Effects of Audio- and Videotape Models on Performance Achievement of Beginning Clarinetists

Abstract

The purpose of this study was to investigate the comparative effects of home practice using three different kinds of cassette-tape models on the performance achievement of beginning clarinet students. Subjects were 146 volunteer fifth- and sixth-grade students who were randomly assigned one of three cassette tapes: a videotape, a modeling audio-tape, or a nonmodeling audiotape. Information on amounts of student practice, tape use, and parental involvement in student music-making was collected. Performance achievement was assessed at the conclusion of an 8-week experimental treatment period. Two further assessments were conducted to determine retention of performance achievement. All performances were rated by two independent judges, with resulting agreement correlations of 0.84 or higher. Results of analysis of variance indicated that videotape-group students scored significantly higher (0.05) on visual/physical performance criteria than did students in the nonmodeling audiotape group immediately after the treatment and scored higher on tone quality/intonation performance criteria in subsequent, delayed longitudinal assessments.