View in EDS HTML Full Text PDF Full Text

The Role of Accompaniment Quality in Band Directors' Evaluations of Solo Instrumental Performance

Saved in:
Bibliographic Details
Title: The Role of Accompaniment Quality in Band Directors' Evaluations of Solo Instrumental Performance
Language: English
Authors: Silvey, Brian A., Springer, D. Gregory (ORCID 0000-0001-7923-726X)
Source: Journal of Research in Music Education. Jan 2020 67(4):481-493.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Music Education, Musical Instruments, Music Activities, Performance, Teacher Attitudes, Administrator Attitudes, Audio Equipment, Student Evaluation, Accuracy
DOI: 10.1177/0022429419878148
ISSN: 0022-4294
Abstract: The purpose of this replication study was to examine the effects of accompaniment on evaluations of solo instrumental performances. Although previous findings have indicated that instrumental music education majors' evaluations of soloists were not independent of accompaniment, it is unknown whether more experienced evaluators are similarly affected by accompaniment. In addition to using a new population (in-service band directors), we also extended the previous study by asking participants whether they believed their evaluations of a soloist were influenced by the accompaniment provided. Participants (N = 58) listened to six excerpts of Haydn's "Concerto for Trumpet," which we created by pairing different recordings of solo trumpet performance (good or bad) with piano accompaniment (good, bad, or none). Participants evaluated the accuracy and expressivity of the soloist in each excerpt. Similar to the previous study, results indicated that participants discriminated between good and bad solo performances successfully, but a significant three-way interaction among solo, accompaniment, and order indicated that these differences were further influenced by the quality/presence of accompaniment and order. Most participants (72.4%) believed that their evaluations of the soloist were not influenced by the piano accompaniment, primarily because they were able to focus on the soloist or because they followed the instructions provided.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1237740
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:The purpose of this replication study was to examine the effects of accompaniment on evaluations of solo instrumental performances. Although previous findings have indicated that instrumental music education majors' evaluations of soloists were not independent of accompaniment, it is unknown whether more experienced evaluators are similarly affected by accompaniment. In addition to using a new population (in-service band directors), we also extended the previous study by asking participants whether they believed their evaluations of a soloist were influenced by the accompaniment provided. Participants (N = 58) listened to six excerpts of Haydn's "Concerto for Trumpet," which we created by pairing different recordings of solo trumpet performance (good or bad) with piano accompaniment (good, bad, or none). Participants evaluated the accuracy and expressivity of the soloist in each excerpt. Similar to the previous study, results indicated that participants discriminated between good and bad solo performances successfully, but a significant three-way interaction among solo, accompaniment, and order indicated that these differences were further influenced by the quality/presence of accompaniment and order. Most participants (72.4%) believed that their evaluations of the soloist were not influenced by the piano accompaniment, primarily because they were able to focus on the soloist or because they followed the instructions provided.
ISSN:0022-4294
DOI:10.1177/0022429419878148