The Effect of Conductor Academic Task Presentation, Conductor Reinforcement, and Ensemble Practice on Performers' Musical Achievement, Attentiveness, and Attitude

Abstract

IntroductionThe Syracuse University Libraries ("Libraries") are committed to protecting the privacy of all who use their services, in person or online. This Privacy Policy provides information about the information the Libraries collect and use, and why they use such information.The Libraries provide a vast array of services. Many services do not require users to divulge any information to Libraries staff or systems. Other services, however, require users to provide some information in order to receive or benefit from the service.At all times, the Libraries' staff keeps confidential all information about our users, their activities, and their research choices to the extent allowed by law. All Libraries divisions and personnel comply with New York State law that governs the confidentiality of library records.

Exploratory study of approvals and disapprovals in Australian instrumental music teaching

“…Price (1983) suggested that instrumental music teachers should not only concentrate on instruction and student performance, but also give appropriate appraisal. Teacher approval and disapproval have a considerable effect on students' motivation.…”

Student Interpretations of Teacher Verbal Praise in Selected Seventh- and Eighth-Grade Choral Classes

“…This procedure intentionally replicated the approach used in systematic observations of music classrooms, since investigations of teacher praise in performance ensembles are the established standard in music education. The approach ensured that the behavior about which students and teachers would subsequently make decisions was the same as that traditionally identified by trained adult observers in previous music education research (Murray, 1973;Yarbrough, 1973;Price, 1981).…”

A Comparison of First- and Second-Year Band Students' Preferences for Instructional Objectives

“…Since research has established a positive correlation between student attitude and achievement (Austin, 1988;Brandt, 1986;Price, 1983;Yarbrough & Price, 1981), it would appear important that teachers know if and how student attitudes differ from their own toward classroom objectives, and what students consider important personal or group goals for music performance (Asmus, 1986). Student preferences for instructional objectives are significant to the extent that student attitudes are affected by positive or negative influences within the context of daily class activities.…”