The effect of audio recording and playback on self-assessment among middle school instrumental music students
This study examined the effect of audio recording and playback on middle school instrumentalists' self-assessment. Middle school student musicians (N = 112) completed a self-assessment immediately following their individual performance of an etude. The student musicians then listened to a recording of their individual performance and completed another identical self-assessment. A third identical self-assessment occurred 2 days later, again utilizing the recorded performance as subject material. The self-assessment tool asked students to rate individual aspects of their performances on a 7-point Likert-type scale. The elements of tone, pitch, and rhythm all evidenced significant differences in self-assessment ratings from the live performance to the recorded performance 2 days later. There were also significant differences in self-assessment ratings between the live performance and recorded performance conditions for the elements of pitch and rhythm. Only tone evidenced a significant difference in self-assessment ratings from the first recorded condition to the second recorded condition. Implications and suggestions for future research are discussed.
Psychology of Music
Silveira, Jason M. and Gavin, Russell, "The effect of audio recording and playback on self-assessment among middle school instrumental music students" (2016). Faculty Articles Indexed in Scopus. 744.