Examines group influences regarding music preferences to determine the effect that conformity has on the decision-making process. The study tested participants selections of popular and orchestral excerpts which had altered pitch and/or tempo. Concludes that preferences of music majors regarding orchestral music are not significantly affected by…

The study investigated (1) consistency of terminology used by Japanese and U.S. college students to describe the music of the two cultures; (2) subjects' preferences concerning music; and (3) relationships between the musical experience and preferences. Concludes that subjects with greater musical experience generally employed a wider range of…

The College Music Society is an international organization whose members represent all areas and disciplines of music education. The proceedings from both the 1985 annual meeting of the National Society and the regional meetings reflect the larger educational concerns and problems that face the profession. Papers included from the National meeting…

Discusses some problems found in defining the term "musical preference." Gives a new definition for this term and discusses how this definition might be used to encourage further research in the area of structure and development of musical preference. Reports an investigation that explored this criterion. (RKM)

Discusses the development of an interdisciplinary "Arts Awareness" class for adults at Arizona State University, West Campus (Phoenix). Describes how events in the areas of art, dance, drama, and music were selected for class viewing and details course objectives and evaluation procedures. (GEA)

This article presents the results of a study designed to determine and promote a precise professional vocabulary on affective response in the field of music. Includes 26 terms and a four-page listing of references, books, and periodicals used. (JDH)

Both methods of instruction--the personalized system of instruction (PSI) and lecture-demonstration method--produced statistically significant changes in student achievement and in listening opinions. No significant differences occurred between the two methods. The experimental students gave a rating of slightly above average to the PSI method of…

Studied the effects of two different music appreciation texts on the development of listening perception skills in college music appreciation classes, and how increasingly musical perception affects aesthetic judgment and attitude toward music. Results indicated that one method was more effective and that perception and judgement are interrelated.…

Presents study results on effects of historical and analytical information on subjects' responses to music listening experiences. Attempts to learn how best to increase the overall value placed on music by people without musical training. Compares groups with (1) no background information; (2) historical information; and (3) analytical…

Presents results of a study of whether undergraduate music majors would prefer sequenced piano music to recordings of actual performances. Finds no significant differences between ratings for technical merit, artistic merit, and overall impression. Finds recording quality ratings higher for sequenced pieces. Suggests that sequencing may allow an…

Concludes that relatives were the most important factor for high culture music listeners while radio was the most important factor for mass culture music listeners. (RB)

Five music appreciation textbooks were compared for selection purposes at Liberty Baptist College. The five textbooks were evaluated by the current instructor of music appreciation classes using the "Textbook Evaluation Form" and the "Textbook Evaluation Worksheet," developed by Crumbly and Copeland. The grade-level of the…

Discusses (1) the assumption that pop music can be legitimized in school by establishing that different criteria are necessary; (2) the attempt to provide appropriate analysis tools for music evaluation by arguing that music has a kind of social referent; and (3) the uses to which music is put. (Author/RM)

Contains a response to Swanwick's critique of the authors' sociological perspective on music education. A detailed presentation of the sociology of music thesis demonstrates that accusations of social determinism and referentialism are both misconceived. (Author/RM)

The job of college music programs is not only to teach the classics but also to teach and encourage appreciation of the relative merits of all forms and periods of music, and to teach methods of evaluating musical quality. (MSE)