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Music Preference 50 Categorizing the "talked too much" respondents by age groups gives some support to this idea (see Table 16). An interaction between the attitudes of different age groups towards the informational presentations and strength of music preference in different age groups may explain the age difference in preference ratings in group RA (see Table 17 and Figure 2). However, categorizing "discussion increased enjoyment" respondents by age group contradicts this simple explanation (see Table 16). For instance, group RA3 (age 41-60) had the largest decrease in preference ratings due to introductory discussion but also the largest proportion of respondents (57%) indicating that they enjoyed the performer discussion. Another audience suggestion was to make clear to the audience (both in pre-concert advertising and at the concert itself) the fact that the format of the concert departs from the standard classical concert format and that it includes discussion as well as music. The results of this research show that General Discussion 1. It is possible to affect the music preference of audience members and students, at least in the short term. The changes in music preference are different for various subgroups but, in general, modest in size. 2. Activities that involve audience members actively can be somewhat more effective than simple lectures. Activities used and concepts presented should be appropriate to a particular audience's interests and cognitive level. 3. With school audiences, performers and educators should strongly consider using introductory activities. In these groups, introductory activities always increased preference ratings, either by smaller or larger amounts, so it appears that introductory activities are likely to be helpful in many situations and unlikely to be harmful.
Music Preference 51 4. For some subgroups within the recital audience, informational presentations cause a decrease in music preference ratings. With such audiences, a different type of presentation may need to be developed. Many audience members expressed a preference for brief comments; perhaps these audiences prefer no spoken presentations at all (although free-form comments by audience members seem generally supportive of the idea of spoken presentations during concerts). 5. Some groups are more receptive to introductory comments and the effect on their music preference is greater. In general, the younger the audience member, the more music preference may be swayed. Those who self-select as being more interested in the particular style of music will be more likely to have their music preference increased (above its presumably already high level). Those who have a pre-existing social connection with the performer may be more swayed by the performer's comments. 6. For the musical works and treatments studied, response of school groups seems to fit the impressionable years model of music attitude, with students approximately age 14 and younger more open to influences on the music preferences and students approximately age 15 and older quite set in their preferences. 7. For the musical works and treatments studied, the response of recital audiences seems to fit the aging stability model of music attitude. Audience members age 6-40 were all quite open to influences on their music preferences and only above age 40 were musical opinions set and unchangeable. Further research Further research projects suggested by this study:
Page 1 and 2: Can Musicians Alter the Music Prefe
Page 3 and 4: The Musician Introduction Why Influ
Page 5 and 6: Music Preference 5 across musical g
Page 7 and 8: Music Preference 7 easier to manipu
Page 9 and 10: Music Preference 9 training and hig
Page 11 and 12: Music Preference 11 listening group
Page 13 and 14: Music Preference 13 4. Are there mu
Page 15 and 16: Music Preference 15 Stipp (1990) ag
Page 17 and 18: Music Preference 17 Berkeley, 1997)
Page 19 and 20: Music Preference 19 is the hardenin
Page 21 and 22: Music Preference 21 less. It simply
Page 23 and 24: Music Preference 23 greater depth.
Page 25 and 26: Music Preference 25 may develop a d
Page 27 and 28: Music Preference 27 results in the
Page 29 and 30: Music Preference 29 Presentations i
Page 31 and 32: Music Preference 31 21-80, 53% indi
Page 33 and 34: Music Preference 33 Considering the
Page 35 and 36: Music Preference 35 applied to each
Page 37 and 38: Questions Music Preference 37 Quest
Page 39 and 40: Music Preference 39 "Performer was
Page 41 and 42: Music Preference 41 Equally remarka
Page 43 and 44: School audiences. Music Preference
Page 45 and 46: Music Preference 45 the students ar
Page 47 and 48: Music Preference 47 Question 4: Do
Page 49: Music Preference 49 concert was hel
Page 53 and 54: Music Preference 53 correct, audien
Page 55 and 56: Table 1 Age Distribution of Recital
Page 57 and 58: Table 3 Latin-Square Experimental D
Page 63 and 64: Table 9 Music Preference 63 Repeate
Page 65 and 66: Table 11 Preference Ratings by Age
Page 67 and 68: Table 13 Preference Ratings by Age
Page 69 and 70: Table 15 Music Preference 69 Elemen
Page 71 and 72: Table 17 Music Preference 71 Intera
Page 73 and 74: Preference Rating 4.4 4.2 4.0 3.8 3
Page 75 and 76: WORKS CITED Music Preference 75 Alp
Page 77 and 78: Music Preference 77 Fung, C. K. V.
Page 79 and 80: Music Preference 79 LeBlanc, A., Co
Page 81 and 82: Music Preference 81 Rubin D. C., Ra
Page 83 and 84: Appendix A Outlines of Information
Page 85 and 86: Outline of informational introducti
Page 87 and 88: Music Preference 87 The final movem
Page 89 and 90: Music Preference 89
Page 95: Appendix E Recital program used for

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