One hundred twenty-four undergraduate nonmusicians were randomly assigned to four instructional conditions: vocabulary-only, listening-only, vocabulary-plus-listening, and contact control. Following four weeks of differential instruction, pre-posttest differences were compared on (1) number of changes counted in a short music excerpt, (2) number of verbal descriptions, and (3) use of correct, incorrect and total music vocabulary. / Results indicated no significant differences among groups on pre-posttest difference scores for number of changes. All groups counted fewer changes on the posttest; however, only listening-only and vocabulary-plus-listening groups showed a significant decrease between pre- and posttest on number of changes. / Group comparisons on number of verbal descriptions indicated that the vocabulary-plus-listening group gained significantly more than vocabulary-only and contact control, but was not significantly different from listening-only. Both listening-only and vocabulary-plus-listening groups increased in number of verbal descriptions between pre- and posttest; however, this gain was significant only for the vocabulary-plus-listening group. Vocabulary-only and contact control groups decreased in number of verbal descriptions, and this decrease was significant for contact control. / Analyses of total music vocabulary revealed that vocabulary-plus-listening subjects gained significantly more than any other group between pre- and posttest; this group also evidenced a significantly greater gain than other groups on correct and incorrect use of vocabulary. It was further found that the gain in total vocabulary was significant for both vocabulary-only and vocabulary-plus-listening groups, and that use of correct vocabulary increased significantly for vocabulary-only, listening-only, and vocabulary-plus-listening groups. Vocabulary-plus-listening was the only group which also increased significantly in the incorrect use of vocabulary. Of additional note was that all groups used significantly more correct than incorrect music terms on both pretest and posttest. Further, vocabulary-plus-listening subjects were able to correctly implement 82% of their assigned vocabulary in written descriptions of music excerpts during instructional treatment. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2552. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this exploratory study was to investigate possible criteria for designing instruction and evaluation for teaching diagnostic aural skills that cannot be evaluated on a dichotomous scale, and to find implications for future research. / The Exploratory Inventory of Diagnostic Aural Skills (EIDAS) was developed to record the responses of beginning conducting students (N = 20), advanced conducting students (N = 19), and professional conductors (N = 15), when diagnosing taperecorded band performances. / The EIDAS consisted of 5 sections with 5 examples in each section. In Sections I, II and III the conductors were to rate (forced response) the performance level of a specific number of musical elements (Section I had 1, Section II had 4, and Section III had 11) for each example. In Sections IV and V the conductors were asked to list (open response) 3 short range or long range rehearsal priorities. "Overall" was rated in each of the 25 examples. / An analysis of data led to the following conclusions: (a) Group variances appear to be most similar when diagnosing high level performances and least similar when diagnosing low level performances. (b) Significant differences among group variances were found more often than significant differences among group means. (c) When differences among group variances were significant, the professionals had the lowest variance and the beginning students had the greatest variance. (d) Tempo and dynamics appear to be the two elements most easily discriminated. (e) The forced response format appears to be superior to the open response format. / The following recommendations for future research were made. There is a need to determine: (a) the limit of freedom that can be given when collecting data from professional conductors; (b) the effect of the score format; (c) the lower limit of quality of the tape recordings used; (d) the possible effect of style, grade level, and familiarity with the musical composition; (e) if a causal relationship exists between the variability of the beginning conducting students and the number of elements per example; (f) the effect of the non-extreme performance levels; and also to (g) establish criteria for teaching diagnostic aural skills in tempo and dynamics. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0096. / Thesis (Ph.D.)--The Florida State University, 1984.

The purpose of this study was to determine if performance success had an effect on the individual musical achievement of high school band students in a selected area of central Florida. The Long-Hoffer Musicianship Test was used to measure musical achievement and the scores from this instrument constituted the dependent variable. Only twelfth grade students were used as subjects in an attempt to control the factors of age and experience. / Performance success was divided into two categories: (1) band success and (2) solo/ensemble participation and success. The levels of both of these factors were divided by ratings given at festival performances sponsored by the Florida Bandmasters Association. Band success was divided into five different levels and solo/ensemble success was divided into three different levels. / A total of 284 band students from 20 high schools were used as subjects. Each student took the Musicianship Test and supplied the background information necessary for the analysis. / Two null hypotheses were tested using a two-factor ANOVA design. These null hypotheses were: (1) There are no significant differences in the music achievement test scores among different levels of success in solo/ensemble festivals. (2) There are no significant differences in the music achievement test scores among students in bands which achieve different levels of success in terms of performance ratings. / The analysis revealed that both of the factors were significant at the .05 level thus both null hypotheses were rejected. Subsequent Scheffe tests found three significant subgroups within the category of band success but no significant subgroups within solo/ensemble participation and success. / A further testing using the (eta)('2) method revealed that the proportion of variance attributable to the factor of band success was .036. The corresponding proportion for solo/ensemble success was a more substantial .145. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0921. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of the study was to provide insight into the musical responsiveness of different aged students. A listening activity was developed to measure likeability of pre-selected excerpts in different performance media. / One-hundred-and-sixty-three subjects, students from grades 2, 5, 8, 11/12, and trainable mentally handicapped (TMH) students, participated in the study. Students listened to excerpts from Puccini's La Boheme, Haydn's Symphony no. 104, Mozart's Vesperae Solennes, and Holst's First Suite in E$\sp\flat$, while simultaneously manipulating a Continuous Response Digital Interface (CRDI) dial, indicating their responses to the music. Overlays used with the CRDI dial were developed specifically for the groups tested and included a pictographic scale continuum, used with elementary-school and TMH subjects, and a positive continuum used with middle-school and high-school subjects. / Data analyses included individual graphs for TMH subjects and collective temporal graphs for the other students grouped by grade level. Results indicated that (1) second-grade youngsters rated all excerpts higher than did the other groups, and (2) that instrumental music examples were rated higher compared to the vocal music examples. Though TMH students were generally able to respond to the first step of a pretest, many had difficulty differentiating their response over time. Results concur with findings reported in music preference research literature. / Source: Dissertation Abstracts International, Volume: 56-03, Section: A, page: 0857. / Major Professor: Clifford K. Madsen. / Thesis (Ph.D.)--The Florida State University, 1994.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3179. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3178. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 35-09, Section: A, page: 5894. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 35-09, Section: A, page: 5896. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 38-09, Section: A, page: 5323. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 35-07, Section: A, page: 4222. / Thesis (Ph.D.)--The Florida State University, 1974.