Observation of Approval/Disapproval in Music: Perception Versus Actual Classroom Events

Abstract

This study was designed to assess subjects' perceptions of teacher approval/disapproval given to elementary students compared to the actual responses of the teacher. Subjects were 109 graduate and undergraduate music therapy (n = 50) and music education (n = 59) majors enrolled in classes in behavioral techniques that constituted parts of teacher/therapist training programs. Subjects viewed a 23-min videotape of an ongoing kindergarten music class involving listening, movement, and rhythm instrument performance activities. Subjects were instructed to write as many succinct statements as possible while observing the tape concerning the setting, teacher behavior, teacher/student interactions, lesson organization, and students' musical and social behaviors. Following the viewing, subjects evaluated various aspects of the approval and disapproval, using seven-point semantic differential scales, and also estimated the percentages of teacher time spent giving approval, disapproval, and instruction. All subjects inaccurately estimated the amount of teacher time devoted to approval and disapproval. There were significant differences between the two groups regarding the perceived use of teacher time, with music education students estimating a significantly greater amount of time devoted to approval (p < .01). Both groups indicated that there was “too little” approval given by the teacher; however, the music therapy subjects expressed this more strongly (p < .02). There were no significant differences between the two groups across other semantic differential scales. All subjects considered approval and disapproval to be generally “good,” “meaningful,” “beneficial,” “valuable,” and “effective.” A significant difference between music therapy and music education majors was found in the number and content of written statements.

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