Preservice and In-Service Teachers' Perceptions of Band Music Content and Quality Using Self-Report and Behavioral Measures

Bibliographic Data

ID10204103
AuthorsDeborah A Sheldon (University of Illinois Urbana-Champaign, corresponding author)
Year2000
Volume48
Issue1
Pages10-25
Publication date2000-04-01
Open AccessYes
TypeARTICLE
VenueJournal of Research in Music Education (JOURNAL)
Journal identifiersISSN: 0022-4294 • E-ISSN: 1945-0095
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2307/3345453
OpenAlexW2078475318
LanguageEN
References cited7

This study is an examination of experienced and inexperienced teachers' perceptions of band music content and quality in three experimental settings. Estimates of time focusing on musical elements and perceptions of difficulty and quality of a mid-level band work after silent score study and after listening were investigated. In a separate study, participants demonstrated musical element focus using an operant measure while simultaneously listening to and reading scores of three works in different styles. Perceptions of difficulty and quality were again examined. Level of expertise was not a mitigating factor in these tasks; preservice teachers' focus generally paralleled responses of in-service teachers. Mode of study seemed to influence decisions of quality and craftsmanship, since these were rated more highly by listeners than by readers. Results suggest that preservice teachers may possess abilities similar to experienced teachers concerning decisions about mid-level band works. Limitations of these studies suggest caution in interpretation of results and demonstrate a need for continued study

Active listening · Linguistics · Mathematics education · Musical · Perception · Quality (philosophy · Reading (process · Applied Psychology · Communication · Diverse Music Education Insights · Music Technology and Sound Studies · Neuroscience and Music Perception · Psychology

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