The Influence of Personality Composition in Applied Piano Groups

Abstract

A one-session study of six four-student groups investigated problem-solving and performance in piano as influenced by a judging-perceiving personality preference of the Myers-Briggs Type Indicator. Three group types were formed from the freshman music majors of nonkeyboard concentration: predominately judging, predominately perceiving, and equally mixed. The task involved both the harmonization and performance of the melody. Groups were scored on two factors of performance: aesthetic-expressive and accurate. Group process was evaluated by dividing the sessions into time segments and encoding verbal activity into six problem-solving behaviors. As a measure of student perception, each student completed a questionnaire. No difference was found in performance results; however, each group type developed its own problem-solving process. Significant differences were found in the amount of total verbal activity, specific verbal behavior, and student perception of group process. Data suggest the importance of teacher flexibility in developing an optimal problem-solving process.