This study was designed to investigate the extent to which the presentation of an auditory model prior to learning a novel melody affects performance during active practice and the overnight consolidation of procedural memory. During evening training sessions, 32 nonpianist musicians practiced a 13-note keyboard melody with their left…

During evening practice sessions, 32 nonpianist musicians learned a short melody on piano, and then either learned a second short piano melody, learned a difficult unfamiliar piece on their principal instruments, practiced familiar material on their principal instruments, or engaged in no other music-related motor behavior prior to sleep; practice…

To test the extent to which learners performing a simple keyboard passage would be affected by directing their focus of attention to different aspects of their movements, 16 music majors performed a brief keyboard passage under each of four focus conditions arranged in a counterbalanced design--a total of 64 experimental sessions. As they…

We observed 17 graduate and advanced-undergraduate piano majors practicing a difficult, three-measure keyboard passage from a Shostakovich concerto. Participants' instructions were to practice until they were confident they could play the passage accurately at a prescribed tempo in a retention test session the following day. We analyzed the…

Using two sequential key press sequences, we tested the extent to which subjects' performance on a digital piano keyboard changed between the end of training and retest on subsequent days. We found consistent, significant improvements attributable to sleep-based consolidation effects, indicating that learning continued after the cessation of…

Recent research has shown that both the speed and accuracy of novel motor skills improve during sleep in a process called consolidation. Such off-line learning in the absence of practice as yet has been experimentally observed only with learners performing relatively simple tasks. In the experiment we report here, we tested whether experienced…

Examines whether observers' perceptions of private lessons are affected by the type of teacher verbalizations used to make student performance corrections. Asks preservice music education teachers (n=50) to respond to a 10 statement questionnaire after viewing two videotaped private lessons. Finds no meaningful difference in subject responses…

Examines listeners' perceptions of musical intensity in nine excerpts of orchestral music in order to compare two measures of overall effect in music. Explains that two assessments were used: (1) recording subjects' responses as they listened to music excerpts; and (2) recording subjects' ratings of intensity. (CMK)

Reports on five observations of children and adults involved in music activities and discusses three issues related to experimental research. Argues against the Mozart Effect, stating that the effects of music instruction seen within the classroom everyday are more significant. Discusses the results of Mozart Effect studies and educational…

Explores the types of behavior in the studios of acclaimed string teachers whose instruction is based on the principles of Shinichi Suzuki. Focuses on (1) the time allocated to teacher, student, and parent and (2) the relationships between student characteristics and lesson participants. (CMK)

Summarizes the results from 86 research investigations of music teaching in group and individual lesson settings. Discusses the role of feedback in music instruction and describes a proposed unit of analysis for the observation and evaluation of music instruction. Includes a table of the descriptions of reviewed articles. (CMK)

Compares effects of negative feedback statements and specific directives in music-performance instruction. Indicates that subjects' attitudes and performance achievements were unaffected by type of comment: all subjects expressed positive attitudes about the experience, and the time required to reach the learning goal was unaffected by type of…

Investigates novice teachers' perceptions of pacing in music instruction and identifies the aspects of timing that are associated with evaluations of instructional pacing. Reports that pace of instruction was rated more positively when the rates of student performance episodes and teacher activity episodes were higher rather than lower. (CMK)

Reports on a study where subjects were asked to evaluate the level of musical intensity expressed in various music excerpts. Defines musical intensity as that which conveys strong, ardent, or concentrated emotion. Compares subjects' ongoing evaluation (continuous) with a single concluding (summative) evaluation. Includes a list of orchestral…

Describes research designed to address questions about relationships between music instruction and academic performance and the role of private piano education in these relationships. Discusses the family and social background of private piano students, attitudes of students toward lessons, students' participation in other activities, and…