Opinions and Reported Learning Outcomes of Undergraduate Music Education Majors Concerning Required Recital Attendance

Abstract

The purpose of this study was to determine undergraduate music education majors' opinions and reported learning outcomes related to recital attendance required by their degree program. Comparisons were made between underclassmen (n = 99) and upperclassmen (n = 48) and between those attending a university with periodic deadlines for completing the requirement (n = 101) and those attending a university without periodic deadlines (n = 46). Types of recitals attended were also examined. Results indicated positive opinions concerning recital attendance; however, respondents were neutral about the value of the recital attendance requirement itself. Respondents were also neutral about reported learning outcomes, although underclassmen reported significantly greater learning in regard to concert etiquette than upperclassmen. Respondents without periodic deadlines were found to be significantly more likely to procrastinate in completing the requirement and rated the value of recital attendance significantly lower than those with periodic deadlines. Analysis of types of concert attendance revealed that instrumentalists predominantly attended instrumental recitals, whereas vocalists were divided equally between instrumental and vocal recital attendance.