Effects of Attending an In-School Opera Performance on Attitudes of Fourth-, Fifth-, and Sixth-Grade Students.

Abstract

This study compared the effects of attendance versus non-attendance at an in-school opera performance on the attitudes of upper elementary grade students. Fourth-, fifth-, and sixth-grade students who had and had not viewed the performance (N = 738) completed a five-item questionnaire designed to elicit attitudes towards opera attendance, opera singing, and opera performers. Significant group (Opera/No Opera) by grade interactions were found for four of the items (fun, interesting, beautiful, see an/another opera). Fourth-grade students1 responses were the most positive on these rating scales, with little difference between the two groups. The pattern of responses for fifthand sixth-grade subjects, however, differed across groups and grade levels. Fifth-grade students in the Opera group were more positive than sixth-grade students in the Opera group, while sixth-grade students in the No Opera group were more positive than the No Opera fifth-grade students. Fifthand sixth-grade students in the Opera group rated these four items more positively than did their counterparts in the No Opera group. In response to the fifth item, all subjects, regardless of group or grade membership, gave similar responses indicating that they thought opera singers were talented. It was concluded that attending the opera appeared to have a positive effect on the attitudes of fifthand sixth-grade subjects. The higher ratings given consistently by the fourth-grade students may indicate that this would be a receptive age to target for including the study of opera in the elementary music curriculum.

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