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The effects of chamber music experie...

Larson, Danelle D.

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The effects of chamber music experience on music performance achievement, motivation, and attitudes among high school band students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effects of chamber music experience on music performance achievement, motivation, and attitudes among high school band students./
Author:	Larson, Danelle D.
Description:	186 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1845.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3410633
ISBN:	9781124027975

The effects of chamber music experience on music performance achievement, motivation, and attitudes among high school band students.
Larson, Danelle D.

The effects of chamber music experience on music performance achievement, motivation, and attitudes among high school band students. - 186 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1845.

Thesis (D.M.A.)--Arizona State University, 2010.

The purpose of this study was to examine the effects of chamber music experience on high school band students' performance achievement, motivation, and attitudes toward music. Additional independent variables of sex and high and low musical achievement were investigated. A quasi-experimental pretest-posttest design was used and included 15.6 hours of treatment time. Subjects were students enrolled in a high school band program in a suburb of a major city in the southwest region of the United States (N = 79). Measurements used were the Watkins-Farnum Performance Measure, the Zorn Attitude Inventory, and the Asmus Motivation Factors Measure, which assesses five factors that measure students' attribution of success and failure in music: effort, background, classroom environment, musical ability, and affect for music. The performance pretests were judged and scores used for alternate ranks assignment into treatment and control groups. Treatment group members were then assigned to chamber ensembles. Seventeen treatment sessions occurred over fourteen weeks during the school days. Both the treatment and control groups learned new music, however, treatment group chamber ensembles worked independently while the control group ensembles were teacher led. Chamber music rehearsals were modeled at the beginning of the study and students were given a guided rehearsal form to assist with rehearsals. Both groups participated in a formal final recital performance.

ISBN: 9781124027975Subjects--Topical Terms:

516178
Music.

The effects of chamber music experience on music performance achievement, motivation, and attitudes among high school band students.
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020 $a 9781124027975
035 $a (UMI)AAI3410633
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100 1 $a Larson, Danelle D. $3 1674294
245 1 4 $a The effects of chamber music experience on music performance achievement, motivation, and attitudes among high school band students.
300 $a 186 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1845.
500 $a Adviser: Jill Sullivan.
502 $a Thesis (D.M.A.)--Arizona State University, 2010.
520 $a The purpose of this study was to examine the effects of chamber music experience on high school band students' performance achievement, motivation, and attitudes toward music. Additional independent variables of sex and high and low musical achievement were investigated. A quasi-experimental pretest-posttest design was used and included 15.6 hours of treatment time. Subjects were students enrolled in a high school band program in a suburb of a major city in the southwest region of the United States (N = 79). Measurements used were the Watkins-Farnum Performance Measure, the Zorn Attitude Inventory, and the Asmus Motivation Factors Measure, which assesses five factors that measure students' attribution of success and failure in music: effort, background, classroom environment, musical ability, and affect for music. The performance pretests were judged and scores used for alternate ranks assignment into treatment and control groups. Treatment group members were then assigned to chamber ensembles. Seventeen treatment sessions occurred over fourteen weeks during the school days. Both the treatment and control groups learned new music, however, treatment group chamber ensembles worked independently while the control group ensembles were teacher led. Chamber music rehearsals were modeled at the beginning of the study and students were given a guided rehearsal form to assist with rehearsals. Both groups participated in a formal final recital performance.
520 $a A three-way multivariate analysis of covariance was used to test for differences between groups. Significant differences were found in attitudes toward music favoring the treatment group and the low musical achievement group. No additional statistical significance was found between groups, but the treatment group experienced greater gains than the control group in the areas of musical performance achievement and attitudes toward music. Results from this study suggest that providing students with small ensemble experience in addition to large ensemble experience in instrumental curricula promotes more positive attitudes toward music, especially in lower musical achievers. Chamber music experience may also promote improvement in performance skills, and change students' motivation attributions for success and failure in music. Further research is suggested to investigate the impact of chamber music experience on these variables.
590 $a School code: 0010.
650 4 $a Music. $3 516178
650 4 $a Education, Music. $3 1017808
650 4 $a Education, Secondary. $3 539262
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710 2 $a Arizona State University. $3 1017445
773 0 $t Dissertation Abstracts International $g 71-06A.
790 1 0 $a Sullivan, Jill, $e advisor
790 $a 0010
791 $a D.M.A.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3410633