The Effect of Appropriate and Inappropriate In-Class Song Performance Models on Performance Preference of Third- and Fourth-Grade Students

Abstract

This study investigated (1) the effect of in-class song performance models, of sex, and of song type on performance preference; (2) the effect of the in-class performance models on students' indications of “ correct” performance, and on tempo and dynamics of students' individual performances; and (3) correlations between verbal and behavioral indications of performance preference, and between students' indications of “ correct” performance and their verbal preference ratings. Third- and fourth-grade students were concurrently involved in separate experiments and were assigned to one of two in-class performance model treatment groups: (1) Class A, which sang lullabies and capstan chanties appropriately; or (2) Class I, which sang the same songs inappropriately. Performance preference and students' ideas of “ correct” performance were affected by appropriate and inappropriate in-class performance models. The study also indicates a slight difference between the preferences of boys and girls and an over-all preference for fast/loud music over slow/soft music. Correlations between verbal and behavorial preference indications were low but positive, as was the relationship between “ correct” and “ like” indications.