| The purpose of this study was to explore the effects of a performance-oriented music appreciation class (POMAC) on beginning adult piano students. The POMAC served as a general music appreciation class with focus on piano-related issues adopting selected teaching philosophies from pedagogues and performers. Class outlines, handouts, and recording list are provided in the appendixes.;A control group (N=7) and an experimental group (N=8) were employed. Subjects were non-music majors enrolled in MUS 170 A and B at the University of Illinois at Urbana-Champaign fall 2008. Both groups started and finished at the same time for a period of twelve weeks with the experimental group receiving five units of POMAC prior the beginning of piano instruction. To answer five research questions posed in this study, subject progress was measured through author-devised pre-course and post-course evaluations (aural theory, listening comprehension, written theory) and performance evaluations (one major scale, technique, harmonization, sight-reading, duet, two repertoire pieces and one self-learn piece). Both pre- and post-course evaluations were identical in order to measure what subjects knew before and after taking the course.;The conclusions of this study were: (1) the POMAC enhanced subjects' overall conceptions about music, especially in aural theory and listening comprehension, (2) the subjects exposed to the POMAC were very receptive to exploring other aspects of music, including composition, harmonization, and dictation of melody, (3) better knowledge and appreciation of music do not guarantee improved piano performance with adult beginners. Practice time, natural physical coordination, and devotion to learning are still vital in music learning, and (4) although artistry can be an innate ability, through practice and increased understanding of music, certain levels of artistry still can be achieved by subjects who demonstrate less natural musicality. |
