Effects of Guided Listening on Music Achievement and Preference of Fourth Graders

Geringer, John M.; Nelson, Janice K.

doi:10.2466/pms.1980.51.3f.1282

“…For example, repeated passive exposure to music styles tends to increase liking or preference for those styles through increased familiarity (Getz, 1966;Krugman, 1943;Peretz, Gaudreau, & Bonnel, 1998;Schuckert & McDonald, 1968;Trammell, 1977), yet the effects of repeated passive exposure or no exposure as compared to instruction on music preferences are ambiguous. Some researchers have indicated that guided listening and other instructional methods are no more effective in increasing students' music preferences than repetition or no exposure (Bartlett, 1973;Geringer & Nelson, 1980;Prince, 1974;Zumbrunn, 1972), whereas other studies (Bradley, 1972;Peery & Peery, 1986) have revealed an increase in preference as a consequence of instruction. When two or more specific instructional approaches have been compared, no approach seems to substantially increase students' preferences for a particular music style (Burns, 1995;Gross, 1984;Sims, 1986).…”

Section: Instruction and Music Preferencementioning

confidence: 99%

A Review of Research on Instructional Approach and World Music Preference

McKoy

¹

2002

Update: Applications of Research in Music Education

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Made available courtesy of SAGE PUBLICATIONS LTD: http://upd.sagepub.com/ ***Note: Figures may be missing from this format of the document Helping students to understand and appreciate music of the world's cultures is an important long-term goal in music education, a position supported in documents dating from the Tanglewood Declaration (Choate, 1968) to the National Standards for Arts Education (Consortium of National Arts Education Associations, 1994). Currently the position is endorsed in the Housewright Declaration (Madsen, 2000), a summation of agreements made during the Housewright Symposium on the Future of Music Education. Although music teachers believe in the value and benefit of world music instruction, they often are uncertain as to how to provide that instruction effectively (Moore, 1993; Norman, 1994; Young, 1996). This uncertainty remains an ongoing concern.

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“…For example, repeated passive exposure to music styles tends to increase liking or preference for those styles through increased familiarity (Getz, 1966;Krugman, 1943;Peretz, Gaudreau, & Bonnel, 1998;Schuckert & McDonald, 1968;Trammell, 1977), yet the effects of repeated passive exposure or no exposure as compared to instruction on music preferences are ambiguous. Some researchers have indicated that guided listening and other instructional methods are no more effective in increasing students' music preferences than repetition or no exposure (Bartlett, 1973;Geringer & Nelson, 1980;Prince, 1974;Zumbrunn, 1972), whereas other studies (Bradley, 1972;Peery & Peery, 1986) have revealed an increase in preference as a consequence of instruction. When two or more specific instructional approaches have been compared, no approach seems to substantially increase students' preferences for a particular music style (Burns, 1995;Gross, 1984;Sims, 1986).…”

Section: Instruction and Music Preferencementioning

confidence: 99%

A Review of Research on Instructional Approach and World Music Preference

McKoy¹

2002

Update: Applications of Research in Music Education

0

View full text Add to dashboard Cite

“…For example, repeated passive exposure to music styles tends to increase liking or preference for those styles through increased familiarity (Getz, 1966;Krugman, 1943;Peretz, Gaudreau, & Bonnel, 1998;Schuckert & McDonald, 1968;Trammell, 1977), yet the effects of repeated passive exposure or no exposure as compared to instruction on music preferences are ambiguous. Some researchers have indicated that guided listening and other instructional methods are no more effective in increasing students' music preferences than repetition or no exposure (Bartlett, 1973;Geringer & Nelson, 1980;Prince, 1974;Zumbrunn, 1972), whereas other studies (Bradley, 1972;Peery & Peery, 1986) have revealed an increase in preference as a consequence of instruction. When two or more specific instructional approaches have been compared, no approach seems to substantially increase students' preferences for a particular music style (Burns, 1995;Gross, 1984;Sims, 1986).…”

Section: Instruction and Music Preferencementioning

confidence: 99%