The effect of ?Moveable-do? method on development of graduate students? dictation skills

The purpose of this study is to search to what extent dictation education can be effective for development of graduate students' dictation skills if it is applied to people who have relative pitch skill by movable number system based on tonal hierarchy. In the research, an experiment pattern with pre-test/post-test control group is used. The study group of the research consists of students (N=38) from Year 1 of Autumn Term 2010-2011 in Music Department, Faculty of Fine Arts at Cumhuriyet University. The researcher has applied dictation education to experimental group (N=19) via "moveable-do" method and to control group (N=19) via "fixed-do" method for 4 hours per week during12 weeks.In the research, Equivalence Test Achievement Scale for Dictation (ASD), Pre-test/Post-test ASD and Form for Receiving Expert Opinion have been used as data collection tools. With Equivalence Test ASD, dictation skill levels of students from study group have been measured, and according to results of this test, experimental and control groups have been decided by neutral assignment. With Pre-test ASD and Post-Test ASD, behavioural changes resulted from independent variable between experimental group and control group have been measured. Independent sample t-test, Paired sample t-test and ANOVA have been used for the analysis of research data.The research has been produced following results:(a) The research shows that the experimental group taken dictation education with moveable number system is more successful for Post-test ASD results in significant level of p<.05 than the control group taken dictation education with fixed-do method.(b) The dictation achievement of experimental group taught by moveable number system is pro-test's favour in significant level of p<.001 between Pre-test ASD scores measured in the beginning of experiment process and Post-test ASD scores measured at the end of experiment process.(c) There is no significant difference between Pre-test and Post-test ASD scores of the control group taught by Fixed-Do method p>.05.(d) There is no significant difference between dictation achievements of students from study group in the terms of sex, age, type of graduated high school, geographic location lived in, YGS (Transition to Higher Education Examination) score based on university placement and economic income level p>.05.KEYWORDS: Moveable-Do, Fixed-Do, Moveable Number System, Melodic Dictation, Musical Hearing, Musical Dictation.