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dc.contributor.authorKane, Rhoda Hen_US
dc.date.accessioned2013-01-24T14:33:23Z
dc.date.available2013-01-24T14:33:23Z
dc.date.issued1950
dc.date.submitted1950
dc.identifier.otherb14815138
dc.identifier.urihttps://hdl.handle.net/2144/4732
dc.descriptionThesis (Ed.M.)--Boston Universityen_US
dc.description.abstractThe purpose of this study is to try to find out through an experiment if one type of device to improve pitch in children will work more effectively in less time than another. The two types of devices used in the experiment are "sustained-tone" and "different-pitched-tone" devices. Of the forty-six children used in the experiment, 48% had improved their pitch in singing enough to return to their classrooms and sing with the class correctly. Of the above group, 59% had been in the "sustained-tone" group. here were nine children, or 20% of the total number, who, at the end of the ten sessions, had completed only 50% of the devices of their respective groups. There were thirteen chilciren, or 28% of the group, who, at the end of the experiment, were still unsuccessful in pitch placement. There were two children, or 4% of the entire group, who showed no progress.en_US
dc.language.isoen_US
dc.publisherBoston Universityen_US
dc.rightsBased on investigation of the BU Libraries' staff, this work is free of known copyright restrictionsen_US
dc.titleResults of known sustained-tone devices vs. known different-pitched-tone devices in improving pitch of "uncertain singers" in grades one and twoen_US
dc.typeThesis/Dissertationen_US
etd.degree.nameMaster of Music Educationen_US
etd.degree.levelmastersen_US
etd.degree.disciplineMusic Educationen_US
etd.degree.grantorBoston Universityen_US


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