Nonverbal communication in one-to-one music performance instruction

Abstract

This study explored nonverbal communication in one-to-one music performance instruction by investigating relationships among nonverbal sensitivity, nonverbal behaviors and lesson effectiveness. Subjects ( N = 120) comprised 60 college teachers and 60 of their non-music major students. Using the Music Lesson Evaluation Form, lesson effectiveness was rated. Subjects were also administered the Profile of Nonverbal Sensitivity to measure their nonverbal sensitivity. Selected teachers’ nonverbal behaviors during lessons were examined. Descriptors of Voice Quality was developed to rate teachers’ vocal qualities. Major findings included: (1) while there was a gap in perception of lesson effectiveness between teachers and students, external judges may be a reliable source for evaluation; (2) teachers’ nonverbal sensitivity was related to effectiveness ratings by their students and by external judges; (3) students’ nonverbal sensitivity was related to their overall evaluations of lesson effectiveness and the factor ‘rapport’; (4) relatively few selected teachers’ nonverbal behaviors were related to either teachers’ nonverbal sensitivity or effectiveness ratings.