TY - JOUR
T1 - The effect of a recorded model on band students' Performance self-evaluations, achievement, and attitude
AU - Morrison, Steven
AU - Montemayor, Mark
AU - Wiltshire, Eric S.
N1 - Copyright:
Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2004
Y1 - 2004
N2 - In this study, xue examined effectiveness of recorded models in the context of ensemble rehearsals. Over a 5-week treatment period, directors of three middle/junior high and two high school bands systematically included professional recordings as part of their preparation of selected pieces. Students completed weekly self-evaluation reports assessing their individual progress and their ensembles' progress on model and no-model pieces. Using numerical and free-response formats, students evaluated self-achievement and ensemble achievement on notes/rhythms, articulation/dynamics, tuning, and balance. Expert evaluations revealed? no difference in achievement between model and no-model pieces on pretreatmenl and posttreatment performance recordings. Student evaluations showed more modest achievement gains for model pieces. High school students demonstrated more positive self-evaluations for their own versus their ensembles' performance and greater overall differentiation in their evaluations across time. Middle school/junior high students were significantly more positive toward the model pieces. All students p/ovided a greater number of free-response comments for model pieces.
AB - In this study, xue examined effectiveness of recorded models in the context of ensemble rehearsals. Over a 5-week treatment period, directors of three middle/junior high and two high school bands systematically included professional recordings as part of their preparation of selected pieces. Students completed weekly self-evaluation reports assessing their individual progress and their ensembles' progress on model and no-model pieces. Using numerical and free-response formats, students evaluated self-achievement and ensemble achievement on notes/rhythms, articulation/dynamics, tuning, and balance. Expert evaluations revealed? no difference in achievement between model and no-model pieces on pretreatmenl and posttreatment performance recordings. Student evaluations showed more modest achievement gains for model pieces. High school students demonstrated more positive self-evaluations for their own versus their ensembles' performance and greater overall differentiation in their evaluations across time. Middle school/junior high students were significantly more positive toward the model pieces. All students p/ovided a greater number of free-response comments for model pieces.
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U2 - 10.2307/3345434
DO - 10.2307/3345434
M3 - Article
AN - SCOPUS:60949738599
SN - 0022-4294
VL - 52
SP - 116
EP - 129
JO - Journal of Research in Music Education
JF - Journal of Research in Music Education
IS - 2
ER -