psychology of music mused 681 reminder course packet: $10 payable to don ester ejournal feedback...
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Psychology of Music MUSED 681Psychology of Music MUSED 681
REMINDERCourse Packet: $10 payable to Don Ester
eJournal Feedback
REMINDERCourse Packet: $10 payable to Don Ester
eJournal Feedback
The Nature of Musical AbilityThe Nature of Musical Ability
SEASHORE MEASURES OF MUSICAL TALENTS (1919)
Do you have musical aptitude?
SEASHORE MEASURES OF MUSICAL TALENTS (1919)
Do you have musical aptitude?
The Nature of Musical AbilityThe Nature of Musical AbilityDefinition of terms
Capacity, potential, aptitude, abilityOften misused as synonymns
Ability: a particular talent or ACQUIRED skill
Aptitude: a natural talent or ability for something, especially one that is not yet fully developed.
Achievement: current level of mastery
Assessing aptitude in an effort to predict future achievement
Definition of terms
Capacity, potential, aptitude, abilityOften misused as synonymns
Ability: a particular talent or ACQUIRED skill
Aptitude: a natural talent or ability for something, especially one that is not yet fully developed.
Achievement: current level of mastery
Assessing aptitude in an effort to predict future achievement
The Nature of Musical AbilityThe Nature of Musical AbilityAll children (and adults) have some level of musical aptitude
What is the source of this aptitude?
Nature (Genetics) or Nurture (Environment)?
Public opinion = purely nature “You have such a gift …”
True?
All children (and adults) have some level of musical aptitude
What is the source of this aptitude?
Nature (Genetics) or Nurture (Environment)?
Public opinion = purely nature “You have such a gift …”
True?
Nature or NurtureNature or Nurture
How do we sort out genetic and environmental influences in research?
Studies of Twins
Consider pre-natal environmental influences
Drugs, stress, hormones, exposure to rhythm (heart beat), music, motherese
NOT genetic (post conception), but how could we know?
How do we sort out genetic and environmental influences in research?
Studies of Twins
Consider pre-natal environmental influences
Drugs, stress, hormones, exposure to rhythm (heart beat), music, motherese
NOT genetic (post conception), but how could we know?
Nature or NurtureNature or Nurture
Genetic factors influence general development in three broad ways
Maturational Staged Development
Physical Capacity
Mental Capacity
Is there a “music gene”, or many specific related genes (intonation gene, etc.)?More on this when we address Physiology and
Perception & Cognition
Genetic factors influence general development in three broad ways
Maturational Staged Development
Physical Capacity
Mental Capacity
Is there a “music gene”, or many specific related genes (intonation gene, etc.)?More on this when we address Physiology and
Perception & Cognition
Nature or NurtureNature or Nurture
Genetics contributes primarily to the similarities between siblings
Environment contributes primarily to the dissimilarities between siblings
Genetics contributes primarily to the similarities between siblings
Environment contributes primarily to the dissimilarities between siblings
Nature or NurtureNature or Nurture
Shared Environmental Influences Socio-economics of family Parent’s musical interests Educational opportunity
Shared Environmental Influences Socio-economics of family Parent’s musical interests Educational opportunity
Nature or NurtureNature or Nurture
Nonshared Environmental Influences Placement of sibling (oldest, middle child, etc.)
Different friend groups Varied musical experiences
Nonshared are more important for development of personality characteristics
Nonshared Environmental Influences Placement of sibling (oldest, middle child, etc.)
Different friend groups Varied musical experiences
Nonshared are more important for development of personality characteristics
Nature or NurtureNature or Nurture
Most researchers (Csikszentmihalyi, Gordon) conclude that musical ability develops based on a complex and variable interaction of genetics and environment.
Absent Cause-Effect data (which is almost impossible to parce out and confirm), correlational data is valuable
Most researchers (Csikszentmihalyi, Gordon) conclude that musical ability develops based on a complex and variable interaction of genetics and environment.
Absent Cause-Effect data (which is almost impossible to parce out and confirm), correlational data is valuable
Nature or NurtureNature or Nurture
Known aspects of the Covariation between genetics and environment Passive Child is
“subjected” to the environment (parents “allow” him/her to sing in the car)
Reactive (Evocative)Child/Adolescent reacts to environment based on unique traits, which in turn evokes different environmental responses (parents, teachers, etc.)
Active Child/Adolescent/Adult actively selects or shapes
environment to meet needs
Known aspects of the Covariation between genetics and environment Passive Child is
“subjected” to the environment (parents “allow” him/her to sing in the car)
Reactive (Evocative)Child/Adolescent reacts to environment based on unique traits, which in turn evokes different environmental responses (parents, teachers, etc.)
Active Child/Adolescent/Adult actively selects or shapes
environment to meet needs
Environmental InfluencesEnvironmental InfluencesMusical Socialization Learning process through which the individual grows into a musical culture, developing and adjusting his or her musical abilities, activities, ways of experiencing, and values in interrelation with the social, cultural, and material environment. (p. 19)
Musical Socialization Learning process through which the individual grows into a musical culture, developing and adjusting his or her musical abilities, activities, ways of experiencing, and values in interrelation with the social, cultural, and material environment. (p. 19)
Environmental InfluencesEnvironmental InfluencesSituational Exposition
The frequency and duration with which a person is exposed to a particular situation. (p. 18)
Situational ExpositionThe frequency and
duration with which a person is exposed to a particular situation. (p. 18)
Environmental InfluencesEnvironmental InfluencesPre-natal environment (discussed earlier)
Infant environment Motherese, stroking, rocking,
walking/pacingSinging (many parents don’t anymore)Listening (radio, TV, CD)
Pre-natal environment (discussed earlier)
Infant environment Motherese, stroking, rocking,
walking/pacingSinging (many parents don’t anymore)Listening (radio, TV, CD)
Environmental InfluencesEnvironmental InfluencesEarly childhood & childhood environment
General musical environment US: 93% of 6-9 yr. olds hear music in leisure time; 98% of 12-14
MUCH larger influence than school music program, etc.
Concert attendance
Early childhood & childhood environment
General musical environment US: 93% of 6-9 yr. olds hear music in leisure time; 98% of 12-14
MUCH larger influence than school music program, etc.
Concert attendance
Environmental InfluencesEnvironmental InfluencesKey Parental Roles
Early and continuous support of parents; very active up until age 11, moving to intrinsic motivation
Observe and encourage child’s early musical responses
Careful choice of teachers
Key Parental Roles
Early and continuous support of parents; very active up until age 11, moving to intrinsic motivation
Observe and encourage child’s early musical responses
Careful choice of teachers
Environmental InfluencesEnvironmental InfluencesKey environmental factors maximizingmusical development
• Early frequent and casual exposure to musical stimuli
• Opportunities over an extended period of time to explore musical media
• Early opportunities in music to experience intense positive emotional or aesthetic states
• An opportunity to amass significant hours of practice
• An opportunity to consistently observe and/or study with role models
Key environmental factors maximizingmusical development
• Early frequent and casual exposure to musical stimuli
• Opportunities over an extended period of time to explore musical media
• Early opportunities in music to experience intense positive emotional or aesthetic states
• An opportunity to amass significant hours of practice
• An opportunity to consistently observe and/or study with role models
Music Aptitude TestsMusic Aptitude Tests
WHY measure musical aptitude?
Consider/Discuss:There is nothing so unequal as the equal treatment of students of unequal ability.
Plato in The Republic
HOW measure musical aptitude? (sample recording)
WHY measure musical aptitude?
Consider/Discuss:There is nothing so unequal as the equal treatment of students of unequal ability.
Plato in The Republic
HOW measure musical aptitude? (sample recording)
Music Aptitude TestsMusic Aptitude Tests
The first music aptitude test
Seashore Measures of Musical Talents 1919 (most recent revision in 1960)
The first music aptitude test
Seashore Measures of Musical Talents 1919 (most recent revision in 1960)
Music Aptitude TestsMusic Aptitude Tests
Issues concerning the measurement of musical aptitude?
Atomistic vs. Gestalt
Psychophysiological vs. Musical
Issues concerning the measurement of musical aptitude?
Atomistic vs. Gestalt
Psychophysiological vs. Musical
Music Aptitude TestsMusic Aptitude Tests
Reliability
Validity Formal, Content Predictive
Normal Distribution of musical aptitude
Reliability
Validity Formal, Content Predictive
Normal Distribution of musical aptitude
Music Aptitude TestsMusic Aptitude Tests
Gordon Musical Aptitude Profile (MAP) 1965, Revised 1995
Developmental Music Aptitude StageBirth (conception?) - age 9Interaction of innate potential and
environment
Stabilized Music Aptitude StageAge 9 and beyondNo environemntal affects
Gordon Musical Aptitude Profile (MAP) 1965, Revised 1995
Developmental Music Aptitude StageBirth (conception?) - age 9Interaction of innate potential and
environment
Stabilized Music Aptitude StageAge 9 and beyondNo environemntal affects
Music Aptitude TestsMusic Aptitude Tests
Gordon Musical Aptitude Profile (MAP)
Grades 5-123 sections (stimuli played on violin & cello) Tonal (Melody & Harmony) Rhythm (Tempo and Meter) Musical Sensitivity (Phrasing, Balance, and Style)
Sections 1 and 2: determine same vs. different; one dimension
is changed Section 3: preference between two phrases
Gordon Musical Aptitude Profile (MAP)
Grades 5-123 sections (stimuli played on violin & cello) Tonal (Melody & Harmony) Rhythm (Tempo and Meter) Musical Sensitivity (Phrasing, Balance, and Style)
Sections 1 and 2: determine same vs. different; one dimension
is changed Section 3: preference between two phrases
Music Aptitude TestsMusic Aptitude Tests
Gordon PMMA, IMMA, AMMATonal and Rhythm sections only
Primary Measures of Music Audiation (1979, 1986)
Grades K-3Trial download: http://www.giamusic.com/products/P-
2242.cfm
Intermediate Measures of Music Audiation (1979, 1986)
Grades 1-4 (same design; advanced content)
Advanced Measures of Music Audiation (1989)College Students
Gordon PMMA, IMMA, AMMATonal and Rhythm sections only
Primary Measures of Music Audiation (1979, 1986)
Grades K-3Trial download: http://www.giamusic.com/products/P-
2242.cfm
Intermediate Measures of Music Audiation (1979, 1986)
Grades 1-4 (same design; advanced content)
Advanced Measures of Music Audiation (1989)College Students
Music Aptitude TestsMusic Aptitude Tests
Per the text, Howe and Cattell maintain that “the close analysis of any ability is impossible without an understanding of three ‘modalities’: ability, personality, and motivation” (p. 5).
Do you agree?
Per the text, Howe and Cattell maintain that “the close analysis of any ability is impossible without an understanding of three ‘modalities’: ability, personality, and motivation” (p. 5).
Do you agree?
Music Aptitude TestsMusic Aptitude Tests
How would you measure musical aptitude?
(Have your thoughts changed?)
How would you use aptitude data?Understanding Music Aptitude article
How would you measure musical aptitude?
(Have your thoughts changed?)
How would you use aptitude data?Understanding Music Aptitude article
Instrument Selection & AssignmentInstrument Selection & Assignment
Traits to consider?
Physical Traits Lips, fingers, jaw/teeth,
hands, other
Ring vs. Index finger of LH!!??
Empirical evidence
Personality, Motivation
Traits to consider?
Physical Traits Lips, fingers, jaw/teeth,
hands, other
Ring vs. Index finger of LH!!??
Empirical evidence
Personality, Motivation
Instrument Selection & AssignmentInstrument Selection & Assignment
Personality EffectsPersonality Effects
CORRELATIONAL Research
Introversion: significant level of self-sufficiency (not “shyness”) Isolation during practice time Private/independent creativity
CORRELATIONAL Research
Introversion: significant level of self-sufficiency (not “shyness”) Isolation during practice time Private/independent creativity
Motivation EffectsMotivation Effects
Addressed later in the termAddressed later in the term
Music Achievement TestsMusic Achievement Tests
Colwell MATTest 1: Pitch Discrimination, Interval Discrimination, Meter Discrimination
Test 2: Major-Minor Mode Discrimination, Feeling For Tonal Center,
Auditory-Visual Discrimination
Test 3: Tonal Memory, Melody Recognition, Pitch Recognition,
Instrument Recognition
Test 4: Musical Style (composers, texture), Auditory-Visual Discrimination,
Chord Recognition, Cadence Recognition
Colwell MATTest 1: Pitch Discrimination, Interval Discrimination, Meter Discrimination
Test 2: Major-Minor Mode Discrimination, Feeling For Tonal Center,
Auditory-Visual Discrimination
Test 3: Tonal Memory, Melody Recognition, Pitch Recognition,
Instrument Recognition
Test 4: Musical Style (composers, texture), Auditory-Visual Discrimination,
Chord Recognition, Cadence Recognition
Music Achievement TestsMusic Achievement Tests
Watkins-Farnum Performance ScaleWatkins-Farnum Performance Scale
Music Achievement TestsMusic Achievement Tests
How would YOU test for musical achievement?How would YOU test for musical achievement?
Aptitude and AchievementAptitude and Achievement
Research indicates that music aptitude is developmental during the early years of life. A child's aptitude at birth is innate, but can fluctuate until about age nine according to the richness and diversity of musical experiences the child undergoes. After age nine, one cannot expect to achieve in music beyond the limit of one's stabilized music aptitude. It is essential that children receive lots of high quality informal guidance and formal instruction in music in order to best realize their potential for musical fulfillment throughout life. Informal music experience prior to age five is particularly important. (Gordon)
Research indicates that music aptitude is developmental during the early years of life. A child's aptitude at birth is innate, but can fluctuate until about age nine according to the richness and diversity of musical experiences the child undergoes. After age nine, one cannot expect to achieve in music beyond the limit of one's stabilized music aptitude. It is essential that children receive lots of high quality informal guidance and formal instruction in music in order to best realize their potential for musical fulfillment throughout life. Informal music experience prior to age five is particularly important. (Gordon)
Research ProjectsResearch Projects
GuidelinesFormat & Length
see Update Contributor Guidelines http://dester.iweb.bsu.edu/
Contentsee sample Update articles (and packet chapters)
Cognition and motor execution in Piano Sight-Reading: A Review of Literature
Sight-Reading Ability in Wind and Percussion Students: A Review of Recent Literature
Initial Prospectus Due Sept. 25
Idea Sharing
GuidelinesFormat & Length
see Update Contributor Guidelines http://dester.iweb.bsu.edu/
Contentsee sample Update articles (and packet chapters)
Cognition and motor execution in Piano Sight-Reading: A Review of Literature
Sight-Reading Ability in Wind and Percussion Students: A Review of Recent Literature
Initial Prospectus Due Sept. 25
Idea Sharing
Next WeekNext Week
• Reading assignments• See 681 web site links:
• Sound, Physics, and Music• Explore the four areas under Basic Concepts (Table of Contents on
left)• Science Friday
Listen to archived audio Read/explore info by clicking “Lend an ear to the physics of
music” link View/read information under Related Links
Music Physics
• eJournal due Wednesday 8 AM• Continue work on Research Project
• Reading assignments• See 681 web site links:
• Sound, Physics, and Music• Explore the four areas under Basic Concepts (Table of Contents on
left)• Science Friday
Listen to archived audio Read/explore info by clicking “Lend an ear to the physics of
music” link View/read information under Related Links
Music Physics
• eJournal due Wednesday 8 AM• Continue work on Research Project
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