Effect of Tempo on Music Preferences of Children in Elementary and Middle School

Abstract

This study was designed to examine the effect of tempo on preference responses of kindergarten to Grade 8 children. Listener age and gender were additional variables under consideration. In total, 996 subjects indicated preference opinions on pictographic Likert written response forms while listening to 15 excerpts of orchestral music from early Romantic opera. Two moderate and three fast musical examples were given the highest mean ratings. Spearman rank correlation indicated a positive significant relationship between tempo and preference (p < .01). Friedman analyses of variance revealed significant differences in mean preference ratings for music of differing tempos within Grades 3-8 (p < .01). Listener age was also indicated as a strong influence on overall preference ratings, with youngest children generally giving highest ratings. Results provide further support for the role of tempo and listener age in musical preference.

Visual Messages Accompanied by Music: Preschool Children’s Interpretations

“…According to the literature, quick music-tempo is more appealing to preschool children evoking a happy tone (Dalla Bella et al, 2001;Flowers, 1988;LeBlank, Colman, McCrary, Sherrill, & Malin, 1988;Montgomery, 1996). A slow tempo tends to evoke a sad tone (Balkwill & Thompson, 1999;Gabrielsson & Juslin, 1996;Juslin, 1997;Peretz, Gagnon, & Bouchard, 1998).…”

Glazbene preferencije učenika prema narodnoj glazbi

“…Postoji velik broj istraživanja koja se bave povezanošću različitih glazbeno-izražajnih sastavnica, poput tempa, dinamike, izvođača, ritma, melodije i ugođaja, s glazbenim preferencijama sudionika (LeBlanc, 1981;LeBlanc i McCrary, 1983;Flowers, 1988;Montgomery, 1996;Dobrota i Reić Ercegovac, 2009). Mali broj istraživanja bavio se preferencijama učenika prema narodnoj glazbi.…”

Cognitive vs. aesthetic musical experiences : an examination of the relationships between music aptitude and musical preference in third grade students.

“…Regardless of the genre, listeners, particularly school-aged children, are drawn to music of faster tempi (Montgomery, 1996;LeBlanc, Young, Simpson, Stamou, & McCrary, 1998;LeBlanc, 1981). This preference towards faster music can be seen in quantitative studies as well as in both written reflective comments and physical observation during testing.…”

“…A LeBlanc et al study (1998) found not only that tempo was the most frequently cited element (accounting for 32% of all comments), but that 91% of comments regarding tempo from an administered preference index claimed they either liked the fast songs because of the tempo or reversely, did not like the slow selections as a result of the tempo. Montgomery (1996) also noted that tempo becomes a higher priority in preference decisions starting between second and third grade, potentially as a result of the influence of popular music in his or her daily lives.…”

“…Secondly, the specific songs chosen for this study must not have been released as a single or played on a Top 40 or country radio station to avoid incidental bias which could artificially boost preference in some students, creating a halo effect (LeBlanc, 1981;Siebenaler, 1999;Larson, 1971;Getz, 1966). It was also preferred that songs chosen were of moderate to fast tempo since students are typically more responsive to new genres of music if first presented through fast or moderate music (Montgomery, 1996;LeBlanc et al, 1998;LeBlanc, 1981). That being said, that vast majority, but not all songs chosen for this study were of fast or moderate tempo.…”