The Effect Of Conductor Academic Task Presentation, Conductor Reinforcement, And Ensemble Practice On Performers' Musical Achievement, Attentiveness, And Attitude

Date of Award

1981

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching and Leadership

Advisor(s)

Cornelia Yarbroough

Keywords

Music education

Subject Categories

Educational Psychology

Abstract

This study examined the effect of conductor academic task presentation, reinforcement, and student performance on attentiveness, achievement, and attitude of members of a university symphonic band. The band rehearsed five times under three treatment conditions: (A) conductor directions and student performance; (B) conductor academic task presentations, directions, and student performance; and (C) conductor academic task presentations, directions, student performance, and contingent conductor academic reinforcement.

Student attentiveness was defined as the percentage of students overtly off-task. Music achievement was independently rated by a panel of expert judges on the basis of audiotape recordings. Student attitude was assessed by a five-question student survey.

Results indicated attentiveness was a function of both performance time and treatment. All treatments resulted in gains for music achievement with Treatment B resulting in the smallest and Treatment C resulting in the largest gains. Student attitudes were significantly related to music, conductors, and their interaction. Student ratings of rehearsal enjoyment and conductor as a good teacher were significantly related to treatments, with Treatment C consistently rated highest.

Access

Surface provides description only. Full text is available to ProQuest subscribers. Ask your Librarian for assistance.

http://libezproxy.syr.edu/login?url=http://proquest.umi.com/pqdweb?did=749767131&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD

Link to Full Text

Share

COinS