The Effect of Conductor Academic Task Presentation, Conductor Reinforcement, and Ensemble Practice on Performers' Musical Achievement, Attentiveness, and Attitude
Identifieur interne : 000511 ( Main/Exploration ); précédent : 000510; suivant : 000512The Effect of Conductor Academic Task Presentation, Conductor Reinforcement, and Ensemble Practice on Performers' Musical Achievement, Attentiveness, and Attitude
Auteurs : Harry E. Price [États-Unis]Source :
- Journal of Research in Music Education [ 0022-4294 ] ; 1983-12.
English descriptors
- Entity :
- Teeft :
- Academic task presentations, Alpha level, Attentiveness, Attitude survey, Conductor behavior, Conductor reinforcement, Conductor treatment, Direct instruction, Ensemble, Ensemble members, Ensemble performance, Entire ensemble, Eric document reproduction service, Experimental conductors, Good teacher, Jrme, Madsen, Madsen alley, Multiple regression analysis summary, Music madsen, Music performance, Musical achievement, Musical compositions, Musical performance, Neutral mask, Performance time, Rehearsal, Reinforcement, Reinforcement errors, Researchin, Researchin music behavior, Researchin music education, Sequence errors, Student attentiveness, Student behavior, Student performance, Student response, Student responses, Survey items, Syracuse university, Task presentation, Task presentations, Teacher approval, Teacher presentation, Teacher reinforcement, Teachers college press, Teaching unit, Teaching units, Total number, Treatment effect, Treatment sessions, Treatment time, Verbal reinforcement, Yarbrough, Yarbrough price.
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—directions followed by ensemble performance; B—academic task presentations followed by directions and ensemble performance; and C—academic task presentations, directions, and ensemble performance, followed by conductor reinforcement. 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 related significantly 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 the highest.
Url:
DOI: 10.2307/3344628
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Price</name><affiliation wicri:level="2"><country xml:lang="fr">États-Unis</country><placeName><region type="state">Virginie</region></placeName><wicri:cityArea>Virginia Polytechnic Institute and State University, Blacksburg</wicri:cityArea></affiliation></author></analytic><monogr></monogr><series><title level="j">Journal of Research in Music Education</title><idno type="ISSN">0022-4294</idno><idno type="eISSN"></idno><imprint><publisher>SAGE Publications</publisher><pubPlace>Sage CA: Los Angeles, CA</pubPlace><date type="published" when="1983-12">1983-12</date><biblScope unit="volume">31</biblScope><biblScope unit="issue">4</biblScope><biblScope unit="page" from="245">245</biblScope><biblScope unit="page" to="257">257</biblScope></imprint><idno type="ISSN">0022-4294</idno></series></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0022-4294</idno></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="Entity" type="org" xml:lang="en"><term>Department of Music, Virginia Polytechnic Institute and State University</term><term>Syracuse University</term></keywords><keywords scheme="Entity" type="pers" xml:lang="en"><term>Error Source</term><term>Gordon Jacob</term><term>Harry E. Price</term><term>Kendall Coefficient</term><term>Robert Jager</term><term>Vincent Persichetti</term><term>Virginia PolytechnicInstitute</term></keywords><keywords scheme="Entity" type="place" xml:lang="en"><term>York</term></keywords><keywords scheme="Teeft" xml:lang="en"><term>Academic task presentations</term><term>Alpha level</term><term>Attentiveness</term><term>Attitude survey</term><term>Conductor behavior</term><term>Conductor reinforcement</term><term>Conductor treatment</term><term>Direct instruction</term><term>Ensemble</term><term>Ensemble members</term><term>Ensemble performance</term><term>Entire ensemble</term><term>Eric document reproduction service</term><term>Experimental conductors</term><term>Good teacher</term><term>Jrme</term><term>Madsen</term><term>Madsen alley</term><term>Multiple regression analysis summary</term><term>Music madsen</term><term>Music performance</term><term>Musical achievement</term><term>Musical compositions</term><term>Musical performance</term><term>Neutral mask</term><term>Performance time</term><term>Rehearsal</term><term>Reinforcement</term><term>Reinforcement errors</term><term>Researchin</term><term>Researchin music behavior</term><term>Researchin music education</term><term>Sequence errors</term><term>Student attentiveness</term><term>Student behavior</term><term>Student performance</term><term>Student response</term><term>Student responses</term><term>Survey items</term><term>Syracuse university</term><term>Task presentation</term><term>Task presentations</term><term>Teacher approval</term><term>Teacher presentation</term><term>Teacher reinforcement</term><term>Teachers college press</term><term>Teaching unit</term><term>Teaching units</term><term>Total number</term><term>Treatment effect</term><term>Treatment sessions</term><term>Treatment time</term><term>Verbal reinforcement</term><term>Yarbrough</term><term>Yarbrough price</term></keywords></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">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—directions followed by ensemble performance; B—academic task presentations followed by directions and ensemble performance; and C—academic task presentations, directions, and ensemble performance, followed by conductor reinforcement. 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 related significantly 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 the highest.</div></front></TEI><affiliations><list><country><li>États-Unis</li></country><region><li>Virginie</li></region></list><tree><country name="États-Unis"><region name="Virginie"><name sortKey="Price, Harry E" sort="Price, Harry E" uniqKey="Price H" first="Harry E." last="Price">Harry E. Price</name></region></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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