Degree
Doctor of Musical Arts (DMA)
Department
School of Music & Dramatic Arts
Document Type
Dissertation
Abstract
This study investigates the impact of integrating syncopated rhythms into the group piano curriculum for undergraduate music students with varied levels of piano proficiency. Participants (N=76) enrolled in Group Piano II and IV were assigned control and experimental groups across multiple class sections. Three research questions guided the study: (1) How does the introduction of syncopated rhythm patterns affect group piano students’ sight-reading performance? (2) How does consistent practice of syncopated rhythms influence students' ability to sustain a steady pulse? (3) Do students consider exposure to syncopated rhythms a valuable component in their future careers as music educators or performers?
Findings indicate that students in the experimental group, who received weekly rhythm drills and notation exercises, demonstrated statistically significant improvement in sight-reading examples in 3/4 time signature. This finding suggests that using meters other than duple may improve learning through more focused instruction. Despite efforts, students still struggled with pulse consistency. Journal reflections and performance evaluations revealed that intentional tempo selection and hand coordination remain key challenges in piano learning. Survey results indicated that 63% of experimental group students felt more confident playing syncopated rhythms, and all respondents rated them as at least moderately valuable for their professional development. These findings support incorporating syncopated rhythm instruction as a meaningful and motivating component of group piano pedagogy. Future studies may explore how early exposure to rhythmically complex material influences long-term musical development and whether these benefits extend across diverse musical styles and educational contexts.
Date
5-22-2025
Recommended Citation
Rodriguez Herrera, Ronald David, "The Application of Syncopated Rhythms in the Development of Sight-Reading Skills for Non-Keyboard Music Majors" (2025). LSU Doctoral Dissertations. 6800.
https://repository.lsu.edu/gradschool_dissertations/6800
Committee Chair
Delony Willis
DOI
10.31390/gradschool_dissertations.6800