The Effect of Providing Band Students with a Simplified Score on their Performance Quality and Perceptions of their Experience

Abstract

The purpose of this study was to evaluate the effect of providing band students with a simplified score on their performance quality and perceptions of their experience. Subjects were students (N = 38) enrolled in two intact high school band ensembles at two different K-12 parochial schools in the Midwest. Subjects learned and performed two pieces of band literature; one with traditional single-line parts and one with an experimental simplified score. Pretest and posttest recordings were made of band performances with each score type and then rated by professional music educators (N = 33). In addition, students filled out a reflective survey about their experience learning and performing the piece with each score type. Rehearsals were also video recorded to observe student and instructor behaviors in relation to the score type used. Results of video analysis and coding did reveal a few significant differences; however, these could possibly be attributed to instructor individuality. Survey results indicated there was no effect of score type on the positivity of a student’s perception of the learning experience. However, results did show students liked the new simplified score. The results of the simplified score’s effect on performance quality varied between schools and no significant effect of score type was found. However, further analysis suggested there may be more learning potential with the simplified score.