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West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
Folly Beach Library
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Phone: (843) 588-2001
John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
Dorchester Road Library
9 a.m. - 8 p.m.
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Edgar Allan Poe/Sullivan's Island Library
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John's Island Library
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McClellanville Library
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Edisto Library
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Wando Mount Pleasant Library
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Otranto Road Library
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The Effect of Jazz Improvisation Instruction on Measures of Executive Function in Middle School Band Students
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- Author(s): Norgaard, Martin; Stambaugh, Laura A. (ORCID
Stambaugh, Laura A. (ORCID 0000-0002-7459-5890 ); McCranie, Heston- Language:
English- Source:
Journal of Research in Music Education. Oct 2019 67(3):339-354.- Publication Date:
2019- Document Type:
Journal Articles
Reports - Research- Subject Terms:
Music; Creative Activities; Executive Function; Music Education; Middle School Students; Musicians; Academic Achievement; Grade 7; Grade 8; Abstract Reasoning; Cognitive Ability; Cognitive Tests; Pretests Posttests; Inhibition; Standardized Tests; Achievement Tests; Color; Interference (Learning); Visual Stimuli; Reaction Time - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
- Peer Reviewed: Y
- Source: 16
- Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 7
Grade 8 - Subject Terms:
- Accession Number: 10.1177/0022429419863038
- ISSN: 0022-4294
- Abstract: Research investigating links between academic achievement and active music instruction has not previously differentiated between different types of instruction. In the current study, 155 seventh- and eighth-grade middle school band students were divided into two groups. Both groups received 2 months of instruction in jazz phrasing, scales, and vocabulary, but only the experimental group was taught to improvise. All instruction was part of the warm-up routine in regular band classes. All students were tested before and after instruction on the Wisconsin Card Sorting Task (cognitive flexibility) and the classic Stroop task (inhibitory control). At posttest, eighth-grade students in the experimental group scored significantly better on cognitive flexibility with a smaller percentage of perseverative errors, whereas the treatment had no effect on seventh-grade students on this outcome. Seventh graders, but not eighth graders, in the experimental group increased their posttest scores for inhibitory control, though this result was only marginally significant. In relation to previous research, the current results strongly suggest that far-transfer effects of active music participation depend on the nature of the instruction. Results of prior and future studies should therefore be interpreted in light of the type of music-making engaged by participants.
- Abstract: As Provided
- Publication Date: 2019
- Accession Number: EJ1229864
- Availability:
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