Effects of focus of attention instructions on listeners’ evaluations of solo instrumental performance

2021 ◽  
pp. 025576142110333
Author(s):  
D. Gregory Springer ◽  
Brian A. Silvey
Keyword(s):  
Music Educators ◽  
Focus Of Attention ◽  
Band Directors ◽  
Performance Evaluations ◽  
Performance Ratings ◽  
Instrumental Performance ◽  
Collaborative Performance ◽  
Main Effect

The purpose of this study was to examine the effects of focus of attention instructions (i.e. focus on the solo, accompaniment, or collaboration) on listeners’ performance evaluations. Participants ( N = 159) were inservice band directors who listened to and evaluated the accuracy and expressivity of four excerpts of Haydn’s Concerto for Trumpet in E-Flat Major, which we created by synchronizing recordings of good and bad performances of a trumpet soloist with good and bad performances of a piano accompaniment. Results indicated a significant main effect for focus-of-attention instructions group, indicating that listeners’ ratings were affected by the focus-of-attention instructions they received. However, we also found a significant three-way interaction among solo, accompaniment, and group, which signified that the effects of focus-of-attention instructions varied according to both solo and accompaniment conditions. Asking adjudicators to focus their evaluations on the collaborative performance of a soloist and pianist may result in different performance ratings than when asked to rate the soloist or pianist only. Implications for music educators and solo and ensemble event organizers are discussed.

scholarly journals Small Influence of Performing from Memory on Audience Evaluation

2017 ◽  
Vol 12 (1-2) ◽  
pp. 2 ◽  
Author(s):  
Reinhard Kopiez ◽  
Anna Wolf ◽  
Friedrich Platz
Keyword(s):  
Performance Evaluations ◽  
Instrumental Performance ◽  
Web Based ◽  
Performance Quality ◽  
Small Influence ◽  
Confounding Variables ◽  
Small Effect Size ◽  
Objective Performance ◽  
Main Effect ◽  
Technical Proficiency

This study investigates the influence of an actual music stand on the evaluation of a videotaped audio-visual solo instrumental performance. Previous research has provided evidence that the presence of a score or music stand (obstructing the audience's view of the performer) might negatively influence the evaluation of the performance. However, due to methodological ambiguities, results in previous studies cannot be regarded as definitive. Thus, we conducted a replication study of Williamon (1999) with better control over confounding variables (e.g., varying levels of technical proficiency in different conditions). A violoncello player performed two pieces for solo instrument: once with a music stand on stage (pretending to play from score) and once without. The level of technical proficiency was kept constant in both performance presentations by the use of a pre-recorded, well-rehearsed performance from memory. Audio tracks were synchronized with the performance movements in a playback paradigm. Based on the performance evaluations from a web-based experiment (N = 471 participants), we found a significant but small effect size for the main effect of performance presentation (with vs. without music stand) (d = 0.23). We conclude that the audience's appreciation of a particular performance from memory might be based on factors other than the objective performance quality.

Issues Facing Female Band Directors at the High School and College Levels: A Review of Literature

2022 ◽  
pp. 875512332110683
Author(s):  
Kathryn D. Brimhall
Keyword(s):  
High School ◽  
Music Educators ◽  
Band Directors ◽  
Historical Background ◽  
Future Research ◽  
Review Of Literature ◽  
Inclusion Criteria ◽  
Study Results ◽  
Female High School ◽  
College Band

The purpose of this review of literature was to investigate the unique issues facing female band directors at the high school and college levels. A search of 5 different databases was conducted, and 39 studies met the inclusion criteria for this study. Results of this review of literature are presented according to the following themes: (a) historical background, (b) underrepresentation and lack of female mentors, (c) motherhood, and (d) discrimination. Although the number of female high school and college band directors continues to increase, there are many different issues that women may face professionally. Despite these issues, women continue to persevere as they fight for their place on the podium. Recommendations for female music educators are provided, as well as suggestions for future research.

The Comparative Impact of Critics and Consumers: Applying the Generalisability Theory to Online Movie Ratings

2013 ◽  
Vol 55 (3) ◽  
pp. 413-436 ◽  
Author(s):  
Ling Peng ◽  
Geng Cui ◽  
Chunyu Li
Keyword(s):  
Measurement Theory ◽  
Performance Evaluations ◽  
Movie Industry ◽  
Main Effect ◽  
Consumer Ratings ◽  
Movie Ratings ◽  
Professional Critics ◽  
The Impact ◽  
Generalisability Theory ◽  
Movie Performance

This study employs a new measurement theory (i.e. Generalisability Theory) to investigate the comparative influence of early movie ratings from professional critics versus ordinary consumers on latent movie performance. The empirical results show that both ordinary consumers and critics have great impact on the latent movie performance. In particular, the main effect of rater sources and the two-way interaction between raters and movies are substantial contributors to the variation in movie performance, with the contribution from ordinary consumers even more substantial than that from professional critics. However, professional critics provide more reliable ratings (a higher G coefficient) than ordinary consumers. Moreover, we found that genre familiarity is an important factor that moderates the differential effect of these two sources of ratings. Professional critic ratings contribute more to the total variance of movie performance evaluations in the case of less familiar genres, while ordinary consumer ratings contribute more to that in the case of more familiar genres. The aggregate level validity (correlation) results for each rater source indicate that professional critics consistently provide better concurrent and predictive validity than ordinary consumers. While our analyses focused on the impact of two sources of ratings on movie performance evaluations, the findings have implications not limited to the movie industry. They are also applicable to the broad category of experience goods such as music, restaurants, video games and books, where consumers could seek opinion from both experts and ordinary consumers.

Does School Band Kill Creativity? Embracing New Traditions in Instrumental Music

2018 ◽  
Vol 105 (1) ◽  
pp. 51-56
Author(s):  
Michael Patrick Wall
Keyword(s):  
Instrumental Music ◽  
Music Educators ◽  
Band Directors ◽  
Band Model ◽  
Special Focus ◽  
Traditional Model ◽  
Creative Music ◽  
Musical Creativity ◽  
School Band ◽  
Musical Activities

In schools, band is often seen as a class where students and teachers can be creative. But is this true? Many schools use a traditional band model, which may not allow space for creative activities. This article, inspired by the Music Educators Journal March 2017 special focus on teaching for musical creativity, examines and critiques the traditional model of school band with respect to the space offered for creative music experiences and offers ideas for band directors of how to structure their programs to help foster more creative musical activities.

Marching Forward: The Music Education Innovation and Legacy of James R. Wells (1931 – )

2018 ◽  
Vol 41 (2) ◽  
pp. 156-178
Author(s):  
Glen A. Brumbach
Keyword(s):  
Music Education ◽  
Student Leadership ◽  
Music Educators ◽  
Band Directors ◽  
Comprehensive Musicianship ◽  
School Year ◽  
Education Innovation ◽  
Late Twentieth ◽  
Instrumental Ensembles ◽  
Insight Into

James R. Wells, retired professor of West Chester University in West Chester, Pennsylvania, could be considered one of the most influential and innovative band directors of the late twentieth century. Wells influenced and mentored many current leaders in the music education field as well as created educational music programs that continue today. In the 2016–2017 school year, Wells’s ensemble music adjudication festival programs involved more than 220,000 students. To gain further insight into the origin and development of these leaders and programs, I conducted an oral history case study with Wells. I collected interviews, e-mail correspondence, and artifacts provided by former students and colleagues of Wells’s to provide additional facts and corroborate Wells’s memories. Results demonstrated Wells incorporated comprehensive musicianship and aesthetic education in marching band pedagogy, professional development and educational experiences for music educators through films, workshops, and adjudicated festivals. He also empowered student leadership and promoted gender equality in instrumental ensembles. Knowledge gained from this study provides insight into the origin of these important music education individuals and programs. I hope that the findings in this study serve as an inspiration to future music educators as they continue to improve and create new experiences and opportunities for students.

scholarly journals Selective Attention as a Determinant of Escalation Bias in Subjective Performance Evaluation Judgments

2019 ◽  
Vol 32 (1) ◽  
pp. 87-100 ◽  
Author(s):  
Stephan Kramer ◽  
Victor S. Maas
Keyword(s):  
Performance Measures ◽  
Balanced Scorecard ◽  
Performance Evaluations ◽  
Performance Ratings ◽  
Performance Rating ◽  
Tracking Data ◽  
Current Position ◽  
Subjective Performance Evaluation ◽  
Performance Report

ABSTRACT We use an experiment to examine escalation bias in subjective performance evaluations. Participants assume the role of manager and evaluate the performance of an employee based on a balanced-scorecard-type performance report. We manipulate whether managers recommended positively or negatively about the evaluated employee's promotion to his current position. Consistent with the presence of escalation bias, we find that managers give higher performance ratings to employees about whom they advised positively than to employees about whom they advised negatively. Using eye-tracking data, we investigate whether escalation bias arises because managers with different prior commitments toward the evaluated employee pay attention to different items in the scorecard. We find that evaluators' prior recommendation does not affect what proportion of their visual attention is given to favorable (versus unfavorable) performance measures, and that the relative attention paid to favorable measures is not associated with the performance rating.

When the Passionate Succeed: Employees’ Passion Attainment Predicts Job Performance Only When Their Supervisors’ Passion Attainment is Higher

2018 ◽  
Author(s):  
Jon Jachimowicz ◽  
Andreas Wihler ◽  
Adam Galinsky
Keyword(s):  
Job Performance ◽  
Significant Relationship ◽  
Financial Services ◽  
Performance Evaluations ◽  
Performance Ratings ◽  
Supervisor Ratings ◽  
Conflicting Evidence ◽  
Performance Analyses ◽  
Work Passion ◽  
Passion For Work

Companies increasingly characterize passionate employees as exemplary, seemingly for good reasons: passion for work predicts commitment, engagement, and persistence. However, evidence linking passion for work and job performance-especially as rated by supervisors-is surprisingly mixed: whereas some studies have found significant effects, other studies have not found a significant relationship. The current research aims to resolve this conflicting evidence by moving from an intrapersonal approach to an interpersonal perspective on passion. In doing so, we investigate how their supervisors' passion influences whether employees' passion for work predicts job performance ratings. We propose that a supervisor's own work passion moderates this relationship, such that passionate subordinates are more likely to obtain higher performance ratings when their supervisors themselves also attain desired levels of passion. We theorize this occurs because more passionate supervisors place a greater value on passion, whereas less passionate supervisors discount the importance of passion when conducting performance evaluations. To provide support for this proposition, we conducted a field study with a financial services company (N = 321) where we measured both subordinates' and supervisors' passion for work and combined this data with supervisor ratings of job performance. Analyses revealed the predicted interaction between subordinate and supervisor passion: Passionate subordinates only obtained higher performance ratings when their supervisors also experienced desired levels of passion. Organizations thus not only need to ignite the passion of their employees, but if they want to succeed, passionate employees may also need to kindle the passion of their supervisor.

How abusive supervision ultimately might enhance performance ratings among silent, neurotic employees

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dirk De Clercq ◽  
Sadia Jahanzeb ◽  
Tasneem Fatima
Keyword(s):  
Abusive Supervision ◽  
Performance Evaluations ◽  
Performance Ratings ◽  
Conservation Of Resources ◽  
Protective Behaviors ◽  
Content Type ◽  
Mediating Role ◽  
Supervisor Ratings ◽  
Practical Implications

PurposeWith a theoretical anchoring in the conservation of resources (COR) theory, this study investigates how employees' exposure to abusive supervision ultimately might lead to enhanced supervisor ratings of their job performance because employees react with defensive silence. Employees' neuroticism also might catalyze this process.Design/methodology/approachMulti-source, three-wave data were collected from employees and their supervisors in the power-distant, collectivistic country of Pakistan.FindingsBeliefs about the presence of verbally abusive leaders, somewhat ironically, mitigate the risk of diminished supervisor-rated performance evaluations to the extent that those beliefs prompt employees to engage in self-protective behaviors to avoid confrontations with the abusive leaders. This mediating role of defensive silence is invigorated to the extent that employees' personalities make them more sensitive to stressful work situations.Practical implicationsFor practitioners, this study identifies self-protective silence as a key, potentially worrisome mechanism that employees in power-distant, collectivistic countries may use to avoid negative performance ratings by leaders they perceive as abusive, and it reveals how this process tends to vary across different employees.Originality/valueThis research cites a critical, unexplored factor through which verbally abused employees can avoid negative performance evaluations, by engaging in defensive silence, not only as a potentially detrimental solution but also as an effective short-term solution. It further clarifies that this process is more likely to occur among neurotic employees.

scholarly journals An Artistic Virtue? Student Perceptions of Humility in Music Participation

2020 ◽  
Vol 39 (1) ◽  
pp. 50-58
Author(s):  
William J. Coppola
Keyword(s):  
Music Education ◽  
Student Perceptions ◽  
Music Educators ◽  
Band Directors ◽  
Social Scientists ◽  
Music Participation ◽  
Band Students ◽  
Social Nature ◽  
Middle Schoolers ◽  
Different Types

Humility is considered to be an important social virtue, particularly in interpersonal contexts. Given the highly social nature of music participation, researchers have begun exploring the potential role that humility might play in music education. The purpose of this study was to examine how middle school, high school, and undergraduate band students ( N = 116) perceived the virtue of humility, including whether they viewed it to be a social strength among various types of musicians. Results indicated that students viewed humility to be a positive quality and a social strength for different types of musicians (i.e., band directors, section leaders, famous musicians). However, middle schoolers struggled to articulate a meaning of humility consistent with accepted definitions put forth by social scientists. Based on these findings, I offer recommendations for music educators to model and promote humility as a positive and necessary virtue in their ensembles and classrooms.

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