An Investigation of the relationship between the music aptitude and the music achievement of beginning instrumental students who are taught according to the principles of Gordon’s music learning theory

v, 37 leaves ; 28 cm. Bibliography: leaves 33-35.The purpose of this study was to investigate the relation¬ship between the music aptitude and the music achievement of beginning instrumental students who are taught according to the principles of Gordons' Music Learning Theory. Sixty-eight 4th and 5th grade students who elected instrumental music participat¬ed in the study. Students were administered the Intermediate Measures of Music Audation (IMMA) music aptitude test. Students were taught using lesson plans provided in Jump Right In: The Instrumental Series. Each student received a cassette which contained the lesson materials. Students received 30 minutes per week of small group (homogeneous) instruction and 40 minutes per week of large group (heterogeneous) instruction. At the end of the school year, students performed three criterion etudes, the first with teacher help, the second was self taught and the third was sight read. Student performances were evaluated by a panel of judges using continuous tonal and rhythm rating scales. Results indicated a high interjudge reliability for the tonal and rhythm rating scales. Correlation coefficients between IMMA scores and the combined judges' ratings for the etudes were positive but low in all cases