Thirty professional musicians were presented with 12 stimulus examples consisting of beats produced on a metronome. Initial beat tempo rate (60, 90, 120, and 150 beats per minute) and tempo modulation direction (Decrease, Increase, and Same) comprised the independent variables. Two dependent variables, number of correct responses on modulation directions and time required to discriminate a tempo change, measured the effect of tempo rate and modulation. Subjects correctly identified significantly more Decrease and Increase examples than Same examples ( F = 8.92; df = 2,58; p < .01). More Decrease examples were correctly identified than Increase examples; however, that difference was not significant. Decrease examples were identified in significantly less time than Increase examples ( F = 24.09; df = 1,29; p < .01). Time differences attributable to tempo rates and interactions were not significant. A replication of this experiment by Randall S. Moore using high school music students as subjects yielded markedly similar results.

In this article, we describe a continuum of responsibilities shared by faculty and nonfaculty academic advisors as well as personal counselors at 4-year colleges and universities. After addressing terminology, we describe a continuum of issues that advisors and counselors routinely address and identify some triggers that might suggest that a referral from an advisor to a trained counselor is warranted. Relative emphasis: *practice, theory, research

This two-part study was designed to investigate the influence of melodic activity (ornamented and plain) on the perception of tempo. Additional variables were an audible beat (present or absent) in Experiment 1 and the size of the tempo change (92 and 118 beats per minute) in Experiment 2. Subjects, 46 third graders and 49 sixth graders (Experiment 1) and 47 fifth graders (Experiment 2), indicated whether the tempo of the second example in each paired comparison item was faster, slower, or stayed the same. Melodic activity was the only influential variable affecting tempo discrimination.

A survey of 597 students from the University of Maryland at College Park, the University of Oregon, and Shepherd College determined the comfortable vocal range limits for undergraduate nonmusic majors. Both the low singable pitch and the high singable pitch of students' vocal range were identified and compared with the low and high printed notes of songs found in college music fundamentals textbooks. Comparisons with elementary music basal series and elementary school students' vocal ranges as described in the literature were also noted. Needs for lower pitched melodies in published materials, for developing skills in transposing published materials to ranges more suitable for specific groups of singers, and for systematic development of vocal range are noted.

No abstract