The purpose of this study was to examine the effect of performed ascending versus descending direction on the intonation of melodic and harmonic musical intervals, compared to equal temperament, in relationship to total intonation deviation and with regard to sharpness versus flatness. Additional aspects of the study investigated the differences among experience levels of subjects, the effects of performing while listening through headphones, and the effects of an a priori verbal inducement concerning intonation. / Forty-eight musicians enrolled in programs associated with The Florida State University were randomly selected as subjects. Sixteen subjects from each of three groups (junior high school, senior high school, and college undergraduate) were assigned to one of four experimental conditions in a split-plot design. Subjects performed four diatonic intervals (major third, perfect fourth, perfect fifth, and major sixth) both melodically and harmonically. Melodic intervals were performed in both ascending and descending directions. Harmonic intervals were created by subjects performing along with a recording of their previous performance of the same interval but in contrary motion. Subjects received differential verbal inducement following initial performances, after which the initial intervals were repeated. During the second set of trials, half of the subjects performed while listening through headphones. / Results indicated that there were no significant differences in overall intonation accuracy in relationship to performed ascending and descending directions. Also, there were no significant differences among intervals with regard to overall deviation. In relationship to sharpness versus flatness, there were significant, if musically inconsequential, differences: when subjects descended, intervals were performed slightly sharper; when subjects ascended, intervals were played slightly flatter; also, junior high school subjects performed slightly sharper, compared to college subjects. Neither the a priori verbal inducement nor the headphone feedback condition produced significant differences. / Source: Dissertation Abstracts International, Volume: 44-07, Section: A, page: 2079. / Thesis (Ph.D.)--The Florida State University, 1983.

The purpose of this study was to investigate the career development patterns of male and female music education majors at The Florida State University. Factors such as parental influence, role model influence, peer influence, music related experiences and career counseling were examined. The Music Educator's Career Development Survey (MECDS) developed by the investigator was used for data collection. / The population consisted of all undergraduate music education majors enrolled at the Florida State University during the 1982 spring semester. The responding sample consisted of 140 (70%) of the 201 undergraduates. / The research questions were: (1) Are there differences in the career development patterns of instrumental and choral music education majors? (2) Are there differences in the career development patterns of male and female music education majors? (3) Are there differences in the career development patterns of male and female instrumental and choral music education majors? / The following conclusions were drawn: (1) Significant differences were found to exist between male and female music education majors in the following areas: (a) Preference of teaching level; (b) Preference for teaching or performing; (c) Confidence in the personal success expected to be gained from the music education profession; (d) Confidence that the music education profession would provide a desired level of social status; (e) Number of years private music instruction had been received before entering college. (2) No significant difference was found between the factors which affect the career development patterns of music education majors when categorized as instrumental or choral majors. / Source: Dissertation Abstracts International, Volume: 44-07, Section: A, page: 2080. / Thesis (Ph.D.)--The Florida State University, 1983.

This study examined the effect of self-monitoring and its associated reactivity on the number and ratio of positive comments given by a music therapy student to a peer, when serving as a coach for the development of clinical skills in a clinical simulation laboratory. Twenty-eight students in the final course prior to internship served as subjects. Each subject coached a classmate, using contracts and reviews of video tapes; coaching sessions were audio taped. Following a multiple baseline design across persons, students individually listened to the audio tape of each week's coaching session and counted the positive, negative, and neutral comments. / Results of the study indicated that the proportion of positive to negative comments began and continued at a high rate, primarily because few negative comments were given. For 54% of the class, whose initial number of positive comments was five or fewer, the increase in the number of positive comments appeared marked. However, for students whose initial number of positive comments were 6 or more, the results of treatment were mixed. Statistical analysis yielded a difference between the average numbers of approvals given during baseline and the average number given during self-monitoring. Furthermore, a "reactive surge," i.e., an increase in the number of approvals immediately following the institution of treatment, was noted for many subjects. / Accuracy of self-monitoring was poor and unrelated to the reactive effect. Final ratings on a five point scale of coaches' styles by their partners were consistently high. However, correlations of opinion ratings on the development of clinical skills, made by the coach and by the person coached, were weak, ranging from r = -.445 to r = .515. / It was concluded that self-monitoring may be an efficient method for increasing a deficient behavior and that peer coaching appears to be useful in teaching therapists to work with colleagues. / Source: Dissertation Abstracts International, Volume: 44-07, Section: A, page: 2080. / Thesis (Ph.D.)--The Florida State University, 1983.

The study had two major objectives: (1) To compare the rhythm responsiveness of hearing and hearing impaired students on six subtests designed to measure beat identification, tempo change, accent as a factor in meter discrimination, melodic rhythm duplication, rhythm pattern duplication, and rhythm pattern maintenance; and (2) To investigate the relationship of rhythmic responsiveness in hearing impaired children to the suprasegmental aspects of speech perception that involve rhythm discrimination. / Sixty-two hearing impaired and normal hearing public school students served as subjects. Ages ranged from nine to sixteen with a mean age of twelve. Speech reception thresholds (SRT) for hearing impaired subjects better ear ranged from 35 dB to dB levels beyond the limits of the audiometer. The Test of Rhythm Responsiveness, recorded on a specially prepared tape, was used in conjunction with the TAP MASTER, a stereo cassette tape player with the capacity to provide a quantitative measurement of student response. The test tape was administered to hearing impaired subjects over a portable audiometer at 35 dB above subjects' SRT. / Results indicated that hearing impaired subjects performed as well or better than normal hearing subjects on subtests I, II, III, and V with regard to beat identification, tempo change, accent as a factor in meter discrimination, and rhythm pattern maintenance. However, a significant difference was found between the two groups on Subtest IV Parts A and B concerning melodic rhythm duplication, and rhythm pattern duplication. No significant difference was found among age levels or between males and females. The specific degree of hearing loss was not related to test performance of hearing impaired subjects with the exception of those subjects designated profoundly hearing impaired. / Two additional speech perception tests were administered to hearing impaired subjects, the Children's Auditory Test and the Auditory Numbers Test. These tests evaluated subjects' ability to discriminate suprasegmental (i.e. nonlinguistic) features of speech. Correlations were found between the rhythmic responsiveness subtests intended to measure beat identification, melodic rhythm duplication, and beat maintenance performance, and both of the suprasegmental speech perception tests. / Source: Dissertation Abstracts International, Volume: 44-09, Section: A, page: 2702. / Thesis (Ph.D.)--The Florida State University, 1983.

The purpose of this study was to increase understanding of the connection between a given high school vocal sound and the vocal concepts and specific rehearsal techniques employed by four outstanding high school choral conductors. The study further explored the relationship of a particular vocal sound to the degree of emphasis given specific vocal and choral techniques during rehearsals. Secondary goals included increased understanding of vocal techniques needed to develop young singers, and potentialities for development of vocal sound at the high school level. / Three data gathering tools were used. A Vocal Sound Evaluation Form was devised to enable a panel of three judges to describe the fully developed vocal sounds of the four choirs which they heard on audio performance tapes recorded in the latter part of the school year. The form included six categories of Vocal Elements: Phonation and Breath Management, Intensity, Range Development, Registration, Resonance, and Articulation. A Conductor Profile provided information on the degree of rehearsal emphasis given each vocal element, specific vocal techniques relating to the six vocal categories, ideal tone, and stylistic suitability of tone. / Each conductor furnished one 45 minute rehearsal tape presenting a condensation of regularly used vocalises and rehearsal of several choral compositions. Each tape was transcribed and analyzed to determine the degree of emphasis given vocal and choral elements. Choral Elements included: Phrasing, Rhythmic Vitality and Precision, Intonation, Balance, Blend, and Dynamics. / Most significant was the conclusion that particular vocal sounds are effected by specific vowels utilized during the period of vocalization, relationships between vowel sounds, choice of initial consonants, and vocalise patterns. Significant among common vocal techniques considered important for developing voices was the descending Oo pattern, utilized for development of the male head voice. Other important developmental techniques include messa di voce, staccato exercises, use of the glottal fricative h , and flow of the breath (Bernoulli Effect). / Results determined that: (1) potentialities exist for vocal development of high school voices, (2) relationships exist between degree of vocal and choral emphases and development of particular vocal attributes, and (3) verbal imagery may be important in effecting a particular vocal sound. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0115. / Thesis (Ph.D.)--The Florida State University, 1985.

It was the intent of this study to evaluate music teacher competencies which had been identified by a committee working with members of the Florida Music Educators Association. Although a large representation from component organizations had been involved in the identification process, there had not been an appraisal of the final list of competencies by the total membership. / A questionnaire was designed and sent to members of the Florida Music Educators Association to determine their perception of the importance of each competency identified as necessary for beginning music teachers. A binomial response mode was utilized to request assessment of "Necessary" or "Unnecessary" for each competency identified. Respondents also were asked to appraise the degree to which they considered themselves to have been prepared by their respective undergraduate institutions to demonstrate each of the competencies. / Of the 186 competencies listed, 178 received a necessity rating of 70% or higher. Respondents also indicated an overall high level of confidence in the effectiveness of their preparation to demonstrate the competencies. / The study provides data which can assist faculties and administrators of colleges and universities in determining future needs related to music teacher preparation. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0115. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of this study was to create an annotated index to volumes 19-24 of The Choral Journal and to investigate trends in subject material interest as reflected by articles throughout twenty-four volumes. Chapter Two is a subject index containing 404 annotated articles and reviews. A general index comprises Chapter Three. The index was designed to coincide and extend Dr. Gordon Paine's index to volumes 1-18 of The Choral Journal. Chapter Four compares subject matter contained in the index of volumes 1-18 and that contained in volumes 19-24. A chart was prepared which displays subject classifications, article frequency, relative frequency, and variance of relative frequency. These data allow more accurate comparison of unequal sample sizes. One subject emerged as a new interest. Thirty-three subjects are of continuing interest throughout the twenty-four volumes. Twenty-nine categories are represented by minimal interest, and fourteen subjects fluctuated slightly in frequency. Twelve subjects display a statistically significant increase, and seven subjects show significant decrease. A response to Robert Piper's "An Evaluation of the A.C.D.A. Choral Journal" appears in Chapter Four. Chapter Five reports that 75% of nearly all articles in the 24 volumes are listed under eight major subject classifications. These eight classifications which represent primary interests, as represented by article frequency, are: 2 (Composers and their choral music), 3-17 (Choral conducting and technique), 34 (Histories of choral performance, histories of choral organizations, and biographies of conductors), 44-45 (Literature on, and music for various types of choruses), 57 (Educational techniques and philosophy), 58-65 (Performance practice, style and interpretation), 66 (A.C.D.A. activities and other professional news), and 71-73 (Reviews). Appendix A contains thirty-one bar graphs representing cumulative frequency and actual article count per year. The author of this study hopes the index will be a useful research tool for students and music educators, and that apparent publication trends may be helpful to the editorial board of The Choral Journal. / Source: Dissertation Abstracts International, Volume: 46-03, Section: A, page: 0641. / Thesis (Educat.D.)--The Florida State University, 1985.

At the time of the study, music supervisors in 20 states reported a fine arts requirement for high school graduation in their respective states. Since music was identified as one course which could satisfy this requirement, music educators must offer courses which meet musical needs of general students as well as performing musicians. / A need exists for music materials designed specifically for general high school students. Since these students will likely participate in music through listening, development of listening skills should be an important focus for such materials. / The purpose of the study was to design and evaluate materials to develop skills in aural discrimination of selected musical forms in high school general students. Four individualized modules with adjunct tapes were developed using a systems approach to instructional design. / The researcher sought to determine whether: (a) the modules were effective instructional tools; (b) attitude shifts toward listening to classical music occurred as a result of instruction; (c) successful achievement was related to musical experience; and (d) students expressed positive attitudes toward individualized instruction. / Materials were subjected to one-to-one, small group, and field trial evaluations. The first two phases served as aids in revision while the field trial was used to evaluate effectiveness of instruction. / Twenty high school students studied the four modules during the field trial and provided feedback on pretest, embedded tests, posttests, and study time needed. Questionnaires measured students' attitudes toward each module, attitudes toward listening to classical music, their previous music experiences, and their preference for individualized instruction. / Based on criteria established prior to the study, Modules 1, 3, and 4 were effective while Module 2 fell short of criterion-level requirements. Students' attitudes toward instruction improved with each successive module. Students' attitudes toward listening to classical music either improved slightly or remained the same. No significant relationships were found to exist between student achievement and previous music experience or between student achievement and preference for individualized instruction. / Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2937. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to investigate aspects of instructional language from three historical perspectives in order to operationally define elements of teacher language behavior and to develop an instructional language assessment instrument which might be useful in evaluating the language behaviors of pre-service elementary and music education majors. / An investigation of the educational treatises of Quintilian, Erasmus, and Herbart revealed a number of views regarding teacher language behaviors and what was considered to be appropriate. The Instructional Language Assessment instrument (ILA) and corresponding operational definitions were developed from these historical instructional language views. The definitions for verbal interaction, subject matter vocabulary, general vocabulary, speech speed, voice pitch, and articulation were refined following a pilot study. / The quality of the instructional language of 143 elementary and music education majors from two large state universities was evaluated, utilizing the ILA. Video or audiotaped five to ten minute lessons, based upon assigned musical concepts, were time-sampled. / The language assessment results for each of the six ILA categories were descriptively presented. In the final chapter, implications for teacher education were discussed and suggestions made for future research. / Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2938. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to investigate perceptions of the importance currently placed on teaching elementary school age children to sing. The focus of the study was assessment of the effectiveness of college and university music methods classes in preparing elementary school music teachers to give guidance in classroom singing. / Two areas of particular interest were (a) music teacher competencies related to teaching young children to sing, and (b) the degree of importance ascribed by elementary school music teachers and college methods instructors to the teacher competencies identified in the study. / Survey questionnaires were devised for the purpose of collecting data related to respondents' opinions concerning (a) quality and content of current music education programs, (b) importance of teacher competencies included in the survey instrument, and (c) proportion of methods class time deemed necessary for the development of prospective teachers adequately prepared to guide young singers. / Results indicate that respondents ranked "enjoyment of music", "increased understanding and sensitivity to music", and "music literacy" as the three most important outcomes of vocal instruction in the elementary school. / Three "Teacher Knowledge" competencies considered most important were (a) "demonstrates understanding of basic principles and techniques necessary for good vocal sound", (b) "demonstrates a clear aural concept of appropriate singing tone for children in grades K-6", and (c) "demonstrates acquaintance with an appropriate variety of song repertoire". / Three most important "Teacher Skills/Techniques/Attitudes" competencies were (a) "demonstrates effectiveness in teaching rote songs to children", (b) "demonstrates effective motivational techniques which result in children's wanting to sing", and (c) "evaluates/assesses the effectiveness of his or her classroom singing instruction". / Elementary school music teachers invariably assigned development of teacher competencies, laboratory teaching experiences, and music class observation a higher degree of importance than did college methods instructors. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0591. / Thesis (Ph.D.)--The Florida State University, 1987.