Showing papers in "Journal of Research in Music Education in 1992"
TL;DR: This paper measured possible changes in gender association of musical instruments from earlier research, and estimated current preferences of fourth-grade students with respect to musical instruments in the context of fourth grade music.
Abstract: The purpose of this study was fourfold: (a) to measure possible changes in gender association of musical instruments from earlier research, (b) to estimate current preferences of fourth-grade stude...
152 citations
TL;DR: The authors examined the effects of instruction, teaching practica, feedback from the course instructor, and videotaped self-observation on undergraduates' use of complete sequential patterns and sequential-pattern components.
Abstract: Three experiments examined the effects of instruction, teaching practica, feedback from the course instructor, and videotaped self-observation on undergraduates' use of complete sequential patterns and sequential-pattern components. The complete sequential pattern is a teacher/student interaction sequence that follows the cyclical pattern of a teacher presentation of a task to be learned, followed by student interaction with the task and teacher, and then specific praise and corrective feedback related to the task. This model has undergone continuous refinement, has been found to be present in music settings, and is preferred by music teachers. There were significant increases (p < .01) in subjects' use of complete sequential patterns as defined in each experiment, feedback, and in approvals and their specificity.
99 citations
TL;DR: The authors examined relationships among selected aspects of parental involvement, music aptitude, musical achievement, and performance achievement among 113 wind instrumentalists from four orchestras in the United States and Canada.
Abstract: This study examined relationships among selected aspects of parental involvement, music aptitude, musical achievement, and performance achievement. Subjects were 113 wind instrumentalists from four...
78 citations
TL;DR: This article identified sources of negative messages aimed at music education undergraduates, a study that was carried out to identify sources of negativity aimed at education students in the music education field, and found that teachers today often receive mixed messages about their occupational status.
Abstract: Educators today often receive mixed messages about their occupational status. The purposes of this study were (a) to identify sources of negative messages aimed at music education undergraduates, a...
62 citations
TL;DR: In this paper, a study was conducted to determine the effect of vibrato on the pitch-matching accuracy of certain and uncertain singers singing a descending minor third from G to E above middle C.
Abstract: The purpose of this study was to determine the effect of vibrato on the pitch-matching accuracy of certain and uncertain singers. Subjects were in kindergarten through Grade 3 (N = 200). They responded to three different models singing a descending minor third from G to E above middle C: (1) a child model with 100% pitch accuracy; (2) an adult female model singing with vibrato and 79.53% pitch accuracy; and (3) the same adult female model singing nonvibrato and with 100%) pitch accuracy. Results demonstrated significant differences between percentages of correct responses by certain (M = 78.48 %) and uncertain singers (M = 40.89%}) and among correct responses to the three models. There were more correct responses to the nonvibrato model than to either the vibrato or child model Further analyses demonstrated that certain singers seemed to produce a high percentage of correct responses regardless of sex, grade level, or model presented. In contrast, uncertain singers | responded most correctly to the nonvib...
53 citations
TL;DR: In this article, the authors constructed a scale assessing music student teachers' rehearsal effectiveness, which included three interpretable factors: conducting technique, teacher-student rapport, and instructional skills.
Abstract: In this study, I sought to construct a scale assessing music student teachers' rehearsal effectiveness. A total of 251 qualified respondents indicated the extent to which each of 54 scale items represented an essential aspect of music student teachers' rehearsal effectiveness. Data were factor-analyzed, three interpretable factors were extracted and obliquely rotated, and, based on their pattern of loadings, 10 items were chosen for each factor subscale. The three factors were Conducting Technique, Teacher-Student Rapport, and Instructional Skills. To examine interjudge reliability, I asked a panel of experienced music educators to use the 30-item Student Teachers' Rehearsal Effectiveness Rating Scale to rate eight student teachers' videotaped rehearsals of secondary choral or instrumental ensembles. To determine criterion-related validity, I compared the adjudication panel's ratings with the student teachers' final performance-based teaching evaluations.
53 citations
TL;DR: In this paper, the authors examined the effect of three rhythm presentation modalities on the recall of rhythm patterns, i.e., iconically, auditorily, and kinesthetically, with combinations of these modalities.
Abstract: The purpose of this study was to examine the effect of three rhythm presentation modalities on the recall of rhythm patterns. Seventy first graders, 70 third graders, and 70 fifth graders were tested either visually, auditorily, kinesthetically, or with combinations of these modalities. Each child was asked to memorize and clap six rhythm patterns of increasing difficulty, which were presented either iconically (visually), by playing a resonator bell (auditorily), by patting the child's hand (kinesthetically), or through combinations of these treatments. Grade level was significant (p < .0001). Test scores from students who were presented rhythm patterns using a multimodality presentation indicate that students were not confused by the multisensory input. The first-grade visual test results were significantly lower (p < .05) than results with older children. These findings suggest that the incorporation of learning modalities into music teaching methods could result in more efficient learning of rhythm pa...
51 citations
TL;DR: In this paper, the authors examined the effect of designated activities on attention and persevering behaviors of preschool children and found that the relationship between teacher reinforcement and stude... and showed that teacher reinforcement can improve the attention and persistence of children.
Abstract: The purpose of this study was to examine certain effects of designated activities on attention and persevering behaviors of preschool children. Relationships between teacher reinforcement and stude...
40 citations
TL;DR: In this article, the authors measure the relationship between humor perceived in music and the self reported music preference opinions of subjects representing four different age levels, and find that humor was associated with music preference.
Abstract: The purpose of this study was to measure the relationship between humor perceived in music and the self reported music preference opinions of subjects representing four different age levels. We adm...
38 citations
TL;DR: In this paper, the effects of timbre on musicians' intonational acuities during listening and performance tasks were investigated, and the results showed that timbre affects musicians' performance.
Abstract: The purpose of this study was to investigate the effects of timbre on musicians' intonational acuities during a listening and a performance task. Nine saxophonists, nine clarinetists, and nine flut...
37 citations
TL;DR: This paper found that parents' sustained support and intervention were vital to developing excellence, and that the student's first teacher's personal characteristics had a marked effect on future levels of development, while students showed a high level of mobility between both instruments and teachers.
Abstract: Forty-two students at a specialist school for able musicians and 20 of their parents were interviewed about the circumstances that led to these young people's commencing instrumental study, changing teachers, and taking up new instruments prior to the point where they were recognized as ready for specialist music education. The results showed that parents' sustained support and intervention were vital to developing excellence, and that the student's first teacher's personal characteristics had a marked effect on future levels of development. Students showed a high level of mobility between both instruments and teachers. The principal driving force for these transitions lay with the parent or the child rather than the teacher, who rarely suggested a transition. The implications of these results for understanding the process of high- level development are discussed.
TL;DR: In this paper, the authors examined the effects of learning procedure and performance tempo on the ability of middle school-level instrumentalists to perform previously learned rhythmic passages in novel test melodies, and found no significant multivariate effect attributable to learning procedure; however, significant differences were found among performance tempi, p <.02.
Abstract: In this study, I examined the effects of learning procedure and performance tempo on the ability of middle-school-level instrumentalists to perform previously learned rhythmic passages in novel test melodies. Sixty-four advanced- and intermediate-level middle school band students practiced four three-measure rhythmic passages, using one of four learning procedures for each rhythmic passage, until achieving a specified performance criterion, and subsequently performed lest melodies that included the same rhythms. The learning procedures represented verbal and manual techniques that are common in rhythm instruction in instrumental classes and that had been used regularly in daily lessons in which all subjects participated. Performances were evaluated on the basis of tempo accuracy, rhythm accuracy, and pitch accuracy. Results indicate no significant multivariate effect attributable to learning procedure; however, significant differences were found among performance tempi, p < .02. Subjects' tempo accuracy w...
TL;DR: In this paper, the authors examined aural perception in a selective listening task using a Continuous Response Digital Interface (CRDI) and found that nonmusicians focused on brass and percussion longer than did musicians.
Abstract: The purpose of this study was to examine aural perception in a selective listening task using a Continuous Response Digital Interface (CRDI). Undergraduate college students (60 musicians, 60 nonmusicians) listened to an excerpt from Billy the Kid by Aaron Copland. Subjects indicated focus on instrumental family by manipulating the indicator of the CRDI. “Sound intervals” were determined by changes in predominant instrument family in the orchestral texture. Families were divided into five categories: (a) brass, (b) percussion, (c) woodwinds, (d) strings, and (e) all The “all” category indicated focus on three or more families simultaneously (e.g., tutti). Results were based on examination of subjects' category selections in terms of percentages of time focused on each category within each interval Analyses of cumulative seconds across all intervals indicated that nonmusicians focused on brass and percussion longer than did musicians. Musicians focused on strings longer and selected strings mare frequently ...
TL;DR: In this paper, the effects of historical and analytical information on subjects' I responses to music listening experiences were investigated, and the results showed that the effect of historical information on music listening experience was significant.
Abstract: In this study, I investigated effects of historical and analytical information on subjects' I responses to music listening experiences. Forty-five undergraduate nonmusic majors were randomly assign...
TL;DR: In this paper, the authors investigated the performance of 80 elementary students in Grades 3-6 by means of two tests of tempo perception and one test of tempo performance and found that the effect of training was significant only for the accuracy of reproducing a given tempo.
Abstract: The tempo perception and performance abilities of 80 elementary students in Grades 3-6 were investigated by means of two tests of tempo perception and one test of tempo performance. Scores for (a) the detection of gradual tempo changes, (b) the discrimination of differences in tempo pairs, and (c) the steadiness of tempo performance increased in a linear fashion from Grade 3 to Grade 6. Although scores for the accuracy ofreproducing a given tempo also increased with grade, a linear trend was not found. “In-tempo” responses increased significantly with grade level. The effect of training was significant only for the accuracy of reproducing a given tempo. All perception and performance scores increased as tempos increased, and subjects most often performed faster than the given tempo. The correlations among all measures tended to increase in strength with grade level, and all correlations involving the aggregate of scores from Grades 3-6 were significant.
TL;DR: The authors examined the reference pages of three research journals from their inceptions through 1989 to determine which research studies were cited most frequently and could be recognized as important and influential and used a reverse chronological approach to reveal 27 articles with 10 or more citations.
Abstract: The purpose of this study was to examine the reference pages of three research journals, the Journal of Research in Music Education (JRME), the Bulletin of the Council for Research in Music Education (BCRME), and Contributions to Music Education (CME), from their inceptions through 1989 to determine which research studies were cited most frequently and could be recognized as important and influential I used a reverse chronological approach to reveal 27 articles with 10 or more citations. Most of the articles were published in the 1970s, and there was a correlation of .29 between number of citations and years in print.A majority of these studies are experimental, and more than a third of them deal with tempo and intonation. This perspective on the research base in music education, as reflected in selected journals, can assist researchers in determining those research areas that have received considerable attention and in identifying topics that have had less intensive investigation.
TL;DR: The authors measured the effect of repeated listenings on children's preferences between selected slow and fast excerpts of art music and found that repeated listening had a significant effect on the children's preference for art music.
Abstract: The purpose of this study was to measure the effect of repeated listenings on children's preferences between selected slow and fast excerpts of art music. The sample consisted of fourth graders fro...
TL;DR: In this paper, the dominant perceptual dimensions for novice and expert musicians were interpreted as historical period, complexity or amount of information, and tempo, and the data from each subgroup solution yielded a three dimensional solution.
Abstract: This study was designed to define the dominant perceptual dimensions used by listeners in classification of music excerpts by style. In addition, similarity ratings of novice listeners, defined as those with limited training and expert listeners, defined as those with advanced degrees in music and at least 5 years of teaching experience, were compared. Subjects (N = 30) rated all possible pairings of fifteen 15-second excerpts drawn from European tonal music composed between 1762 and 1896. Analysis of data from each subgroup solution yielded a three- dimensional solution. When stimulus coordinates were compared, they were found to be significantly correlated. Therefore, the data were pooled. Multidimensional scaling techniques generated a three-dimensional stimulus configuration for the pooled data. Dominant dimensions for novice and expert musicians were interpreted as historical period, complexity or amount of information, and tempo.
TL;DR: The Harmonic Intonation Training Program (HITP) as discussed by the authors is a computer-based training program for improving students' ability to make judgments of harmonic intonation.
Abstract: The purpose of this study was to determine the effectiveness of a computer-based training program for improving students' ability to make judgments of harmonic intonation. Twenty members of two undergraduate conducting classes participated in the Harmonic Intonation Training Program (HITP). An equivalent matched control group was selected from 156 other undergraduate music majors who had also taken the investigator-developed Harmonic Intonation Discrimination Test (HIDT). The HITP consisted of a body of drill-and-prac-tice exercises using intervals, triads, and brief three- and four-part musical passages. The exercises were played in both equal temperament and just intonation by a 16-voice digital synthesizer. After a 9-week treatment period, a two-way ANOVA on posttest HIDT scores revealed a difference (p= .005) in favor of the experimental group. Results of a questionnaire administered after the training to the experimental subjects indicated that attitudes toward the training program were mostly positive.
TL;DR: This paper explored the effect of three specific dimensions of preparatory set on the cognitive-affective response to music, including self-perception of musicality, attitude toward generalized style concepts and attitude as valuing of music experiences, and beliefs and expectations of the music listening experience.
Abstract: In this study, I explored the effect of three specific dimensions of preparatory set—(1) self I perception of musicality, (2) attitude toward generalized style concepts and attitude as valuing of music experiences, and (3) beliefs and expectations of the music listening experience—on the cognitive-affective response to music. Results demonstrated that: (a) self-perception of musicality affected response, with greater musicality corresponding with a more cognitive response; (b) general attitude toward music activity had a major effect on response; (c) attitude toward the concept of “classical” music differentiated between high and low attitude level groups, with the subjects having the more positive attitude demonstrating a more cognitive response to all styles; (d) a difference in attitude toward jazz was related to a difference in response to all three styles (the response to music in general was more cognitive for the subjects with the more positive attitude toward jazz); (e) the group having a more pos...
TL;DR: In this paper, the authors examined qualitative differences between experts and novice listeners of various ages in the process of integrating pitch and rhythm information to form a single judgment of similarity or difference.
Abstract: The purpose of this study was to examine qualitative differences between experts and novice listeners of various ages in (a) the process of integrating pitch and rhythm information to form a single judgment of similarity or difference and (b) the perceptual value of certain pitch and rhythm transformations when they occur simultaneously. Differences were described using an integration theory model of the perceptual process. A sample of 69 subjects was divided among four novice groups taken from Grades 1, 5, 8, and college and a group of upper-level college music majors. Subjects' perception of the degree of difference between a theme and nine variations was tested using the author-designed Pitch/Rhythm Integration Measure (PRIM), a multidimensional measure of musical perception. Results indicate that (a) the PRIM was a reliable measure; (b) the pitch/rhythm integration process is statistically the same for all the groups studied; (c) there is a significant age-related increase in the importance of rhythm ...
TL;DR: In this paper, a study was conducted to determine whether gross disparities in arts curricular offerings between districts within a state offend the Equal Protection Clause of the Constitution of the United States.
Abstract: The purpose of this study was to determine whether gross disparities in arts curricular offerings between districts within a state offend the Equal Protection Clause of the Constitution of the United States. The design required a review of literature and the identification and analysis of relevant federal and state case law. Legal reasoning was the philosophical method. Such deduction required the development of a central thesis and a series of supporting syllogisms. The central thesis to emerge was that such disparate provision of arts education does not constitute a violation of the Equal Protection Clause, but may constitute a violation of the equal protection clauses and public education provisions of state constitutions in the United States.Six syllogisms developed this thesis or addressed related research questions.
TL;DR: The Boston Public Schools as mentioned in this paper developed a strong music program under the leadership of the Committee on Music, Luther Whiting Mason, and other music staff members during the 1860s and 1870s.
Abstract: Music instruction was instituted in the Boston Public Schools by Lowell Mason in 1838. During the 1860s and 1870s, a strong music program was developed in Boston under the leadership of the Committee on Music, Luther Whiting Mason, and other music staff members. Education historians have described the growth of bureaucratic urban school systems in the nineteenth century. This article deals with the development of the Boston music program, with its centralized administration, specialized music supervisors, and teacher-training programs. Textbooks were published and a curriculum organized to meet the needs of the expanding urban school system. The Boston School Committee endorsed music to promote good discipline and encouraged music performances to bring the school system positive publicity. The music program declined in the economically depressed 1870s because the music staff was cut while the school population increased. Nevertheless, the Boston program became a model for music programs throughout America...
TL;DR: LeBlanc as discussed by the authors was the recipient of the MENC's 1992 Senior Researcher Award and gave the following speech at the business meeting of the Society for Research in Music Education at the National Biennial In-Service Conference, New Orleans, Louisiana.
Abstract: Albert LeBlanc is the recipient of the MENC's 1992 Senior Researcher Award. The following speech was presented on April 10, 1992 at the business meeting of the Society for Research in Music Education at the National Biennial In-Service Conference, New Orleans, Louisiana.
TL;DR: In this paper, the effects of grade level and response mode on the ability of third-, fourth-, and fifth-grade students to identify and conceptualize meter in music were evaluated.
Abstract: My purpose was to determine the effects of grade level and response mode on the ability of second-semester third-, fourth-, and fifth-grade students to identify and conceptualize meter in music. Thirty-six subjects at each grade level were divided into two response-mode groups. Subjects in the verbal-motor response groups were asked to respond verbally and to use specific conducting motions; verbal-response-mode subjects used only verbal responses. A two-way analysis of variance indicated that both main effects of grade level and response mode were significant, indicating that scores on the meter-concept test improved with increasing age and as a result of using the verbal-motor response mode. Analysis of simple effects indicated that fourth- and fifth-grade subjects in the verbal-motor response mode were superior to fourth- and fifth-grade subjects in the verbal response mode; mode of response, however, did not result in a significant difference in third-grade subjects.