Abstract
This study is an examination of experienced and inexperienced teachers' perceptions of band music content and quality in three experimental settings. Estimates of time focusing on musical elements and perceptions of difficulty and quality of a mid-level band work after silent score study and after listening were investigated. In a separate study, participants demonstrated musical element focus using an operant measure while simultaneously listening to and reading scores of three works in different styles. Perceptions of difficulty and quality were again examined. Level of expertise was not a mitigating factor in these tasks; preservice teachers' focus generally paralleled responses of in-service teachers. Mode of study seemed to influence decisions of quality and craftsmanship, since these were rated more highly by listeners than by readers. Results suggest that preservice teachers may possess abilities similar to experienced teachers concerning decisions about mid-level band works. Limitations of these studies suggest caution in interpretation of results and demonstrate a need for continued study.
Get full access to this article
View all access options for this article.