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The Effect of Performing Ensemble Participation on the Ability to Perform and Perceive Expression in Music

This study compared collegiate subjects who had participated in high school performing ensembles (participants) with subjects who had not (non-participants) on their ability to perform expressively and to perceive expression in music. In Phase I, subjects (N = 56) were asked to perform three song selections, expressively and unexpressively, using a keyboard device that required minimal skill. A panel of experts rated recorded performances for expression and accuracy. In Phase II, subjects (N = 129) listened to 54 randomly selected performances from Phase I and rated each for expression and accuracy. Results indicated that participants performed with significant (p < .05) differentiation between expressive and unexpressive renderings in Phase I. In Phase II, participants demonstrated a significant difference (p < .05) between their ratings of expressive and unexpressive performances. No significant difference was found between non-participants’ ratings of performances. Findings suggest that school performing ensemble participation positively influences the performance and perception of musical expression.