Aural-Diagnostic and Prescriptive Skills of Preservice and Expert Instrumental Music Teachers

Abstract

This study is an investigation of the aural-diagnostic and prescriptive skills of preservice and expert instrumental music teachers. Specifically, the researcher sought to determine how the two groups compared with respect to evaluations for band performances of different music-difficulty and performance-quality levels. Subjects listened to an audiotape recording that comprised four types of performances: Difficult Music and Excellent Performance, Difficult Music and Average Performance, Moderate Music and Excellent Performance, and Moderate Music and Average Performance. For each performance type, subjects responded tofour evaluative areas in the investigator-designed Aural-Diagnostic and Prescriptive Skills Test: performance-quality ratings of nine select music elements, rankings of the nine elements, diagnoses of performance problems associated with the weakest-ranked elements, and prescriptions of rehearsal solutions for the diagnosed performance problems. Results indicate that (a) regardless of performance types, preservice teachers rated Intonation lower than did expert teachers; (b) interactions exist among the fourperformance types for subjects'ratings of Tone Quality, Intonation, Articulation, and Dynamics; and (c) compared to preservice teachers, a higherproportion of expert teachers ranked Blend/ Balance and Musical Interpretation as the weakest-performed music elements.

Play it again with feeling: Computer feedback in musical communication of emotions.

“…Hoffren, 1964). There is some evidence showing that inexperienced music teachers are less able to diagnose performance problems concerning emotional expression than are expert teachers (Doerksen, 1999). The Feel-ME program could assist teachers in identifying weaknesses with re-spect to specific aspects of a performer's expressive strategy.…”

The Influence of Teaching-Career Level and Primary Performance Instrument on the Assessment of Music Performance

“…This differs from findings of other researchers (Doerksen, 1999;Ekholm, 1997;Fiske, 1977). The investigators in the current study sought to evaluate junior high trumpet players, whereas most of the other studies involving individual performance were examinations of college-level performers (Bergee, 1993(Bergee, , 1997(Bergee, , 2003Ekholm, 1997;Fiske, 1977Fiske, , 1979Mills, 1987).…”

“…Experience in teaching may play an important role in the ability to evaluate music performance. In a study examining differences in preservice and expert teachers, Doerksen (1999) found that preservice teachers rated some "excellent" performances of band music lower in tone quality, intonation, articulation, and dynamics than did expert teachers. Average performances were rated similarly by both groups.…”

Examining the mismatch between the training and assessment of band and orchestra conductors in Michigan.

“…The study suggests that innovation in teaching style and delivery should be an integral part of any assessment model when measuring conductor effectiveness. Doerksen (1999) studied the differences in aural-diagnostic and prescriptive skills used by preservice and expert instrumental music teachers. Prior research indicated that certain teaching characteristics were germane to specific disciplines.…”

“…Doerksen (1999) noted that when considering prescriptive groupings, pre service teachers believed that nonverbal communication was more important while expert teachers placed greater importance on instruments/accessories. This may be an indication that expert teachers regularly use verbal explanations to correct musical problems.…”