Nathan O Buonviri
Biographic Data
| ID | 5872514 |
|---|---|
| NAME | Nathan O Buonviri |
| GIVEN NAMES | Nathan |
| FAMILY NAME | O Buonviri |
| SIGNATURE | BUONVIRI N O |
| AFFILIATIONS | Temple University, Philadelphia, PA, USA |
| ORCID | 0000-0002-4585-702X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Effects of Camera Placement on Undergraduates’ Peer Teaching Reflection
We investigated whether camera placement affects peer teachers’ focus of attention during reflection. Preservice music teachers ( N = 14) reflected on peer teaching videos that had been recorded simultaneously from a head-mounted camera and a tripod-mounted camera at the back of the classroom. Participants completed the teaching reflection cycle twice, providing their observation comments in response to open-ended prompts. Responses were coded, w…
Technology use in high school aural skills instruction
In this study, we investigated the use of digital technology for aural skills instruction in Advanced Placement Music Theory (APMT) classes in the United States. Our research questions focused on which technologies teachers use for aural skills, how they incorporate them, and what influences their decisions to use them. We created, piloted, and distributed a survey electronically to a stratified sample by state of 866 instructors. Participants wh…
Effects of Two Approaches to Rhythmic Dictation
The purpose of this study was to investigate the effects of two listening strategies on rhythmic dictation scores. In a within-subjects design, 54 undergraduate music majors completed two-measure rhythmic dictations under each of three conditions: (a) no prescribed approach, (b) required listening before writing, and (c) required writing while listening. The first condition gauged participants’ baseline preference for the approach of the second o…
Effects of Silence, Sound, and Singing on Melodic Dictation Accuracy
This study continues a line of inquiry testing strategies commonly used in melodic dictation. Undergraduate music majors ( N = 44) completed short tonal dictations in a within-subjects design to determine effects of silence, audible sounds, and singing on test scores. Participants scored significantly lower when required to sing the melody prior to notating it compared with either of the other conditions. In the singing condition, only 18% of par…
Effects of Two Listening Strategies for Melodic Dictation
The purpose of this research was to examine effects of two listening strategies on melodic dictation scores. Fifty-four undergraduate music majors completed short tonal melodic dictations in a within-subjects design with three conditions: (a) no specified strategy in the instructions, (b) required listening before writing, and (c) required writing while listening. The purpose of the first condition was to determine subjects’ preference for listen…
Effects of a Preparatory Singing Pattern on Melodic Dictation Success
The purpose of this study was to investigate effects of a preparatory contextual singing pattern on melodic dictation test scores. Forty-nine undergraduate music education majors took melodic dictations under three conditions. After hearing an orienting chord sequence, they (1) sang a preparatory solfége pattern in the key, meter, and tempo of the target dictations in the first condition; (2) prepared themselves silently during an equivalent time…
Melodic Dictation Instruction: A Survey of Advanced Placement Music Theory Teachers
Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources, dictation strategies, test-taking skills, and characteristics of successful dictation students. The survey…
Teaching Melodic Dictation in Advanced Placement Music Theory
In this study approaches to teaching melodic dictation skills used by Advanced Placement (AP) Music Theory teachers were examined. Twelve high school teachers from four states were interviewed. Four themes emerged from the interview transcripts: cognitive frameworks, processing strategies, rhythm, and course design. Participants generally confirmed established understandings of aural skills pedagogy, particularly in areas of pattern instruction, …
Teaching Melodic Dictation in Advanced Placement Music Theory
In this study approaches to teaching melodic dictation skills used by Advanced Placement (AP) Music Theory teachers were examined. Twelve high school teachers from four states were interviewed. Four themes emerged from the interview transcripts: cognitive frameworks, processing strategies, rhythm, and course design. Participants generally confirmed established understandings of aural skills pedagogy, particularly in areas of pattern instruction, …
Effects of Silence, Sound, and Singing on Melodic Dictation Accuracy
This study continues a line of inquiry testing strategies commonly used in melodic dictation. Undergraduate music majors ( N = 44) completed short tonal dictations in a within-subjects design to determine effects of silence, audible sounds, and singing on test scores. Participants scored significantly lower when required to sing the melody prior to notating it compared with either of the other conditions. In the singing condition, only 18% of par…
Melodic Dictation Instruction: A Survey of Advanced Placement Music Theory Teachers
Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources, dictation strategies, test-taking skills, and characteristics of successful dictation students. The survey…
Effects of Two Listening Strategies for Melodic Dictation
The purpose of this research was to examine effects of two listening strategies on melodic dictation scores. Fifty-four undergraduate music majors completed short tonal melodic dictations in a within-subjects design with three conditions: (a) no specified strategy in the instructions, (b) required listening before writing, and (c) required writing while listening. The purpose of the first condition was to determine subjects’ preference for listen…
Effects of a Preparatory Singing Pattern on Melodic Dictation Success
The purpose of this study was to investigate effects of a preparatory contextual singing pattern on melodic dictation test scores. Forty-nine undergraduate music education majors took melodic dictations under three conditions. After hearing an orienting chord sequence, they (1) sang a preparatory solfége pattern in the key, meter, and tempo of the target dictations in the first condition; (2) prepared themselves silently during an equivalent time…
Teaching Melodic Dictation in Advanced Placement Music Theory
In this study approaches to teaching melodic dictation skills used by Advanced Placement (AP) Music Theory teachers were examined. Twelve high school teachers from four states were interviewed. Four themes emerged from the interview transcripts: cognitive frameworks, processing strategies, rhythm, and course design. Participants generally confirmed established understandings of aural skills pedagogy, particularly in areas of pattern instruction, …
Effects of a Preparatory Singing Pattern on Melodic Dictation Success
The purpose of this study was to investigate effects of a preparatory contextual singing pattern on melodic dictation test scores. Forty-nine undergraduate music education majors took melodic dictations under three conditions. After hearing an orienting chord sequence, they (1) sang a preparatory solfége pattern in the key, meter, and tempo of the target dictations in the first condition; (2) prepared themselves silently during an equivalent time…
Melodic Dictation Instruction: A Survey of Advanced Placement Music Theory Teachers
Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources, dictation strategies, test-taking skills, and characteristics of successful dictation students. The survey…
Effects of Two Listening Strategies for Melodic Dictation
The purpose of this research was to examine effects of two listening strategies on melodic dictation scores. Fifty-four undergraduate music majors completed short tonal melodic dictations in a within-subjects design with three conditions: (a) no specified strategy in the instructions, (b) required listening before writing, and (c) required writing while listening. The purpose of the first condition was to determine subjects’ preference for listen…
Effects of Silence, Sound, and Singing on Melodic Dictation Accuracy
This study continues a line of inquiry testing strategies commonly used in melodic dictation. Undergraduate music majors ( N = 44) completed short tonal dictations in a within-subjects design to determine effects of silence, audible sounds, and singing on test scores. Participants scored significantly lower when required to sing the melody prior to notating it compared with either of the other conditions. In the singing condition, only 18% of par…
Technology use in high school aural skills instruction
In this study, we investigated the use of digital technology for aural skills instruction in Advanced Placement Music Theory (APMT) classes in the United States. Our research questions focused on which technologies teachers use for aural skills, how they incorporate them, and what influences their decisions to use them. We created, piloted, and distributed a survey electronically to a stratified sample by state of 866 instructors. Participants wh…
Effects of Two Approaches to Rhythmic Dictation
The purpose of this study was to investigate the effects of two listening strategies on rhythmic dictation scores. In a within-subjects design, 54 undergraduate music majors completed two-measure rhythmic dictations under each of three conditions: (a) no prescribed approach, (b) required listening before writing, and (c) required writing while listening. The first condition gauged participants’ baseline preference for the approach of the second o…
Effects of Camera Placement on Undergraduates’ Peer Teaching Reflection
We investigated whether camera placement affects peer teachers’ focus of attention during reflection. Preservice music teachers ( N = 14) reflected on peer teaching videos that had been recorded simultaneously from a head-mounted camera and a tripod-mounted camera at the back of the classroom. Participants completed the teaching reflection cycle twice, providing their observation comments in response to open-ended prompts. Responses were coded, w…
Computer Science (8 works) · Diverse Music Education Insights (8 works) · Psychology (8 works) · Neuroscience and Music Perception (7 works) · Dictation (6 works) · Melody (6 works) · Speech recognition (6 works) · Mathematics education (5 works) · Medicine (5 works) · Test (biology (5 works)