The Effect of Conductor Academic Task Presentation, Conductor Reinforcement, and Ensemble Practice on Performers' Musical Achievement, Attentiveness, and Attitude

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Abstract
This study examined the effect of conductor academic task presentation, reinforcement, and student performance on attentiveness, achievement, and attitude of members of a university symphonic band. The band rehearsed five times under three treatment conditions: A—directions followed by ensemble performance; B—academic task presentations followed by directions and ensemble performance; and C—academic task presentations, directions, and ensemble performance, followed by conductor reinforcement. Results indicated attentiveness was a function of both performance time and treatment. All treatments resulted in gains for music achievement, with Treatment B resulting in the smallest and Treatment C resulting in the largest gains. Student attitudes were related significantly to music, conductors, and their interaction. Student ratings of rehearsal enjoyment and conductor as a good teacher were significantly related to treatments, with Treatment C consistently rated the highest.