Sage Journals: Discover world-class research

Abstract

This study is an investigation of differences in performance-quality ratings among college-age instrumentalists grouped in three solo preparation conditions using (a) no accompaniment, (b) live accompaniment, or (c) intelligent digital accompaniment. After a 6-week practice period, participants performed an intermediate level solo on a secondary wind instrument in two conditions: (1) without accompaniment, and (2) within prescribed accompaniment mode. Data from the first (unaccompanied) and second (assigned accompaniment mode) performance ratings were compared. Highest ratings across all groups in both performances were achieved in Rhythm, Technique, and Articulation. Lowest ratings were shown in Intonation, Tone Quality, and Interpretation. The second performance ratings declined in the Accompaniment groups but rose for the No Accompaniment group. Groups demonstrated different performance outcomes in each of six category ratings with Rhythm being the highest rated category among all groups. Different effects of practice and performance circumstances on musical outcomes were demonstrated.

Get full access to this article

View all access options for this article.

References

Brittin, R. V. (1993). Effects of upper register and lower register accompaniment on intonation. Journal of Band Research, 29 (1), 43–50.

Hamann, D. L. , & Banister, S. (1991). Factors contributing to high school band students' ratings at solo and ensemble festival. Contributions to Music Education, 18, 57–65.

Kantorski, V. J. (1986). String instrument intonation in upper and lower registers: The effects of accompaniment. Journal of Research in Music Education, 34, 200–210.

Mueller, R. A. (1997). The development and pilot testing of a hypermedia program to supplement undergraduate string techniques class instruction in upper string vibrato. Unpublished doctoral dissertation, University of Illinois.

Ouren, R. W. (1997). The influence of the Vivace accompaniment technology on selected middle school instrumental students. (Doctoral dissertation, University of Minnesota, 1997). Dissertation Abstracts International, 58, 2456A.

Rudolph, T. (1996). Teaching music with technology. Chicago: GIA.

Sheldon, D. A., Reese, S., & Grashel, J. (1998). The feasibility of digital accompaniment systems in school music programs. Paper presented at the meeting of the Illinois Music Educators Association, Peoria, IL.

Snapp, D. R. (1997). The uses and effectiveness of the Vivace Intelligent Accompaniment system in K-12 instrumental music programs. (Doctoral dissertation, University of Northern Colorado, 1997). Dissertation Abstracts International, 59, 766A.

Music Educators National Conference. (1994). The school music program. Reston, VA: Author.

10.

Tseng, S. A. (1996). Solo accompaniment in instrumental music education: The impact of the computer-controlled Vivace on flute student practice (Doctoral dissertation, University of Illinois, 1996). Dissertation Abstracts International, 57, 1536A.

The Effects of Live Accompaniment,Intelligent Digital Accompaniment,and No Accompaniment on Musicians' Performance Quality

Abstract

Get full access to this article

References