Music Teachers' Role in Preparing Students for Live Symphonic Experiences

Abstract

This study investigated the effect of varying the extent of music teacher involvement and training with concert-related instructional materials on student achievement and interest in music following live symphonic experiences. Three hundred and ninety-two middle school students were randomly assigned to one of six music teachers for the purposes of receiving pre-concert instruction. These six music teachers were randomly assigned to one of three different levels of involvement and training relative to the development and use of pre-concert instructional materials. Steps were taken to minimize teacher differences confounding with teacher involvement and training. There were no significant differences in music achievement or interest scores among middle school subjects based on the extent of their music teacher's involvement and training with pre-concert instructional materials. Based on this study, there are no benefits, specifically in terms of student achievement or interest, in music teachers having a high degree of involvement or training with concert-related instructional materials. Future researchers may wish to examine possible affective benefits when music teachers are involved in the design of and training with concert-related instructional materials.