Differences in Myers-Briggs Personality Types Among High School Band, Orchestra, and Choir Members

2011 ◽  
Vol 59 (1) ◽  
pp. 85-100 ◽  
Author(s):  
Christin Reardon MacLellan
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Type ◽  
Personality Types ◽  
School Students ◽  
High School Band ◽  
Band Students ◽  
School Norms ◽  
Myers Briggs ◽  
School Band

The purpose of this study was to explore personality type differences among high school band, string orchestra, and choir students according to ensemble membership. Participants ( N = 355) were high school students who had participated in their school’s band, orchestra, or choir for 1 year or more. The author administered the Myers-Briggs Type Indicator (MBTI) to determine the personality type for each participant. Personality types were compared among the three ensembles as well as with published MBTI high school norms. Results indicated that personality type differences existed among the ensembles and that there were significant differences in the comparisons with MBTI norms. A significant personality type difference was found between orchestra and choir students along the Extraversion-Introversion dichotomy, indicating that choir students were more likely to be Extraverted when compared to orchestra students. There were no significant differences among the ensembles on the Sensing-Intuition, Thinking-Feeling, or Judging-Perceiving scales. Compared to high school norms, the students in each ensemble were significantly more likely to be Intuitive and Feeling. The band students were significantly more likely to be Perceiving, and the choir students were significantly more likely to be Extraverted.

High School Students’ Participation in Music Activities Beyond the School Day

2011 ◽  
Vol 30 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Tammy L. Kuntz
Keyword(s):  
High School ◽  
High School Students ◽  
Cultural Groups ◽  
School Students ◽  
Music Participation ◽  
High School Band ◽  
Band Students ◽  
School Day ◽  
School Band ◽  
Music Activities

The purpose of this qualitative study was to investigate the music activities that high school band students are involved in and how these activities might lead to lifelong music participation. Specific research questions were the following: (a) In what activities are high school band students involved? (b) What are high school band directors doing to encourage lifelong participation in music? (c) How do students describe their plans for musical involvement in the future? Three focus group discussions at one rural school ( n = 5), one suburban school ( n = 5), and one urban school ( n = 4) were conducted to discover ways students participated in music activities beyond the school day. These opportunities ranged from cultural groups, to community youth events, to time with friends listening to music. Influences of family members and the desire to maintain connections seem to be beneficial in creating musicians with a desire for music participation as adults.

Passing the Baton: Building Student Autonomy and Democracy in the Large Ensemble Setting

2021 ◽  
pp. 875512332110416
Author(s):  
Matthew D. Schatt
Keyword(s):  
High School ◽  
High School Students ◽  
School Setting ◽  
Large Ensemble ◽  
School Students ◽  
High School Band ◽  
Student Autonomy ◽  
Band Students ◽  
Democratic Experience ◽  
School Band

The purpose of this study was to explore the phenomena of participation in a democratic large ensemble experience in a secondary public school setting. Specific research questions included (a) Do high school band students feel capable of performing a music work without teacher intervention? (b) In what ways do high school band students describe the experience of performing in a student-led large ensemble? (c) What music decisions were most often made by high school band students in a student-led large ensemble? and (d) Were there any changes in high school students’ perceptions of autonomy following a student-led large ensemble music rehearsal and performance experience? Findings illustrated that the democratic experience increased student autonomy and music discrimination across larger distances in the classroom as students listened to other nonsimilar sections. Furthermore, student voice, self-efficacy, and personal affect also increased as a result of the experience. Students felt empowered to offer their rehearsal critiques; however, a lingering concern is that participants continued to feel that their peers would not listen to their opinions on rehearsal issues or strategy usage.

scholarly journals Propensity to pedagogical activity in the structure of professional choice of high school students

2019 ◽  
Vol 70 ◽  
pp. 08032
Author(s):  
Mariam Nogerova ◽  
Rakhima Malkarova ◽  
Azamat Sozaev
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Type ◽  
Personality Types ◽  
Self Determination ◽  
Professional Activity ◽  
School Students ◽  
The Social ◽  
Professional Self

The relevance of the study of the problem of professional self-determination of high school students and features of the choice of profession by modern graduates is substantiated. The degree of expression of pedagogical inclinations in the structure of professional personality types and types of professional activity of graduates as a result of research of high school students is established. Methods were used: a questionnaire of professional inclinations (L. Yovaishi’s method in G. V. Rezapkina’s modification), the method “Determination of professional personality type” (J. V. Rezapkina’s method). Holland in the modification Of G. V. Resorcinol), methods - methods “Matrix choice of profession” G. V. Resorcinol. It was found that the most common professional personality type among high school students with pedagogical inclinations is the social type. Respondents with a tendency to pedagogical activity often have a harmonious structure of professional choice, namely, a high indicator in which all three components of professional choice (inclinations, interests, type) are clearly expressed.

scholarly journals Analisis Kemampuan Komunikasi Matematis Ditinjau dari Tipe Kepribadian Guardian dan Idealist

2018 ◽  
Vol 1 (3) ◽  
pp. 337-345
Author(s):  
Lekok Melya ◽  
Nanang Supriadi
Keyword(s):  
High School ◽  
High School Students ◽  
Communication Skills ◽  
Personality Type ◽  
Sampling Technique ◽  
Personality Types ◽  
School Students ◽  
Mathematical Communication ◽  
Communication Ability ◽  
The Subject

The purpose of this study is to describe the mathematical communication skills of high school students in terms of guardian and idealist personality types. Subjects in this study were taken using a purposive random sampling technique of two students from class X senior high school in Bandar Lampung with different personality types, that is one student with guardian personality type and one student with a idealist personality type based on David Keirsey's personality dimensions, with personality type initial guardian (NAP) and initial idealist personality type (DBD). Mathematical communication skills are analyzed based on the following criteria : (1) the ability to write down what is known and asked about the questions; (2) the ability to write answers according to the purpose of the questions; (3) the ability to write down reasons for answering questions; (4) the ability to make mathematical terms and symbols; (5) the ability to make images that are relevant to the questions; (6) the ability to make conclusions in their own language. The results showed that subjects with guardian personality type were only able to master the five criteria of mathematical communication ability. The subject was unable to conclude with his own language. The results showed that subjects with idealist personality type were only able to master the five criteria of mathematical communication ability but the subject does not master the third criterian, the subject is unable to write down the reasons for answering the question.

scholarly journals Students’ Mathematical Reasoning Ability Viewed from Personality Type Rational and Idealist

2020 ◽  
Vol 7 (11) ◽  
pp. 132
Author(s):  
Muhamad Akrom ◽  
Triyanto Triyanto ◽  
Farida Nurhasanah
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematical Reasoning ◽  
Solution Process ◽  
Personality Type ◽  
Personality Types ◽  
Reasoning Ability ◽  
School Students ◽  
Problem Solving Process

This finds out about pursuits to (1) describe the mathematical reasoning ability of high school students as viewed from the rational and idealist personality types; (2) knowing the causes of students' errors in answering questions. This type of research is qualitative research. The subjects of this research were eleventh-grade students of high school 1 Wanasaba East Lombok. Determination of the concern using purposive sampling. Data collection methods used personality tests and mathematical reasoning exams on trigonometric material. The outcomes of this study indicate that both rational and idealist personality types are capable of substantiating and equally incapable of making logical conclusions. Students with rational and idealist personality types do not meet the indicators of making logical conclusions because the subject is wrong in giving argument formulation because they do not master the concept of arbitrary cosine triangle rule. Students with the rational personality type can perform calculations based on certain rules or formulas, while students with the idealist personality type are unable. This is because the idealist personality kind students use the wrong formula in the problem-solving process. After all, the situation does not understand the concept of arbitrary sine and cosine triangle rules. The idealist personality type student can predict the answer and the solution process, while the rational personality type is unable. This is because students with the rational personality type answer not to the desired answer to the question. After all, they do not understand the query from the question.

Effects of Conductor Expressivity on Secondary School Band Members’ Performance and Attitudes Toward Conducting

2016 ◽  
Vol 64 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Brian A. Silvey ◽  
Bryan D. Koerner
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Band Directors ◽  
Eighth Grade ◽  
School Students ◽  
High School Band ◽  
Evaluation Task ◽  
School Band ◽  
Main Effects

We investigated the effects of expressive and unexpressive conducting on secondary school band members’ and experts’ audio evaluations of band performance expressivity. A conductor, who demonstrated either expressive or unexpressive conducting techniques, led both an eighth-grade and a high school band in four separate “run-throughs” of a one-minute excerpt from David Holsinger’s A Childhood Hymn. Each excerpt was conducted both expressively and unexpressively at two separate rehearsals, resulting in four performances for each band. Participants ( N = 165) involved with the audio evaluation task included the band members as well as experts (i.e., public school band directors). Results indicated significant main effects for evaluator group (eighth grade, high school, or experts) and ensemble level (eighth grade or high school). No significant main effect was found for conductor expressivity, but a significant three-way interaction between conductor expressivity, evaluator group, and ensemble level was found, with experts assigning lower ensemble expressivity scores than the band members. To determine whether the performers in this study would notice any differences between the conducting conditions, we replicated a survey from Price and Winter to gauge their opinions about the conductor. Our results indicated that eighth-grade and high school students preferred being conducted expressively rather than unexpressively.

An Exploratory Case Study of Mindfulness Techniques in a High School Band Program During the COVID-19 Pandemic

2021 ◽  
pp. 875512332110500
Author(s):  
Karen M. Koner ◽  
Abigayle Weaver
Keyword(s):  
High School ◽  
Instrumental Music ◽  
Mindfulness Practice ◽  
Action Research Project ◽  
High School Band ◽  
Exploratory Case Study ◽  
Band Students ◽  
Mindfulness Practices ◽  
School Band

The purpose of this study was to explore the effects of mindfulness practices on high school band students. This action research project took place in spring 2020, during the COVID-19 pandemic stay-at-home orders. Four students enrolled in the high school band participated in five weeks of mindfulness practice interventions over the virtual format alongside their instrumental music director. Mindfulness practices included diaphragmatic breathing, relaxation imagery, cued relaxation, and stretching. Throughout the five weeks, student participants discussed improved focus, improvement of stress management, and increased frequency of mindfulness practice. However, four months after data collection was complete, three of the four student participants continued to practice mindfulness techniques on their own time to assist with nervousness, anxiety, and stress.

Typology as a Moderating Variable in Success in Science

1970 ◽  
Vol 26 (3) ◽  
pp. 711-716 ◽  
Author(s):  
Richard J. Reynolds ◽  
Amy G. Hope
Keyword(s):  
High School ◽  
High School Students ◽  
Science Achievement ◽  
Myers Briggs Type Indicator ◽  
School Students ◽  
Homogeneous Groups ◽  
Heterogeneous Groups ◽  
Type Indicator ◽  
Myers Briggs

Myers-Briggs Type Indicator (MBTI) was examined for its utility as a predictor of intellective behaviors. For beginning, intermediate and advanced high school students measures of GPA, IQ, science achievement, and science aptitude were obtained. MBTI subscales were dichotomized and criteria were analyzed relative to the resultant eight groups. MBTI subscales provided evidence that typology may well be a moderating factor in intellective performance. The intuition (S-N) scale provided consistent indication of typological differences moderating performance. MBTI appeared to be more appropriate for heterogeneous groups and lost its discriminatory utility with homogeneous groups.

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