Marilyn J Kostka
Biographic Data
| ID | 5872786 |
|---|---|
| NAME | Marilyn J Kostka |
| GIVEN NAMES | Marilyn J |
| FAMILY NAME | Kostka |
| SIGNATURE | KOSTKA M J |
| AFFILIATIONS | Northern Arizona University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 27 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 3 |
Practice Expectations and Attitudes
Two independent groups, one consisting of college-level studio music teachers (n = 127) and the other of music majors (n = 134), completed a written survey containing 10 questions about attitudes and expectations for practicing music. The questionnaire was designed to address four major areas of interest: (1) attitudes about specific music skills, (2) expectations concerning use of practice time, (3) expectations for routines and strategies for p…
The Effects of Error-Detection Practice on Keyboard Sight-Reading Achievement of Undergraduate Music Majors
This investigation compared three methods of teaching keyboard sight-reading to undergraduate music majors. Sixty-nine students enrolled in six piano classes were randomly divided among three conditions: (1) error-detection practice plus “shadowing” (silently playing the notes on top of the keys), (2) shadowing only, and (3) unguided independent practice (contact control). A pretest-posttest design was used to assess subjects' achievement on five…
Effects of Self-Assessment and Successive Approximations on “Knowing” and “Valuing” Selected Keyboard Skills
The purpose of this study was twofold: (1) to investigate the relationship between college students' perceptions of “knowing” and “valuing” five selected skills on the piano, and (2) to determine whether a successive-approximations approach to learning the skills plus selfe-evaluation would affect students' perceptions of “knowing” and “valuing ” Thirty-two music majors enrolled in piano classes served as subjects for this investigation, which wa…
An Investigation of Reinforcements, Time Use, and Student Attentiveness in Piano Lessons
This investigation was a survey of natural rates and ratios of reinforcements, time use, student attentiveness, and interruptions of student performance in 96 private piano lessons. Forty-eight teachers and two students per teacher voluntarily participated with student age ranging from preschool to older adult. Intervallic observation procedures were used with an observation form adapted for this investigation; pilot-testing of the form resulted …
An Investigation of Reinforcements, Time Use, and Student Attentiveness in Piano Lessons
This investigation was a survey of natural rates and ratios of reinforcements, time use, student attentiveness, and interruptions of student performance in 96 private piano lessons. Forty-eight teachers and two students per teacher voluntarily participated with student age ranging from preschool to older adult. Intervallic observation procedures were used with an observation form adapted for this investigation; pilot-testing of the form resulted …
Effects of Self-Assessment and Successive Approximations on “Knowing” and “Valuing” Selected Keyboard Skills
The purpose of this study was twofold: (1) to investigate the relationship between college students' perceptions of “knowing” and “valuing” five selected skills on the piano, and (2) to determine whether a successive-approximations approach to learning the skills plus selfe-evaluation would affect students' perceptions of “knowing” and “valuing ” Thirty-two music majors enrolled in piano classes served as subjects for this investigation, which wa…
The Effects of Error-Detection Practice on Keyboard Sight-Reading Achievement of Undergraduate Music Majors
This investigation compared three methods of teaching keyboard sight-reading to undergraduate music majors. Sixty-nine students enrolled in six piano classes were randomly divided among three conditions: (1) error-detection practice plus “shadowing” (silently playing the notes on top of the keys), (2) shadowing only, and (3) unguided independent practice (contact control). A pretest-posttest design was used to assess subjects' achievement on five…
Practice Expectations and Attitudes
Two independent groups, one consisting of college-level studio music teachers (n = 127) and the other of music majors (n = 134), completed a written survey containing 10 questions about attitudes and expectations for practicing music. The questionnaire was designed to address four major areas of interest: (1) attitudes about specific music skills, (2) expectations concerning use of practice time, (3) expectations for routines and strategies for p…
An Investigation of Reinforcements, Time Use, and Student Attentiveness in Piano Lessons
This investigation was a survey of natural rates and ratios of reinforcements, time use, student attentiveness, and interruptions of student performance in 96 private piano lessons. Forty-eight teachers and two students per teacher voluntarily participated with student age ranging from preschool to older adult. Intervallic observation procedures were used with an observation form adapted for this investigation; pilot-testing of the form resulted …
Effects of Self-Assessment and Successive Approximations on “Knowing” and “Valuing” Selected Keyboard Skills
The purpose of this study was twofold: (1) to investigate the relationship between college students' perceptions of “knowing” and “valuing” five selected skills on the piano, and (2) to determine whether a successive-approximations approach to learning the skills plus selfe-evaluation would affect students' perceptions of “knowing” and “valuing ” Thirty-two music majors enrolled in piano classes served as subjects for this investigation, which wa…
The Effects of Error-Detection Practice on Keyboard Sight-Reading Achievement of Undergraduate Music Majors
This investigation compared three methods of teaching keyboard sight-reading to undergraduate music majors. Sixty-nine students enrolled in six piano classes were randomly divided among three conditions: (1) error-detection practice plus “shadowing” (silently playing the notes on top of the keys), (2) shadowing only, and (3) unguided independent practice (contact control). A pretest-posttest design was used to assess subjects' achievement on five…
Practice Expectations and Attitudes
Two independent groups, one consisting of college-level studio music teachers (n = 127) and the other of music majors (n = 134), completed a written survey containing 10 questions about attitudes and expectations for practicing music. The questionnaire was designed to address four major areas of interest: (1) attitudes about specific music skills, (2) expectations concerning use of practice time, (3) expectations for routines and strategies for p…
Diverse Music Education Insights (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Music education (3 works) · Neuroscience and Music Perception (3 works) · Piano (2 works) · Acoustics (1 work) · Affect (linguistics (1 work) · Cognitive psychology (1 work)