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ACTION RESEARCH PART V.: RESULTS/FINDINGS




I. RESULTS: A.20% of the students assessed demonstrated proficiency on the
              “first read” of “Red Thunder.”

              B. 5O% of the students assessed were able to read through the
                 introduction of “Red Thunder” with minimal proficiency,
                 needing multiple re-starts and modeling to maintain forward
                 movement on the composition.

               C. 30% of the students were incapable of negotiating any of the
                   rhythmic figures in the composition “Red Thunder.”


               D. Over a period of a month of instruction, group A through engaging
                  in “peer instruction” helped to raise group B to a level of
                  functional proficiency whereas the later group of students were
                  capable of performing measures 1-31 at 2/3rds metronome marking.


                E. Analysis of “Red Thunder” rhythmic structure corrolates with
                   rhythm patterns studied and drilled from TIPPS, lines 1-4.



II. FINDINGS: A. Multiple read-throughs were/are necessary to bring the group
                 referenced by group B to a level of performance proficiency.

                B. “Peer” instruction has provided positive reinforcement to
                     Slow to moderate but continuous improvement.

                C. All student musicians in this target group, beginning band,
                    have two weeks to prepare ‘Red Thunder” for their final
                    Performance Assessment. 80% of the class has continued
                    to press on toward performance mastery

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Action research part v

  • 1. ACTION RESEARCH PART V.: RESULTS/FINDINGS I. RESULTS: A.20% of the students assessed demonstrated proficiency on the “first read” of “Red Thunder.” B. 5O% of the students assessed were able to read through the introduction of “Red Thunder” with minimal proficiency, needing multiple re-starts and modeling to maintain forward movement on the composition. C. 30% of the students were incapable of negotiating any of the rhythmic figures in the composition “Red Thunder.” D. Over a period of a month of instruction, group A through engaging in “peer instruction” helped to raise group B to a level of functional proficiency whereas the later group of students were capable of performing measures 1-31 at 2/3rds metronome marking. E. Analysis of “Red Thunder” rhythmic structure corrolates with rhythm patterns studied and drilled from TIPPS, lines 1-4. II. FINDINGS: A. Multiple read-throughs were/are necessary to bring the group referenced by group B to a level of performance proficiency. B. “Peer” instruction has provided positive reinforcement to Slow to moderate but continuous improvement. C. All student musicians in this target group, beginning band, have two weeks to prepare ‘Red Thunder” for their final Performance Assessment. 80% of the class has continued to press on toward performance mastery