The Effect of Appropriate and Inappropriate In-Class Song Performance Models on Performance Preference of Third- and Fourth-Grade Students
Bibliographic Data
| ID | 10201830 |
|---|---|
| Authors | Dawn S Baker (West Virginia University, Morgantown, corresponding author) |
| Year | 1980 |
| Volume | 28 |
| Issue | 1 |
| Pages | 3-15 |
| Publication date | 1980-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2307/3345049 |
| OpenAlex | W1987220049 |
| Language | EN |
| Citations received | 15 |
| References cited | 27 |
This study investigated (1) the effect of in-class song performance models, of sex, and of song type on performance preference; (2) the effect of the in-class performance models on students' indications of “ correct” performance, and on tempo and dynamics of students' individual performances; and (3) correlations between verbal and behavioral indications of performance preference, and between students' indications of “ correct” performance and their verbal preference ratings. Third- and fourth-grade students were concurrently involved in separate experiments and were assigned to one of two in-class performance model treatment groups: (1) Class A, which sang lullabies and capstan chanties appropriately; or (2) Class I, which sang the same songs inappropriately. Performance preference and students' ideas of “ correct” performance were affected by appropriate and inappropriate in-class performance models. The study also indicates a slight difference between the preferences of boys and girls and an over-all preference for fast/loud music over slow/soft music. Correlations between verbal and behavorial preference indications were low but positive, as was the relationship between “ correct” and “ like” indications
Class (philosophy · Cognitive psychology · Developmental psychology · Mathematics education · Preference · Statistics · Computer Science · Diverse Music Education Insights · Early Childhood Education and Development · Mathematics · Neuroscience and Music Perception · Psychology · Social Psychology
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| Unique citing works | 15 |
|---|---|
| Citations per year | 0,34 |
| Citation span | 1982 - 2009 (28) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 15 |