The Effect of Conductor Academic Task Presentation, Conductor Reinforcement, and Ensemble Practice on Performers' Musical Achievement, Attentiveness, and Attitude

Abstract

This study examined the effect of conductor academic task presentation, reinforcement, and student performance on attentiveness, achievement, and attitude of members of a university symphonic band. The band rehearsed five times under three treatment conditions: A—directions followed by ensemble performance; B—academic task presentations followed by directions and ensemble performance; and C—academic task presentations, directions, and ensemble performance, followed by conductor reinforcement. Results indicated attentiveness was a function of both performance time and treatment. All treatments resulted in gains for music achievement, with Treatment B resulting in the smallest and Treatment C resulting in the largest gains. Student attitudes were related significantly to music, conductors, and their interaction. Student ratings of rehearsal enjoyment and conductor as a good teacher were significantly related to treatments, with Treatment C consistently rated the highest.

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