High School Performing Ensemble Members' Verbalized Criteria for Evaluating Performed Compositions.
The purpose of this research project was to discover the specific criteria used by high school performing ensemble members to evaluate compositions they are currently rehearsing or performing. Based on previous research, it was hypothesized that members of the target population have specific evaluative criteria that they apply to the compositions they are currently rehearsing and performing. The study was designed using a case study methodology based in the qualitative research tradition of grounded theory. The site for the study was a high school music program in rural Pennsylvania. The high school had 589 students with 146 students enrolled in four performing ensembles. The cases were defined as four subjects that were chosen using the typical case sampling method. The subjects were in the 10th or 11th grade, had at least three years of formal participation in school music ensembles, demonstrated a typical level of musicianship for that program, and were recommended by the music faculty as students who had adequate verbal skills when discussing music. Data were collected through interviews with the subjects. Interviews were conducted using an interview guide and data were analyzed using the open coding method. Answers to the following research questions were sought: (1) what criteria do the students use to evaluate compositions; (2) what categories of evaluative criteria emerge; (3) what factors shape the students' criteria? Analysis of the data will indicate how students currently evaluate compositions. In addition, this research might indicate how they developed the criteria to make those evaluations, and suggest instructional methods music teachers might use to help students in the development of evaluative criteria.
"High School Performing Ensemble Members'
Verbalized Criteria for Evaluating Performed Compositions.,"
Visions of Research in Music Education: Vol. 2, Article 4.
Available at: https://opencommons.uconn.edu/vrme/vol2/iss1/4