical ensemble is primarily a visual effort on the part of the conductor as he directs and controls the performance of the ensemble through his motions and gestures, it was felt that a more direct means of feedback to the student conductor could be offered by a visual record of his efforts, as compared to the standard instructional techniques of the college conducting class. The following hypothesis was formed: the use of visual records as a means of direct feedback will offer, to the conducting student, opportunities for increased awareness of factors involved in his conducting skills beyond what is normally offered through the standard instructional procedures of the college conducting class. The medium chosen for making the visual records was 8mm film since the automatic cartridge projectors offered unique advantages in viewing for self-analysis. Procedures were set up to contrast the feedback developed by the standard classroom routine which was used exclusively for the first two-thirds of the semester, against the feedback developed by the use of the filmed records in the last third of the semester. The research was organized into three phases, the first two of which were concerned with the use of silent 8mm film under varying conditions, while the third phase explored the use of synchronized sound film in 8mm. The research was carried on with regular session and summer session classes in conducting at Teachers College, Columbia University for a period of two years. The primary conclusions of the research were that the use of visual records of conducting performances did in fact offer the opportunity for the student conductor to take advantage of a more direct means of feedback than that offered by standard class procedures. It was found that better results were obtained when using more structured procedures of viewing and analysis. Although the sound films were generally preferred by the students, no evidence was established that indicated the sound films to be superior to the silent films in offering increased awareness of factors of new feedback to the conducting student. The primary criterion for judgement was the number of factors of new feedback information that was established by each student's use of the filmed records. There were indications in the evidence established that even when sound filmed records were available, unique advantages were gained when viewing them silently. A total of 22 different factors were focused upon the students using the filmed records. No particular significant relationship or order of these factors was apparent among the several classes involved in the research. It was found that the filmed records offered some unique values of reinforcement and clarification of poinst of focus about a student's skill when used by the instructor in individual conferences. The aim of the research was to ascertain the potential of visual records in offering direct feedback more effectively than standard classroom routine. There was not any intention or design on the part of the research to establish one method of using visual recods in a conducting class as being superior to another method.;

650 0 a| Conductingx| Instruction and study.=| ^A15192;

650 0 a| Conductingx| Audio-visual aids.=| ^A15192;

994 a| C0b| ERE;

596 a| 3;

998 a| 1001340;

999 a| MT85 .Z39 1969Aw| LCc| 1i| 30372012468556d| 7/17/2014e| 2/3/2006f| 5/9/2024g| 3l| MCSm| JMUSICn| 1r| Ys| Yt| MCSSBKu| 7/8/2005x| BOOKz| MCIRCo| .STAFF. enhanced, moved to closed stacks 4/26/26 -john baga;

The use of visual records on 8mm film for performance analysis as a means of developing improved feedback for learning conducting skill / by Edwin Eugene Zdzinski.

Author/creator	Zdzinski, Edwin E.
Format	Book
Publication Info	1969.
Description	x, 183 leaves.
Subjects	Conducting--Instruction and study. Conducting--Audio-visual aids.

Summary	The conductor of a musical ensemble often judges the effectiveness of his conducting skill by the results of the performance of the ensemble. This can be misleading and unreliable as feedback since there exist many possibilities of the musicians of the ensemble filling in for hte lack of effectiveness and skill on the part of the conductor. Since conducting a musical ensemble is primarily a visual effort on the part of the conductor as he directs and controls the performance of the ensemble through his motions and gestures, it was felt that a more direct means of feedback to the student conductor could be offered by a visual record of his efforts, as compared to the standard instructional techniques of the college conducting class. The following hypothesis was formed: the use of visual records as a means of direct feedback will offer, to the conducting student, opportunities for increased awareness of factors involved in his conducting skills beyond what is normally offered through the standard instructional procedures of the college conducting class. The medium chosen for making the visual records was 8mm film since the automatic cartridge projectors offered unique advantages in viewing for self-analysis. Procedures were set up to contrast the feedback developed by the standard classroom routine which was used exclusively for the first two-thirds of the semester, against the feedback developed by the use of the filmed records in the last third of the semester. The research was organized into three phases, the first two of which were concerned with the use of silent 8mm film under varying conditions, while the third phase explored the use of synchronized sound film in 8mm. The research was carried on with regular session and summer session classes in conducting at Teachers College, Columbia University for a period of two years. The primary conclusions of the research were that the use of visual records of conducting performances did in fact offer the opportunity for the student conductor to take advantage of a more direct means of feedback than that offered by standard class procedures. It was found that better results were obtained when using more structured procedures of viewing and analysis. Although the sound films were generally preferred by the students, no evidence was established that indicated the sound films to be superior to the silent films in offering increased awareness of factors of new feedback to the conducting student. The primary criterion for judgement was the number of factors of new feedback information that was established by each student's use of the filmed records. There were indications in the evidence established that even when sound filmed records were available, unique advantages were gained when viewing them silently. A total of 22 different factors were focused upon the students using the filmed records. No particular significant relationship or order of these factors was apparent among the several classes involved in the research. It was found that the filmed records offered some unique values of reinforcement and clarification of poinst of focus about a student's skill when used by the instructor in individual conferences. The aim of the research was to ascertain the potential of visual records in offering direct feedback more effectively than standard classroom routine. There was not any intention or design on the part of the research to establish one method of using visual recods in a conducting class as being superior to another method.
Dissertation note	Ed. D. Columbia University 1960.
Bibliography note	Includes bibliographical references (leaves 170-174).
Reproduction note	Joyner- Photocopy. Ann Arbor, Mich. : Xerox University Microfilms, 1976, 21 cm.

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Music	Closed Stacks - Ask at Circulation Desk	MT85 .Z39 1969A	✔ Available	Place Hold

The use of visual records on 8mm film for performance analysis as a means of developing improved feedback for learning conducting skill / by Edwin Eugene Zdzinski.

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