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Effects of Model Recordings on Undergraduate Conductors' Tempo Selections.

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Title: Effects of Model Recordings on Undergraduate Conductors' Tempo Selections.
Authors: Silvey, Brian A. (AUTHOR), Montemayor, Mark (AUTHOR), Springer, D. Gregory (AUTHOR), Hall, Faith (AUTHOR), Fears, Robert (AUTHOR)
Source: Journal of Research in Music Education. Jul2024, Vol. 72 Issue 2, p160-181. 22p.
Subjects: Tempo (Music theory), Conductors (Musicians), Music scores, Undergraduates, Music education, Metronomes
Abstract: The purpose of this study was to determine the effects of model recordings on undergraduate conductors' tempo decisions for selected wind band excerpts. Participants (N = 42) studied three music score excerpts for 5 minutes each either (a) with an increased-tempo recording, (b) with a decreased-tempo recording, or (c) with a metronome set to the faster, printed tempo in the score, followed by a tapping task to demonstrate their preferred tempo. Participants returned 48 hours after their score study session for retention testing in the form of a second tapping task. Results indicated that for two of the three pieces, participants tapped faster in response to the metronome compared to both the decreased- and increased-tempo model recordings. Participants' tempo choices at the first testing session were most often not significantly different than the tempos they heard during study. However, we found that participants' preferred tempos did not vary as a function of study conditions during the retention testing session that occurred 48 hours later, where tempos trended toward moderation across all three musical selections. We speculate that pedagogical recommendations to avoid using model recordings may have limited empirical support, at least among novice conductors and at least in terms of possible long-term effects from short-term use. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Music Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Effects of Model Recordings on Undergraduate Conductors' Tempo Selections.
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  Data: <searchLink fieldCode="AR" term="%22Silvey%2C+Brian+A%2E%22">Silvey, Brian A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Montemayor%2C+Mark%22">Montemayor, Mark</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Springer%2C+D%2E+Gregory%22">Springer, D. Gregory</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hall%2C+Faith%22">Hall, Faith</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fears%2C+Robert%22">Fears, Robert</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Music+Education%22">Journal of Research in Music Education</searchLink>. Jul2024, Vol. 72 Issue 2, p160-181. 22p.
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  Data: <searchLink fieldCode="DE" term="%22Tempo+%28Music+theory%29%22">Tempo (Music theory)</searchLink><br /><searchLink fieldCode="DE" term="%22Conductors+%28Musicians%29%22">Conductors (Musicians)</searchLink><br /><searchLink fieldCode="DE" term="%22Music+scores%22">Music scores</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Music+education%22">Music education</searchLink><br /><searchLink fieldCode="DE" term="%22Metronomes%22">Metronomes</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The purpose of this study was to determine the effects of model recordings on undergraduate conductors' tempo decisions for selected wind band excerpts. Participants (N = 42) studied three music score excerpts for 5 minutes each either (a) with an increased-tempo recording, (b) with a decreased-tempo recording, or (c) with a metronome set to the faster, printed tempo in the score, followed by a tapping task to demonstrate their preferred tempo. Participants returned 48 hours after their score study session for retention testing in the form of a second tapping task. Results indicated that for two of the three pieces, participants tapped faster in response to the metronome compared to both the decreased- and increased-tempo model recordings. Participants' tempo choices at the first testing session were most often not significantly different than the tempos they heard during study. However, we found that participants' preferred tempos did not vary as a function of study conditions during the retention testing session that occurred 48 hours later, where tempos trended toward moderation across all three musical selections. We speculate that pedagogical recommendations to avoid using model recordings may have limited empirical support, at least among novice conductors and at least in terms of possible long-term effects from short-term use. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Research in Music Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=177672154
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        Value: 10.1177/00224294231183903
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        Text: English
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              Text: Jul2024
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