Research Studies in Music Education vol:37 issue:1 pages:77-92
This intervention-based study focusses on the relation between music and its graphical representation from a meta-representational point of view. It aims at determining whether middle school students show an increase in meta-representational competence (MRC) after an educational intervention. Three classes of 11-14-year-old children participated in the teaching experiment: one experimental class (E) and two control classes (C). An intervention on MRC was carried out on the E class during the hours that were allocated for the regular music lessons, while students from the C classes followed the regular music curriculum. E and C classes were given the same pretest and posttest, which measured students’ MRC by means of six representational criteria. One month after the posttest, all classes completed a retention test. The results reveal an overall effect in favour of the E group, although the overall gain was reduced considerably due to the negative results for two representational criteria. Moreover, the overall gain was due to a great extent to a decrease in the score of the C classes, while the gains in the E class were rather small. Theoretical, methodological and educational implications are discussed.