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An Examination of the Relationships Between Music Aptitude and Musical Preference in Third Grade Students

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An Examination of the Relationships Between Music Aptitude and Musical Preference in Third Grade Students University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2014 Cognitive vs. aesthetic musical experiences : an examination of the relationships between music aptitude and musical preference in third grade students. Erin Archer Elliott University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the Music Education Commons Recommended Citation Elliott, Erin Archer, "Cognitive vs. aesthetic musical experiences : an examination of the relationships between music aptitude and musical preference in third grade students." (2014). Electronic Theses and Dissertations. Paper 398. https://doi.org/10.18297/etd/398 This Master's Thesis is brought to you for free and open access by ThinkIR: The nivU ersity of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The nivU ersity of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. COGNITIVE VS. AESTHETIC MUSICAL EXPERIENCES: AN EXAMINATION OF THE RELATIONSHIPS BETWEEN MUSIC APTITUDE AND MUSICAL PREFERENCE IN THIRD GRADE STUDENTS By Erin Archer Elliott B.M.E. The College of Wooster, 2007 A Thesis Submitted to the Faculty of the School of Music of the University of Louisville In Partial Fulfillment of the Requirements for the Degree of Master of Music Education Music Education University of Louisville Louisville, Kentucky May 2014 Copyright 2014 by Erin Archer Elliott All rights reserved ii COGNITIVE VS. AESTHETIC MUSICAL EXPERIENCES: AN EXAMINATION OF THE RELATIONSHIPS BETWEEN MUSIC APTITUDE AND MUSICAL PREFERENCE IN THIRD GRADE STUDENTS By Erin Archer Elliott B.M.E., The College of Wooster, 2007 A Thesis Approved on April 21, 2014 by the following Thesis Committee: _____________________________________ Thesis Director Dr. Robert Amchin _____________________________________ Dr. Darcy Walworth _____________________________________ Dr. Douglas Shadle ii DEDICATION This work is lovingly dedicated to the following: To my parents, Jon and Toni Cook; you provided me with such a rich musical experience as a child that has impacted the direction of my life. You have supported me in all of my endeavors and have always pushed me to the best person possible. To my Aunt Christine; our conversations and debates about education and educational philosophy, even outside the realm of music, sparked my interest for research and the want to strive to be the best teacher possible. To my Grandma Cook; thank you for being a source of musical inspiration, encouraging me in my music abilities when I was not the most outwardly excited about music, and for the strength and courage you displayed in your final years. I pray that I can have half of the strength and passion you displayed, and your spirit continues to inspire me. To my husband, David; without your strength, love, and unending support through past two years, I would not have been able to accomplish what I have been able to do. Because of you, I have become a better researcher, educator, and person. To my family at Antioch Church; thank you for providing such a wonderful church home for us during these two years. Your spiritual mentorship, beautiful music, and friendship have been a source of strength and has helped me to grow closer to God. To God be the glory in all that I say and do. iii ACKNOWLEDGEMENTS I would first like to thank my advising committee for their dedication to helping me through the process of completing my thesis. Thank you, Dr. Amchin, for handling my incessant amount of questions and helping me to reign in my thoughts and ideas into something that is (almost) doable. I would like to thank Dr. Darcy Walworth, for her wonderful insight into quantitative research and encouraging me to keep pushing when I faced adversity and issues out of my control. I would also like to thank Dr. Douglas Shadle for his unique perspective as a musicologist and your wonderful editing skills. Also, I give many thanks to Dr. Jill Jacobi-Vessels from the College of Education, who gave me a wonderful SPSS tutorial and provided guidance throughout the data analysis process. I would also like to express my greatest thanks to Dana Gumm and Shannon Mitchell for allowing me to work with their students and taking time away from their busy schedule. Your dedication to your students and great teaching has not gone unnoticed! I also want to thank my husband for his unending guidance and for being my rock. This would not have been possible without your encouragement. Lastly, I would like to give many thanks to my fellow graduate students for providing support, inspiration, humor, and friendship the past two years. I am very grateful to have met you all and have loved watching each and every one of you grow these past two years. iv ABSTRACT COGNITIVE VS. AESTHETIC MUSICAL EXPERIENCES: AN EXAMINATION OF THE RELATIONSHIPS BETWEEN MUSIC APTITUDE AND MUSICAL PREFERENCE IN THIRD GRADE STUDENTS Erin Archer Elliott April 25, 2014 The purpose of this study was to measure correlations between third grade students’ music aptitude and preferences for music. Students (N = 60) from two elementary schools in Central Kentucky participated in the study. Students took Gordon’s Intermediate Measures of Music Audiation (IMMA) and a researcher-designed test called the Children’s Music Preference Index. Correlations between IMMA scores and music preference were tabulated using a two-tail bivariate correlation computing a Pearson’s product-moment correlation coefficient. No significant correlations were found between IMMA scores and the overall preference for music (r = -.018). There was an apparent weak negative correlation between aptitude and preference for Rock music (r = -.346). The overall preference score was slightly higher for those with exceptionally high and exceptionally low music aptitude than those with average aptitude. Exceptions of this finding include Rock and Pop, which showed a negative relationship, but not correlation, between strong preference as aptitude scores decreased, and Jazz music, which was rated progressively higher as aptitude scores increased. Suggestions for further areas of research are discussed. v TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................... iv ABSTRACT ........................................................................................................................ v TABLE OF CONTENTS ................................................................................................... vi LIST OF TABLES ........................................................................................................... viii LIST OF FIGURES ........................................................................................................... ix INTRODUCTION .............................................................................................................. 1 REVIEW OF LITERATURE ............................................................................................. 3 Defining Music Aptitude ................................................................................................ 3 The Evolution of Music Aptitude ................................................................................... 5 Gordon’s Philosophy of Music Aptitude ........................................................................ 9 Defining Music Preference ........................................................................................... 15 Physical Characteristics of Music ................................................................................. 17 Cultural Environment ................................................................................................... 19 Personal Characteristics of the Listener ........................................................................ 23 Musical Ability and Aptitude ....................................................................................... 27 METHOD AND MATERIALS ........................................................................................ 31 Scope of Study .............................................................................................................. 31 Research Questions ....................................................................................................... 31 Definition of Terms ...................................................................................................... 32 Null Hypothesis ............................................................................................................ 32 Setting ........................................................................................................................... 33 IRB Approval ................................................................................................................ 34 vi Participants .................................................................................................................... 34 Procedure and Timeline ................................................................................................ 36 Tests .............................................................................................................................. 38 Developing the CMPI ..................................................................................................
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