Music Preference 1 - Brent Hugh's personal and business web pages

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Music Preference 54 subgroups within the recital audience may react in different ways. Perhaps more sophisticated audiences prefer a different type of verbal introduction, or no introduction at all. 8. The long-term effect of informational presentations on music preference could be studied. Do the effects of the treatments last beyond the class or recital in which they were given? If not, then what strategies might be adopted to affect music preference in the long term? Conclusion This investigation shows that musicians and educators can influence the musical preferences of students and audience members. Performers should be encouraged to know that relatively simple presentations can influence audience members to have a greater preference for the music they perform. Educators, too, should know that they can influence and broaden the musical tastes of their students and that research shows that there are many good reasons to do so. Students who develop broader musical tastes and who are slower to harden their musical prejudices are more likely to develop deep, precise, and accurate knowledge of music and musical styles (Mok, 2000). These students are likely to develop into musical omnivores whose understanding and acceptance of a wide range of musics leads them to a greater understanding and acceptance of a variety of cultures and cultural values (Peterson & Kern, 1996; Bryson, 1996). Research has shown that breaking down musical prejudice is an important tool in reducing cultural prejudice; this investigation demonstrates that musicians and teachers can indeed affect listeners' musical prejudices.
Table 1 Age Distribution of Recital Audiences (Group RA) Age Frequency Percent 6-10 7 6 11-15 16 13 16-20 16 13 21-30 10 8 31-40 21 17 41-50 16 13 51-60 20 16 61-70 10 8 71-80 6 5 TOTAL 122 100 Music Preference 55
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 and 50: Music Preference 49 concert was hel
Page 51 and 52: Music Preference 51 4. For some sub
Page 53: Music Preference 53 correct, audien
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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