Identification of expressiveness in small ensemble performances by middle school students

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Abstract

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).

Original languageEnglish (US)
Pages (from-to)24-32
Number of pages9
JournalBulletin of the Council for Research in Music Education
Volume155
Issue number155
StatePublished - 2003

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