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DTSTAMP:20260602T215032Z
DESCRIPTION:The Doctoral Colloquium is open to all.\n\nDoctoral Colloquium:
  Margaret de Castro\n\n\n	Find out more about attending events at Schulich
 \n\n	\n	Title: Using dynamic differentiation to enable post-secondary music 
 students to focus during rhythmic dictation: A mixed methods research stud
 y.\n\n	 \n\n	Abstract:\n\n		The present study tested the role periodic dynamic
  enhancement or differentiation could play in helping students focus in ta
 king rhythmic dictation. An experimental group of five participants was gi
 ven rhythm dictation exercises over a period of five weeks. Practice exerc
 ises involved listening to and notating unpitched rhythmic dictation examp
 les in which different measures were dynamically highlighted in each rendi
 tion of the example. This dynamic highlighting was diminished gradually ov
 er the period of the study. Participants were tested periodically to ascer
 tain whether the intervention was effective. A control group of five parti
 cipants functioned in the same fashion without the intervention of dynamic
  highlighting. A null hypothesis was assumed\, that there would be no sign
 ificant difference between the effects of the intervention’s scaffolded de
 livery and non-scaffolded delivery. Because sample sizes were small\, Shap
 iro-Wilk tests were conducted to check for normal distributions. T tests a
 nd analyses of effect sizes (Cohen’s d) were calculated where data sets in
 dicated normal distributions. Mann-Whitney tests were conducted where norm
 al distributions were not evident. An initial questionnaire and final exit
  interview gathered qualitative data to enhance the quantitative data obta
 ined from dictation test scores. Research questions were answered accordin
 gly. From a quantitative perspective\, results did not\, overall\, cause t
 he null hypothesis to be rejected. From a qualitative perspective\, partic
 ipant responses were largely positive\, thus leading to the conclusion tha
 t future replicated studies with larger sample sizes might well be more in
 dicative of the effect of this type of intervention.\n	\n\n	\n		Biography:\n\n
 			Margaret de Castro is a PhD candidate in Music Education at the Schulich S
 chool of Music\, 91ºÚÁÏÍø. She holds a Master of Music degree in 
 organ performance and a Master of Education degree in educational psycholo
 gy. As a course lecturer in Musicianship\, she is a past recipient of the 
 outstanding teaching award (part-time category). Margaret was co-author of
  the poster presentation ‘Narrative Approaches to Developing Music Teacher
  Identity’ at the International Society for Music Education’s MISTEC semin
 ar in Prague\, CR\, in 2018. She is also a member of the North American Wo
 rking Group of ISME’s Commission for Special Music Education and Music The
 rapy.\n		\n	\n\n	 \n\n
DTSTART:20230331T203000Z
DTEND:20230331T223000Z
LOCATION:C-201\, Strathcona Music Building\, CA\, QC\, Montreal\, H3A 1E3\,
  555 rue Sherbrooke Ouest
SUMMARY:Doctoral Colloquium (Music) | Margaret de Castro
URL:/music/channels/event/doctoral-colloquium-music-ma
 rgaret-de-castro-347330
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