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Identification of Expressiveness in Small Ensemble Performances by Middle School Students
Keitha Lucas Hamann
Bulletin of the Council for Research in Music Education
No. 155 (Winter, 2003), pp. 24-32
Stable URL: http://www.jstor.org/stable/40319421
Page Count: 9
You can always find the topics here!Topics: Musical performance, Musical modes, Musical expression, Middle school students, Magnetic storage, Music students, Visual perception, Music education, Performing artists, Singers
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The purpose of this study was to determine if middle school students' performance ratings would differ if the performance were presented by audio-only, video-only, or audio/video combined, and the extent to which findings would corroborate earlier findings with adults (Lucas and Teachout, 1998). Middle school students (N = 283) rated the expressiveness of small ensemble performances presented on videotape, using a five-point Likert-type scale (1 = not expressive, 3 = average, and 5 = very expressive). A string quartet and a vocal quintet each performed two pieces of contrasting style (fast/slow); the pieces were performed both expressively and nonexpressively and recorded on videotape (8 performances). The videotape was edited using video-only, audio-only (black screen) and audio/video for each performance to total 24 performances (presentation mode). A three-way ANOVA with two repeated measures was used to analyze the data. Significant (p <.01) differences were found for ensemble experience, expression, and presentation mode. A significant interaction between expression and presentation mode revealed that performances with an aural component (audio-only and audio/video) were rated as more expressive than the video-only performances, but subjects were better able to distinguish between expressive and nonexpressive performances when the presentation included a video component (video-only and audio/video).
Bulletin of the Council for Research in Music Education © 2003 University of Illinois Press