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The effects of experiential activities designed to heighten aesthetic responsiveness on the aesthetic experiences of college choral ensemble members
Abstract
The purpose of this study was to examine the effects of experiential, creative problem-solving activities on the aesthetic responsiveness of collegiate choral ensemble members. Activities were based on the philosophy and method of Lincoln Center Institute's programs for aesthetic education and were compared to a rehearsal method designed solely to develop performance skill. Aesthetic sensitivity was measured using Continuous Response Digital Interface (CRDI) in a pre- and posttest setting. The effects of musical background were also examined. This study employed a 3-factor analysis of variance (ANOVA) with repeated measures across the pre/posttest factor. The independent variables were rehearsal method and musical background and the dependent variable was mean scores of aesthetic depth as measured by CRDI. Five null hypotheses were tested at the .05 level of significance. No significant interactions or differences among the independent variables were found. A low correlation (r = .13) between CRDI means and changes in aesthetic depth as reported on the posttest questionnaire led to additional analyses of data from the questionnaire. A 3 x 2 ANOVA using questionnaire responses as the dependent variable resulted in significant differences in aesthetic responsiveness based on rehearsal method. There were no significant differences in the dependent variable on the basis of musical background and no interactions. Chi-square analyses further revealed significant differences among the levels of the factor rehearsal method in subjects' opinions regarding the musical literature and rehearsal activities. In spite of the low correlation between the two dependent variables, most subjects (89%) reported that responses recorded on the CRDI dial were accurate reflections of aesthetic feeling. The discrepancy between self-reports on the posttest questionnaire and those scores recorded on the CRDI dial warranted consideration of several explanations. Inherent differences between summative and continuous types of measurement may have played a role in the discrepancy, or the definition of aesthetic responsiveness as presented to the subjects may have been unclear. Some research design issues may also have contributed to the results, including the selection of the musical literature under study, sample size, length of rehearsal period, and methodologies which were uncommon for use in a performance venue.
Subject Area
Music education|Music|Higher education
Recommended Citation
Creasy, Kathleen Denise, "The effects of experiential activities designed to heighten aesthetic responsiveness on the aesthetic experiences of college choral ensemble members" (1997). ETD collection for University of Nebraska-Lincoln. AAI9929192.
https://digitalcommons.unl.edu/dissertations/AAI9929192