researcher's observations, the accurate pitches these students played seemed to occur

by chance.

      Students in Group Two had an average score of 15 and seven of the ten

students played their compositions with no mistakes. An interesting observation was

made of students #203 and #210, both whom scored 15. While notating their

compositions, these students used the incorrect corresponding color for one note. To

notate the low pitch "mi" below the line, the students used a green colored pencil. This

only occurred for note #13 in both students' compositions. When the students played

the written note, both performed according to the color of the notation using the green

mallet and not the location of the note below the line. This mistake did not appear

elsewhere in the notation and did not cause the students to make additional mistakes

while performing.

     Student #209 had a score of 8 and began making mistakes when moving from

Line 1 to Line 2 of the song. This student played all pitches in Line 2 with the wrong

mallet. Various explanations could account for this confounding variable. The student

may have vision problems or experience difficulty when decoding symbols. These

variables were not accounted for in this study. Figure 5-2 and Object 5-1 show Student

#209's composition notation and performance.