Paul Musso
Assistant Professor
Director of Guitar Program
Music and Entertainment Indusrty Studies
University of Colorado Denver
Campus 162 Arts 274 E
Denver, CO 80217
303 556-8873
paul.musso@ucdenver.edu
Project Question:
Is Edwin Gordon’s Advanced Measures of Music Audiation (AMMA) test an accurate outcomes assessment tool and indicator of musical aptitude and as it applies to college music students? This project is both qualitive and quantitative in nature and involves students in the department of Music and Entertainment Industry Studies.
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Sub-questions:
- Does quantitative data from AMMA results warrant program changes in MEIS’s ear training and theory curriculum?
- Does the AMMA test indicate bias in any way?
- Is there a measurable difference between music aptitude and musical achievement?
- Does formal music training influence musical aptitude?
- Is the AMMA a valid assessment tool?
Project Importance:
The AMMA test is currently given to all students applying to get into the Department of Music and Entertainment Industry Studies. In this new culture of outcomes assessment, it is imperative to discover the testing tools that represent accurate and effective assessment. Research on the validity of this test will help determine the following ways:
- Continued use of the test as a factor in a student applicant’s acceptance
- Validity of the test in a outcomes assessment context
- Changes in the program based on research results
The Process:
I have developed and online version of this test which would enable the department to administer the test at different intervals. One possible scenario is to administer the test at three intervals: applicant, sophomore and senior level. Another scenario is to administer the test yearly so that at the end of the sophomore year each student has three test scores: applicant, freshman and sophomore. This quantitative data could be analyzed and used as valuable outcomes assessment information. The research component in this process would involve analyzing the data as well as analyzing the validity of the test. When the student takes the test, there is a small survey that asks questions like: musical education background, technical experience, and ear-training educational background. The surrey also asks optional questions related to the student’s socioeconomic background.
The data from the online AMMA test can be exported in a simple database format. I will analyze the data from a sample of student’s scores and determine possible
- Is there bias based on the socioeconomic background of the student?
- Does formal study in ear-training have an impact on musical aptitude?
Literature Research:
Colwell, R (1970). The evaluation of music teaching and learning. Englewood Cliffs, N.J. : Prentice-Hall
Obler, Loraine K, and Fein, D. (1988). The Exceptional Brain: Neuropsychology of Talent and Special Abilities. Guilford Press
Harrison, C. (1996) “Relationships between Grades in Music Theory for Non-music Majors and Selected Background Variables.” Journal of Research in Music Education 44(4): 341-352
Possible Project Coach and Mentor:
Frank Jermance - Associate Professor of Music Management and Jazz Guitar at the Music & Entertainment Industry Studies Department at UC Denver. francis.jermance@ucdenver.edu
Record of innovation in teaching and/or the assessment of learning:
I have developed an interactive musical staff tool to be used for online music instruction. The tool is a Java based application that allows students to answer musical questions on an actual musical staff. This tool is innovative because it enables online students to “draw” notes on the staff when answering music theory questions. Most colleges have to rely on a prefabricated/pre-programmed system for online music education. This application I created is extremely rare.
Are you able to attend the required meetings as specified in Section 2, Benefits and Expectations? Yes
Additional Information:
AMMA Description:
Edwin Gordon’s Advanced Measures of Music Audiation (AMMA) test. GIA Publications, Inc.
A valid music aptitude test for college students (both music majors and non-majors), high school students, and junior high school students. Colleges and high schools have used the test since the 1970’s.
The entire test takes less than 20 minutes to complete.
Assessment areas tested:
- Tonal aptitude
- Rhythmic aptitude
- Composite of tonal and rhythmic
