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- Alex Hofmann, Brian C Wesolowski, Werner Goebl
- Journal of new music research
- 2017
This study investigates the production and perception of timing, synchronisation and dynamics in jazz trio performances. In a production experiment, six trio combinations of one saxophonist, two… (More)
The purpose of this study was to examine the effects and relationships of selected musical variables on the horizontal (i.e., successive eighth note timing relationships) and vertical (i.e., the… (More)
A primary difficulty with music performance assessment is managing its subjective nature. To help improve objectivity, rubrics can be used to develop a set of guidelines for clearly assessing student… (More)
When good model-data fit is observed, the Many-Facet Rasch (MFR) model acts as a linking and equating model that can be used to estimate student achievement, item difficulties, and rater severity on… (More)
The use of raters as a methodological tool to detect significant differences in performances and as a means to evaluate music performance achievement is a solidly defended practice in music… (More)
- Brian C Wesolowski, Alex Hofmann
- PloS one
- 2016
The purpose of this study was to explore the relationship between audio descriptors for groove-based electronic dance music (EDM) and raters' perceived cognitive, affective, and psychomotor… (More)
The purpose of this study was to develop a valid and reliable rating scale to assess jazz big band performance and to evaluate the psychometric properties of jazz big bands at three performance… (More)
The purpose of this study was to investigate model-data fit and differential rater functioning in the context of large group music performance assessment using the Many-Facet Rasch Partial Credit… (More)
The purpose of this literature review was to critically examine the empirical investigations that have been conducted on the mechanical microstructure of jazz rhythm. First, the philosophical… (More)
- Brian C Wesolowski, Fredrick Burrack, Kelly A. Parkes
- 2018
In music teaching and learning, all individuals experience musical phenomena in unique ways as a result of experiences, perceptions, cognitive engagement with, and awareness of musical events.… (More)