Patricia J Flowers
Biographic Data
| ID | 5872312 |
|---|---|
| NAME | Patricia J Flowers |
| GIVEN NAMES | Patricia J |
| FAMILY NAME | Flowers |
| SIGNATURE | FLOWERS P J |
| AFFILIATIONS | The Ohio State University |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 50 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 4 |
Senior Researcher Award Acceptance Address: The Value and Community of Research in Music Education
Piano Lessons of Beginning Students Who Persist or Drop out: Teacher Behavior, Student Behavior, and Lesson Progress
Eugenia Costa-Giomi, Patricia J. Flowers, Wakaha Sasaki, Piano Lessons of Beginning Students Who Persist or Drop out: Teacher Behavior, Student Behavior, and Lesson Progress, Journal of Research in Music Education, Vol. 53, No. 3 (Autumn, 2005), pp. 234-247
Self-Reported Distractions of Middle School Students in Listening to Music and Prose
One hundred eighteen middle school students from three different settings listened individually to a music excerpt and a prose excerpt that were each 3.5 minutes long. As they listened, they clicked a computer touchpad whenever they were distracted either by thoughts or external events, then refocused on the holistic listening task. After listening to each selection, they rated it on enjoyment and familiarity. Students self-reported significantly…
Piano Lessons of Beginning Students Who Persist or Drop Out: Teacher Behavior, Student Behavior, and Lesson Progress
The purpose of this study was to identify behavioral differences between children who dropped out of piano lessons and those who continued for 3 years. Two videotaped first-year lessons of 14 pairs of piano students were systematically observed to record the duration or frequency of occurrence of selected student and teacher behaviors. Students in each pair took lessons with the same teacher and had comparable initial levels of pianistic ability …
Matching Verbal Description to Music Excerpt: The Use of Language by Blind and Sighted Children
Forty-one sighted and 17 blind children listened individually to six short music excerpts and described them orally. Each child's descriptions were recorded, transcribed, and randomly ordered. Then, a panel of 10 music teachers attempted to assign each description to its intended excerpt. Teachers were able to match description to excerpt with about the same degree of accuracy for blind and sighted children. Descriptions were more easily matched …
The Match between Music Excerpts and Written Descriptions by Fifth and Sixth Graders
The purpose of this study was to examine the effect of instruction in writing about music on descriptions of music excerpts. Fifth and sixth graders received 4 days of instruction in music description focusing on metaphor and emotion, analytic music elements, and temporal language. Then, they wrote brief descriptions of six excerpts that were counterbalanced for instrumentation and style. Their descriptions were compared to those of students who …
Forum
Music Vocabulary of First-Grade Children: Words Listed for Instruction and Their Actual Use
This study's four purposes were to: (1) determine which music vocabulary words were listed for study in first-grade basal music series textbooks; (2) compare the oral vocabulary of first graders with the vocabulary listed for music instruction; (3) look at the relationship between word frequency in the general oral vocabulary of first graders taken from a pre-existing source and the oral music vocabulary of 42 first graders interviewed in the pre…
Structured and Unstructured Musical Contexts and Children's Ability to Demonstrate Tempo and Dynamic Contrasts
Twenty-two children, 5 through 9 years old, were tested in structured and unstructured contexts (software environments) to determine their ability to demonstrate contrasts in tempo and dynamics using a synthesizer keyboard. EZ Vision sequencing software provided the unstructured environment—students heard exactly what they played when they depressed keys. Instant Pleasure software produced a harmonized version of “Twinkle, Twinkle, Little Star” r…
Consistency in Piano Performance Evaluation
Eighty pianists each listened to 21 trials of solo piano music. Trials consisted of two different performances of the same excerpt, and the same music was played on all trials for any given subject. Over the 21 trials, seven different interpretations were presented in all possible pair-wise combinations. Forty subjects listened to a slow excerpt from Liszt's Totentanz, and the other forty listened to a fast excerpt from the same piece. The subjec…
Talking about Music: Interviews with Disabled and Nondisabled Children
The purpose of this study was to describe, categorize, and compare data concerning music preferences, experiences, and skills obtained from interviews with 228 students labeled “disabled” ( n = 73) or “nondisabled” ( n = 155). A structured assessment interview was used by university student proctors to collect information from the students in four age-groups. Students identified by their respective schools as eligible for special education servic…
Pitch-Pattern Accuracy, Tonality, and Vocal Range in Preschool Children's Singing
The purpose of this study was to assess young children's abilities to echo short pitch patterns in relation to maintenance of a tonal center in self-chosen and taught songs. Additional considerations were (1) age differences in ability to maintain a tonality and echo pitch patterns; (2) accuracy of vocal reproduction in echoing pitch patterns; (3) age differences in use of vocal range; and (4) size of vocal range used for different singing tasks.…
The Effects of Teaching and Learning Experiences, Tempo, and Mode on Undergraduates' and Children's Symphonic Music Preferences
The purpose of this study was to examine (a) the effect of high positive music appreciation I instruction or teaching presentations on 62 elementary education majors' preference ratings and listening times for four symphonic movements, (b) the abilities of the undergraduates to increase children's preferences through their teaching presentations, (c) undergraduates' and children's preferences for fast versus slow tempi and major versus minor char…
The Effect of Instruction in Vocabulary and Listening on Nonmusicians' Descriptions of Changes in Music
This study examined the effect of instruction in vocabulary and listening on number of changes counted in a music excerpt, verbal descriptions of these changes, and use of music vocabulary. One hundred twenty-four undergraduate nonmusicians were divided into four groups: vocabulary only, listening only, vocabulary plus listening, and contact control. Following 4 weeks of differential instruction, listening only and vocabulary plus listening count…
Consistency in Piano Performance Evaluation
Eighty pianists each listened to 21 trials of solo piano music. Trials consisted of two different performances of the same excerpt, and the same music was played on all trials for any given subject. Over the 21 trials, seven different interpretations were presented in all possible pair-wise combinations. Forty subjects listened to a slow excerpt from Liszt's Totentanz, and the other forty listened to a fast excerpt from the same piece. The subjec…
The Effects of Teaching and Learning Experiences, Tempo, and Mode on Undergraduates' and Children's Symphonic Music Preferences
The purpose of this study was to examine (a) the effect of high positive music appreciation I instruction or teaching presentations on 62 elementary education majors' preference ratings and listening times for four symphonic movements, (b) the abilities of the undergraduates to increase children's preferences through their teaching presentations, (c) undergraduates' and children's preferences for fast versus slow tempi and major versus minor char…
Pitch-Pattern Accuracy, Tonality, and Vocal Range in Preschool Children's Singing
The purpose of this study was to assess young children's abilities to echo short pitch patterns in relation to maintenance of a tonal center in self-chosen and taught songs. Additional considerations were (1) age differences in ability to maintain a tonality and echo pitch patterns; (2) accuracy of vocal reproduction in echoing pitch patterns; (3) age differences in use of vocal range; and (4) size of vocal range used for different singing tasks.…
The Effect of Instruction in Vocabulary and Listening on Nonmusicians' Descriptions of Changes in Music
This study examined the effect of instruction in vocabulary and listening on number of changes counted in a music excerpt, verbal descriptions of these changes, and use of music vocabulary. One hundred twenty-four undergraduate nonmusicians were divided into four groups: vocabulary only, listening only, vocabulary plus listening, and contact control. Following 4 weeks of differential instruction, listening only and vocabulary plus listening count…
The Match between Music Excerpts and Written Descriptions by Fifth and Sixth Graders
The purpose of this study was to examine the effect of instruction in writing about music on descriptions of music excerpts. Fifth and sixth graders received 4 days of instruction in music description focusing on metaphor and emotion, analytic music elements, and temporal language. Then, they wrote brief descriptions of six excerpts that were counterbalanced for instrumentation and style. Their descriptions were compared to those of students who …
Self-Reported Distractions of Middle School Students in Listening to Music and Prose
One hundred eighteen middle school students from three different settings listened individually to a music excerpt and a prose excerpt that were each 3.5 minutes long. As they listened, they clicked a computer touchpad whenever they were distracted either by thoughts or external events, then refocused on the holistic listening task. After listening to each selection, they rated it on enjoyment and familiarity. Students self-reported significantly…
Piano Lessons of Beginning Students Who Persist or Drop Out: Teacher Behavior, Student Behavior, and Lesson Progress
The purpose of this study was to identify behavioral differences between children who dropped out of piano lessons and those who continued for 3 years. Two videotaped first-year lessons of 14 pairs of piano students were systematically observed to record the duration or frequency of occurrence of selected student and teacher behaviors. Students in each pair took lessons with the same teacher and had comparable initial levels of pianistic ability …
Matching Verbal Description to Music Excerpt: The Use of Language by Blind and Sighted Children
Forty-one sighted and 17 blind children listened individually to six short music excerpts and described them orally. Each child's descriptions were recorded, transcribed, and randomly ordered. Then, a panel of 10 music teachers attempted to assign each description to its intended excerpt. Teachers were able to match description to excerpt with about the same degree of accuracy for blind and sighted children. Descriptions were more easily matched …
Talking about Music: Interviews with Disabled and Nondisabled Children
The purpose of this study was to describe, categorize, and compare data concerning music preferences, experiences, and skills obtained from interviews with 228 students labeled “disabled” ( n = 73) or “nondisabled” ( n = 155). A structured assessment interview was used by university student proctors to collect information from the students in four age-groups. Students identified by their respective schools as eligible for special education servic…
Senior Researcher Award Acceptance Address: The Value and Community of Research in Music Education
The Effect of Instruction in Vocabulary and Listening on Nonmusicians' Descriptions of Changes in Music
This study examined the effect of instruction in vocabulary and listening on number of changes counted in a music excerpt, verbal descriptions of these changes, and use of music vocabulary. One hundred twenty-four undergraduate nonmusicians were divided into four groups: vocabulary only, listening only, vocabulary plus listening, and contact control. Following 4 weeks of differential instruction, listening only and vocabulary plus listening count…
The Effects of Teaching and Learning Experiences, Tempo, and Mode on Undergraduates' and Children's Symphonic Music Preferences
The purpose of this study was to examine (a) the effect of high positive music appreciation I instruction or teaching presentations on 62 elementary education majors' preference ratings and listening times for four symphonic movements, (b) the abilities of the undergraduates to increase children's preferences through their teaching presentations, (c) undergraduates' and children's preferences for fast versus slow tempi and major versus minor char…
Pitch-Pattern Accuracy, Tonality, and Vocal Range in Preschool Children's Singing
The purpose of this study was to assess young children's abilities to echo short pitch patterns in relation to maintenance of a tonal center in self-chosen and taught songs. Additional considerations were (1) age differences in ability to maintain a tonality and echo pitch patterns; (2) accuracy of vocal reproduction in echoing pitch patterns; (3) age differences in use of vocal range; and (4) size of vocal range used for different singing tasks.…
Talking about Music: Interviews with Disabled and Nondisabled Children
The purpose of this study was to describe, categorize, and compare data concerning music preferences, experiences, and skills obtained from interviews with 228 students labeled “disabled” ( n = 73) or “nondisabled” ( n = 155). A structured assessment interview was used by university student proctors to collect information from the students in four age-groups. Students identified by their respective schools as eligible for special education servic…
Consistency in Piano Performance Evaluation
Eighty pianists each listened to 21 trials of solo piano music. Trials consisted of two different performances of the same excerpt, and the same music was played on all trials for any given subject. Over the 21 trials, seven different interpretations were presented in all possible pair-wise combinations. Forty subjects listened to a slow excerpt from Liszt's Totentanz, and the other forty listened to a fast excerpt from the same piece. The subjec…
Structured and Unstructured Musical Contexts and Children's Ability to Demonstrate Tempo and Dynamic Contrasts
Twenty-two children, 5 through 9 years old, were tested in structured and unstructured contexts (software environments) to determine their ability to demonstrate contrasts in tempo and dynamics using a synthesizer keyboard. EZ Vision sequencing software provided the unstructured environment—students heard exactly what they played when they depressed keys. Instant Pleasure software produced a harmonized version of “Twinkle, Twinkle, Little Star” r…
Forum
Music Vocabulary of First-Grade Children: Words Listed for Instruction and Their Actual Use
This study's four purposes were to: (1) determine which music vocabulary words were listed for study in first-grade basal music series textbooks; (2) compare the oral vocabulary of first graders with the vocabulary listed for music instruction; (3) look at the relationship between word frequency in the general oral vocabulary of first graders taken from a pre-existing source and the oral music vocabulary of 42 first graders interviewed in the pre…
The Match between Music Excerpts and Written Descriptions by Fifth and Sixth Graders
The purpose of this study was to examine the effect of instruction in writing about music on descriptions of music excerpts. Fifth and sixth graders received 4 days of instruction in music description focusing on metaphor and emotion, analytic music elements, and temporal language. Then, they wrote brief descriptions of six excerpts that were counterbalanced for instrumentation and style. Their descriptions were compared to those of students who …
Matching Verbal Description to Music Excerpt: The Use of Language by Blind and Sighted Children
Forty-one sighted and 17 blind children listened individually to six short music excerpts and described them orally. Each child's descriptions were recorded, transcribed, and randomly ordered. Then, a panel of 10 music teachers attempted to assign each description to its intended excerpt. Teachers were able to match description to excerpt with about the same degree of accuracy for blind and sighted children. Descriptions were more easily matched …
Piano Lessons of Beginning Students Who Persist or Drop out: Teacher Behavior, Student Behavior, and Lesson Progress
Eugenia Costa-Giomi, Patricia J. Flowers, Wakaha Sasaki, Piano Lessons of Beginning Students Who Persist or Drop out: Teacher Behavior, Student Behavior, and Lesson Progress, Journal of Research in Music Education, Vol. 53, No. 3 (Autumn, 2005), pp. 234-247
Self-Reported Distractions of Middle School Students in Listening to Music and Prose
One hundred eighteen middle school students from three different settings listened individually to a music excerpt and a prose excerpt that were each 3.5 minutes long. As they listened, they clicked a computer touchpad whenever they were distracted either by thoughts or external events, then refocused on the holistic listening task. After listening to each selection, they rated it on enjoyment and familiarity. Students self-reported significantly…
Piano Lessons of Beginning Students Who Persist or Drop Out: Teacher Behavior, Student Behavior, and Lesson Progress
The purpose of this study was to identify behavioral differences between children who dropped out of piano lessons and those who continued for 3 years. Two videotaped first-year lessons of 14 pairs of piano students were systematically observed to record the duration or frequency of occurrence of selected student and teacher behaviors. Students in each pair took lessons with the same teacher and had comparable initial levels of pianistic ability …
Senior Researcher Award Acceptance Address: The Value and Community of Research in Music Education
Psychology (14 works) · Diverse Music Education Insights (9 works) · Mathematics education (8 works) · Pedagogy (8 works) · Linguistics (7 works) · Neuroscience and Music Perception (7 works) · Communication (6 works) · Communication (6 works) · Music education (6 works) · Developmental psychology (5 works)