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The Influence of Teaching-Career Level and Primary Performance Instrument on the Assessment of Music Performance

Michael P. Hewitt is an assistant professor of music education in the School of Music, 2130C Clarice Smith Performing Arts Center, University of Maryland, College Park, MD 20742; e-mail: mphewitt{at}umd.edu.

Bret P. Smith

Bret P. Smith is an assistant professor of music education at the same institution; e-mail: bpsmith{at}umd.edu.

The purpose of this investigation was to examine the influence of teaching-career level and primary instrument on music teachers' assessment of music performance. The main and interaction effects of three career-level conditions (in-service teachers, upper-division undergraduate students, and lower-division undergraduate students) were examined, along with two primary instrument conditions (brass, not brass), on tone, intonation, melodic accuracy, rhythmic accuracy, tempo, interpretation, and technique/articulation. Participants (N=150) listened to performances of six junior high trumpet players of various abilities and rated them using the Woodwind Brass Solo Evaluation Form (Saunders & Holahan, 1997). No statistically significant differences were found for the vast majority of interactions or main effects for either career level or instrument condition, suggesting that no relationship exists between teaching-career level and primary performance instrument on the evaluation of music performances.

June 1, 2004

October 27, 2004.

Journal of Research in Music Education, Vol. 52, No. 4, 314-327 (2004)
DOI: 10.1177/002242940405200404


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