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Effects of Focus of Attention Instructions on Listeners' Evaluations of Solo Instrumental Performance

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Title: Effects of Focus of Attention Instructions on Listeners' Evaluations of Solo Instrumental Performance
Language: English
Authors: Springer, D. Gregory (ORCID 0000-0001-7923-726X), Silvey, Brian A. (ORCID 0000-0002-5903-6273)
Source: International Journal of Music Education. May 2022 40(2):205-216.
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: 12
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Music Education, Teaching Methods, Musical Instruments, Student Evaluation, Music Activities, Performance, Evaluators, Music Teachers, Attention
DOI: 10.1177/02557614211033312
ISSN: 0255-7614
Abstract: The purpose of this study was to examine the effects of focus of attention instructions (i.e. focus on the solo, accompaniment, or collaboration) on listeners' performance evaluations. Participants (N = 159) were inservice band directors who listened to and evaluated the accuracy and expressivity of four excerpts of Haydn's "Concerto for Trumpet in E-Flat Major," which we created by synchronizing recordings of good and bad performances of a trumpet soloist with good and bad performances of a piano accompaniment. Results indicated a significant main effect for focus-of-attention instructions group, indicating that listeners' ratings were affected by the focus-of-attention instructions they received. However, we also found a significant three-way interaction among solo, accompaniment, and group, which signified that the effects of focus-of-attention instructions varied according to both solo and accompaniment conditions. Asking adjudicators to focus their evaluations on the collaborative performance of a soloist and pianist may result in different performance ratings than when asked to rate the soloist or pianist only. Implications for music educators and solo and ensemble event organizers are discussed.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1334793
Database: ERIC
FullText Text:
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  Data: Effects of Focus of Attention Instructions on Listeners' Evaluations of Solo Instrumental Performance
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  Data: <searchLink fieldCode="AR" term="%22Springer%2C+D%2E+Gregory%22">Springer, D. Gregory</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7923-726X">0000-0001-7923-726X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Silvey%2C+Brian+A%2E%22">Silvey, Brian A.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5903-6273">0000-0002-5903-6273</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Music+Education%22"><i>International Journal of Music Education</i></searchLink>. May 2022 40(2):205-216.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Music+Education%22">Music Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Musical+Instruments%22">Musical Instruments</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Activities%22">Music Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluators%22">Evaluators</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Teachers%22">Music Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink>
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  Data: 10.1177/02557614211033312
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  Data: The purpose of this study was to examine the effects of focus of attention instructions (i.e. focus on the solo, accompaniment, or collaboration) on listeners' performance evaluations. Participants (N = 159) were inservice band directors who listened to and evaluated the accuracy and expressivity of four excerpts of Haydn's "Concerto for Trumpet in E-Flat Major," which we created by synchronizing recordings of good and bad performances of a trumpet soloist with good and bad performances of a piano accompaniment. Results indicated a significant main effect for focus-of-attention instructions group, indicating that listeners' ratings were affected by the focus-of-attention instructions they received. However, we also found a significant three-way interaction among solo, accompaniment, and group, which signified that the effects of focus-of-attention instructions varied according to both solo and accompaniment conditions. Asking adjudicators to focus their evaluations on the collaborative performance of a soloist and pianist may result in different performance ratings than when asked to rate the soloist or pianist only. Implications for music educators and solo and ensemble event organizers are discussed.
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