Effects of instructional approach on preferences for an untaught selection of indigenous folk music of ghana

Abstract

The purpose of this study was to investigate the effects of Orff Schulwerk and traditional instructional approaches on fourth-grade students' preferences for an untaught selection of indigenous Ghanaian folk, Western European classical, and current American popular music Two independent variables were examined: instructional treatment on music style; the dependent variable was music preference. A secondary research purpose was to examine potential relationships among music preference listening frequency, and behavioural intention to purchase indigenous folk music of Ghana, Western European classical music, on current American popular music. Subjects were 39 students in two intact fourth-grade classes in suburban North Carolina public elementary school. Each intact class was assigned randomly to one of the two treatment groups. Results revealed no significant main effect of instructional treatment (p > .05); however a significant main effect of music style (p < .05) undo significant interaction effect of instructional treatment and music style (p < .01) 00 the dependent variable were found. Significant positive correlations were found among music preference, listening frequency, and behavioural intention across the three styles (p < .05 -p < .001).

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