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The purpose of this study was to determine the effects of expressive variation in dynamics on the musical preferences of middle school music students. Subjects were 45 middle school music students randomly selected from 100 students attending a summer music camp. Each student individually completed a computer administered music preference test that presented two versions each of 10 folk songs. One version of each song utilized expressive variation in dynamics; the other was consistently even in dynamics and other expressive variables. An analysis of the internal consistency of the test yielded a reliability coefficient of .85. A chi-square analysis of the student responses revealed that a significant proportion of the students preferred the expressive version of each folk song. This result was deemed particularly relevant for elementary and middle school general music programs. It may be that the expressive use of dynamics during the presentation and subsequent study of folk songs will enhance student attitudes and aesthetic response in the general music class. Future studies will investigate the influence of tempo as an expressive variable, the combination of tempo and dynamics, and the expressive preferences of nonmusic student populations. If these future studies support the tentative conclusions of this pilot study, the implications for music education are significant. Expressive interpretation and performance may stimulate a wide range of positive student responses and be very important to effective music education.
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