The purpose of this study was to ascertain whether high/low contrasts in conductor intensity could be taught to, and then demonstrated by, undergraduate beginning conductors and, further, whether observers untrained in the concept of intensity could recognize these contrasts. A stimulus videotape, illustrating beginning conductors in one-minute demonstrations of intended high/low intensity contrasts, was developed for broad-based dissemination and subsequent viewing by independent observers. Subjects were (a) graduate music majors (n = 80), (b) undergraduate music majors (n = 80), (c) undergraduate nonmusic majors (n = 80), (d) high school band and choir students (n = 80). All subjects (N = 320) observed 20 one-minute conducting segments and labelled each 15-second interval according to perceived contrast of intensity. Additionally, subjects indicated an overall intensity rating at the conclusion of each conductor presentation. / Results indicated a total rate of correct responses across all groups of 77%. Analyses yielded a significant difference in mean correct responses among groups, and a significant difference in mean correct responses between the graduate group and all other subjects. Graduate music majors were more accurate in identifying intensity contrasts. Data analysis indicated a high degree of reliability among the four experimental groups on overall intensity ratings, and no significant difference in mean intensity ratings among subjects. In order to examine the relationship between beginning conductors and all other groups, a mean rating was calculated from the beginning conductors' self and peer ratings, and was considered in comparison with that of experimental subjects. Despite significant agreement among all five groups, there was a significantly higher mean rating given by the student conductors in comparison to that of the four experimental groups. / Future research in conductor intensity seems promising and might focus on effect of intensity contrasts in conducting on performer attentiveness; maintenance of high intensity by student conductors across successively longer periods of time; and application of the intensity training model, used in this study, to other university conducting settings in order to investigate its feasibility and usefulness across environments. / Source: Dissertation Abstracts International, Volume: 49-08, Section: A, page: 2139. / Major Professor: Clifford Madsen. / Thesis (Ph.D.)--The Florida State University, 1988.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77818 |
| Contributors | Byo, James Lawrence., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 134 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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