Influence of Primary Performance Instrument and Education Level on Music Performance Evaluation

2007 ◽  
Vol 55 (1) ◽  
pp. 18-30 ◽  
Author(s):  
Michael P. Hewitt
Keyword(s):  
College Students ◽  
High School ◽  
Middle School ◽  
Performance Evaluation ◽  
High School Students ◽  
Music Performance ◽  
Education Level ◽  
School Students ◽  
Main Effects ◽  
The Impact

The purpose of this study was to examine the impact that education level and primary performance instrument have on the evaluation of music performances. Participants (N = 423) in the study were middle school (n = 187), high school (n = 113), and college (n = 123) musicians who performed on either a brass (n = 115) or a nonbrass (n = 301) instrument. They listened to six junior high trumpet performances by players of various abilities. Results indicated statistically significant findings on six of seven performance subareas for the interaction of education level and performer, and significant main effects for performance instrument, education level, and performer. For many subarea-by-performer interactions, middle and high school students rated performances lower than did college students. In all performance areas (except melodic accuracy), there was a strong lack of influence for instrument (brass, nonbrass) on evaluation. The results suggest that it may be prudent to incorporate activities that help develop evaluation skills in middle and high school instrumental rehearsals.

scholarly journals Dual-Enrolled Students' Perception of the Effect of Classroom Environment on Educational Experience

2000 ◽  
Author(s):  
Heath Burns ◽  
Beth Lewis
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Dual Enrollment ◽  
Educational Experience ◽  
Critical Inquiry ◽  
School Students ◽  
Perceived Impact ◽  
The Impact

The researchers investigate the perceptions of dually-enrolled high school students. The researchers concentrate on the actual and perceived impact of the facility on the instructional benefits of the course. Additionally, the researchers explore the impact of combining high school and college students in a common classroom working with identical curriculum. Through critical inquiry the researchers provide a forum for dually-enrolled learners to articulate the strengths and weaknesses of the dual-enrollment model in which they participate.

Innovative Evaluation of Two Materials Science Education Enrichment Programs

2009 ◽  
Vol 1233 ◽  
Author(s):  
Daniel Jonathan Steinberg ◽  
Shannon L. Greco ◽  
Kimberly Carroll
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Materials Science ◽  
Research Experience ◽  
School Students ◽  
Science And Engineering ◽  
Princeton University ◽  
Scientists And Engineers ◽  
The Impact

AbstractThe Princeton Center for Complex Materials (PCCM) is an NSF-funded Materials Science and Research Center (MRSEC) at Princeton. PCCM currently has four Interdisciplinary Research Groups (IRGs) and several seed projects. PCCM runs a variety of education outreach programs that include: Research Experience for Undergraduates, Research Experience for Teachers, Materials Camp for Teachers, Middle School Science and Engineering Expo (SEE) for 1200 students, and Princeton University Materials Academy (PUMA), for inner city high school students. In this paper we focus on new evaluation efforts for the PUMA and the Science and Engineering Expo. We will discuss first PUMA the SEE and elaborate on the new evaluation efforts for each program.Created in 2002 by PCCM, PUMA has an inquiry based materials science curriculum designed to work at the high school level. PUMA's activities are paired with an inquiry based evaluation of scientific ability and attitude change. An evaluation of high school students' ability to formulate scientific questions as a result of their participation in this summer program based was developed based on similar studies of college students questioning ability in inquiry learning environments. Created in 2004 by PCCM and partners in Molecular Biology, SEE is run once per year in the spring. It is a day dedicated to capturing the imaginations of young students through science demonstrations and direct interaction with materials scientists and engineers. 1000 middle school students from local schools come to Princeton University to interact with Princeton scientists and engineers and explore science with the help of demonstrations and hands-on activities. Throughout the day, they explore a wide range research from Princeton that is at the cutting edge of science and engineering to generate excitement about science and engineering. In addition to studying over 5000's student written essays we have constructed a pre and post test for student attitudes administered to over 500 students in 2009 to determine the impact of the SEE on students' attitudes about materials science and STEM fields. This large scale attitude assessment and student written statements help to establish the impact of this one day program.

Self-Evaluation Accuracy among High School and Middle School Instrumentalists

2005 ◽  
Vol 53 (2) ◽  
pp. 148-161 ◽  
Author(s):  
Michael P. Hewitt
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Grade Level ◽  
Music Performance ◽  
School Students ◽  
Self Evaluation ◽  
Grade Levels ◽  
Grade Level Differences ◽  
Evaluation Accuracy

The purposes of this study were to examine (a) whether grade-level differences exist on self-evaluation tendencies over time, (b) if grade-level differences and evaluator differences exist, alone and in combination, on music performance evaluation, (c) if relationships exist between student self-evaluation and expert evaluations of music performance by grade level, and (d) whether differences exist between grade level and music performance subarea (tone, intonation, melody, etc.) on self-evaluation accuracy. Middle ( N=92) and high school ( N=51) instrumentalists participating in two summer music programs self-evaluated their performances during rehearsals, while expert evaluators judged an individual final performance. Results indicated differences between grade levels on performance self-evaluation as the week progressed for some subareas. High school students were more accurate in their self-evaluations than were middle school musicians for all subareas except melody and rhythm. Middle school students' scores showed greater correlation with experts than did those of high school musicians. Both groups were most accurate in their evaluation of melody and least accurate in evaluation of technique/articulation. January 3, 2005 May 11, 2005.

Mental Health of Iranian High School and College Students

1989 ◽  
Vol 64 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Azar Makaremi
Keyword(s):  
Mental Health ◽  
College Students ◽  
High School ◽  
Sex Differences ◽  
High School Students ◽  
School Students ◽  
Middlesex Hospital ◽  
Main Effect ◽  
Main Effects ◽  
Anxiety Depression

The objectives of this study were to investigate the mental health of Iranian high school and college students with regard to sex differences and to compare the results with those from other countries. The sample included 159 high school students (79 boys, 80 girls) and 160 college students (80 boys, 80 girls). The Middlesex Hospital Questionnaire was used to measure free floating anxiety, depression, phobia, obsession, and somatization. Significant effects of group and sex were noted for phobia, but for depression only the main effect of group was significant. For other scales neither the main effects of group and sex nor their interactions were significant. Iranian college students showed more anxiety than their British peers.

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