Preservice and in-service teachers' perceptions of band music content and quality using self-report and behavioral measures

This study is an examination of experienced and inexperienced teachers' per ceptions of band music content and quality in three experimental settings. Estimates of time focusing on musical elements and perceptions of difficult y and quality of a mid-level band work after silent score study and after l istening were investigated. In a separate study, participants demonstrated musical element focus using an operant measure while simultaneously listeni ng to and reading scores of three works in different styles. Perceptions of difficulty and quality were again examined. Level of expertise was not a m itigating factor in these tasks; preservice teachers' focus generally paral leled responses of in-service teachers. Mode of study seemed to influence d ecisions of quality and craftsmanship, since these were rated more highly b y listeners than by readers. Results suggest that preservice teachers may p ossess abilities similar to experienced teachers concerning decisions about mid-level band works. Limitations of these studies suggest caution in inte rpretation of results and demonstrate a need for continued study.