a study of the musical preferences, interests, and
TRANSCRIPT
A STUDY OF THE MUSICAL PREFERENCES, INTERESTS, AND ACTIVITIES OF PARENTS AS FACTORS IN
THEIR ATTITUDE TOWARD THE MUSICAL EDUCATION OF THEIR CHILDREN
by
Joachim Sandvoss Mus. Bac, University of Toronto, 1 9 5 7 #
M. Ed., University of B r i t i s h Columbia, 1 9 6 6 .
A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF EDUCATION
i n the Faculty of Education
We accept this dissertation as conforming to the required standard
THE UNIVERSITY OF BRITISH COLUMBIA
March, 1 9 6 9
In p r e s e n t i n g t h i s t h e s i s i n p a r t i a l f u l f i l m e n t o f t h e r e q u i r e m e n t s f o r
an a d v a n c e d d e g r e e a t t h e U n i v e r s i t y o f B r i t i s h C o l u m b i a , I a g r e e t h a t
t h e L i b r a r y s h a l l make i t f r e e l y a v a i l a b l e f o r r e f e r e n c e a n d S t u d y .
I f u r t h e r a g r e e t h a t p e r m i s s i o n f o r e x t e n s i v e c o p y i n g o f t h i s t h e s i s
f o r s c h o l a r l y p u r p o s e s may b e g r a n t e d b y t h e Head o f my D e p a r t m e n t o r
b y h i s r e p r e s e n t a t i v e s . I t i s u n d e r s t o o d t h a t c o p y i n g o r p u b l i c a t i o n
o f t h i s t h e s i s f o r f i n a n c i a l g a i n s h a l l n o t b e a l l o w e d w i t h o u t my
w r i t t e n p e r m i s s i o n .
D e p a r t m e n t
The U n i v e r s i t y o f B r i t i s h C o l u m b i a
V a n c o u v e r 8, C a n a d a
DATE A^riL t 5~ j M
Chairman: Professor A l l e n E. Clingman.
ABSTRACT
The s o c i o l o g i c a l and psycho log i ca l l i t e r a t u r e revea l s
that the parents and the home may be the most important
determinants i n the development of i n t e r e s t s and a t t i tudes
i n the l i f e of the c h i l d . Research i n music education has
contr ibuted very l i t t l e t o show the e f f e c t of environmental
cond i t i ons , such as d i f f e r e n t patterns of home l i f e , on
music education i n the schools. Researchers i n music
educat ion have, however, revea led the need to study the
musical home background of the c h i l d .
Th i s study inves t i ga ted the musical behaviour of
parents from three subcultures, urban, suburban, and r u r a l -
farm, and te s ted the a t t i tude parents have toward the
musical education of t h e i r c h i l d r e n . A quest ionnaire was
constructed to gather the data i n a f a c e - t o - f a c e s i t u a t i o n .
There were 133 subjects i n the sample. The method of pa i red
comparisons was employed to measure the respondents ' mus ica l
preferences toward s i x types of music. A L i k e r t - t y p e a t t i
tude sca le was constructed to t e s t parenta l a t t i tudes toward
a musical education f o r c h i l d r e n . The quest ionnaire was
tes ted f o r r e l i a b i l i t y and v a l i d i t y and considered adequate.
These general conclus ions were reached. No large
or cons i s tent d i f f e rences were found between the urban,
suburban, and ru ra l - f a rm groups of parents w i th regard to
t h e i r musical i n t e r e s t s , a c t i v i t i e s , and preferences , as
w e l l as t h e i r a t t i tude toward a musical education f o r
c h i l d r e n . However, some d i f f e rences emerged. The mothers
from the three areas seem to at tach more importance to
musical a c t i v i t i e s such as attending concerts or p lay ing
a musical instrument than do f a t h e r s . The ana lys i s of the
data showed that the r e l a t i v e preference f o r Fo lk Music
versus L ight C l a s s i c a l Music seems to d i f f e r e n t i a t e the
three groups, of parents. Rura l - farm parents seem to p r e f e r
Polk Music more than L ight C l a s s i c a l Music, whereas urban
and suburban parents seem to p r e f e r Fo lk Music l e s s than
L ight C l a s s i c a l Music. The a t t i tude te s t revea led another
s i g n i f i c a n t d i f f e r e n c e . Suburban mothers seem to d i f f e r
from suburban f a ther s i n t h e i r mean a t t i tude toward a
musical education f o r c h i l d r e n . The mean a t t i tude of sub
urban fa thers appears to be lower than that of the mothers.
With the except ion of the noted d i f f e r e n c e s , i t
seems that ne i ther socio-economic p o s i t i o n nor geographical
l o c a t i o n d i f f e r e n t i a t e urban, suburban, or ru ra l - f a rm parents
i n regard to t h e i r (1) musical i n t e r e s t s , a c t i v i t i e s , and
preferences, as w e l l as t h e i r (2) a t t i t ude toward a musical
education f o r c h i l d r e n . Th i s conc lus ion i s , i n pa r t , not
i n conformance with the f i nd ing s of e a r l i e r s tud ies , which
reported that musical preferences of adul ts appear to be
very much in f luenced by socio-economic p o s i t i o n and a lso by
i v
geographic l o c a t i o n .
The parents ' r e a c t i o n to the eleven statements of
t h i s s tudy ' s a t t i tude sca le was such as to permit the
fo l l ow ing conc lus ion. I t seems that a h igh propor t ion of
urban, suburban, and ru ra l - f a rm parents (pos s ib ly 80 to 90
per cent) have a favourable a t t i tude toward a musical edu
c a t i o n f o r c h i l d r e n .
The " n e u t r a l " responses by near ly h a l f the sample
to an a t t i tude statement about music educat ion not r e c e i v i n g
i t s due i n our pub l i c schools suggest that many parents are
unaware of what i s happening i n the elementary school c l a s s
room i n regard to music educat ion.
L i s t en ing t o music appears to be a very h igh ly
p re fe r red l e i s u r e a c t i v i t y f o r a h igh propor t ion of urban,
suburban, and ru r a l - f a rm parents. Music on the r ad i o ,
t e l e v i s i o n musical programs, and records tend to be the
most o f ten u t i l i z e d sources of l i s t e n i n g to music, but many
parents, probably 60 per cent or more, l i s t e n to music at
concerts , r e c i t a l s , musica ls , operas, operettas , e t c . e i t h e r
f requent ly or occa s i ona l l y .
TABLE OF CONTENTS
CHAPTER PAGE
I. THE PROBLEM AND DEFINITIONS OF TERMS USED . . 1
The Problem 4
Statement of the problem 4
Importance of the study 4
D e f i n i t i o n s of Terms Used 8
Musical preferences 8
Musica l i n t e r e s t s 9
Musica l a c t i v i t i e s . . . . . 9
Att i tude toward a musical education . . . 9
I I. REVIEW OF THE LITERATURE 1 1
L i t e r a t u r e on the Inf luence of S o c i a l
Class and Subcu l tura l D i f ferences on
Musical Behaviour and A t t i tudes . . . . . 1 2
L i t e r a t u r e on the Importance of the Home
and the Parents as an Inf luence on the
Development of Preferences and In teres t s
i n Music 2 0
Summary 24
II I. THE QUESTIONNAIRE AND GROUPS STUDIED . . . . 26
The Sample 26
The Questionnaire P lan . . . . . . . . . . 2 9
The Construct ion of the Preference Test . • 3 1
v i
CHAPTER PAGE
The Construct ion of the A t t i tude Scale . . 37
R e l i a b i l i t y and V a l i d i t y . . 41
IV. THE QUESTIONNAIRE RESULTS 51
Leisure A c t i v i t i e s . . . . . . 53
Musical In teres t s and A c t i v i t i e s . . . . . 65
Musica l Preferences . . . . . . . . . . . 75
At t i tude Toward a Mus ica l Educat ion . . . 90
V. SUMMARY AND CONCLUSIONS 100
BIBLIOGRAPHY I l l
APPENDIX 120
LIST OF TABLES
TABLE PAGE
I. Rank Order of Le i sure A c t i v i t i e s f o r the
Urban Area 61
II. Rank Order of Le i sure A c t i v i t i e s f o r the
Suburban Area . . . . . 62
III. Rank Order of Le i sure A c t i v i t i e s f o r the
Rural-Farm Area . . . . . 6 3
IV. Summary of A l l Rank-Ordered Le i sure
A c t i v i t i e s . . . . . 64
V. Summary of Mus ica l In teres t s and
A c t i v i t i e s 74
VI. Rank Order of Musica l Preferences . . . . . 87
VII. Musica l Preference Scale Values . . . . . . 88
VII I. Mus ica l Preference Scales f o r the Urban,
Suburban, and Rural-Farm Areas . . . . . 89
IX. Questionnaire Data f o r : Le i sure
A c t i v i t i e s , Urban Area (Mothers) • • . • 121
X. Questionnaire Data f o r : Le i sure
A c t i v i t i e s , Urban Area (Fathers) . . . . 122
XI. Questionnaire Data f o r : Le i sure
A c t i v i t i e s , Suburban Area (Mothers) . . • 1 2 3
XII. Questionnaire Data f o r : Le i sure
A c t i v i t i e s , Suburban Area (Fathers) . • . 124
v i i i
TABLE PAGE
XII I. Questionnaire Data f o r : Le i sure
A c t i v i t i e s , Rural-Farm Area (Mothers) . . 1 2 5
XIV. Questionnaire Data f o r : Le i sure
A c t i v i t i e s , Rural-Farm Area (Fathers) • . 126
XV. Questionnaire Data f o r : Mus ica l
Preferences, Urban Area (Mothers) . . . . 1 2 7
XVI. Questionnaire Data f o r : Mus ica l
Preferences, Urban Area (Fathers) . . . . 128
XVTI. Questionnaire Data f o r : Mus ica l
Preferences, Suburban Area (Mothers) . • 1 2 9
XVIII. Questionnaire Data f o r : Mus ica l
Preferences, Suburban Area (Fathers) . . 1 3 0
XIX. Questionnaire Data f o r : Mus ica l
Preferences, Rural-Farm Area (Mothers) . 1 3 1
XX. Questionnaire Data f o r : Mus ica l
Preferences, Rural-Farm Area (Fathers) . 1 3 2
XXI. Questionnaire Data f o r : A t t i tude
Toward a Mus ica l Educat ion, Urban Area . 1 3 3
XXII. Questionnaire Data f o r : A t t i tude
Toward a Mus ica l Educat ion, Suburban
Area 134
XXIII. Questionnaire Data f o r : A t t i tude
Toward a Musica l Educat ion, R u r a l -
Farm Area 1 3 5
LIST OF FIGURES
FIGURE PAGE
1. Comparisons of Re la t i ve Rankings of Three
Mus ica l Le i sure A c t i v i t i e s . . . . . . . . . 56
2 . Comparisons of Percentages of S ix Mus ica l
In terest s . . . . . . . . . . . . . . . . . 67
3. Comparisons of Percentages of S ix Mus ica l
A c t i v i t i e s 68
CHAPTER I
THE PROBLEM AND DEFINITIONS OF TERMS USED
In the l i f e of the growing c h i l d , the school i s
only one of severa l s o c i a l i n s t i t u t i o n s invo lved i n the
development of an i n t e r e s t i n and an a t t i tude toward a
musica l educat ion. Laycock and Munro point out that
every c h i l d has four sets of teachers :
a. Home teachers (parents, s i b l i n g s , and other r e l a t i v e s ) .
b« Playmate teachers (age-mates, classmates, the gang, the crowd, c lose f r i e n d s ) .
c. School teachers (nursery, k indergarten, elementary school , and high schoo l ) .
Community teachers (the church and i t s o rgan iz -at ions , Scouts, Guides, and other boys ' and g i r l s ' c lubs , r e c r e a t i o n a l agencies, the mass media, welfare agencies, and the c i t i z e n s of the community with t h e i r a t t i tudes toward law-enforcement, sexual mora l i ty , and the value of education).1
A c h i l d ' s f i r s t teachers are h i s "home teacher s , " and the
c h i l d i s l i k e l y to r e f l e c t the i n t e r e s t s and a t t i tudes
these " teachers " have toward a musical educat ion. When
a c h i l d enters school , he thus comes with i n t e r e s t s and
ready-made a t t i tudes which may in f luence h i s subsequent
S. R. Laycock and B. C. Munro, Educat iona l Psychology (Vancouver: The Copp Clark Pub l i sh ing Company, 1966), p. 10.
2
i n t e r e s t i n music. The school may r e i n f o r c e the a t t i t udes
toward music which the c h i l d has absorbed from h i s parents,
o lder s i b l i n g s , and other r e l a t i v e s , or i t may cont rad ic t
them, but, as Havighurst and Neugarten point out, "what
he [the chi ld] has learned and what he continues to l ea rn
at home w i l l co l o r h i s a t t i tudes toward school and w i l l
in f luence what he does and how he learns i n the school 2
s e t t i n g . " Frank, d i scuss ing the unique environment each
fami ly presents f o r the c h i l d , s ta tes :
The fami ly i s the only s o c i a l l y recognized r e l a t i o n f o r c h i l d bear ing and the e s s e n t i a l agency f o r c h i l d r ea r i ng , s o c i a l i z a t i o n , and in t roduc ing the c h i l d to the cu l ture of the soc ie ty , thereby shaping the bas ic character s t ructure of our c u l t u r e .3
Cutts and Mosely note c a t e g o r i c a l l y :
A good educat ion i s such an asset . . . today that we are l i k e l y to overlook the f a c t that parents are more important than teachers . . . . Psycho log i s t s are thoroughly convinced that the ea r l y years , months, weeks, and days of a c h i l d ' s l i f e go f a r to e s t a b l i s h the q u a l i t i e s and a t t i tudes which determine not only h i s human r e l a t i o n s but a l so h i s work hab i t s . The home atmosphere, the example of the parents, and the way i n which they supplement formal education contr ibute i n a major way to the f i n a l result.4"
2 Robert J . Havighurst and Bernice L. Neugarten,
Soc iety and Educat ion (second e d i t i o n ; Boston: A l l y n and Bacon, l9o*6"), p. 117.
^Lawrence K. Frank, "What Fami l i e s Do f o r the Nat ion, " American Journa l of Soc io logy, 53:4-71, 1948.
^Norma E. Cutts and Nicholas Mosely, Br ight Ch i ldren (New York: G. P. Putnam's Sons, 1953)» p. 14.
3 A f t e r the c h i l d enters schoo l , the fami ly i s s t i l l
of v i t a l importance. Breckenridge and Vincent estimate
that " the home r e t a i n s one-hal f of the younger c h i l d ' s ,
waking time and one- fourth of that of the ado lescent . "^
This estimate i s based on a twelve month pe r i od . The
c h i l d ' s waking time re ta ined by the home i s lower dur ing
the ten month school year .
Thus music education ex i s t s i n a s o c i e t a l frame
work i n which parents p lay a v i t a l r o l e i n prov id ing what
could be the most important and strongest in f luence on
the development of an i n t e r e s t i n music. Because of the
e f f e c t s of parenta l a t t i tudes on c h i l d r e n ' s i n t e r e s t i n
music, music educators ought to recognize the extent to
which parents determine whether or not a c h i l d cons iders
musical i n t e r e s t s and a c t i v i t i e s worthwhile, or the extent
to which parents have b u i l t unnecessary " sub jec t d i s a b i l
i t i e s " i n t h e i r c h i l d by cons ider ing music educat ion as
a subject of minor importance i n the s choo l ' s curr icu lum.
To r e a l i z e the extent to which the home can
contr ibute i n prov id ing a musical education f o r the c h i l d ,
i t would seem necessary f o r the music educator to know a
great dea l more than he does at the present time about the
home musical environment i t s e l f . An i n v e s t i g a t i o n of the
-'Marian E. Breckenridge and E. Lee V incent, C M Id Development,(fourth e d i t i o n ; London: W. B. Saunders Company, I960), p. 195.
4-musical a c t i v i t i e s and i n t e r e s t s of parents themselves
should thus make a con t r i bu t i on to bas ic understandings
and knowledge necessary f o r teaching music e f f e c t i v e l y .
I. THE PROBLEM
Statement of the problem. The aim of t h i s i nve s
t i g a t i o n was to d i scover and evaluate the mus ica l p r e f e r
ences, i n t e r e s t s , and a c t i v i t i e s of parents from urban,
suburban, and ru r a l - f a rm homes as f a c t o r s i n t h e i r a t t i
tude toward a musica l education f o r t h e i r c h i l d r e n . I t
i s hoped that the conclus ions and recommendations w i l l be
u s e f u l i n strengthening the r e l a t i o n s h i p between the music
program i n the school and the home.
The s tudy ' s hypothesis was as f o l l ows : parents
with s i m i l a r socio-economic/geographic a t t r i b u t e s , that i s
urban, suburban, or r u r a l - f a rm, w i l l have s i m i l a r musical
preferences, i n t e r e s t s , and a c t i v i t i e s and w i l l express
s i m i l a r a t t i tudes toward a musical education f o r c h i l d r e n ;
and parents i n d i f f e r e n t "groups" w i l l have d i f f e r e n t
musical preferences, i n t e r e s t s , and a c t i v i t i e s and w i l l
express d i f f e r e n t a t t i tudes toward a musical education f o r
c h i l d r e n .
Importance of the study. The s o c i o l o g i c a l and
psycho log ica l l i t e r a t u r e revea l s that the parents and the
home may be the most important determinants i n the d e v e l
opment of i n t e r e s t s and a t t i tudes i n the l i f e of the
5 c h i l d . I t i s remarkable that research i n music educat ion
has contr ibuted very l i t t l e to show the e f f e c t of d i f f e r e n t
patterns of home l i f e on the development of an i n t e r e s t i n
music. K i r k p a t r i c k wr i te s , "a l though comment regarding
the bene f i t s of an ac t i ve musical environment are i n abun
dance, ac tua l documentation of these e f f e c t s i s at a min
imum." 6 The Research Guild' ' 7 i n the United States repor t s
a ser ious lack of informat ion about parenta l a t t i tudes
toward music educat ion. Leading music educators have,
however, recognized the need to study the home and the
fami l y s i t u a t i o n with respect to the musical environment
they provide f o r the c h i l d . Burmeister, wr i t i n g about
community a t t i tudes i n general , s t a te s :
I t i s important that the music educator knows what the community th inks about school music, f o r i n the l a s t ana lys i s i t w i l l be community a t t i tudes which w i l l determine the answers to problems of funct iona l i sm i n music educat ion.8
Si l l i a m C. K i r k p a t r i c k , J r . , "Re la t ionsh ips Between the S inging A b i l i t y of Pre-Kindergarten Ch i l d ren and The i r Home Musica l Environment" (unpublished Doctora l D i s s e r t a t i on , Un i ve r s i t y of Southern C a l i f o r n i a , 1962), p. 57.
^The Research Gu i l d , "The Inf luence of Parents 1
At t i tudes on Ch i l d ren ' s Musica l A c t i v i t y , " A Soc io -Psycho log ica l Study (Kenosha,. Wisconsin: G. Leblanc Corporat ion, 1961), p. 2.
Q C l i f t o n A. Burmeister, "A Study of Community
At t i tudes Toward Music Educat ion i n the Pub l i c Schools of Se lected Communities i n M i s s o u r i , " J . of Research i n Music Educat ion, Vo l . I l l , F a l l , 1955, No. 2, 77-91, p. 78.
6
The same thought i s expressed by Mur se l l , who wr i te s ,
"what the teacher i s able to do i n music depends i n the
long run upon the wishes and a t t i tudes of h i s p u p i l s , of q
t h e i r parents, and of the school c o n s t i t u e n c y . " y As
recen t l y as 1965* Ernst and Gary advanced the idea that
"the r e l a t i o n s h i p between music at school and music at
home needs to be strengthened; schools can a s s i s t pup i l s
and parents i n f i n d i n g s a t i s f a c t o r y musical experiences
that f i t the fami ly s i t u a t i o n . " 1 0
There i s general agreement among lead ing music
educators that musical i n t e re s t s and preferences are
environmental ly der i ved . The concern i s to b r i n g music
education " i n t o a more r e a l i s t i c r e l a t i o n t o the s o c i a l
and c u l t u r a l s c e n e . " 1 1 Madison even suggests that "nothing
short of a study of our t o t a l cu l tu re and the place of 12
music w i th in that cu l ture would seem to s u f f i c e . " Here
the concern i s to f i n d "what the musical norms are that
^James L. Mur se l l , Music i n American Schools (New York: S i l v e r Burdett and Company, 1943), p. 7.
1 0 K a r l D. E rns t and Charles L. Gary (ed . ) , Music in .Genera l Educat ion (Washington, D. C : Music Educators* Nat iona l Conference, 1965)» P» 206.
1 1 T h u r b e r H. Madison, "The Need f o r New Concepts i n Music Educat ion, " Bas ic Concepts i n Music Educat ion, pp. J -29 (Chicago: The F i f t y - Seven th Yearbook of the Nat iona l Soc iety f o r the Study of Educat ion, Part I, 1958), p. 25.
1 2 I b i d . , p. 26.
7
form part of the common c u l t u r a l experience of the soc ie ty
or the subgroups to which the music i s addres sed . " 1 ^ Th i s
14
thought i s expressed a lso by Jones, who urges the music
educator to evaluate the long-term, o v e r a l l r e s u l t s of
music education i n order to determine whether the e x p e r i
ences and t r a i n i n g provided i n our schools have l a s t i n g
and genera l ized e f f e c t on soc ie ty . Ernst and Gary d i scuss
eva luat ion of the music program as f o l l ows : Any educat iona l program worth planning and exe
cut ing needs to be evaluated to determine how success fu l i t i s . This eva luat ion can be of two t ype s—an eva luat ion of the degree to which i n d i v i d u a l students are a t t a i n i ng the outcomes, and an eva luat ion of the change i n behavior of the graduates of the program as a whole. There are th ings to be sa id i n favor of each type. The f i r s t i s ea s ie r to administer and may provide mot ivat ion f o r the students to s t r i v e to r e a l i z e the goals .
The second type of eva luat ion would give a t r u e r measure of the success of the program though i t does not conta in the mot ivat iona l f ea tu re . Since the outcomes sought by the program are des i red to be l i f e l o n g , ra ther than those that are a t ta ined merely f o r the purpose of passing a t e s t , i t must be admitted that t h i s type of eva luat ion i s needed.
. . Eva lua t ion of the program of general educat ion
^K. Peter Etzkorn, "The Re la t ionsh ip Between Mus ica l and S o c i a l Patterns i n American Popular Music, " J . of Research i n Music Educat ion, V o l . XII, Winter, T964T No. 4 , v.~~2~8T. [
^ R . Stewart Jones, "Current Trends and New Direct ions i n Educat iona l Research," J . of Research i n Music Educat ion, V o l . V, Spr ing, 1957,~"No. 1, pp. 16-ZZ.
8
i n music w i l l invo lve fo l low-up s tud ies of the graduates and pe r i od i c ana lys i s of the musical l i f e of the community.15
The current study, then, represents an attempt
to d i scover what parents do mus i ca l l y , what f a c t o r s may
account f o r the d i f f e r e n t patterns of musical behaviour
as i t occurs i n the subcultures under i n v e s t i g a t i o n ,
what the parents ' a t t i t ude i s toward a musical educat ion,
and what educat iona l s i g n i f i c a n c e there may be i n each
pat tern of musical behaviour.
II. DEFINITIONS OF TERMS USED
A number of s p e c i a l terms which may need de f i n ing
to ensure c l a r i t y were used i n the statement of the
problem. The fo l l ow ing d e f i n i t i o n s were designed to
acquaint the reader with the way i n which the terms have
been app l ied i n t h i s study. A f u l l e r explanat ion of the
use of the terms i s g iven i n Chapter III of t h i s study.
Musica l preferences. This term i s def ined as a
favourable eva luat ion of a musical s e l e c t i o n , as a s e l e c t i o n
"that may be i n t e l l e c t u a l or emotional i n o r i g i n , and that 16
i s always v o l i t i o n a l at l ea s t i n the act of choos ing. "
-'Ernst and Gary, op_. c i t . , p. 13. 1 6 C . V. Good and W. R. Merkel, D i c t i onary of
Educat ion (second e d i t i o n ; New York: McGraw-Hil l Book Company, 1959), p. 104.
9 Musica l i n t e r e s t s . In teres t s are the d i sp l ay of
preferences when choices are a v a i l a b l e . Thus musical
i n t e r e s t s are s tated expressions f o r musical a c t i v i t i e s
when other a c t i v i t i e s are a v a i l a b l e .
Mus ica l a c t i v i t i e s . Mus ica l a c t i v i t i e s are manifest
musical i n t e r e s t s that are based upon ac tua l p a r t i c i p a t i o n
i n music, such as s ing ing , p lay ing a musical instrument,
or ac t i ve l i s t e n i n g .
A t t i tude toward a musical educat ion. The term
" a t t i t u d e toward a musical educat ion" w i l l be def ined as
the way parents f e e l about the value of a musical education
f o r t h e i r c h i l d r e n . G u i l f o r d s ta te s :
An a t t i tude i s a personal d i s p o s i t i o n common to i n d i v i d u a l s , but possessed to d i f f e r e n t degrees, which impels them to react to object s , s i t u a t i o n s , or propos i t ions i n ways that can be c a l l e d favorable or unfavorable. The under ly ing bas i s i n mot ivat ion i s respons ib le f o r the b i p o l a r nature of an a t t i tude continuum. Mot ivat ion manifests i t s e l f i n terms of appet i tes and avers ions, and through experience we develop favorable and unfavorable i n c l i n a t i o n s toward var ious objects and c las ses of ob jec t s . The learn ing phenomena of genera l i z a t i on and d i s c r i m i n a t i o n determine the l i n e s along which a t t i tudes form and along which they f u n c t i o n . While a t t i tudes are subject to change, t h e i r d i r e c t i o n s and strengths are s u f f i c i e n t l y enduring over per iods of time to j u s t i f y t r e a t i n g them as pe r sona l i t y t r a i t s .
Thurstone was the f i r s t to suggest that . . . a t t i tudes can be measured by the opinions that i n d i v i d u a l s w i l l endorse as t h e i r own and that opinions can be c a l i b r a t e d . . , . The l o g i c behind the use of opinions to measure a t t i tudes i s that there i s a p o s i t i v e c o r r e l a t i o n between what people say on a subject and what they w i l l do about i t . Ho one who i s at a l l observing would maintain that the c o r r e l a t i o n i s p e r f e c t . A l l we can say i s that
10
to the extent peop le ' s act ions co r re l a te with t h e i r expressed opinions we can p red i c t the former from the l a t t e r .17
A l l of the terms mentioned above were contained
i n t h i s s tudy ' s hypothesis and were def ined opera t i ona l l y
to apply i n the cons t ruc t ion of the quest ionna i re. See
pages 29-41 f o r a d i s cus s ion of how the preferences,
i n t e r e s t s , a c t i v i t i e s , and a t t i t udes were rece ived and
recorded.
' J . P. G u i l f o r d , Psychometric Methods (second e d i t i o n ; New York: McGraw-Hill Book Company, 1954), pp. 456-7.
CHAPTER II
REVIEW OE THE LITERATURE
Numerous books and a r t i c l e s i n educat iona l s o c i o l
ogy and psychology have y i e l d e d f i nd ing s about the c u l t u r a l
f a c t o r s which in f luence peop le ' s behaviour and a t t i t u d e s ,
A review of the research l i t e r a t u r e i n music educat ion has
shown that very few studies i n music education are p e r t i
nent to t h i s i n v e s t i g a t i o n . Too o f ten , music i s assumed
to be a purely i n d i v i d u a l matter, whether of " tasted" or
" innate musical ab i l i t y ; ' ! An eva luat ion of c u l t u r a l
f a c to r s among parents and f a m i l i e s i s sure ly a necess i ty
f o r understanding peop le ' s musical a t t i tudes and behaviour.
To revea l the under ly ing a t t i t udes toward music
education and to i l l um ina te the d i f f e r e n c e s , i f any, i n
the musical behaviour of parents belonging to d i f f e r e n t
subcul tures, a review of re levant s tud ies should inc lude
( 1 ) per t inent research s tud ies i n music educat ion,
(2) l i t e r a t u r e on c h i l d development,
(3) l i t e r a t u r e on some s o c i a l aspects of the
^nuc lear " fami ly , and
(4-) l i t e r a t u r e on s o c i a l c l a s s and other subcu l -
t u r a l d i f f e r e n c e s .
At the outset, i t i s r e a l l y remarkable that none
of the s tudies i n music education has made the parents,
t h e i r preferences and i n t e r e s t s i n music and t h e i r a t t i tudes
12 toward music education the object of t h e i r study. Never
the le s s , research evidence has been found to support t h i s
s tudy ' s hypothesis with f a c t s and " -wel l -at tested" t h e o r i e s ,
thus prepar ing the way f o r the t e s t i n g of the hypothes is .
I. LITERATURE ON THE INFLUENCE OF SOCIAL CLASS AND
SUBCULTURAL DIFFERENCES ON MUSICAL
BEHAVIOUR AND ATTITUDES
This chapter i s not the place f o r an extended d i s c u s
s i on of s o c i a l c l a s s and subcu l tu ra l d i f f e r e n c e s . However,
i t may be des i rab le to focus a t t en t i on on the c h a r a c t e r i s t i c s
of s o c i a l s t r a t i f i c a t i o n . Breckenridge and Vincent wr i t e :
Ch i ld ren grow up i n d i f f e r e n t s o c i a l c l a s ses which have economic, s o c i a l , and c u l t u r a l components and which are determinants of where they l i v e . Soc i o l o g i s t s c l a s s i f y s o c i a l c la s ses . . . i n to three major groups with subclasses i n each. Thus people are sa id to be c l a s s i f i e d as lower, middle, or upper c l a s s . These c lasses cut across co l o r , ethnic and r e l i g i o u s l i n e s , are more apparent i n some regions than others, and i n t e r a c t i n vary ing degrees so that over lapping and d i f f u s i o n occur.
The development of the c h i l d , p h y s i c a l , mental, s o c i a l and emotional, can be viewed from the perspect i v e of these var ious aspects of h i s environment.1
Anastas i s t a te s :
S o c i a l c l a s s membership may serve as an i l l u s t r a t i o n of a r e l a t i v e l y broad, pervas ive, and enduring
Marian E. Breckenridge and E. Lee V incent, Ch i l d Development ( four th e d i t i o n ; London: W. B. Saunders Company, I960), p. 232.
1 3
environmental factor. Its influence upon behaviour development may operate through many channels. Thus social level may determine the range and nature of inte l l e c t u a l stimulation provided by home and community through books, music, art, play a c t i v i t i e s , and the l i k e . Even more far-reaching may be the effects upon interests and motivation,2
The subculture i n which a ch i l d lives i s thus a determinant of the child's physical, mental, social, and emotional development. The essence of a subculture i s "shared experience," that i s , common ways of thinking, feeling, and acting. A study of subcultures affords the investigator an explanation of the "real" society. As Laycock and Munro point out, "the efforts of the school are constantly modified by other forces reacting on the child. In many instances these social-cultural factors are beyond the influence of the school or the teacher."^ If one accepts the view that style of l i f e generates a subculture, and that subcultural influences i n turn affect one's l i f e chance, or educability, then one must observe how different subcultures transmit their influences i n order to assess how membership i n a subculture affects "educability" and "motivation."
Anne Anastasi, "Heredityy Environment, and the Question How?" Research Readings i n Child Psychology, David S. Palermo and Lewis P. LipsTtt, editors (.New York: Holt, Rinehart, and Winston, 1 9 6 3 ) , p. 61.
^S. R. Laycock and B. C. Munro, Educational Psychology (Vancouver: The Copp Clark Publishing Company, 1966), p. 1 7 3 .
14
A number of s tud ies have demonstrated that s o c i a l
c l a s s f a c t o r s in f luence musical behaviour and a t t i t u d e s .
One of the f i r s t s tud ies to inves t i ga te the e f f e c t s of
socio-economic s tatus on musical preferences was conducted
by Schuessler i n the United States i n 194?. Twelve
hundred adults from severa l socio-economic groups were
g iven a music preference t e s t . The te s t cons i s ted of eight
records , each being a representat ive example of a d i f f e r e n t
type of music. Schuess ler decided upon these types:
Strauss Waltz, Old Song, Popular, Jazz , L ight C l a s s i c a l ,
C l a s s i c a l , H i l l - B i l l y , and Modern C l a s s i c a l . The respond
ents were then asked to i nd i ca te t h e i r preference on a
f i v e point s ca le . The categor ies of t h i s sca le were:
(1) l i k e i t a great dea l
(2) l i k e i t
(3) undecided
(4) d i s l i k e i t
(5) d i s l i k e i t a great deal
The preference te s t as used and developed by Schuessler
i s b a s i c a l l y a r a t i n g sca le us ing L i k e r t - t y p e response
categor ies .
K. F. Schuess ler, "Mus ica l Taste and Soc io -Economic Background" (unpublished Doctora l D i s s e r t a t i o n , Indiana Un i ve r s i t y , Bloomington, 1947).
15 Schuess ler reached the fo l l ow ing conc lus ions ,
some of which are ra ther s t a r t l i n g .
Mus ica l t a s te i s condit ioned by the operat ion of per s i s ten t b iases . . . which, i n tu rn , r e s t on socio-economic, sex, and age d i f f e r e n c e s . The f a c t that musical preferences exh ib i t consensus and r e g u l a r i t y f i t s the view that musical t a s te i s s o c i a l l y c o n t r o l l e d ; i t fo l lows that genera l i za t ions about aesthet ic judgments i n genera l , and musical t a s te i n p a r t i c u l a r , must take in to account the c u l t u r a l background of an i n d i v i d u a l or age group.5
For i n d i v i d u a l s t h i r t y and over, educat iona l status i s assoc iated with musical t a s te i n about the same way as socio-economic background.6
Socio-economic p o s i t i o n operates to b r ing about f a m i l i a r i t y with some kinds of music and tends t o exclude other kinds from the realm of exper ience. Although exposure to a p a r t i c u l a r k ind of music does not neces sa r i l y lead to a favorab le a t t i tude toward such music, i t appears that i s o l a t i o n u sua l l y leads to negative judgment.7
Schuessler a lso concluded tha t , i n genera l , more women
than men expressed a l i k i n g f o r a l l types of music, and
that the enjoyment of c l a s s i c a l music i s p r i m a r i l y a
feminine r e a c t i o n . In regard to the e f f e c t of musical
t r a i n i n g on musical t a s t e , Schuess ler wr i te s :
Genera l i z ing , we may say that t r a i n i n g i n music leads to a p o s i t i v e a t t i tude toward c l a s s i c a l music; and that t r a i n i n g produces a negative a t t i t ude toward jazz and h i l l - b i l l y music . . . . °
Schuess ler, op. c i t . , pp. 128-9. I b i d . t pp. 120-1.
I b i d . , p. 126. 8 i b i d . , p. 122.
16
Some of Schuess le r ' s conclus ions seem to be
unwarranted. S ince the study upon which they are based
inves t i ga ted musical "taste, '* but d i d not measure the
a t t i t ude of the pa r t i c i pan t s toward the se l ec t i on s of
the musica l preference t e s t , there i s no bas i s f o r saying
that musical t r a i n i n g leads to a p o s i t i v e , or a negative
a t t i t ude toward d i f f e r e n t types of music.
In 1948, a survey of Pub l i c Interest i n Music
was conducted by the American Music Conference.^ This
survey seems to corroborate Schuess le r ' s f i nd ing s that
membership i n a socio-economic group i s important i n
determining one's musical preferences. The s tudies of
Schuessler and the American Music Conference are based
on s l i g h t l y d i f f e r e n t occupat iona l sca les and d i f f e r e n t
preference t e s t s . However, s i m i l a r i t i e s are very ev ident .
For example, c l a s s i c a l music i s p re fe r red most i n t e r t i a r y
occupations and l ea s t i n primary occupations. The reverse
trend i s t rue f o r " h i l l - b i l l y " music. The AMC survey
a lso inves t i ga ted the urban preferences i n music i n
contrast to r u r a l (both farm and non-farm) musica l p r e f e r
ences. Again, c l a s s i c a l music i s l ea s t p re fe r red i n r u r a l
areas and most i n urban areas.
"The American Music Conference, "Na t i ona l Survey of Pub l i c In terest i n Music" (Chicago: American Music Conference, 1948). ^
17 The studies quoted so f a r recorded the reac t ions
of adu l t s . In a study of adolescents i n 1958, Baumann
attempted to determine whether teen-agers from d i f f e r e n t
socio-economic l e v e l s develop c h a r a c t e r i s t i c preferences
i n music. Over two thousand teen-agers from Maryland and
Ar izona p a r t i c i p a t e d i n Baumann*s study. His sample f i l l e d
out a quest ionnaire permit t ing the author to tabulate the
respondents according to socio-economic s tatus and answered
a short inventory about each person ' s music l i s t e n i n g
hab i t s . The musical preferences of the teen-agers were
measured by a f i f t y - i t e m music preference inventory. The
response categor ies f o r t h i s inventory were " l i k e , "
" l i k e l e a s t , " and " l i k e most."
Baumann found s t a t i s t i c a l l y s i g n i f i c a n t d i f f e rences
between the musical preferences of teen-agers from high
and low socio-economic backgrounds.
In the main i t was a d i f f e rence i n degree of preference and not one group accept ing a k ind of music r e jec ted by the other. Gent le, r e f i n e d , more complex music was somewhat more acceptable to upper status teen-agers. Low status boys and g i r l s gave higher scores to s imple, more vigorous se lec t ions .10
Musical pre jud ices were evident and apparently they are as uncompromising as those of p o l i t i c s or r e l i g i o n . Recognit ion of the part which environment p lays i n cond i t ion ing music prejud ices
V i c t o r Hugh Baumann, "Socio-Economic Status and the Music Preferences of Teen-Agers" (unpublished Doctora l D i s s e r t a t i o n , Un iver s i t y of Southern C a l i f o r n i a , 1958), p. 217.
18
might make the music teacher more aware and t o l e ran t of them. Such understanding could lead to breaking down antagonisms ra ther than bu i l d i n g them u p . H
12 Rogers te s ted the musical preferences of f o u r t h ,
seventh, n in th , and twe l f th grade c h i l d r e n . His sample
responded to a f i f t y - s e v e n item pa i red comparisons t e s t .
Each item cons i s ted of two musical excerpts . Each excerpt
had a durat ion of f o r t y - f i v e seconds. The music used i n
the t e s t was categor ized as (1) Se r ious l y C l a s s i c a l Music,
(2) Popular C l a s s i c a l Music, (3) Dinner Music, and
(4) Popular Music. Rogers found s i g n i f i c a n t d i f f e rences
between the musical preferences of c h i l d r e n from higher
socio-economic status homes and lower socio-economic status
homes. C l a s s i c a l Music was p re fe r red to a greater extent
by c h i l d r e n belonging to the f i r s t group, Rogers* f i nd ing s
d i f f e r from those of Baumann i n that Rogers detected a
bas ic pat tern of preferences d i sp layed by a l l c h i l d r e n ,
namely, a l l teen-agers express more preference f o r popular
music as they grow o lder , and preference f o r c l a s s i c a l
music decreases with increas ing age dur ing the teen-age
years .
I t i s perhaps unfortunate that the four s tudies
Baumann, I b i d . , p. 221. l ?
Vincent Robert Rogers, " C h i l d r e n ' s Expressed Mus ica l Preferences at Se lected Grade Leve l s " (unpublished Doctora l D i s s e r t a t i on , Syracuse Un i ve r s i t y , 1956)•
19 mentioned so f a r do not base t h e i r conclus ions on
operat iona l d e f i n i t i o n s of terms that are s i m i l a r enough
to permit comparison. The term "popular " i s used i n four
d i f f e r e n t ways. Boogy-woogy and j i v e are combined i n the
AMC survey, but no p r o v i s i o n i s made f o r jazz i n genera l .
Schuess ler has "Strauss Waltz" as a category apart from
"L i gh t c l a s s i c a l music. " I t seems that musica l preferences
ought to be expressed as preferences towards d i s t i n c t l y
d i f f e r e n t types of music, and tha t , as f a r as pos s ib le ,
the d i f f e r e n t types be spread out f a i r l y evenly along
a ba se l i ne . Two e s s e n t i a l l y d i f f e r e n t types ought not
to form one category, and one type of music should not
be s p l i t to make two " t ype s . "
Whatever the c r i t i c i s m of the techniques used i n
the four s tud ies , i t i s apparent from the r e s u l t s that
s o c i a l c l a s s f a c to r s such as occupat ion, educat ion, income,
res idence, and reg i ona l v a r i ab le s are very i n f l u e n t i a l i n
determining an i n d i v i d u a l ' s musical behaviour. The
Schuessler study and the AMC survey both inves t i ga ted the
musical preferences of adu l t s . Both s tud ies show remark
able s i m i l a r i t i e s . Baumann and Rogers have demonstrated
that even among the young, who are condi t ioned by group
norms, socio-economic background i s a determinant of
musical preferences.
20 I I, LITERATURE OK THE IMPORTANCE OE THE HOME AND THE
PARENTS AS AN INFLUENCE ON THE DEVELOPMENT
OF PREFERENCES AND INTERESTS IN MUSIC
As f a r as can be ascer ta ined, Vance and Grandprey 1 ^
were the f i r s t i n the United States to study the e f f e c t
of home environment on musical behaviour. Since then,
severa l s tudies have been conducted to determine the
r e l a t i o n s h i p between home musical environment and
(1) s ing ing a b i l i t y of c h i l d r e n ,
(2) musical awakening i n pre-k indergarten c h i l d r e n ,
and
(3) musical a b i l i t y .
Further , a dozen or so researchers concluded that the
home and the parents could very we l l be the strongest
in f luence on musical behaviour.
14
Drexler recommended that the home and the parents
be made the top i c of a thorough study. No such study seems
to have been undertaken. Whenever the home was inves t i ga ted ,
•^Thomas F. Vance and Medora Grandprey, "Object ive Methods of Ranking Nursery School Ch i ld ren on Cer ta in Aspects of Musical Capac i ty , " J . of Educat iona l P sycho l . , 22:577-584, 1931.
"^Ed i th N. Drex ler , "A Study of the Development of the A b i l i t y to Carry a Melody at the Preschool L e v e l , " Ch i ld Development, 9:319-332, 1938.
21
i t d i d not seem to have been the primary concern of a
systematic study. This w r i t e r found seventeen s tud ies
which conta in evidence, conc lus ions, and recommendations
about the importance of the home as an in f luence on
musical behaviour.
Peterman found that the strongest i n f luence on
an i n t e r e s t i n adult music a c t i v i t y i s the parent and the
home.
Music educators should be aware of the f a c t that though the h igh school i s next i n importance to the home as an in f luence on an i n t e r e s t i n music, there i s need f o r the music educator to c a p i t a l i z e on t h i s opportunity of having the r i c h support of the home and the f ami l y . I t i s s t i l l the parent, r e l a t i v e , instrument i n the home, and a record l i b r a r y which have contr ibuted most to the i n t e r e s t people have i n music. The parent a l so has a greater opportunity as an in f luence s ince he can p a r t i c i p a t e i n musical events with h i s f ami ly outside the home and school.15
Baumann suggests:
Young people presumably l ea rn t h e i r music p r e f e r ences where they enjoy hearing t h e i r f a v o r i t e k inds of music. • . . The home ranked highest as the place f o r l i s t e n i n g to music and the ubiquitous juke box was second.16
Parker concluded:
Perhaps the most subt le and l ea s t recognized determinant of an i n d i v i d u a l ' s musical behaviour
-'John Wi l l i am Peterman, "An Inves t i ga t ion of Inf luences Contr ibut ing to the Post-School Mus ica l A c t i v i t i e s of Adults i n the C i t y of Milwaukee, Wisconsin" (unpublished Doctora l D i s s e r t a t i o n , Northwestern Un i ve r s i t y , 1954), p. 114.
16 Baumann, op_. c i t . , p. 217.
22
i s h i s home environment.
Equal opportun i t ies to attend and p a r t i c i p a t e i n musical a c t i v i t i e s do vary as a d i r e c t r e s u l t of the home background.17
The school and co l lege can perform t h e i r f u n c t i o n only i f the i n d i v i d u a l has the socio-economic background which w i l l provide him with the proper foundat ion on which to absorb that which the school and the co l lege can give him.18
Many statements by a u t h o r i t i e s on the subject can
be found to augment the f i nd ing s and conclus ions reached
by i nves t i ga to r s . Hodges po ints out:
The c h i l d responds to the w i l l of h i s parents , imi tates t h e i r behavior, and acquires t h e i r core values not simply because he knows no one e l se so in t imate ly , but because he has learned to crave t h e i r a f f e c t i o n and approval . In the subsequent process of soaking up the values and behav iora l c h a r a c t e r i s t i c s of h i s parents, the c h i l d becomes i n one sense an image of h i s parents, . . . . but he r e f l e c t s something more than the unique personal q u a l i t i e s of h i s f a ther and mother, he mi r ror s , too, the fused se r i e s of c u l t u r a l and subcu l tu ra l worlds, which are mediated by h i s parents (and l a t e r , by h i s age mates, teachers, and community).19
Marsden, an Eng l i sh w r i t e r , i s i n agreement wi th
Hodges that parents guide t h e i r c h i l d r e n ' s education by
"what they are, what they do consc ious ly , and, pos s ib l y
x ' 0 1 i n G r i f f i t h Parker, "A Study of the Re la t ionsh ip of Aesthet ic S e n s i t i v i t y to Mus ica l A b i l i t y , I n t e l l i g e n c e , and Socio-economic Status" (unpublished Doctora l D i s s e r t a t i o n , Un iver s i t y of Kansas, 1961), p. 43.
1 8 I b i d . , p. 45.
^ H a r o l d M. Hodges, S o c i a l S t r a t i f i c a t i o n (Cambridge: Schenkman Pub l i sh ing Company, 1964), p. 174.
23 20
more important, what they do unconsc ious ly . " This i s
a recent and a more enl ightened view than has p reva i l ed
h i t h e r t o , but i t i s r e in fo rced by evidence from psycholog
i c a l study. I t i s now thought that very young babies,
a f t e r s i x to nine months, react to the a t t i tudes of t h e i r
parents. And what the c h i l d learns to p re fe r i n sound
seems to be determined by h i s own r e a c t i o n to sound and
the education and example provided by the parents. Lundin
wr i tes , "mus ica l t a l e n t i s the r e s u l t of p rev ious ly
21 acquired s k i l l s and not i nhe r i t ed genius. " Blood makes
t h i s comment:
I f c l a s s i c a l music i s p layed on the rad io or record p layer , c h i l d r e n not only observe what i t means to the parents but a lso acquire a r e p e r t o i r e of musical knowledge by osmosis.. Much of the learn ing that takes place at home i s automatic. I t does not requ i re de l i be ra te i n s t r u c t i o n but i s 2 ? a by-product of the environment the parents prov ide.
F i n a l l y , here i s a s p e c i a l i s t i n c h i l d development
wr i t i ng on the subject . " C h i l d r e n come to music, as to
any i n t e r e s t , more r e a d i l y i f i t i s part of t h e i r home
Of) Dennis Marsden, School. Class and the Parents '
Dilemma, pp. 33-51 ( i n The Great Soc iety Se r i e s , C lass , ed. Richard Mabey. London: Anthony Blond L t d . , 1967), pp. 38-9.
2 1 R o b e r t W. Lundin, An Object ive Psychology of Music (New York: The Ronald Press Company, 1953), P« 190.
2 2 R o b e r t 0 . B lood, J r . , Marriage (New York: The Free Press of Glencoe, 1962), p. 454.
24-
environment." ^ The f a c t that the parents s ing and play
with the c h i l d and appreciate h i s e f f o r t s may, according
to McElheny, create an atmosphere i n the home i n which
a developing i n t e r e s t i n music becomes a na tu ra l part
of the c h i l d ' s l i f e .
I l l . SUMMARY
The review of the l i t e r a t u r e discussed s tud ies
and theor ies i n the area of (1) subcu l tu ra l f a c to r s as
determinants of musical preferences, and (2) the home
and the fami ly as f a c t o r s i n the development of an
i n t e r e s t i n music. I t i s apparent that sub s t an t i a l
d i f f e rences i n musical preferences are most l i k e l y to be
found among adults from d i f f e r e n t subcul tures. The most
notable d i f fe rences seem to occur between (1) urban and
r u r a l groups, and (2) between adul ts from d i f f e r e n t l e v e l s
of income, occupation, and educat ion.
When c h i l d r e n were te s ted to determine the e f f e c t
of socio-economic p o s i t i o n at home on t h e i r preferences,
i t was found genera l l y that c h i l d r e n from lower s o c i o
economic status homes d i f f e r e d i n t h e i r musical preferences
^Hugh K. McElheny, "Music f o r C h i l d r e n , " The Encyclopedia of Ch i l d Care and Guidance (publ i shed f o r the Parents ' I n s t i t u te by Doubleday & Company, Inc. , 1956), p. 851.
25 from c h i l d r e n coming from middle and upper s o c i o
economic status homes. Those inves t i ga to r s i n te re s ted
i n the home musical environment unanimously concluded
that the home and the parents ranked f i r s t with t h e i r
subjects as the strongest in f luence on t h e i r subsequent
i n t e r e s t s , a c t i v i t i e s , and musical preferences.
CHAPTER III
THE QUESTIONNAIRE AND GROUPS STUDIED
In t h i s study a quest ionnaire was used to gather
the data i n a f a c e - t o - f a c e in terv iew. One reason why the
quest ionnaires were not mailed to the sample was that a
tape recorded musical preference te s t was to be g iven
to each of the parents v i s i t e d . Another reason f o r s e l e c
t i n g t h i s technique was t h i s w r i t e r ' s des i re t o extend, i f
po s s i b l e , the in format ion about parenta l musica l behaviour
and a t t i tudes beyond the set l i m i t s of a quest ionna i re .
The s e l e c t i o n of the parents and the homes f o l
lowed a l i m i t e d s t r a t i f i e d sampling procedure. Th i s study
was committed to inves t i ga te groups of parents having
s i m i l a r socio-economic/geographic a t t r i b u t e s . Th i s
requirement necess i ta ted enough s t r a t i f i c a t i o n of the
sample to b r ing out major d i f f e r e n c e s . The study does not
c la im to analyse a l l c l a s s and subcu l tu ra l d i f f e r e n t i a l s
from top to bottom.
I. THE SAMPLE
Three groups of parents were used as the bas i s f o r
the s t r a t i f i e d sample. The groups were (1) twenty- f ive
f a m i l i e s l i v i n g i n West Vancouver, (2) twenty- f ive f a m i l i e s
27
l i v i n g i n East Centra l Vancouver, and (3) twenty- f ive
f a m i l i e s l i v i n g i n Surrey South. The three groups were
chosen because they represent a suburban area (West
Vancouver), an urban area (East Cent ra l Vancouver), and
a ru ra l - f a rm area (Surrey South).
Information about these areas was ava i l ab le from
the "Regional Study of S o c i a l Welfare Measurements: (Ho. 3.
The Metropol i tan Area). ' . ' 1 The s t a t i s t i c a l data quoted i n
t h i s study were c o l l e c t e d and computed from the 1961 Metro
Vancouver census t r a c t s , prepared by the Dominion Bureau
of S t a t i s t i c s , and the annual welfare s t a t i s t i c s of the
Department of S o c i a l Welfare of the government of B r i t i s h
Columbia.
There are over 100 census t r a c t s f o r the c i t y of
Vancouver and a l l the suburban areas. In the i n t roduc t i on
to the 1961 Metro Vancouver census t r a c t s i t i s s ta ted:
Basic populat ion and housing data from the 1961 Census are presented i n t h i s report by census t r a c t s . Included with the populat ion c h a r a c t e r i s t i c s are d e t a i l s of f ami ly and household composit ion and c l a s s i f i c a t i o n s of the labour fo rce segment of the populat ion.
Census t r a c t s are designed to be r e l a t i v e l y uniform i n area and populat ion, and such that each i s f a i r l y
Emerald B a r t l e t t , H i l d red B l i g h , A lber t Bombardieri, Geraldine Noak, and Arthur Specken, "A Regional Study of S o c i a l Welfare Measurements: (Ho. 3. The Metropo l i tan Area) . An Exp lo ra t i on of the Regional Assessment of Demographic and S o c i a l Welfare S t a t i s t i c s f o r B r i t i s h Columbia, 1951-1961" (Master of S o c i a l Work Thes i s , Un i ve r s i t y of B r i t i s h Columbia, 1964).
28
homogeneous with respect to economic status and l i v i n g cond i t ions . They are es tab l i shed i n co -opera t i o n with l o c a l a u t h o r i t i e s , and wherever po s s i b le , l o c a l census t r a c t committees are formed to de l ineate the areas.
To f a c i l i t a t e the ana lys i s of the populat ion of Metropo l i tan
Vancouver,
the census t r a c t s of 1961 f o r the t o t a l metropol i tan area were worked out in to " s e c t o r s " by Dr. L. C. Marsh [when he was D i rec to r of Research f o r the School of S o c i a l Work at the Un i ve r s i t y of B r i t i s h Columbia], The break-down of the metropol i tan area, or the grouping of c e r t a i n census t r a c t s , was based on an emp i r i ca l study of some of the most i n d i c a t i v e s t a t i s t i c s suggesting homogeneity, i nc lud ing income, and along wi th knowledge of the general " r e s i d e n t i a l q u a l i t y " of the d i s t r i c t s . 2
NUMBER OF FAMILIES AND INCOME FOR THE SELECTED AREAS
Sector: Fami l i e s w i th Wage-Earner Heads
( a l l employees')
Average Wage and Sa lary Income
Family Head Family
Sector:
No. %
Average Wage and Sa lary Income
Family Head Family
West Vancouver 4,133 62.5 $ 7,215 7,985 East Cent ra l Vancouver 15,293 71.6 $ 4,042 4,928 Surrey South 4,896 52.1 $ 4 ,042 4,543
(From B a r t l e t t , B l i g h , Bombardieri, Noak, and Specken, "A Regional Study of S o c i a l Welfare Measurements," Table 12. Family Composition Among Wage Earners . The Pat tern i n Metropo l i tan Vancouver - 1961).
B a r t l e t t , B l i g h , Bombardieri, Noak, and Specken, I b i d . , pp. 10-11.
29 To help assure as much homogeneity as poss ib le f o r
a l l f a m i l i e s from the three areas, only f a m i l i e s having
two c h i l d r e n with one of the c h i l d r e n attending grade
one (the other c h i l d being e i t h e r i n grades two to seven,
or of pre- schoo l age) were randomly se lec ted i n each of
the s p e c i f i e d areas. By imposing t h i s l i m i t a t i o n , i t was
hoped to keep the age of the parents i n a smal l range*
The adequacy of the sample was assumed to have
been achieved by (1) making a random s e l e c t i o n of three
elementary schools i n each of the three areas, and (2)
randomly s e l e c t i n g twenty- f ive f a m i l i e s from a l l the
two c h i l d r e n f a m i l i e s that could be found by checking the
grade one r e g i s t r a t i o n forms. Thus every fami ly having
two c h i l d r e n with one of the c h i l d r e n attending grade one
had the same chance of being chosen f o r the sample.
II. THE QUESTIONNAIRE PLAN
The quest ionnaire was used to gather data about
the musical behaviour of parents and the a t t i tude of
parents toward a musical education f o r t h e i r c h i l d r e n .
Part I of the quest ionnaire was d i v ided i n to three sec t ions .
Sect ion one requ i red the respondent to rank-order twelve
l e i s u r e a c t i v i t i e s . Each p a r t i c i p a n t was asked to ass ign
the number 1 to h i s or her f avour i te l e i s u r e a c t i v i t y . The
number 12 represented a person 's l ea s t favoured l e i s u r e
30 a c t i v i t y . The main purpose of t h i s part of the ques t ion
na i re was to i nd i ca te the importance parents p lace upon
musical i n te re s t s and a c t i v i t i e s i n r e l a t i o n to t h e i r
other l e i s u r e a c t i v i t i e s .
Each parent was t o l d that s ec t i on one was to be
answered i n a general way and not be made dependent upon
seasonal i n t e r e s t s . Each respondent was a lso asked to
rank-order the twelve items without r e s o r t i n g to t i e s i n
t h e i r ranking.
Sect ion two posed questions about s p e c i f i c musica l
i n t e r e s t s and a c t i v i t i e s . The f i r s t s i x questions i nqu i red
in to each person 's ac t i ve l i s t e n i n g hab i t s , but without
asking the respondent to revea l h i s or her musica l p r e f e r
ences. The other s i x questions were about each parent ' s
ac tua l involvement and p a r t i c i p a t i o n i n music.
Sect ion three made use of the method of pa i red
comparisons to determine each parent ' s musical preferences.
No attempt was made to measure degree or i n t e n s i t y of
f e e l i n g or preference toward a p a r t i c u l a r excerpt or p iece
of music. Instead, t h i s part of the quest ionnaire attempted
to p lace each pa ren t ' s preferences among s i x d i f f e r e n t
kinds of music on a s ca le . The s i x types of music were
Jazz, Polk Music, Dinner Music, Ser ious Music, L ight
C l a s s i c a l Music, and Popular Music. The opera t iona l d e f i
n i t i o n s of the s i x types of music are inc luded i n the
31 d i scus s ion of the cons t ruc t ion of the musical preference
tape.
Part II of the quest ionnaire was an a t t i tude sca le
which attempted to d i scover the a t t i t ude of parents toward
a musical education f o r t h e i r own c h i l d r e n . The method
chosen f o r the cons t ruc t ion of the a t t i tude sca le was the
Scale D i sc r im ina t ion Technique descr ibed by Edwards and
K i l p a t r i c k . 5
I I I. THE CONSTRUCTION OE THE PREFERENCE TEST
A f t e r eva luat ing var ious types of s c a l i n g procedures
reported on i n the l i t e r a t u r e , the w r i t e r decided tha t , f o r
the purpose of t h i s study, the method of pa i red comparisons
was the most u s e f u l one. Ker l i nge r s ta te s :
This method can be app l ied whenever s t i m u l i can be presented i n p a i r s , e i t h e r s imultaneously or i n success ion. I t s ch i e f use up to the present time has been i n the determination of a f f e c t i v e values and aes thet ic va lues.4
Since the number of pa i r s f o r n s t i m u l i i s n ( n - l ) / 2 ,
i t was decided to l i m i t the number of musica l categor ies
to s i x . Thus, i f n = s i x , each parent had t o judge
f i f t e e n pa i red comparisons.
°k, L. Edwards, Techniques of A t t i t ude - Sca le Construct ion (New York: Appleton-Century-Crof ts , 1957).
^Fred N. Ke r l i n ge r , Foundations of Behav iora l Research (New York: Ho l t , Rinehart and WTnston, Inc. , 1965), P. 174.
32
The s i x categor ies represented d i f f e r e n t types of
music. So. that categor ies should be adequately represented,
the wr i te r f e l t that each time a category was pa i red wi th
another category, the excerpt represent ing the type of
music should be changed. Th i s i s analogous to the i tem-
sampling approach to t e s t cons t ruc t i on , wherein a t e s t
i s conceived as a random sample taken from a universe of
t e s t items. Each such t e s t may be argued to represent the
universe of concern. Each category, then, contained f i v e
d i f f e r e n t musical se lec t i ons or s t i m u l i w i th in one type
of music.
The p lay ing time of the tape was f i f t e e n minutes.
Each musical excerpt had a dura t ion of about twenty seconds.
Try -outs had shown t h i s to be adequate. When longer t imes
were used, many subjects gave evidence of impatience or
d i s t r a c t i o n . With in each p a i r the se l ec t i on s were sepa
rated by about four seconds. Pa i r s were separated by a
longer time i n t e r v a l . In that way the p a r t i c i p a n t s were
able to t e l l whether they were l i s t e n i n g to excerpt "A"
or "B " , or whether they were wa i t ing f o r the next p a i r .
To def ine the s i x types of music used i n the tes t
was d i f f i c u l t . Some types are composed of so many s t y l e s
and per iods as to make a r i g i d opera t iona l d e f i n i t i o n
almost imposs ib le. Th i s type of music was def ined by
l i s t i n g representat ive composers or performers as i n d i c a t o r s .
33
(1) Jazz. The k ind of music assoc iated with names
such as Count Bas ie, B ix Beiderbecke, Jimmy and Tommy
Dorsey, Duke E l l i n g t o n , Benny Goodman, Gene Krupa, Louis
Armstrong, J . J . Johnston, and others .
(2) Fo lk Music. Not t rue f o l k music i n the sense
of f o l k songs of ethnic character , but pseudo-folk music
as performed by Joan Baez, the L i m e l i t e r s , the Kingston
T r i o , Peter Paul and Mary, and others .
(3) Dinner Music. The k ind of background music
the l i s t e n e r i s r e a l l y not going to hear a c t i v e l y . Dinner
music was considered to be "neutra l " ' music that provides
atmosphere. Examples of t h i s type of music are " L a Paloma"
or "Whatever W i l l Be. "
(4) Ser ious Music. Th is term was used i n a n t i t h e s i s
to "popular " music. Scholes wr i te s :
I t [Serious Music] i s f requent ly used as a l a b e l to d i s t i n g u i s h what i s obvious ly of more or l e s s es tab l i shed and permanent value from what i s epheme r a l . 5
Music by composers such as Robert Schumann, Maurice Rave l ,
Enrique Granados, and others was used f o r t h i s category.
(5) L ight C l a s s i c a l Music. L ight and chee r fu l
symphonic music, which c a l l s f o r somewhat l e s s e f f o r t and
concentrat ion on the part of the l i s t e n e r than i s demanded
^Percy A. Scholes, The Oxford Companion to Music (London: Oxford Un i ve r s i t y Press, 1942), p. 175.
34 of him when l i s t e n i n g to ser ious music. In t h i s type of
music, overtures such as the Zampa, Wi l l i am T e l l , Poet and
Peasant and L ight Cavalry Overture may be inc luded. The
Hutcracker Sui te or Strauss Waltzes are other examples.
(6) Popular Music. Th i s term was def ined as "Pop"
music, Roek'n R o l l , the l a t e s t h i t tunes by groups such
as the Beat les , the Monkees, the Papas and the Mamas, and
others.
More categor ies of musical types could have been
es tab l i shed . However, the nature of the method of pa i red
comparisons i s such that seven categor ies would y i e l d
twenty-one p a i r s , e ight categor ies would y i e l d twenty-e ight,
nine would be t h i r t y - s i x , and ten categor ies would form
f o r t y - f i v e p a i r s . A tape cons i s t i ng of f o r t y - f i v e pa i red
se lec t i ons would mean that the respondent would have to
judge n inety musical excerpts. With each added category,
then, the confidence that can be p laced i n the responses
tends to be lessened because the pa r t i c i pan t s may become
fa t i gued , or ca re le s s , or lose i n t e r e s t . Furthermore, i t
must be remembered that the preference t e s t was only part
of the quest ionna ire. Thus, i t seemed i m p r a c t i c a l to ask
each pa r t i c i pan t to respond to a preference tape which had
a durat ion of more than f i f t e e n minutes.
The preferences of each person were scored to y i e l d
a rank order from most p re fe r red to l eas t p r e f e r r e d . Each
35 The Mus ica l Preference Tape
Pair Type Performer(s) Composer Mus ica l S e l e c t i o n
1 F S
The L i m e l i t e r s Schumann
John Henry Toccata (Piano)
2 L P
Tchaikovsky The Beat les
Nutcracker Su i te Another G i r l
3 D S Granados
Whatever W i l l Be La Maya de Goya
4 F J
The L i m e l i t e r s J . J . Johnston
I Am Going Back Sa t i n D o l l
5 J L
O l i v e r Nelson Chabrier
Cascades Esnana
6 D L Rimsky-Korsakoff
The Very Thought of You Cabr i cc io Esbasnol
7 J P
Buddy R ich Band Frank Zan-oa
More Soul I A i n ' t Got No Heart
8 L S
Smetana V i v a l d i
Dance of the Comedians Four Seasons
9 F P
The L i m e l i t e r s The Beat les
Corn Whisky A T icket t o Ride
10 J S
Buddy R ich Band Ravel
Willow Crest S t r i n g Quartet
11 J D
Paul Horn Count Your Change La Paloma
12 P L
Four Preps Dvorak
Jamaica Farewel l S lavonic Dance
13 D P Frank Zappa
Moments to Remember How Could I Be Such a Foo l
14 F D
The L i m e l i t e r s Yes I See Just i n Time
15 P S
Mothers of Invent ion Schumann
Invocat ion and R i t u a l Dance C e l l o Concerto
Note: J = Jazz , F = Fo lk Music, D = Dinner Music, S = Serious Music, P = Pop Music, and L = L ight C l a s s i c a l Music.
36
judgment was entered i n the matrix at the bottom of
sec t ion three of the quest ionnaire i n t h i s manner:
A
no Serious
B
Popular
j f d s p 1
s
j f d s p 1
An " x " i s entered i n any c e l l f o r which the row category i s
p re fer red over the column category.
The rank order of preferences i s determined by the
number of en t r i e s i n each row. For example:
j f d s p 1
F l O E M X f d
X f d • X s X X P r r r • 1 E Q Q I
j f d s p 1
R E 2
C lea r l y , then, s (Serious Music) gets s i x x ' s , and i s most
p re fe r red i n t h i s example. The added column of x*s to the
immediate r i g h t of the matrix adds one number to each row
37
t o t a l , so that the l e a s t p re fe r red category w i l l have the
number 1 ins tead of 0.
IV. THE CONSTRUCTION OF THE ATTITUDE SCALE
The a t t i tude sca le was constructed f o r parents
whose c h i l d r e n were attending elementary schoo l . The
construct to be covered by the statements was the parents '
a t t i tude toward a musical education f o r t h e i r c h i l d r e n .
The statements were f o r parents whose c h i l d r e n were s t i l l
i n those grades where music i s not an e l e c t i v e subject ,
but where music i s taken by almost a l l c h i l d r e n i n most
of the elementary schools.
T h i r t y statements were c o l l e c t e d from severa l
sources:
(1) E x i s t i n g a t t i tude sca le s ,
(2) Publ ished a r t i c l e s and books by well-known
music educators, and
(3) Statements by f a c u l t y members.
The statements were ed i ted by judges f a m i l i a r w i th the
cons t ruc t ion of a t t i t ude sca les and checked against c r i t e r i a
f o r a t t i tude statements as suggested by Shaw and Wright, 7
and Edwards.'
Mart in E. Shaw and Jack M. Wright, Sca les f o r the Measurement of A t t i tudes (New York: McGraw-Hil l , 1967).
^Edwards, op_. c i t .
38
Fol lowing the procedure ou t l i ned by Edwards and
K i l p a t r i c k , twenty- f ive judges, who were musicians and
music educators from the Un i ve r s i t y of B r i t i s h Columbia,
were then asked to rate each statement on a seven point
negative t o p o s i t i v e continuum. The intent was to have
each judge evaluate the degree or i n t e n s i t y of p o s i t i v e
or negative f e e l i n g the statement expressed. The judges
were asked to avoid agreeing or d i sagreeing with the
a t t i tudes expressed. The tabulated responses of the judges
provided the" bas i s f o r c a l c u l a t i n g the sca le values f o r
each statement. The median of the responses f o r each
judgment became the sca le va lue. The i n t e r q u a r t i l e range,
Q, was a lso c a l c u l a t e d . Any statement where the Q value
f o r the statement exceeded the median Q value of .7 was
d i scarded. Edwards recommends t h i s procedure f o r e l i m
i na t i ng statements that have caused more than an acceptable
amount of disagreement among the judges. Of the remaining
twenty-three statements, e leven were chosen to cover sca le
values from 1.1 to 6.3»
The scor ing of the a t t i tude t e s t was c a r r i e d out i n
accordance with the recommendations by Eysenck and Crown.
H. J . Eysenck and S. Crown, "An Experimental Study i n Op in ion-At t i tude Methology," Int. J . Opin. A t t . Res., 1949, 3, 47-86.
39 Each person was asked to respond to the t e s t items by
c i r c l i n g the L i k e r t response category which most c l o s e l y
i nd i ca ted t h e i r f e e l i n g toward a statement. The L i k e r t
response categor ies were:
SD Strongly disagree D Disagree N Heutra l A Agree
SA Strongly agree
The categor ies f o r statements with a sca le value of l e s s
than 4.0, the approximate median sca le va lue, were scored
from 5 to 1.
SD D N A SA 5 4 3 2 1
Statements with a sca le value h igher than 4.0 were scored
from 1 to 5.
SD D • H A SA 1 2 3 4 5
The weight of each L i k e r t response category was then
combined with the sca le value of the expressed a t t i tude i n
the form of a product. The score f o r the a t t i tude t e s t was
the t o t a l of a l l the products ( sca le value times category) .
Eysenck and Crown c a l l t h i s procedure the S ca l e -
Product-Method. The authors of t h i s method report a h igher
r e l i a b i l i t y with, t h e i r method than r e l i a b i l i t y e s tab l i shed
f o r scores obtained from the Thurstone or L i k e r t methods
alone.
40
The scale values f o r the statements were:
No. Statement
1.
7.
6.
10.
3.
2.
8.
5.
9.
4.
11.
A musical educat ion i s nonsense.
A musical education has no p lace i n the modern world.
Music lessons are a waste of money.
I hate to l i s t e n when somebody i s p r a c t i s i n g .
I do not want my c h i l d r e n to j o i n the school band or o rches t ra .
Musica l t r a i n i n g should be r e s t r i c t e d to those with s p e c i a l t a l e n t .
Musica l i n t e r e s t s make f o r a happy ex i s tence.
A b i l i t y to p lay an instrument helps a person s o c i a l l y .
Mus ica l t r a i n i n g i s e s s e n t i a l to c u l t u r a l development.
Music education i s not r e c e i v i n g i t s due i n our pub l i c schools .
I be l ieve that everyone should have some musical t r a i n i n g .
1.1
1.4
1.9 2.3 2.8
3.1
4.1
4.8
5.4
6.0
6.3
The Scale-Product-Method scor ing sheet (not
randomized) f o r the a t t i tude te s t was:
No. S Scale value times category
1 1.1
SD D N A SA
1 1.1 5.5 4.4 3.3 2.2 1.1 7 1.4 7.0 5.6 4.2 2.8 1.4 6 1.9 9.5 7.6 5.7 3.8 1.9
10 2.3 11.5 9.2 6.9 4.6 2.3 3 2.8 14.0 11.2 8.4 5.6 2.8 2 3.1 15.5 12.4 9.3 6.2 o . l 8 4.1 4.1 8.2 12.3 16.4 20.5 5 4.8 4.8 9.6 14.4 19.2 24.0 9 5.4 5.4 10.3 16.2 21.6 27.0 4 6.0 6.0 12.0 18.0 24.0 "50.0
11 6.3 6.3 12.6 18.9 ,25, r2, 31.5
41
The advantages of using the Scale-Product-Method
become apparent when comparing the scores obtained by t h i s
method with the scores obtained by the use of the L i k e r t
method. The fo l l ow ing two sets of scores are the highest
e leven a t t i tude te s t scores from the parents of the urban
sample. The scores i n the l e f t column were scored by the
L i k e r t method, and the scores i n the r i gh t column were
scored by the Scale-Product-Method.
52 181.7
51 180.0
50 177.8
50 170.9 50 169.4
49 175.9 49 172.6 49 172.4
49 169.9 49 168.1
49 168.0
V. RELIABILITY AND VALIDITY
The r e l i a b i l i t y f o r each of the four sect ions of
the quest ionnaire was measured by the t e s t - r e t e s t method.
Forty-seven co l lege students took part i n the t e s t s . The
time i n t e r v a l between te s t s was two weeks. Adams wr i te s :
When r e l i a b i l i t y i s measured by the t e s t - r e t e s t method, a c o e f f i c i e n t of s t a b i l i t y i s obtained. Th i s
42
r e l i a b i l i t y c o e f f i c i e n t measures e r ro r var iance due to temporal v a r i a t i o n s i n c h a r a c t e r i s t i c s of the examinee, as we l l as v a r i a t i o n s i n condi t ions of te s t admin i s t ra t ion. Some of t h i s temporal i n s t a b i l i t y i n t e s t scores i s due to v a r i a t i o n s from one t e s t i n g occas ion to another i n the examinee's general c h a r a c t e r i s t i c s , such as i n h i s hea l th or emotional tens ion ; part of i t i s due to v a r i a t i o n s i n t h e i r react ions to the s p e c i f i c t e s t . . . . In other words, when the t e s t - r e t e s t method i s used, a c o e f f i c i e n t of s t a b i l i t y i s obtained, which r e f l e c t s only the . . . v a r i a t i o n s i n examinee t e s t performance from one t e s t i n g occas ion to another.
When the t e s t - r e t e s t method i s used, the i n t e r v a l between t e s t s should be at l ea s t severa l days so that the s tudent ' s memory of h i s answers does not spur ious ly increase the consistency of scores. However, the time i n t e r v a l should not exceed two or three weeks because we are t r y i n g to measure s t a b i l i t y of student performance on the t e s t , r a ther than the s t a b i l i t y of the i n t e r e s t , a b i l i t y , or pe r sona l i t y t r a i t measured.9
Due to the manner i n which the quest ionnaire was constructed,
the other methods of est imat ing r e l i a b i l i t y (Equ iva lent -
Forms Method, the severa l Interna l -Cons i s tency Methods,
and the Equivalent-Forms Method with a time i n t e r v a l ) could
not be used.
Le i sure A c t i v i t i e s . To measure r e l i a b i l i t y of the
Le i sure A c t i v i t i e s i n terms of cons istency over time on
the same content, an average Tau (Kendal l) was computed.
Kenda l l ' s Tau i s a rank c o r r e l a t i o n c o e f f i c i e n t su i t ab le
f o r o r d i n a l measurement. The average Tau f o r the group
'Georg ia Sachs Adams, Measurement and Eva luat ion i n Educat ion, Psychology, and Guidance (New"~York: Ho l t , Rlnehart and Winston, 1964), p. 85.
43 used i n the pretes t was .71 with a range of .30 - .94.
Musical In terest s and A c t i v i t i e s . No r e l i a b i l i t y -
c o e f f i c i e n t was computed f o r t h i s sec t i on of the ques t ion
n a i r e . Instead, a l l responses were tabu la ted to see how
many changes occurred between t e s t and r e t e s t . 17 changes
took p lace out of 1128 item responses. The changes were
i n these quest ions:
Question Change(s)
a 1 b - - - - 5 c 3 d 0 e - - - - l f 1 g 2 h 0 i 1 j 1 k 1 1 1
Mus ica l Preferences. The average Tau f o r the same
group ( fo r ty - seven co l lege students) and f o r the s i x types
of music used i n the cons t ruc t ion of the preference tape
was .91 with a range of .79 - 1.00.
At t i tude Toward a Musica l Educat ion. Scor ing the
a t t i tude sca le with the L i k e r t responses y i e l d e d a r e l i a
b i l i t y c o e f f i c i e n t of .73. Scor ing the responses according
to the recommendations by Eysenck and Crown (Sca le -Product -
Method) changed the r e l i a b i l i t y c o e f f i c i e n t to .84
(Pearson's r ) .
44
Content v a l i d i t y procedures were c a r r i e d out i n
accordance with the suggestions by Adams. 1 0 Content
v a l i d i t y , or how w e l l each sec t i on of the quest ionnaire
represents a def ined universe of content or s i t u a t i o n s ,
may be claimed f o r these reasons:
(1) In each case, the universe to be sampled was
de l ineated by s t a t i ng the type of in ferences to be drawn
from the responses to the quest ions. For example, as t h i s
study was designed to al low in ferences to be made about
the musical preferences of parents, ra ther than the musi
c a l preferences of p ro fe s s i ona l musicians, only music to
which the parents were most l i k e l y to be exposed i n t h e i r
d a i l y l i v e s was sampled.
(2) Expert judgment was obtained as a bas i s f o r
s e l e c t i n g each area of content, such as the four sect ions
l a b e l l e d "Le i sure A c t i v i t i e s , " "Mus ica l In teres t s and
A c t i v i t i e s , " "Mus ica l P re fe rences , " and "A t t i t ude Toward
a Mus ica l Educat ion , "
(3) The items i n the quest ionnaire were examined
f o r i r r e l evancy , f o r d i f f i c u l t y i n terms of the group
f o r which they were intended, and f o r items that were
almost c e r t a i n to be endorsed by everybody or nobody,
thus lack ing the power to d i sc r iminate between the three
Adams, I b i d .
45
groups of parents i n the sample (urban, suburban, and
r u r a l farm).
Since the a t t i tude sca le presumed to measure the
degree to which a person possesses the construct under
i nve s t i g a t i on , i t was deemed necessary to provide evidence
of construct v a l i d i t y f o r t h i s part of the quest ionna i re.
F i f t y non-music students and t h i r t y persons who are
a c t i v e l y engaged i n music, e i t h e r through teaching or
performance, were used to t e s t the e f fec t i venes s of the
a t t i tude sca le i n d i f f e r e n t i a t i n g among the two groups who
were presumed to d i f f e r with respect to the construct being
measured. Severa l hypotheses were made about ways i n which
persons i n one of the two groups would d i f f e r from those
i n the other group with respect to " a t t i t u d e toward a
musical educat ion. "
(1) I t was assumed that the a t t i tude te s t measured
the a t t i tude a person possesses i n regard to a musical
educat ion.
( 2 ) I t was a lso assumed that persons engaged i n
music, e i t h e r through teaching or performance, should
d i f f e r from non-musicians i n t h e i r responses to the
questions dea l ing with the cons t ruct .
(3) I t was hypothesized that persons engaged i n
music should have higher scores on the a t t i tude te s t than
non-musicians. I t was also hypothesized that persons
46
engaged i n music should be a more homogeneous group than
non-musicians. However, s ince both groups were i n the
humanities, the d i f f e rences should be r e a l , but not too
la rge.
The two groups scored as shown below:
Group Mean s
Non-music 43.0 4.5 Music 51.2 2.5
The musicians scored higher than the non-music students.
The Standard Dev ia t ion of the music group was smal ler
than that of the non-music group, which shows the persons
engaged i n music to be a more homogeneous group than the
other groups tak ing part i n the t e s t , t was 9.402.
There were 78 degrees of freedom. Thus, the d i f f e rence
between Means was s i g n i f i c a n t beyond the .001 l e v e l .
The quest ionnaire i s shown on the fo l l ow ing pages.
The contents of s ec t i on three, Mus ica l Preferences, may
be seen on page 35 (the Musica l Preference Tape).
47
F a c e S h e e t _ _ _
1 5 0 0 urban G mother
0 r u ra l - f a rm
0 suburban 0 f a the r
Le i sure A c t i v i t i e s
Put a "1" i n f r on t of the a c t i v i t y that i s your f avour i te way of spending your l e i s u r e t ime. Put a "2" before the next a c t i v i t y you also l i k e very much, e tc .
a. P a r t i c i p a t i n g i n organized outdoor sports ( go l f , tenn i s , e t c . ) .
b. P a r t i c i p a t i n g i n unorganized outdoor a c t i v i t y (gardening, hunting, e t c . ) .
c. Attending spectator events ( f o o t b a l l , ba ske tba l l , e t c . ) .
d. Attending movies.
e. Going dancing.
f . P a r t i c i p a t i n g i n organized indoor group a c t i v i t y (bowling, p lay ing cards, e t c . ) .
g. Going to concerts , l i v e theater , mus ica ls .
h. L i s t en ing to records, r ad i o , TV musica l programs.
i . P lay ing a musical instrument.
j . Reading.
k. Hobby (stamps, model r a i l r o a d , e t c . ) .
1. Clubs (E lks , Veterans, Br idge, e t c . ) .
48
Mus ica l In terest s and A c t i v i t i e s
a. Do you watch concerts or musical programs on TV?
b. Do you attend l i v e concerts , operas, operettas, or r e c i t a l s ?
c. Do you attend school concerts?
d. Do you read about music and musicians?
e. Do you l i s t e n to records?
f• Do you l i s t e n to music on the radio?
f requent ly ( } occas iona l l y ( ) never ( )
f requent ly ( ) occas iona l l y ( ) never ( )
f requent l y ( ) occas iona l l y ( ) never ( )
f requent ly ( ) occa s i ona l l y ( ) never ( )
f requent ly ( ) occa s i ona l l y ( ) never ( )
f requent ly ( ) occas iona l l y ( ) never ( )
g. Did you ever take p r i va te music lessons?
h. Do you s ing i n a cho i r?
i . Do you play a musical instrument?
j . Do you play i n a band or orchestra?
k. Do you s ing with your ch i ldren?
1. Do you make music i n your home? (p lay instruments in formal ly )
yes no
yes no
yes no
yes no
yes no
yes no
( ) ( )
( ) ( >
( ) ( )
H ( ) ( )
i ]
49
Mus ica l Preferences
Please place an " x " i n the column under the l e t t e r "A" i f you p r e f e r the f i r s t musical excerpt to the second excerpt, and an "x " under the l e t t e r "B" i f you p re fe r the second musical excerpt to the f i r s t one.
B
1. 2. 3. 4.
5. 6.
7.
8.
9.
10. 11. 12. 13. 14.
15.
Do not wr i te i n t h i s space.
0 f d s p 1
s
U 3 f d s
J P 1 j f d s p 1
5 0
At t i tude Toward a Mus ica l Educat ion
Fol lowing are some statements with which you may agree or d isagree. Please read each statement c a r e f u l l y and check the category opposite the statement which most c l o s e l y i nd i ca tes your f e e l i n g toward the statement. Indicate your response by c i r c l i n g the appropriate category.
SD Strongly disagree D Disagree N Neutra l A Agree
SA Strongly agree
Rote: the words " a musical educat ion" mean music f o r a l l c h i l d r e n i n school , not s p e c i a l t r a i n i n g f o r a c h i l d with musical t a l en t who may become a p ro fe s s i ona l music ian.
1. A musical education i s nonsense. SD D N A SA
2. Musica l t r a i n i n g should be r e s t r i c t e d to those with s p e c i a l t a l e n t .
SD D N A SA
5. I do not want my c h i l d r e n to j o i n the school band or orchest ra .
SD D N A SA
4. Music education i s not r e c e i v i n g i t s due i n our pub l i c schools.
SD D N A SA
5. A b i l i t y to p lay an instrument helps a person s o c i a l l y .
SD D N A SA
6. Music lessons are a waste of money. SD D N A SA
7. A musical education has no p lace i n the modern world.
SD D N A SA
8. Musica l i n t e re s t s make f o r a happy ex i s tence.
SD D N A SA
9. Mus ica l t r a i n i n g i s e s s e n t i a l to c u l t u r a l development.
SD D N A SA
10. I hate to l i s t e n when somebody i s p r a c t i s i n g .
SD D N A SA
11. I be l i eve that everyone should have some musical t r a i n i n g .
SD D N A SA
CHAPTER IV
THE QUESTIONNAIRE RESULTS
In t h i s chapter the quest ionnaire r e s u l t s are
presented i n t h e i r quan t i f i ed form and analysed. The
q u a n t i f i c a t i o n of the data, or the process of ass igning
numerical values to q u a l i t a t i v e in format ion, such as data
c o l l e c t e d by means of inventor ie s or sca les constructed to
r evea l i n te re s t s or a t t i t ude s , permits a comparison of the
musical behaviour of the three d i f f e r e n t groups of parents
who p a r t i c i p a t e d i n t h i s study. The convers ion of the
r e s u l t s of each part of the quest ionnaire t o the respect i ve
quant i ta t i ve counterpart w i l l be expla ined, i f necessary, at
the beginning of each subd iv i s i on w i th in the chapter. I t i s
a f a i r l y common procedure to inc lude the q u a n t i f i c a t i o n
of the data i n an e a r l i e r chapter. However, the w r i t e r
f e l t t ha t , as the quest ionnaire cons i s t s of four d i f f e r e n t
sec t ions , wi th each sec t i on r e q u i r i n g a d i f f e r e n t treatment
of the data, the f i nd ing s might be more r e a d i l y understood
i f the s p e c i f i c processes of quant i fy ing the data were
expla ined separate ly f o r each sec t i on .
The s t a t i s t i c a l c a l c u l a t i o n s i n t h i s study were
based on 133 cases i n the sample. The t o t a l number of Ss.
sampled was 150, but the number of parents interviewed f e l l
52
short of 150 f o r the fo l l ow ing reasons. Pour f a m i l i e s
(8 in terv iews ) , two urban, one suburban, and one r u r a l -
farm, had moved from the addresses g iven i n the school
records between the time t h e i r names were obtained as
part of the sample and the time they could be contacted.
In f i v e instances (5 i n terv iews ) , the household was w i th
out a f a the r . One urban mother, one suburban, and one
ru ra l - f a rm mother were d ivorced, and tv/o urban mothers
were not married. D i f f i c u l t i e s were encountered with two
more f a m i l i e s (4 in terv iews ) , b r ing ing the t o t a l number of
interv iews not completed to seventeen. In one suburban
fami ly the f a ther refused to cooperate. He s tated that
he was not w i l l i n g to help anybody c o l l e c t data f o r a
t h e s i s . No contact could be e s tab l i shed with one urban
fami l y , e i t h e r by telephone, or by repeated v i s i t s to the
home.
The average time spent i n contact ing and i n t e r
viewing each fami ly was approximately three hours (3.08).
Th i s time inc ludes (1) the t r a v e l back and f o r t h , (2) the
time spent i n exp la in ing the pro jec t to the mothers and
arranging f o r an appointment, and (3) the in terv iew.
Rather than telephone each fami ly f o r an appointment, the
wr i t e r made severa l personal contacts during the morning
hours to t r y to e s t a b l i s h rapport. The interv iews usua l l y
took place l a te at n ight . With the except ion of the one
53 suburban r e f u s a l , the parents appeared to be most coop
e ra t i ve and very much i n te re s ted i n what the study attempted
to do.
I. LEISURE ACTIVITIES
As the parents only rank-ordered the twelve l e i s u r e
a c t i v i t i e s l i s t e d on the f i r s t page of the quest ionnaire,
no imp l i c a t i on as to the d is tance between the assigned
ranks can be made. The v e r t i c a l ranking of the l e i s u r e
a c t i v i t i e s f o r each group of parents was c a r r i e d out i n the
fo l lowing manner.
H k
R d 1 2 3 4 5 6 7 8 9
R d
a 4 3 4 4 3 4 3 4 4 33 b 1 1 1 2 1 3 2 1 1 13 c 3 2 2 3 4 2 4 3 3 26
d 2 4 3 1 2 1 1 2 2 18
H = the number of l e i s u r e a c t i v i t i e s to be ranked. k = the number of parents ass igning ranks. R. = the sum of the ranks assigned to each a c t i v i t y .
In t h i s example, where ranks were assigned to four l e i s u r e
a c t i v i t i e s by nine parents, a c t i v i t y b would be the most
p re fe r red , and a c t i v i t y a the l ea s t p re fe r red .
54 To express the degree of the r e l a t i o n or a s soc i a t i on
among the severa l rankings of the twelve l e i s u r e a c t i v i t i e s
by each group of mothers and f a t h e r s , Kenda l l ' s c o e f f i c i e n t
of concordance W was used. The s i gn i f i c ance of the asso
c i a t i o n among the rankings was determined by applying the
ch i - square t e s t . I f c r i t i c a l va lues are reached or exceeded
f o r ch i - square, then the n u l l hypothesis that the rankings
as c a r r i e d out by the parents are not r e l a t e d may be
re jec ted at a g iven l e v e l of s i g n i f i c a n c e . I f the n u l l
hypothesis i s r e j e c t e d , then we can conclude with con s i d
erable assurance that the agreement among the parents i s
higher than i t would be by chance.
The s i gn i f i c ance of t h i s c o e f f i c i e n t of concordance
i s d iscussed by S iege l as f o l l ows :
A high or s i g n i f i c a n t value of W may be i n te rp re ted as meaning that the observers or judges are applying e s s e n t i a l l y the same standard i n ranking the N objects under study. . . . A h igh degree of agreement about an order does not neces sa r i l y mean that the order which was agreed upon i s the " o b j e c t i v e " one. In the behav iora l sc iences, e s p e c i a l l y i n psychology, " o b j e c t i v e " orderings and "consensual" orderings are o f ten i n c o r r e c t l y thought to be synonymous.1
I t has already been expla ined (Chapter 5) that the
purpose of the Le i sure A c t i v i t i e s sec t i on of the ques t ion
na ire was to show how much importance the p a r t i c i p a n t s
Sidney S i e ge l , Nonparametric S t a t i s t i c s f o r the Behav iora l Sciences (New York: McGraw-Hil l Book Company, Inc., 1956), p. 237-38.
55
attach to musical a c t i v i t i e s i n r e l a t i o n to other a c t i v
i t i e s . The Le i sure A c t i v i t i e s data are presented i n Tables
I, II, III, and IV on pages 61-64. The most s i g n i f i c a n t
observat ion about the r e s u l t s from t h i s po r t i on of the
quest ionnaire i s that the t o t a l urban sample and the t o t a l
f o r the suburban sample seem to p re fe r l i s t e n i n g to music
to the other a c t i v i t i e s l i s t e d . The ru ra l - f a rm sample
p re fe r red unorganized outdoor a c t i v i t i e s to l i s t e n i n g to
music. Nevertheless, l i s t e n i n g to music was, f o r t h i s
group, important enough to be the second most p re fe r red
a c t i v i t y . When mothers and f a ther s are looked at separate
l y , l i s t e n i n g to music i s never lower than t h i r d place i n
the rank order of the twelve Le i sure A c t i v i t i e s . Reading,
unorganized outdoor a c t i v i t y , and organized indoor group
a c t i v i t y are at times p laced ahead of l i s t e n i n g to music.
The most obvious explanat ion of the very h igh placement of
the a c t i v i t y l abe led " L i s t e n i n g to records , r ad i o , TV musi
c a l programs" l i e s i n the f a c t that t h i s a c t i v i t y was
intended to inc lude a l l types of music. Another explanat ion
may be that " l i s t e n i n g " means e i t h e r passive or ac t ive
hearing of music.
The other two musical a c t i v i t i e s , going to concerts
and p lay ing a musical instrument, seem to be l e s s f avour i te
ways of spending one's l e i s u r e t ime. Of the two a c t i v i t i e s ,
going to concerts ranks higher than p lay ing a musical
Rank 1 2 3 4 c ? 6 7 8 9
10 11 12
Urban Suburban
MOTHERS
56
Rural-Farm
1 2 3 4 5 6 7 8 9
10 11 12
Urban Suburban
FATHERS
Rural-Farm
1 2 3 4 5 6 7 8 9
10 11 12
Urban Suburban TOTAL
Rural-Farm
Figure 1. Comparisons of r e l a t i v e rankings of three musical l e i s u r e a c t i v i t i e s : mothers, f a the r s , and t o t a l f o r a l l subgroups (obtained from TABLE IV) .
s l i s t e n i n g to music
= going to concerts , l i v e theater , musicals
= p l ay ing a musical instrument
57
instrument" (see F igure 1). Only the fa thers l i v i n g i n
the ru r a l - f a rm area seem to p re fe r p lay ing an instrument
to attending events such as concerts . I t i s probable
that p lay ing a musical instrument was genera l l y ranked
lower because a large por t i on of the sample never learned
to play an instrument, e i t h e r forma l ly or in fo rma l l y
(urban 54%, suburban 58%, and ru ra l - f a rm 62%).
I t i s notable that there i s a pronounced d i f f e rence
between the rankings of the f a ther s and the rankings of
the mothers. I t i s poss ib le that the f a ther s are, to a
degree, l e s s i n te re s ted i n those musical a c t i v i t i e s which
they ranked low, but i t i s a lso poss ib le that they are
i n te re s ted , yet p lace the other l e i s u r e a c t i v i t i e s ahead
of the musical ones when confronted with a cho ice . The
f a t h e r s ' p r o f i l e i s a l so l e s s even than that of the mothers.
The d i f fe rences which ex i s t between the ranks assigned by
the parents from the three subgroups, urban, suburban, and
ru ra l - f a rm, may be compared by counting in terven ing ranks.
The musical a c t i v i t i e s are shown by t h e i r l e t t e r des ignat ion
used i n sec t i on one of the quest ionnaire, i . e . , " h " f o r
l i s t e n i n g , " g " f o r attending concerts , e t c . , and " i " f o r
p lay ing a musical instrument. The fo l l ow ing tab le shows
that the la rges t d i f f e rence between ranks f o r the urban
and ru ra l - f a rm parents occurs i n a c t i v i t y " g " ( concer t s ) .
The suburban parents d i f f e r most i n a c t i v i t y " i " ( p l ay ing ) .
58
Urban Suburban Rural-Farm
A c t i v i t i e s h S i h g i h S i
Mothers 1 rankings 2 3 8 2 4 7 1 5 9
Fa ther s 1 rankings 3 9 11 1 7 12 2 10 8
Di f ferences 1 6 3 1 3 5 1 5 1
Sum of D i f ferences = 10 = 9 = 7
The s i g n i f i c a n c e of the agreement by consensus
among a l l rankings by the sample has been tab led below.
Sample Value of W Degrees of. Freedom
Chi-square Levels of S i gn i f i cance
Urban: Mothers Fathers To ta l
.300
.217
.176
21 18 40
72.60 45.35 79.38
p < .0005 p < .0005 p < .0005
Suburban: Mothers Fathers To ta l
.370
.309
.154
22 21 44
93.61 74.78 76.23
p < .0005 P < .0005 P < .005
Rural-Farm: Mothers Fathers To ta l
.390
.215
.266
23 22 46
102.96 59.39
137.52
p <. .0005 p « .0005 p 4. .0005
The obtained l e v e l s of s i gn i f i c ance suggest that the proba
b i l i t y of the agreement among the parents ' rankings being
due to chance i s low. Therefore, the hypothesis that the
59 parents ' rankings are unre lated to each other was r e j e c t e d .
I t should be noted tha t , though s i g n i f i c a n t , the obtained
W values are low.
To pursue the t e s t i n g f o r s i gn i f i c ance f u r t h e r , the
d i f f e rence between the degree of agreement es tab l i shed f o r
the urban, suburban, and r u r a l - f a r m samples was t e s t e d .
The values f o r W were: urban = .176, suburban = .154, and
ru ra l - f a rm = .266. The chi - square values obtained f o r each
of these W's were: urban = 79.38, suburban = 76.23, and
ru ra l - f a rm = 137.52. As the s i gn i f i c ance of a d i f f e rence
between two W's, or two chi -square va lues, cannot be te s ted
d i r e c t l y , the ch i - square values obtained f o r each of these
W's were expressed as approximate z-scores by use of the
W i l s o n - H i l f e r t y f o r m u l a . 2
Whenever n, n being the d f , i s greater than t h i r t y .
The s i gn i f i c ance of the d i f f e rence between these z-scores
was te s ted by regarding (z^ - z^ ) / as a un i t normal
dev ia te , where i s the standard e r ro r of the d i f f e rence
between two independent z ' s .
The d i f f e rence between the urban and suburban W's
was found to be not s i g n i f i c a n t . The d i f f e rence between
(1) the urban and r u r a l W's, and (2) the suburban and r u r a l
P. 0. Johnson and R. W. B. Jackson, Modern S t a t i s t i c a l Methods (Chicago: Rand McKally & Co., 1959), p. 121.
60
W's was s i g n i f i c a n t at the .05 l e v e l . Th is r e s u l t may be
i n te rp re ted as i n d i c a t i n g a stronger agreement i n the
ru ra l - f a rm parents ' rankings than i n the rankings of the
urban and suburban parents (the ru r a l - f a rm parents had
the highest W va lue ) .
F i n a l l y , the po ints brought out i n the ana lys i s
of the f i r s t part of the quest ionnaire seem to j u s t i f y
the fo l l ow ing genera l i za t i on s .
(1) The order of the three musical l e i s u r e a c t i v
i t i e s w i th in the framework of twelve a c t i v i t i e s , nine
being non-musical, was:
" L i s t e n i n g to records , r ad i o , TV musical programs."
"Going to concerts , l i v e theater , mus i ca l s . "
"P lay ing a musical instrument."
(2) The raw data i nd i ca te that l i s t e n i n g to music
seems to be a very h i gh ly regarded way f o r the parents from
the three areas to spend t h e i r l e i s u r e t ime.
(5) Fathers genera l ly rank the musical a c t i v i t i e s ,
other than l i s t e n i n g , cons iderably lower than do mothers.
(4) The three subgroups d i f f e r only s l i g h t l y i n
t h e i r rankings. The most notable d i f f e rence occurs i n
the rank assigned to "Going to concerts , e t c . " by the
parents l i v i n g i n the suburban area. These parents seem
to p re fe r t h i s a c t i v i t y r e l a t i v e l y more than the parents
from the other two areas.
61
TABLE I
RANK ORDER OF LEISURE ACTIVITIES FOR THE URBAN AREA
1. L i s t en ing to records , r ad i o , TV musical programs.
2 . P a r t i c i p a t i n g i n unorganized outdoor a c t i v i t y (gardening, hunting, e t c . ) .
3. Reading.
4. P a r t i c i p a t i n g i n organized indoor group a c t i v i t y (bowling, p lay ing cards, e t c . ) .
5. Going dancing.
6. Going to concerts , l i v e theater , musica ls .
7. Attending movies.
8. Attending spectator events ( f o o t b a l l , basketb a l l , e t c . ) .
9. P a r t i c i p a t i n g i n organized outdoor sports ( go l f , tenn i s , e t c . ) .
10. P lay ing a musical instrument.
11. Hobby (stamps, model r a i l r o a d , e t c . ) .
1 2 . Clubs (E lk s , Veterans, Br idge, e t c . ) .
62
TABLE II
RAHK ORDER OP LEISURE ACTIVITIES POR THE SUBURBAN AREA
1. L i s t en ing to records, r ad i o , TV musical programs.
2. Reading.
3. P a r t i c i p a t i n g i n unorganized outdoor a c t i v i t y (gardening, hunting, e t c . ) .
4. Going to concerts , l i v e theater , musica ls .
5. Attending movies.
6. P a r t i c i p a t i n g i n organized outdoor sports ( go l f , t enn i s , e t c . ) ,
7. P a r t i c i p a t i n g i n organized indoor group a c t i v i t y (bowling, p lay ing cards, e t c . ) .
8. Attending spectator events ( f o o t b a l l , basketb a l l , e t c . ) .
9. P lay ing a musica l instrument.
10. Going dancing.
11. Hobby (stamps, model r a i l r o a d , e t c . ) .
12. Clubs (E l k s , Veterans, Br idge, e t c . ) .
63
TABLE II I
RANK ORDER OF LEISURE ACTIVITIES FOR THE RURAL-FARM AREA
1. P a r t i c i p a t i n g i n unorganized outdoor a c t i v i t y (gardening, hunting, e t c . ) .
2. L i s t en ing to records, r ad io , TV musical programs.
3. Reading.
4. Going dancing.
5. Attending movies.
6. Going to concerts , l i v e theater , mus ica ls .
7. P a r t i c i p a t i n g i n organized indoor group a c t i v i t y (bowling, p lay ing cards, e t c . ) .
8. P a r t i c i p a t i n g i n organized outdoor sports ( go l f , t enn i s , e t c . ) .
9. P lay ing a musical instrument.
10. Attending spectator events ( f o o t b a l l , basket b a l l , e t c . ) .
11. Hobby (stamps, model r a i l r o a d , e t c . ) .
12. Clubs (E lks , Veterans, Br idge, e t c . ) .
TABLE IV
SUMMARY OF ALL RANK-ORDERED LEISURE ACTIVITIES
Key: a.= p a r t i c i p a t i o n i n organized outdoor sports b - p a r t i c i p a t i o n i n unorganized outdoor a c t i v i t y e = attending spectator events d = attending movies e = going dancing f = p a r t i c i p a t i o n i n organized indoor group a c t i v i t y *g = going to concerts , l i v e theater , musicals *h = l i s t e n i n g to music on records , r a d i o , t e l e v i s i o n * i = p lay ing a musical instrument j = reading k = hobby 1 = c lubs (* denotes a musical l e i s u r e act iv i ty ' )
Rank Urban Suburban Rural-Farm
MOTHERS
1 2 3 4 5 6 7 8 9
10 11 12
a *h *S e d b f.
* i a k c 1
3 *h b
d f
* i e k a c 1
*h 3" b e
*S d f a
* i k c 1
Hank Urban Suburban Rural-Farm 1 2 3 4 5
b f
*h c a
*h 3* b a c
b *h d
"Itie e
FATHERS 6 7 8 9
10 11 12
e 3* d
• g t i . * i 1
d *g f 1 e k
* i
a f
* i c
*S k 1
Rank Urban Suburban Rural-Farm
TOTAL
1 2 3 4 5 6 7 8 9
10 11 12
*h b 3 f e
*g d c a
* i k 1
*h i b d a f c
* i e k 1
b *h 3 e d
f a
* i c k 1
65
II. MUSICAL INTERESTS AND ACTIVITIES
As prev ious ly noted, s ec t i on two of the ques t ion
na i re was designed to provide data about the musica l
i n t e r e s t s and a c t i v i t i e s of parents. There were s i x
questions about each person 's l i s t e n i n g hab i t s , and s i x
questions about each person ' s ac tua l involvement and
p a r t i c i p a t i o n i n music. None of the questions asked the
respondents to r e v e a l musical preferences, as these were
dea l t wi th i n the next sec t i on of the quest ionna i re. I t
should also be mentioned that the informat ion about the
musical i n t e r e s t s and a c t i v i t i e s of parents was inc luded
i n t h i s study p r i m a r i l y to provide a d d i t i o n a l background
informat ion regarding the musical behaviour of the sample,
and to increase at l ea s t t h i s w r i t e r ' s bas ic understanding
of what parents do mus ica l l y . The data, then, w i l l be
d iscussed i n terms of the sample, without genera l i z ing t o
the populat ion.
To dep ic t the informat ion from the Mus ica l In teres t s
and A c t i v i t i e s s ec t i on of the quest ionnaire (see page 48) ,
the graphs shown i n F igures 2 and 3 were constructed. In
Figure 2, the s i x questions dea l ing w i th musica l i n t e r e s t s
are t rea ted . The other s i x questions are dea l t with i n
Figure 3. I t was decided, a f t e r hearing evidence from the
p a r t i c i p a n t s , that there was too much ambiguity about the
66
responses of " f r equen t l y " and " occa s i ona l l y " to warrant
r e t a i n i n g these as d i f f e r e n t i a b l e ca tegor ie s . Accord ing ly ,
these categor ies were combined, and the data were looked at
dichotomously, "yes ; never , " i . e . , "% engaging i n the a c t i v
i t y f requent ly or occas iona l l y vs . % doing so never . "
The fo l l ow ing ana lys i s i s based on the data shown
i n Table V, and the graphs presented i n F igures 2 and 3.
The responses to each quest ion dea l ing with the musical
i n t e re s t s and a c t i v i t i e s w i l l be d iscussed i n the order i n
which the questions appear i n sec t i on two of the ques t ion
na i re •
The responses to the quest ion "Do you watch concerts
or musical programs on TV?" i nd i ca te that t h i s i n t e r e s t i s
equa l ly prevalent to a h igh degree i n a l l three groups of
parents (see Table V ) . The graph f o r t h i s quest ion i n
F igure 2 shows a very high response to the "yes " category
(urban 89 per cent, suburban 93 per cent, and ru ra l - f a rm 94-
per cent ) , and a correspondingly low response to the "never "
category.
The graph i n F igure 2 f o r the quest ion "Do you attend
l i v e concerts , operas, operettas, r e c i t a l s ? " po ints to sub
urban parents having a cons iderably h igher i n t e r e s t i n
attending events such as concerts than urban or ru ra l - f a rm
parents. E i gh ty - four per cent of the parents l i v i n g i n
the suburb attend events such as concerts e i t h e r f requent ly
67
% 100 90 80 70 60 50 40 30 20 10 0
Key: a b c d e f
Question d Question f
TJ R
f requent l y occa s i ona l l y
= never
U = Urban S = Suburban R = Rural-Farm
watching concerts or musical programs on TV attending l i v e concerts , operas, operettas, r e c i t a l s attending school concerts reading about music and musicians l i s t e n i n g to records l i s t e n i n g t o music on the rad io
F igure 2. Comparisons of percentages of s i x musical i n t e r e s t s . A l l data are based on the percentage responses of the t o t a l sample i n the urban, suburban, and ru ra l - f a rm areas (obtained from TABLE V) .
Question k
R U
Question 1
H U R
yes
no
U = Urban S = Suburban R = Rural-Farm
Key: g = parents having taken p r i va te music lessons h = s ing ing i n a cho i r i =s p lay ing a musical instrument 0 = p lay ing i n a band or orches t ra k = s ing ing with own c h i l d r e n 1 = making music i n own home ( in forma l l y )
F igure 3. Comparisons of percentages of s i x musical a c t i v i t i e s . A l l data are based on the percentage responses of the t o t a l sample i n the urban, suburban, and ru ra l - f a rm areas (obtained from TABLE V) .
69
or occa s i ona l l y . The percentages f o r t h i s quest ion f o r the
parents i n each of the other two areas were: 61 per cent
of the urban parents, and 60 per cent of the ru r a l - f a rm
parents i n the sample attend concert s , e t c . , f requent ly or
occas iona l l y . There are severa l pos s ib le explanat ions of
these data (and, f o r that matter, f o r most of the Mus ica l
In terest s and A c t i v i t i e s data) , and no way of dec id ing
among them. A d d i t i o n a l study i s needed f o r t h i s po r t i on
of the quest ionna i re. I t i s pos s ib le that the d i f f e rence
between the groups with respect to t h i s musica l i n t e r e s t
i s one of subcu l tu ra l v a r i a t i o n . However, there i s a lso
reason f o r supposing that concert going i s a r e s u l t of
opportunity and wealth as much as anything e l s e .
The percentages f o r the quest ion "Do you attend
school concerts? " r evea l a s t a r t l i n g d i f f e rence i n the
i n t e r e s t parents have i n school concerts . The f a c t that
so many parents do attend school concerts i n each area i s
proof that the schools have one or more concerts during the
school year. The r e s u l t s to t h i s quest ion were: 44 per cent
of the urban parents, 71 per cent of the suburban parents,
and 90 per cent of the ru ra l - f a rm parents attend school
concerts . No d i r e c t knowledge as to why almost a l l r u r a l -
farm parents attend school concerts , or why only s l i g h t l y
more than 40 per cent of urban parents go to school concerts
i s a v a i l a b l e .
70
Looking at the r e s u l t s to the quest ion "Do you read
about music and music ians?" , i t was found that ru ra l - f a rm
parents do not read as much about musical t o p i c s as urban
or suburban parents. Seventy-eight per cent of the urban,
and 78 per cent of the suburban parents i nd i ca ted that they
read about music and musicians. The f i gu re f o r the r u r a l -
farm parents was 70 per cent. I t i s poss ib le that the
small d i f f e rence between the percentages i s a t t r i b u t a b l e to
temporary and acc iden ta l f a c t o r s . However, i t i s a lso
poss ib le that ru ra l - f a rm parents have les s i n t e r e s t i n
reading about music, or , being farther:;away i n distance
from the musical l i f e of the c i t y , reading about music and
performers has l e s s meaning f o r them.
The responses to the next two quest ions, "Do you
l i s t e n to records ? " , and "Do you l i s t e n to music on the
r a d i o ? " , point to the record p layer and the rad io exert ing
an extremely high o v e r a l l in f luence on the l i s t e n i n g hab i t s
of parents. Almost a l l of t h i s s tudy ' s sample i nd i ca ted
that they l i s t e n to music on the rad io and to records .
Responses to the quest ion "D id you ever take pr i va te
music lessons?" show that more suburban parents have had
pr i va te music lessons than parents from the other two
groups. F o r t y - s i x per cent of the urban parents and 38 per
cent of the ru ra l - f a rm parents i nd i ca ted having taken
pr i va te lessons. The f i gu re f o r suburban parents was 62
71 per cent.
Responses to the quest ion "Do you s ing i n a cho i r ? "
suggest that urban and ru ra l - f a rm parents have a g reater
i n t e r e s t i n t h i s a c t i v i t y than suburban parents. Twenty per
cent of the urban, and 13 per cent of the ru r a l - f a rm
parents i n the sample s ing i n a c h o i r . None of the sub
urban parents i nd i ca ted p a r t i c i p a t i o n i n t h i s a c t i v i t y .
The d i f f e rences i n the responses by the three groups
f o r the quest ion "Do you play a musical instrument?" are
sma l l . I t was found that approximately 40 per cent of the
respondents p lay some sort of instrument.
The r e s u l t s to the quest ion "Do you p lay i n a band
or orchestra? " seem to suggest an almost t o t a l lack of
i n t e r e s t on the part of a l l parents i n p lay ing i n a band
or o rches t ra . I t may be claimed that only those parents
who own an instrument, and who have the necessary p r o f i c i e n c y
on an instrument as w e l l as the opportunity and time f o r
p lay ing i n an organ izat ion are l ack ing i n t e r e s t i n t h i s
a c t i v i t y i f they do not p lay i n a band or o rches t ra . I t
w i l l be remembered, however, that oppor tun i t ie s do ex i s t
f o r parents to l ea rn to p lay an instrument i n a group
s i t u a t i o n . Many communities o f f e r i n s t r u c t i o n f o r adult
beginners i n night schoo l . Pos s ib l y , p lay ing i n a band
or orchestra has to be s ta r ted ea r l y i n l i f e , or an
i n t e r e s t w i l l not develop.
72
The quest ion "Do you s ing wi th your c h i l d r e n ? " was
answered wi th " ye s " by approximately 70 to 80 per cent
of the sample. I t i s to be noted tha t , while the d i f f e r
ences between groups are s l i g h t f o r t h i s quest ion, the
suburban parents reported s ing ing wi th t h e i r own c h i l d r e n
to a l e s se r extent (73 per cent) than the urban parents
(78 per cent) and the ru ra l - f a rm parents (81 per cen t ) .
The percentages f o r the quest ion "Do you make music
i n your home (play instruments i n fo rma l l y ) ? " po int to
urban parents p lay ing instruments i n fo rma l l y i n the home
to a greater extent than e i t h e r suburban or r u r a l - f a rm
parents. The r e s u l t s were: 54 per cent of the urban parents ,
40 per cent of the suburban parents, and 38 per cent of the
ru ra l - f a rm parents make music i n fo rma l l y i n the home. I t
would be of i n t e r e s t to know why suburban parents, who were
found to have the highest percentage f o r "D id you ever
take p r i va te music lessons? " , showed a lower i n t e r e s t i n
making music i n fo rma l l y i n the home than urban parents.
However, there seems to be no explanat ion f o r t h i s d i f f e r
ence as y e t .
Th i s part of Chapter I I I may be summarised as
fo l l ows . Most f ind ings d iscussed on the preceding pages
do not c l e a r l y show much d i f f e rence between the three groups
of parents i n the sample. I t was found that (1) the mass
media, t e l e v i s i o n and rad io , and recordings exert a very
h igh o v e r a l l i n f luence on the l i s t e n i n g hab i t s of parents.
73
(2) Whatever the reason, almost no parent showed an i n t e r
est i n wanting to l ea rn or p lay a band or o r che s t r a l i n s t r u
ment i n a group s i t u a t i o n . (3) About 40 per cent of the
sample i nd i ca ted that they play a musical instrument, w i th
vary ing degrees of p r o f i c i e n c y . (4) Nearly 25 per cent of
the sample admitted they never sang with t h e i r own c h i l d r e n .
(5) As an expressed i n t e r e s t , approximately 75 P©** cent of
the parents read about music and musicians. (6) S l i g h t l y
more than ha l f the urban sample and about 40 per cent of the
suburban and ru ra l - f a rm samples make music i n fo rma l l y at
home. (7) Twenty per cent of the urban parents and 13 per
cent of the ru ra l - f a rm parents s ing i n a c h o i r . None of the
suburban parents s ing i n a c h o i r . (8) More parents (62 per
cent) l i v i n g i n the suburb have taken pr i va te music lessons
than urban parents (46 per cent ) , or ru ra l - f a rm parents
(38 per cent ) . (9) The suburban parents attend events such
as concerts more o f ten than parents from the other two
areas. The percentages were: suburban 84 per cent, urban
61 per cent, and ru r a l - f a rm parents 60 per cent . (10) The
most subs tan t i a l d i f f e rence between the groups i n the sample
was found i n the attendance at school concer t s . Attendance
f o r ru ra l - f a rm parents was cons iderably higher (90 per cent)
than the attendance f o r suburban (71 per cent) and f o r
urban parents (44 per cent ) .
TABLE V 74
SUMMARY OF MUSICAL INTERESTS AND ACTIVITIES
Key: a = watching concerts or musical programs on t e l e v i s i o n b = attending l i v e concerts , operas, operettas , r e c i t a l s c = attending school concerts d ss reading about music and musicians e = l i s t e n i n g to records f = l i s t e n i n g to music on the rad io g = parents having taken p r i va te music lessons h ss s ing ing i n a cho i r i =s p lay ing a musical instrument j ss p l ay ing i n a band or orchest ra k = s ing ing with own c h i l d r e n 1 = making music i n own home ( in fo rma l l y )
U = Urban S ss Suburban R = Rural-Farm
Mothers T o t a l S R u R U R
a f requent ly
7o
36 ^ 56
7o
38 26
%
41 %
35
%
31 7o
49 %
36 occas iona l l y 59 44 54 58 45 61 58 44 58 never • 05 00 . 08 16 14 04 11 07 , 06
b f requent ly 14 13 04 10 00 00 12 07 02 occas iona l l y 59 78 58 37 77 57 49 77 58 never 27 09 38 53 23 43 39 16 40
c f requent ly 23 39 42 00 09 13 12 24 28 occas iona l l y 32 44 58 32 50 65 32 47 62 never 45 17 00 68 41 22 56 29 10
d f requent ly 18 17 25 16 09 13 17 13 19 occas iona l l y 59 65 54 63 64 48 61 65 51 never 2? 18 21 21 27 39 22 22 30
e f requent ly 68 83 75 68 68 61 68 76 68 occas iona l l y 32 17 25 32 32 39 32 24 32 never 00 00 00 00 00 00 00 00 00
f f requent ly 73 78 83 84 73 74 78 76 79 occas iona l l y 27 18 17 11 27 22 20 22 19 never 00 04 00 05 00 04 02 02 02
g yes 41 78 42 53 45 35 46 62 38 no 59 22 58 47 55 65 54 38 62
h yes 23 00 17 16 00 09 20 00 13 no 77 100 83 84 100 91 80 100 87
i yes 36 48 37 53 36 43 44 42 40 no 64 52 63 47 64 57 56 58 60
j yes 05 00 00 00 05 00 02 02 00 no 95 100 100 100 95 100 98 98 100
k yes 86 91 96 68 55 65 78 73 81 no 14 09 04 32 45 35 22 27 19
1 yes 59 48 37 47 32 39 54 40 38 no , 41 52_ 63,.. 55 68 61 46 60 62
Note: The percentages are rounded o f f to the nearest in teger .
I I I. MUSICAL PREFERENCES
75
The next aspect of parenta l musical behaviour t o
be considered i s that of musical preferences . Chapter I I I
contains a f u l l d e s c r i p t i o n of the Mus ica l Preference
Test . The parents were t o respond to f i f t e e n minutes of
tape recorded musical pa i red comparisons. The t e s t
requ i red each p a r t i c i p a n t to l i s t e n t o t h i r t y musical
excerpts (15 pa i r s ) and to i nd i ca te which one of the two
musical se lec t i ons i n each p a i r they p re fe r red . S ix
d i f f e r e n t kinds of music (see pages 33-34 f o r operat iona l
d e f i n i t i o n s ) were used as the bas i s f o r measuring the
musical preferences of the parents i n the sample. I t
w i l l be remembered that the s i x types of music were:
(1) Jazz.
(2) Folk Music.
(3) Dinner Music.
(4) Serious Music.
(5) L i ght C l a s s i c a l Music.
(6) Pop Music.
The preferences of each person were then scored t o y i e l d
a rank order from most p re fe r red to l eas t p r e f e r r e d .
As the parents ranked the musical s e l ec t i on s
of the t e s t i n the manner descr ibed i n Chapter III, the
raw data cons t i tu te o r d i n a l measurement, or , to s tate
76
i t another way, the raw data cons i s t of as many rankings
of preferences as there were parents i n the sample. To
f i n d the o v e r a l l musical preferences of each of the three
groups of parents i n the sample, the fo l l ow ing transmuta
t i ons of the data were c a r r i e d out (a more d e t a i l e d d i s cu s
s ion of the procedure out l ined below i s g iven by Edwards^).
(1) Since group data were going to be used to
convert the rankings of the parents in to something approx
imating an i n t e r v a l s ca le , the matr ices at the bottom of
each Musica l Preference Test Sheet were summarised i n a
Frequency Matr ix. Here i s the F Matr ix f o r the suburban
sample:
J F D S P L
J - 27 12 18 37 15 F 18 - 18 20 31 22 D 33 27 - 23 38 20 S 27 25 22 - 30 21 P 8 14 7 15 -L 30 23 25 24 41 -
Thus, f o r example, for ty -one parents say they p re fe r L i gh t
C l a s s i c a l Music (L) over Pop Music (P), whereas four
parents i nd i ca ted a preference f o r P over L.
P A . L. Edwards, Techniques of A t t i t ude -Sca le Construct ion (New York: Appleton-Century-Crof ts , 1957).
77 (2) A l l frequency matr ices were then converted to
propor t ion matr ices . Using the same group of parents as
above f o r an example, the P Matr ix looks l i k e t h i s :
J F D S P L
J - .600 .26? .400 .822 .353 P - .400 .444 .689 .489
D - .511 .844 .444
S - .667 .467 P — .089
L
(3) On the assumption that musical preferences are
d i s t r i b u t e d normally over the popu lat ion (more p r e c i s e l y ,
that d i f fe rences between preferences f o r any two music
types are d i s t r i b u t e d normal ly ) , these proport ions were
next expressed as z - scores .
J F D S P L
J + .253 - .622 - .253 + .923 - .432 F — .253 — - .253 - .141 + .493 - .028
D + .622 + .253 - + .028 +1.011 - .141
S + .253 + .141 - .028 - + .432 - .083 P - .923 — .493 -1.011 - .432 - -1.347 L + .432 + .028 + .141 + .083 +1.347 —
(4) The means of each h o r i z o n t a l row were then
computed, as the "x " en t r i e s i n the matrix on the t e s t sheet
were entered i n any c e l l f o r which the row category was
p re fe r red over the column category. To remove the negative
s ign from the means where i t occurs, the absolute value of
78
the lowest mean was added to each of the s i x means, thus
g i v ing the lowest mean a value of zero. The adjusted means
are the Scale or S Values of the musical preferences f o r the
respect i ve group of the sample:
Means S
Preference Scale
(A Reordering of the S Values)
J - 0.0262 8.1 . . 12.5 F - 0.0364 8.1
D + 0.3546 12.0
S + 0.1430 9 . 8
P - 0.8412 0.0
L + 0.4062 12.5
The procedure descr ibed above was inc luded i n t h i s
study to acquaint the reader with the convers ion of the
raw data which, as was mentioned e a r l i e r , cons t i tu te s
o r d i n a l measurement, to something approximating an i n t e r v a l
s ca le , provided the assumption of normal ity mentioned
e a r l i e r holds reasonably w e l l . Th i s i s tantamount to
assuming that whatever the average response of the parents
to a p a r t i c u l a r music type may be, the tendency i s f o r
r e l a t i v e l y few persons to depart g rea t l y from that average,
e i t h e r i n the d i r e c t i o n of extreme h o s t i l i t y or i n the
d i r e c t i o n of add i c t i on . An i n t e r v a l sca le
has a l l the c h a r a c t e r i s t i c s and r e l a t i o n s h i p s of the o r d i n a l s ca le , besides which the d i s tances between any two numbers on the sca le are of known and equal s i z e . In the e q u a l - i n t e r v a l sca le the r a t i o of any
79 two i n t e r v a l s i s independent of both the zero po int and of the un i t used. In other words, the zero po int and the un i t of measurement used on the sca le are a r b i t r a r y . 4-
This statement a f f i rms the d e c i s i o n made e a r l i e r i n the
establishment of the S Values, namely that the zero S Value
i n any of the Mus ica l Preference Scales f o r the groups of
the sample does not represent complete absence of the
preference being measured. While Pop Music happens to be
the zero S Value f o r each of the Preference Sca les , i t was,
nevertheless , p re fe r red to some of the other k inds of music
by a few parents i n the sample.
I t may not have escaped not i ce that , with severa l
d i f f e r e n t musical preference sca les (one f o r each of the
urban, suburban, and ru ra l - f a rm parents i n the sample, and
one f o r each of the mothers and f a ther s i n each subgroup),
the means themselves were found by independent s ca l i n g
procedures. As a r e s u l t , the var ious sca les or " r u l e r s "
have a r b i t r a r y zeroes and un i t s (and t h i s i s s t i l l t rue
even i f the obtained means are used ins tead of the zeroes ) .
While i t may be poss ib le to p lace the sca les s ide by s ide
and note major d i f f e r e n c e s , the f a c t that each sca le
o r i g ina ted from a d i f f e r e n t s c a l i n g procedure makes i t
H i l d r e t h Hoke McAshan, Elements of Educat iona l Research (New York: McGraw-Hil l Book Company, Inc., 1963), p. 120.
80
impossible to compare the sca les r i g o rou s l y . There are,
however, severa l meaningful observat ions one may be
j u s t i f i e d i n making.
In analys ing the r e s u l t s of t h i s part of the study,
i t i s s t r i k i n g that a l l preference sca les have one th ing
i n common: they a l l have Pop Music as t h e i r zero S Value
(see Tables VI, VII, and VIII on pages 87-89). I t w i l l be
r e c a l l e d that the zero po ints f o r the preference sca les
must not be taken to mean complete absence of Pop Music
i n the preferences of parents, nor an equal ly low preference
f o r t h i s type of music.
In contrast to the apparent strong lack of preference
f o r Pop Music by most of the respondents, there i s a very
pronounced preference f o r Dinner Music over a l l other types
of music presented to the pa r t i c i pan t s i n the study. The
noted except ion was L ight C l a s s i c a l Music. The f a ther s
from the suburb i nd i ca ted a higher preference f o r L ight
C l a s s i c a l Music over the other f i v e kinds of music. Eor
the mothers from the same area L ight C l a s s i c a l Music was
the second most p re fe r red k ind of music. As a r e s u l t , the
suburban preference sca le f o r the t o t a l sample has L ight
C l a s s i c a l Music as the highest preference. Even so, Dinner
Music ranked almost as high as L ight C l a s s i c a l Music f o r the
suburban f a t h e r s .
81
When the preferences are presented showing d i s tances ,
as i n Table VII I, the suburban sample exh ib i t s a charac ter
i s t i c none of the other groups seems to possess, namely, the
f a i r l y c lose grouping of f i v e types of music at the top of
the suburban preference s ca le . As a r e s u l t , a wide gap ex
i s t s between the zero S Value and the next-to- lowest S Value.
In genera l , the urban and ru ra l - f a rm musical preference
sca les show more uniform spread of preferences along the
s ca le , wi th small d i s tances between t h e i r re spect i ve zero
po ints and the next higher S Value. In add i t i on , the urban
preferences have a pronounced d is tance between the most
p re fe r red and the next-to-most p re fe r red type of music.
There are severa l other observations which can be
made. Both mothers and f a ther s from the ru ra l - f a rm area
i nd i ca ted that they p re fe r Fo lk Music to a greater extent
than urban or suburban parents. Fur ther , Serious Music was
genera l ly p re fer red over Jazz and Fo lk Music by about two
t h i r d s of the sample. And, looking at the rank order of
the preferences (Table VI ) , the evidence po ints to there
being only s l i g h t rank order d i f f e rences between the sexes.
The c lo ses t agreement between the sexes seems to ex i s t
between the mothers and f a ther s from the ru ra l - f a rm and
the suburban subgroups. A l so , urban f a ther s showed a low
preference f o r Serious Music, whi le urban mothers p re fe r red
Serious Music over L ight C l a s s i c a l Music, Fo lk Music, Jazz ,
and Pop Music.
82
To f i n d the degree of agreement by consensus among
the Mus ica l Preferences of the groups i n the sample,
Kenda l l ' s c o e f f i c i e n t of concordance W was computed. The
s i gn i f i c ance of the agreement among a l l rankings (based
upon the raw data) by the sample i s shown i n the fo l l ow ing
t a b l e .
Sample Value of W s Values k N Leve l s of S i gn i f i cance
Urban: Mothers .142 1046 22 6 P< .05 Fathers .156 879 19 6 V< .05 T o t a l .157 3559 41 6 V< .01
Suburban: Mothers .239 2017 23 6 p « .01 Fathers .149 1136 22 6 P< .05 T o t a l .186 5958 45 6 p< .01
Rural-Farm: Mothers .167 1619 24 6 p * .01 Fathers .132 1175 23 6 P 4 .05 T o t a l .144 5342 47 6 P^.01
Note: k = # of sets of rankings, and N = the number of categor ies being ranked.
The s i gn i f i c ance of each of the W's was tes ted
using the C r i t i c a l Values of s i n t h i s c o e f f i c i e n t (note:
s i s the sum of the squares of dev ia t ions about the mean
rank t o t a l ) . Normally, chi -square i s used to t e s t the
s i gn i f i c ance of W. However, there were s i x categor ies i n
the Preference Test , and f o r N le s s than 7 the chi -square
83
t e s t w i l l provide only a very rough estimate of the
requ i red p r o b a b i l i t i e s .
The l e ve l s of s i g n i f i c a n c e which were obtained by
ex t rapo la t ion may be taken to mean that the p r o b a b i l i t y
of the agreement among the rankings of the parents"
musical preferences being due to chance i s low. The n u l l
hypothesis that the parents* ra t ing s of the music types
are unre lated was r e j e c t e d at the .05 l e v e l of s i gn i f i c ance
f o r some of the W*s, and at the .01 l e v e l f o r the r e s t of
the W*s. But the small W*s say, agreement i s ra ther low.
To t e s t the s i gn i f i c ance of the d i f f e rence s between
the urban, suburban, and ru ra l - f a rm preferences, a number
of chi -square analyses were performed. One of these
invo lved running the three "areas " against the c l a s s i f i c a t i o n
"Top Hank vs . Not Top Rank" on each of the music types. A
second ana lys i s ran "Top or Next-to-Top Rank vs . the
remaining four t ypes . " A t h i r d ana lys i s ran "Top Rank
( i . e . , 6, 5, or 4) vs . Bottom Rank ( i . e . , 3, 2, or 1) " f o r
L ight C l a s s i c a l Music and Folk Music only, i n order to give
s p e c i a l a t ten t i on to these music types, which appeared to
have d i f f e r e n t s c a l e -po s i t i on s i n the three areas. To
pursue t h i s ana lys i s of L ight C l a s s i c a l Music and Fo lk
Music f u r t h e r , a f i n a l chi -square was performed using the
categor ies "# of persons ranking Fo lk Music lower than L ight
C l a s s i c a l Music vs . # of persons ranking Fo lk Music h igher
84
than L ight C l a s s i c a l Music. "
The chi -square te s t of independence was employed to
t e s t the n u l l hypothesis that the groups from the urban,
suburban, and ru r a l - f a rm areas do not d i f f e r with respect
to musical preferences. In other words, i f the chi -square
values are found to be not s i g n i f i c a n t , then the observed
r e s u l t s are c lose to the expected r e s u l t s on the hypothesis
of independence. For example, here i s the contingency
tab le showing the three "areas " being run against the
c l a s s i f i c a t i o n "Top Rank vs . Not Top Rank" f o r Dinner Music.
Area Top Rank Not Top Rank N
Urban 10 31 41
Suburban 10 35 45 Rural-Farm 14 35 4?
34 99 133 T h i r t y - f o u r parents ranked Dinner Music as t h e i r most
p re fer red k ind of music, and n inety -n ine parents ranked
Dinner Music as l e s s than most p re fe r red . The r a t i o of
f requencies of parents g i v ing top rank to Dinner Music to
parents g i v ing les s than top rank was about the same f o r
a l l three groups, hence the hypothesis that the groups
from the three areas do not d i f f e r with respect t o t h e i r
preference (Dinner Music i n t h i s example) was r e t a i ned .
I t was found that from the three chi -square analyses
85
performed, only the ana lys i s us ing the c l a s s i f i c a t i o n
"# of persons ranking JT < L vs , # of persons ranking F > L"
produced a chi -square value found to be s i g n i f i c a n t at the
,05 l e v e l with 2 degrees of freedom. The other p r o b a b i l
i t i e s ranged a l l the way from ,90 to ,10, In consequence,
the hypothesis of independence was re ta ined f o r four of the
s i x types of music presented to the sample. The r e l a t i v e
preference f o r Fo lk and L ight C l a s s i c a l Music was found
to d i f f e r e n t i a t e the three subgroups, but the d i f f e rence
i s more a d i f f e rence between ru ra l - f a rm parents p r e f e r r i n g
Folk Music more than L ight C l a s s i c a l Music, and urban and
suburban parents p r e f e r r i n g Fo lk Music l e s s than L ight
C l a s s i c a l Music. 0
The f i nd ing s of t h i s part of the study may be
summarised by saying that the pa r t i c i pan t s ranked s i x
kinds of music from most p re fer red to l ea s t p r e f e r r e d . I t
was found that
(1) Pop Music was l ea s t p re fe r red by a l l parents.
(2) Dinner Music was favoured by almost a l l parents
over the f i v e other kinds of music. The noted except ion
could be L ight C l a s s i c a l Music, which was ranked f i r s t by
suburban f a the r s . The s c a l e - p o s i t i o n accorded L ight
C l a s s i c a l Music by the suburban fa ther s together with i t s
being the second most p re fe r red type f o r the suburban
mothers made L ight C l a s s i c a l Music the most p re fe r red k ind
of music f o r the suburban parents.
86
(3) Parents l i v i n g i n the ru ra l - f a rm area p re fe r red
Fo lk Music to a much greater extent than urban and suburban
parents,
(4) In genera l , Serious Music was p re fe r red ahead
of Folk Music (not i n the ru ra l - f a rm area) , Jazz , and Pop
Music. Urban mothers showed a h igh preference f o r Serious
Music by r a t i n g i t as second preference. Urban fa thers
exh ib i ted a low preference f o r t h i s type of music by r a t i n g
i t only s l i g h t l y h igher than Pop Music.
(5) A f a i r l y c lose agreement was observed between
the rankings of the preferences by the f a ther s and mothers
i n each of the three areas, thus suggesting only s l i g h t
d i f f e rences between the musical preferences (when they are
rank-ordered) of the sexes wi th regard to the populat ion.
(6) The hypothesis of independence between the
preferences of the three groups of parents (urban, suburban,
and rura l - farm) was re ta ined f o r Jazz, Dinner Music, Pop
Music, and Serious Music. Thus, each of the groups appears
to have musical preferences s i m i l a r to those of the other
two groups with respect to Jazz, Dinner Music, Pop Music,
and Serious Music. The r e l a t i v e preference f o r Fo lk Music
versus L ight C l a s s i c a l Music was found to d i f f e r e n t i a t e the
three groups.
TABLE VI
RAKE ORDER OP MUSICAL PREFERENCES
8 7
Abbrev iat ions: Jazz Fo lk = Fo lk Music Dinner = Dinner Music Ser ious = Serious Music Pop ss Pop Music L i ght ss L i ght C l a s s i c a l Music
Rank Urban Suburban Rural-Farm
1 2
Mothers |
5 6
Rank
Dinner Serious L ight Fo lk Jazz Pop
Urban
Dinner L ight Serious Jazz Fo lk Pop
Suburban
Dinner Fo lk Ser ious L ight Jazz Pop
Rural-Farm
i 2
Fathers ^
•5 6
Rank
Dinner L ight Fo lk Jazz Ser ious Pop
Urban
L ight Dinner Serious Jazz Fo lk Pop
Suburban
Dinner Fo lk Serious L ight t l e
Jazz Pop
Rural-Farm
1 2
T o t a l \
5 6
Dinner L ight Serious Fo lk Jazz Pop
L ight Dinner Ser ious
Jazz Pop
Dinner Fo lk Serious L ight Jazz Pop
Notej. The operat iona l d e f i n i t i o n s f o r the types of music ranked by the parents may be checked on pages 33-34.
88
TABLE VII
MUSICAL PREFERENCE SCALE VALUES
Key: J = Jazz F = Fo lk Music D = Dinner Music S = Ser ious Music P = Pop Music L = L ight C l a s s i c a l Music
Urban Suburban Rural-Farm
D 11.3 S 6.9
Mothers j.
J 2'.4 P 0.0
Urban
D 15 .0 L 14.1 S 12.4 J 9.5 F 9.1 P 0.0
Suburban
D 12.2 F 9.4 S 7.7 L 6.7 J 5.0 P 0.0
Rural-Farm
D 12.4 L 6.3
Fathers .? f ' 2
S 4.4 P 0.0
Urban
L 11.8 D 10.4 S 8.2 J 8.0 F 7.9 P 0.0
Suburban
D 10.5 F 8.7 S 5 ' 2 t i e L 5.2 t i e
<T i.i P 0.0
Rural-Farm
D 11.7 L 6.6
T o t a l | fj J 2.8 P 0.0
L 12.5 D 12.0 S 9.8
j I : i t i e
P 0.0
D 11.2 F 9.0 S 6.4 L 5.9 J 3.6 P 0.0
89
TABLE VIII
MUSICAL PREFERENCE SCALES FOR THE URBAN, SUBURBAN, AND RURAL-FARM AREAS
U S R
14
13 Light
12 Dinner
Dinner
11 — Dinner
10 Serious
9 — Folk
8 J a z z t i e
7 —
Light Ser ious 6 zz Serious L ight
5 Folk
4 _z Jazz
3 — Jazz
2
1
0 Pop Pop Pop
Note: The abbreviat ions are Folk = Fo lk Music, Dinner. = Dinner Music, Ser ious = Serious Music, Pop = Pop Music, and L ight = L ight C l a s s i c a l Music.
90 IV. ATTITUDE TOWARD A MUSICAL EDUCATION
So f a r the d i s cus s ion i n t h i s chapter has centered
on those aspects of musical behaviour which are a matter
of personal i n t e r e s t and which r a r e l y , i f ever, a f f e c t
persons other than the one making a choice regarding
musical i n t e r e s t s , a c t i v i t i e s , or preferences. The l a s t
po r t i on of t h i s chapter w i l l dea l with appra i s ing the
group a t t i tudes of parents toward a musical educat ion.
An a t t i tude sca le serves to assess an i n d i v i d u a l ' s
p o s i t i o n on a pos i t i ve -nega t i ve continuum toward such
th ings as s o c i a l i n s t i t u t i o n s , moral i s sues , a group
of people, or some p r i n c i p l e that may a f f e c t the welfare
of others. When ranking preferences, a person i s asked
to make a choice between personal i n t e r e s t s or a c t i v i t i e s .
In assess ing someone's a t t i t u d e , that person i s asked to
react to a number of ve rba l statements which o f ten invo lve
the conduct or behaviour of other people, thus a f fo rd ing
the researcher the opportunity to see the viewpoint of
the person responding to the statements. By summarising
the a t t i tude scores of a l l respondents one may ga in,
w i th in l i m i t s , an understanding of the group's a t t i tude
toward the i n s t i t u t i o n , i s sue, or people invo lved.
Since the a t t i tude sca le y i e l d e d a score f o r each
respondent (see Chapter II I f o r the method of scor ing
91 the responses to the statements), means and standard
dev iat ions could be computed from the scores. Therefore,
s t a t i s t i c a l t e s t s which depend mathematically upon the
number of cases i n the sample and the v a r i a b i l i t y of the
scores around the mean could be used. To t e s t the s i g n i f
icance of each of the means obtained f o r each group's
a t t i t ude , i . e . , urban, suburban, and ru r a l - f a rm, the
standard e r ro r of the mean was computed f o r the respect ive
means. The d i f f e rence between means was te s ted f o r s i g n i f
icance by the t t e s t f o r these groups: urban and ru ra l - f a rm,
urban and suburban, suburban and ru ra l - f a rm, and mothers
and f a ther s i n each geographical area.
The fo l l ow ing tab le shows means, standard dev ia t i ons ,
and standard e r ror s of the mean f o r the sample.
Urban Suburban Rural-Farm
M»s 155.6 152.8 157.5
SD'S 15.61 16.57 20.00
S E l ' s 2.43 2.47 2.91
On the bas i s of the computed S E M ' s , the p r o b a b i l i t y i s h igh
(P = .95) that the urban mean w i l l not miss the populat ion
mean by more than + 4.76, the suburban mean by + 4.84, and
the ru ra l - f a rm mean w i l l not miss i t s populat ion mean by
more than + 5.70.
Tes t ing the mean d i f f e rences f o r a l l obtained
sample means, i t was found that only the t r a t i o obtained
f o r the mean d i f f e rence f o r suburban mothers and suburban
fa ther s reached the .05 l e v e l of s i g n i f i c a n c e . I t appears,
the re fo re , that , i n genera l , s i m i l a r a t t i tudes toward a
musical education are shown by younger parents who meet the
requirements es tab l i shed f o r the sample, regard less of t h e i r
socio-economic/geographic a t t r i b u t e s . While suburban
mothers and f a ther s seem to d i f f e r s i g n i f i c a n t l y i n regard
to mean a t t i tudes (the f a t h e r s f mean a t t i tude was lower than
that of the mothers), t h i s d i f f e rence was not s u f f i c i e n t l y
large to cause the mean a t t i tude of the t o t a l suburban
sample to d i f f e r s i g n i f i c a n t l y from the mean a t t i tudes of
the urban and ru ra l - f a rm samples. The fo l l ow ing tab le shows
that whenever the suburban sample was compared with e i t h e r
the urban or the ru ra l - f a rm sample, the mean a t t i tude of
suburban parents was not s u f f i c i e n t l y lower than the mean
a t t i tudes of the other two groups to cause a s i g n i f i c a n t
d i f f e r e n c e .
Groups Tested t df P
urban & suburban 0.89 84 P > .05 urban & ru ra l - f a rm 0.51 86 P > .05 suburban & ru ra l - f a rm 1.24 90 P > .05
urban mothers & f a ther s 0.57 39 P > .05 suburban mothers & fa thers 2.17 43 P < .05 ru ra l - f a rm mothers & fa thers 1.58 45 P > .05
df = degrees of freedom P = P r o b a b i l i t y of obtained r e s u l t s i f Ho i s t rue
9 3
For a study such as t h i s , however, the main
i n t e r e s t centers on whether the a t t i tudes of parents
toward a musical education may be considered high or
low, or p o s i t i v e or negat ive. How high or low r e a l l y
i s a mean of 1 5 5 . 6 ? Can t h i s quest ion be answered by
knowing, f o r example, that the highest a t ta inab le a t t i tude
score was 1 9 6 . 0 ? A be t te r approach may be to look at the
way parents responded to the p o s i t i v e and negative
statements of the a t t i tude t e s t . A h igh propor t ion of
parents answering a statement expressing a po s i t i ve
a t t i tude with " s t rong ly agree" would suggest a favourable
parenta l a t t i tude toward the a t t i tude under ly ing the
ve rba l statement. Conversely, a strong disagreement with
the same p o s i t i v e statement would seem to i nd i ca te an
unfavourable a t t i t u d e .
Here are the responses of the sample to the eleven
statements of the a t t i tude sca le expressed as percentages.
The l e t t e r s " U " , "S" , and "R" are, as before, the abbre
v i a t i o n s f o r urban, suburban, and ru ra l - f a rm. The
response categor ies used i n the t e s t were SB D H A SA.
These l e t t e r s denoted: s trong ly d i sagree, d i sagree, n e u t r a l ,
agree, and s t rong ly agree.
(1) A musical education i s nonsense.
U S R
SD 78% 67% 76% D 22% 24% 18% H 7% 3% A 2% 3%
SA
(2) Musica l t r a i n i n g should be r e s t r i c t e d to those with s p e c i a l t a l e n t .
U S R
SD 51% 45% 45% D 44% 45% 40% H 6% 6% A 5% 6%
SA 4% 3%
(3) I do not want my c h i l d r e n to j o i n the school band or o rches t ra .
U S R
SD 48% 40% 60% D 42% 47% 34% H 5% 13% 4% A 5% 2%
SA
(4) Music educat ion i s not r ece i v i n g i t s due i n our pub l i c schools .
U S R
SD 2% D 15% 13% 4% H 46% 53% 36% A 29% 27% 32%
SA 10% 7% 26%
(5) A b i l i t y to p lay an instrument helps a person s o c i a l l y .
U S R
SD 4% D 4% 8% M 5% 11% 2% A 68% 51% 64%
SA 27% 30% 26%
(6) Music lessons are a waste of money.
U S R
SD 39% 49% 57% D 58% 44% 36% B 7% 3% A> 3% 4%
SA
(7) A musical education has no place i n the modern world.
U S R
SD 63% 69% 62% D 37% 27% 34% N 2% 4% A 2%
SA
(8) Mus ica l i n t e r e s t s make f o r a happy ex i s tence.
U S R
5% 2% 2% 7% 5% 13% 11%
44% 49% 64% 44% 29% 25%
SD D H A
SA
96 (9) Musica l t r a i n i n g i s e s s e n t i a l to
c u l t u r a l development.
U S R
SD 5% D 7% 16% 15% H 24% 11% 19% A 51% 44% 40%
SA 13% 29% 26%
(10) I hate to l i s t e n when somebody i s p r a c t i s i n g .
U S R
SD 2% 9% 21% D 41% 31% 36% N 39% 35% 28% A 18% 20% 13%
SA 4% 2%
(11) I be l i eve that everyone should have some musical t r a i n i n g .
U S R
SD 4% D 7% 9% 11% H 10% 16% 8% A 51% 51% 49%
SA 32% 24% 28%
A rough measure of whether the parents ' a t t i tude
toward a musical education f o r t h e i r c h i l d r e n may be
considered favourable or unfavourable i s obtained by
observing what percentage of parents agreed, or agreed
s t rong ly , with statements express ing negative a t t i t ude s ,
and what percentage of parents d isagreed, or disagreed
97
s t rong ly , with statements expressing p o s i t i v e a t t i t ude s .
The average percentage f o r ( 1 ) parenta l agreement with
negative statements, and (2) parenta l disagreement with
p o s i t i v e a t t i tude statements was 9 per cent . The range
was 2 per cent to 24 per cent.
S ince, over a l l items, the percentage of parents
who were i n agreement with statements expressing a
negative a t t i t u d e , and the percentage of parents who
disagreed with statements expressing a p o s i t i v e a t t i t u d e ,
i s qui te low, i t seems that a h igh propor t ion of parents
(poss ib ly about 80 to 9 0 per cent) have a favourable
a t t i tude toward a musical educat ion. However, s ince each
a t t i tude score only summarises what the respondents were
w i l l i n g to report about themselves, and s ince an a t t i tude
sca le t r i e s to assess " r e a l a t t i t u d e s " by asking each
pa r t i c i pan t to respond to " v e r b a l i z e d a t t i t u d e s , " any
inferences one wishes to make about the importance of the
a t t i tude t e s t r e s u l t s to music educators must be made with
regard to the f a c t that parents with the same favourable
a t t i tudes poss ib ly w i l l not manifest the same behaviour.
For example, near ly 9 0 per cent of the sample d isagreed,
or disagreed s t rong ly , with the statement "I do not want
my c h i l d r e n to j o i n the school band or orchestra.':y The
c o r r e l a t i o n between what the parents f e l t when responding
to the statement and what they w i l l do about l e t t i n g t h e i r
98
c h i l d r e n j o i n a school band or orchest ra w i l l most l i k e l y
not be pe r fec t .
Nearly 50 per cent of the urban and suburban sample,
and almost 4-0 per cent of the ru ra l - f a rm sample assumed
a " n e u t r a l " p o s i t i o n toward the a t t i tude expressed by the
statement, "Music educat ion i s not r e c e i v i n g i t s due i n
our pub l i c schoo l s . " Th i s response g iven by near ly ha l f
the sample suggests that many parents are unaware of what
i s happening i n the elementary school classroom concerning
music educat ion. This i s not t o say that those parents
who agreed, or d isagreed, with the statement r e a l l y know
that music education i s , or i s not, r e c e i v i n g i t s due i n
our pub l i c schools . I t i s poss ib le that the neu t ra l
response g iven by near ly ha l f the sample to the statement
i n quest ion s i g n i f i e s a r e a l lack of i n t e r e s t on the part
of many parents regarding music educat ion. I t could a l so
be that the neut ra l response i s suggestive of a f a i l u r e of
the school to communicate e f f e c t i v e l y with the parents i n
matters concerning music educat ion.
In conc lus ion, i t seems that (1) i n genera l , younger
parents have a s i m i l a r a t t i tude toward a musical educat ion,
regard less of socio-economic/geographic a t t r i b u t e s .
(2) Suburban mothers and fa thers d i f f e r e d s i g n i f i c a n t l y i n
mean a t t i tude toward a musical education f o r t h e i r c h i l d r e n .
Suburban fa thers showed a lower mean a t t i tude than suburban
mothers. The d i f f e rence i n mean a t t i tude between urban
99 mothers and f a ther s , and ru r a l - f a rm mothers and f a ther s
was found to be not s i g n i f i c a n t . (3) Since a h igh propor
t i o n of the sample aggreed wi th the statements expressing
a p o s i t i v e a t t i tude and disagreed wi th those statements
expressing a negative a t t i t u d e , one may be j u s t i f i e d i n
concluding that most parents have a favourable a t t i tude
toward a musical educat ion. (4) On the bas i s of the
neut ra l response by near ly h a l f the sample to a statement
about music education i n the pub l i c schools , i t appears
that many parents are unaware of what i s happening i n the
elementary school classroom i n regard to music educat ion.
CHAPTER V
SUMMARY AND CONCLUSIONS
The s o c i o l o g i c a l and psycho log i ca l l i t e r a t u r e
revea l s that the parents and the home may be the most
important determinants i n the development of i n t e r e s t s
and a t t i tudes i n the l i f e of a c h i l d . Research i n music
education has contr ibuted very l i t t l e to show the e f f e c t
of environmental cond i t ions , such as d i f f e r e n t patterns
of home l i f e , on music education i n the schools . As ea r l y
as 1938, i t was recommended by a researcher i n music edu
ca t ion that the home and the fami ly s i t u a t i o n be studied
i n order to see the c h i l d against the musical background
of h i s home, so tha t , with regard to a musical educat ion,
a more e f f e c t i v e c o l l a b o r a t i o n may be secured between the
school , the teacher, the parent, and the c h i l d . As f a r as
can be ascerta ined from a review of the l i t e r a t u r e , no
systematic i n v e s t i g a t i o n of the musical behaviour of parents
from d i f f e r e n t subcultures has been made. Nei ther has the
l i t e r a t u r e revea led a study dea l ing with the a t t i tude of
parents toward a musical education f o r c h i l d r e n . There i s
much convincing documentation that the in f luence of the
home and the parents may have a slow, but cumulative e f f e c t
on the development of the musical i n t e re s t s of a c h i l d , and
that knowledge of such externa l in f luences has s i gn i f i c ance
101
f o r educat iona l p r a c t i c e . Th i s view seems to imply that
school i n s t r u c t i o n i n music educat ion ought not to be
c a r r i e d out i n i s o l a t i o n from the fami ly i n f l uence . I f
the goal of music i n general educat ion i s to awaken and
f o s t e r a c h i l d ' s na tu ra l mus i ca l i t y and to have him inc lude
music i n h i s value system, then a l l persons who are and
should be invo lved with music education i n the schools
ought to recognize that the preschool c h i l d and the out -
o f - s choo l c h i l d are part of musical experiences assoc iated
with l i f e i n a p a r t i c u l a r s o c i a l c l a s s , and that l i f e i n
a p a r t i c u l a r s o c i a l c l a s s in f luences a c h i l d ' s responses
to learn ing i n schoo l . Too o f ten , music i s assumed to be
a purely " i n d i v i d u a l " matter, whether of " t a s t e , " or of
" innate musical a b i l i t y . " However, s o c i a l phenomena, such
as " c u l t u r e " among parents and f ami l i e s , must be considered
as cont r ibutor s to educat ion. Therefore, an eva luat ion
of c u l t u r a l f a c t o r s among parents and f a m i l i e s i s sure ly
a necess i ty f o r understanding peop le ' s musical behaviour
and a t t i t u d e s , and such an eva luat ion may serve the purpose
of prov id ing data necessary f o r re th ink ing and redes igning
classroom procedures i n music educat ion.
Since "parents " do not cons t i tu te something which
i s homogeneous, but are subject to subcu l tu ra l v a r i a t i o n s ,
three groups of parents were used as the bas i s f o r the
s t r a t i f i e d sample. The groups were: twenty- f ive f a m i l i e s
102
l i v i n g i n West Vancouver, twenty- f ive f a m i l i e s l i v i n g i n
East Centra l Vancouver, and twenty- f ive f a m i l i e s l i v i n g i n
Surrey South. The three groups were chosen because they
represent a suburban area (West Vancouver), an urban area
(East Centra l Vancouver), and a ru ra l - f a rm area (Surrey
South). Obviously, t h i s study d id not inc lude parents from
the t o t a l s o c i a l c l a s s / r e g i o n a l spectrum.
To help assure as much homogeneity as p o s s i b l e , f o r
a l l f a m i l i e s , only f a m i l i e s having two c h i l d r e n wi th one
of the c h i l d r e n attending grade one (the other c h i l d being
e i t h e r i n grades two to seven, or of p re - schoo l age) were
randomly se lec ted i n each of the s p e c i f i e d areas. By
imposing t h i s l i m i t a t i o n , i t was hoped to keep the age of
the parents i n a smal l range.
The s tudy ' s hypothesis was as f o l l ows : parents wi th
s i m i l a r socio-economic/geographic a t t r i b u t e s , that i s urban,
suburban, or r u r a l - f a rm, w i l l have s i m i l a r musical p r e f e r
ences, i n t e r e s t s , and a c t i v i t i e s , and w i l l express s i m i l a r
a t t i tudes toward a musical education f o r c h i l d r e n ; and
parents i n d i f f e r e n t "groups" w i l l have d i f f e r e n t musical
preferences, i n t e r e s t s , and a c t i v i t i e s , and w i l l express
d i f f e r e n t a t t i tudes toward a musical education f o r c h i l d r e n .
A quest ionnaire was constructed to gather the data
i n a f a c e - t o - f a c e s i t u a t i o n . The quest ionnaire was d iv ided
into four sec t ions . Sect ion one requ i red the p a r t i c i p a n t s
103 t o rank twelve l e i s u r e a c t i v i t i e s (three musica l and nine
non-musical a c t i v i t i e s ) . The purpose of sec t i on one was
to i nd i ca te the importance parents p lace upon musical
i n t e r e s t s and a c t i v i t i e s i n r e l a t i o n t o the other non-
musical a c t i v i t i e s . Sect ion two inqu i red i n to each p a r e n t s
ac t i ve l i s t e n i n g hab i t s and ac tua l involvement and p a r t i c i
pat ion i n music. Sect ion three made use of the method of
pa i red comparisons to determine each respondent 's mus ica l
preferences. S ix d i f f e r e n t kinds of music were used as
the bas i s of a f i f t e e n minute tape recorded musical p r e f e r
ence t e s t . Sect ion four of the quest ionnaire was an a t t i
tude scale which attempted to d i scover the a t t i tude of
parents toward a musical education f o r c h i l d r e n . The ques
t i onna i re was pretested f o r r e l i a b i l i t y and v a l i d i t y and
considered adequate.
The fo l l ow ing i s a summary of the major r e s u l t s of
the study brought out by the ana ly s i s of the data. The
importance parents at tach to musical l e i s u r e a c t i v i t i e s i n
r e l a t i o n to other l e i s u r e a c t i v i t i e s was determined by
having the respondents rank three musical a c t i v i t i e s w i th i n
a framework of twelve l e i s u r e a c t i v i t i e s . I t was found that
urban, suburban, and ru ra l - f a rm parents tend to p re fe r the
three musical l e i s u r e a c t i v i t i e s i n the fo l l ow ing order:
(1) L i s ten ing to records , r ad i o , TV musica l programs.
(2) Going t o concerts , l i v e thea ter , mus ica ls .
(3) P lay ing a musical instrument.
lew-
L i s ten ing to music appears to be a very h i gh ly p re fe r red
way f o r the parents from the three areas to spend t h e i r
l e i s u r e t ime. Fathers tend to rank the musical a c t i v i t i e s ,
other than l i s t e n i n g to music, cons iderably lower than do
mothers. The d i f f e rences between groups w i th respect to
t h e i r rankings of the musical a c t i v i t i e s are s l i g h t .
However, i t i s to be noted that suburban parents seem to
p re fe r going to events such as concerts r e l a t i v e l y more
than do the parents from the other two areas.
The ana lys i s of parenta l musical preferences toward
s i x music types revea led that urban, suburban, and r u r a l -
farm parents tend to have a lower preference f o r Pop Music
than f o r Jazz, Polk Music, Dinner Music, Serious Music, or
L ight C l a s s i c a l Music. Dinner Music appears to be favoured
by most parents over the other f i v e types. Suburban parents
seem to have a s l i g h t preference f o r L ight C l a s s i c a l Music
over Dinner Music. Parents l i v i n g i n the ru r a l - f a rm area
seem to p re fe r Fo lk Music to a greater extent than urban
and suburban parents. In genera l , Ser ious Music appears to
be pre fer red over Fo lk Music (not i n the ru ra l - f a rm area) ,
Jazz, and Pop Music. However, urban f a ther s tend to have
a low preference f o r t h i s music type. The ana lys i s of the
data has revea led only s l i gh t d i f f e rences between the
musical preferences (when they are rank ordered) of the
sexes. A l so , each of the three groups appears to have
musical preferences s i m i l a r to those of the other two groups
105 with respect to Jazz, Dinner Music, Pop Music, and Ser ious
Music. The r e l a t i v e preference f o r Polk Music versus L ight
C l a s s i c a l Music was found to d i f f e r e n t i a t e the three groups.
The ana lys i s of the a t t i tude te s t scores i nd i ca te s
that urban, suburban, and ru r a l - f a rm parents seem to have
a s i m i l a r a t t i tude toward a musical educat ion f o r c h i l d r e n .
Since a high propor t ion of the parents agreed with the
statements expressing a po s i t i ve a t t i tude and disagreed wi th
those statements expressing a negative a t t i t u d e , one may be
j u s t i f i e d i n concluding that most parents have a favourable
a t t i tude toward a musical education f o r c h i l d r e n . I t i s
to be noted that suburban mothers and f a ther s d i f f e r e d
s i g n i f i c a n t l y i n mean a t t i tude toward a musical educat ion.
The mean a t t i tude of the f a ther s was found to be lower than
the mean a t t i tude of the mothers. The mean a t t i tude of
urban mothers d i d not d i f f e r s i g n i f i c a n t l y from the mean
a t t i tude of urban f a t h e r s . The same was t rue f o r r u r a l -
farm mothers and f a t h e r s . On the bas i s of the neu t ra l
response by near ly h a l f the p a r t i c i p a n t s to a statement
about music education i n the pub l i c schools , i t appears that
many parents i n the three areas are unaware of what i s
happening i n the elementary school classroom i n regard to
music educat ion.
On the bas i s of the sample used, the ana lys i s of the
106
data, and the major r e s u l t s summarised above, the fo l l ow ing
conclus ions and genera l i za t ions are made.
(1) Since no large or cons i s tent d i f f e rence s were
found between the urban, suburban, and ru ra l - f a rm groups
of parents with regard to t h e i r musical behaviour and
a t t i tude toward a musical educat ion, t h i s s tudy ' s p r e d i c
t i v e hypothesis, which postu lated a d i f f e rence between
groups, cannot, i n genera l , be re t a i ned . However, some
d i f f e rences emerged. Mothers i n general seem to attach
more importance to musical a c t i v i t i e s such as going to
concerts , l i v e theater , or musica ls , or an a c t i v i t y such
as p lay ing a musical instrument, than do f a the r s . Another
d i f f e rence which emerged i n the ana lys i s of the data was
that the r e l a t i v e preference f o r Fo lk Music versus L i ght
C l a s s i c a l Music seems to d i f f e r e n t i a t e the three groups of
parents. Rura l - farm parents seem to p re fe r Fo lk Music
more than L ight C l a s s i c a l Music, whereas urban and suburban
parents appear to p re fe r Fo lk Music le s s than L ight C l a s s i
c a l Music. The a t t i tude t e s t revea led yet another s i g n i f
icant d i f f e r e n c e . Suburban mothers seem to d i f f e r from
suburban fa thers i n t h e i r mean a t t i tude toward a musical
education f o r t h e i r c h i l d r e n . The mean a t t i tude of the
fa thers appears to be lower than that of the mothers.
(2) Since the p r e d i c t i v e hypothesis of the study
cannot, i n genera l , be re ta ined , the w r i t e r f e e l s j u s t i f i e d
107
i n concluding tha t , wi th the except ion of the noted d i f f e r
ences, ne i ther socio-economic p o s i t i o n nor geographic
l o c a t i o n seem to d i f f e r e n t i a t e urban, suburban, or r u r a l -
farm parents i n regard to (1) t h e i r musical i n t e r e s t s ,
a c t i v i t i e s , and preferences, as w e l l as (2) t h e i r a t t i tude
toward a musical educat ion. Th i s conc lus ion i s , i n pa r t ,
not i n conformance with the f i nd ing s of e a r l i e r s tud ies ,
which reported that musical " t a s t e " seems to be s o c i a l l y
c o n t r o l l e d , and that socio-economic p o s i t i o n operates to
b r ing about f a m i l i a r i t y with some kinds of music and tends
to exclude other kinds from the realm of experience. L i v i n g
i n an urban area, or l i v i n g i n a r u r a l area, was also
reported to d i f f e r e n t i a t e adults as to t h e i r musical " t a s t e . "
I t i s probable that the almost un i ve r s a l coverage by rad io
and t e l e v i s i o n , and the widespread use of the record p layer
have, among such other f a c to r s as be t te r roads, widespread
use of automobiles, or the cons t ruc t ion of modern schools ,
g rea t l y reduced the d i f fe rences i n musical preferences
between socio-economic groups, and between urban/suburban
and r u r a l f a m i l i e s . However, the r e s u l t of one study
conducted i n 1948 i n the United States , which showed that
adults i n r u r a l areas seem to p re fe r "Cowboy," or " H i l l -
B i l l y " music to a greater extent, and " C l a s s i c a l " music
to a l e s se r extent than do adults l i v i n g i n urban centers ,
i s s i m i l a r to t h i s s tudy ' s f i n d i n g that Fo lk Music seems
108
to be p re fe r red r e l a t i v e l y more by ru r a l - f a rm parents
than by urban and suburban parents, and that L i ght C l a s s i c a l
Music seems to be p re fe r red r e l a t i v e l y more by urban and
suburban parents than by ru ra l - f a rm parents.
(3) The parent s ' r e a c t i o n to the e leven statements
of t h i s s tudy ' s a t t i t ude scale was such as to permit the
fo l l ow ing conc lus ion. I t seems that a h igh proport ion of
urban, suburban, and ru ra l - f a rm parents (pos s ib ly 80 to
90 per cent) have a favourable a t t i tude toward a musical
education f o r c h i l d r e n .
(4) The " n e u t r a l " responses by near ly h a l f the
respondents to an a t t i tude statement about music educat ion
not r e c e i v i n g i t s due i n our pub l i c schools suggest that
many urban, suburban, and ru ra l - f a rm parents are unaware
of what i s happening i n the elementary school classroom i n
regard to music educat ion.
(5) L i s t en ing to music appears to be a very h i gh ly
p re fe r red l e i s u r e a c t i v i t y f o r a h igh propor t ion of urban,
suburban, and ru r a l - f a rm parents. Music on the r ad i o ,
t e l e v i s i o n musical programs, and records tend to be the
most o f ten u t i l i z e d sources of l i s t e n i n g to music, but
many parents, probably 60 per cent or more, l i s t e n to music
at concerts , r e c i t a l s , musica ls , operas, or operettas
f requent ly or occa s i ona l l y .
As a r e s u l t of the above s ta ted conc lus ions and
109
genera l i za t i ons , these recommendations are made:
Recommendation I. Assuming that t r a i n i n g i n mus ica l
l i s t e n i n g s k i l l s w i l l enhance the l i s t e n e r ' s enjoyment of
music, then increased emphasis should be p laced upon the
teaching of musical l i s t e n i n g s k i l l s : i n a l l grades.
Recommendation II. As a s i g n i f i c a n t propor t ion of
urban, suburban, and ru ra l - f a rm parents seem to know l i t t l e
about the music education program i n the elementary school
classroom, i t i s recommended that the school e s t a b l i s h
be t te r l i a i s o n wi th the home i n order to f a m i l i a r i z e the
parents with the s choo l ' s music education program.
Recommendation II I. Most urban, suburban, and r u r a l -
farm parents were shown to have a favourable a t t i tude
toward a musical educat ion f o r t h e i r c h i l d r e n . I t i s
recommended that t h i s informat ion be made ava i l ab le to
music educators and students i n music education courses
at teacher t r a i n i n g i n s t i t u t i o n s .
Recommendation IV. Although t h i s study d id not
inves t i ga te the r e l a t i o n s h i p between the musical behaviour
and a t t i tudes of parents and those of t h e i r own c h i l d r e n ,
i t i s recommended that research be done to study such a
r e l a t i o n s h i p .
Recommendation V. In the view of t h i s w r i t e r , a
c r i t i c a l r eapp ra i s a l i s needed of the value and importance
of the home and the parent to music educat ion i n the c l a s s -
110
room. Such a r eapp ra i s a l could lead t o a strengthening
of the r e l a t i o n s h i p between the musica l program i n the
school and the home.
BIBLIOGRAPHY
112
A. BOOKS
Adams, Georgia Sachs. Measurement and Eva lua t i on . New York: Ho l t , R inehart , and Wins :Eon, Inc., 1954.
Berkowitz, Leonhard. The Development of Motives and Values i n the C h i l d . New York: Bas ic Books Inc., iwr.
Blood, Robert 0. Marriage. New York: The Free Press of Glencoe, 1962.
Bossard, J . H. S., and W. T. Ca r te r . The Socio logy of Ch i l d Development. Revised E d i t i o n . New York: Harper & Brothers , 1954.
Breckenridge, Marian E., and E. Lee V incent . C h i l d Development. Fourth E d i t i o n . London: W. B. Saunders Company, I960.
Cameron, Wi l l i am B. Informal Soc io logy. New York: Random House, Inc. , 1963.
Cochran, Wi l l i am G. Sampling Techniques. Second E d i t i o n . New York: John Wiley & Sons, Inc., 1966.
Coser, Rose L. (ed . ) . The Fami ly: I t s S t ructure and Funct ions. New York: St. Mar t in ' s Press, 1964.
Cutts , Norma E., and Nicholas Moseley. Br ight Ch i l d ren . New York: G. P. Putnam's Sons, 1953.
Douglas, J . W. B. The Home and the School. London: MacGibbon and fee, "T964.
Edwards, A. L. Techniques of A t t i t ude - Sca le Const ruct ion. New York: Applet on-CenFirry-Crofts, 1957.
Ferguson, George A. S t a t i s t i c a l Ana lys i s i n Psychology and Educat ion. New York: McGraw-Hil l Book Company,
F r i s b i e , R ichard and Margery. The Do- I t -Yourse l f Parent. New York: Sheed and Ward, Inc., 1963.
F rye r , Douglas. The Measurement of I n teres t s . New York: Henry Hol t and Company, 1931.
113 Gar re t t , Henry E. S t a t i s t i c s i n Psychology and Educat ion.
New York: David McKay Company, Inc., 1966.
Glenn, Real E . , and Edgar M. Tur rent ine . In t roduct ion to Advanced Study i n Music Educat ion. Dubuque, Iowa: Wm. C. Brown, 1$6~8.
Good, C. V., and W. R. Merkel. D i c t i onary of Educat ion. Second E d i t i o n . New York: McGraw-Hil l Book Company, 1959.
Good, C. V., and Douglas E. Scates. Methods of Research. New York: App leton-Century-Crof t s , Ine.,^954~T
Gruenberg, S idonie Matsner (ed . ) . Our Ch i l d ren Today. New York: The V ik ing Press, 19527
Gruenberg, S idonie Matsner. We the Parents. New York: Harper & Brothers, 1948.
G u i l f o r d , J . P. Psychometric Methods. Second E d i t i o n . New York: McGraw-Hil l Book Company, Inc., 1954.
Havighurst, Robert J . , and Bernice L. Neugarten. Soc iety and Educat ion. Second E d i t i o n . Boston: A l l y n and Bacon, Inc., 1966.
Hodges, Harold M. S o c i a l S t r a t i f i c a t i o n . Cambridge: Schenkman Pub l i sh ing Company, 1964.
Horst, Paul . P sycho log i ca l Measurement and P r e d i c t i o n . Belmont: Wadsworth Pub l i sh ing Company, Inc., 1966.
Hymes, James L., J r . E f f e c t i v e Home-School Re l a t i ons . Englewood C l i f f s : P r e n t i c e - H a l l , Inc., 1953.
Johnson, P. 0., and R. W. B. Jackson. Modern S t a t i s t i c a l Methods. Chicago: Rand McNally and Co., 1959.
Kahl, Joseph A. The American C lass S t ruc ture . New York: Ho l t , R inehart , and Winston, 196lu
Ker l i nger , Ered N. Foundations of Behav iora l Research. New York: Ho l t , R inehart , and" Winston, 1955^
Laycock, S. R., and B. C. Munro. Educat iona l Psychology. Vancouver: The Copp C la rk ,Pub l i sh ing Company, 19667
114
Lundin, Robert W. An Object ive Psychology of Music. New York: The Ronald Press Company, ±953.
Maclver, R. M., and Charles H. Page. Soc ie ty . New York: Rinehart and Company, Inc., 1949.
Mackerness, E. D. A S o c i a l H i s to ry of Eng l i sh Music. Toronto: U n i v e r s i t y of Toronto Press, 1964.
McAshan, H i l d r e t h Hoke, Elements of Educat iona l Research. New York: McGraw-Hil l Book Company, Inc., 196"J"i
Mouly, George J . The Science of Educat iona l Research. New York: American Book Company, 1963.
Murse l l , James L. P r i n c i p l e s of Music Educat ion. New York: The MacMil lan Company, 19577
Murse l l , James L. Music i n American Schools. New York: S i l v e r Burdett and Company, 1943.
Myers, Louise K i f e r , Teaching Ch i l d ren i n the Elementary School. New Jersey: Irene i c e - H a l l , Inc., 1956.
Olson, W. C. C h i l d Development. Second E d i t i o n . Boston: D. C. Heath & Company, 1959.
Oppenheim, A. N. Questionnaire Design and A t t i tude Measurement. New York: Bas ic Books, Inc., 1966.
Os t le , Bernard. S t a t i s t i c s i n Research. Second E d i t i o n . Ames, Iowa: The Iowa Sta"fcTe Un i ve r s i t y Press , 1963.
Parten, M i ldred. Surveys, P o l l s , and Samples. New York: Harper & Brothers, 1950.
P h i l l i p s , Derek L. ( ed . ) . Studies i n American Soc ie ty . New York: Thomas Y. Crowel l Company, 1965.
Porter , John. The V e r t i c a l Mosaic. Toronto: The Un iver s i t y of Toronto Press, 1965.
Remmers, H. H. In t roduct ion t o Opinion and A t t i tude Measurement. New York: Harper & Brothers, 1954.
Rose, Arnold M. Socio logy. New York: A l f r e d A. Knopf, 1956.
115 Schoen, Max. The Psychology of Music. New York:
The Ronald Press Company,~T<#tfT.
Sear les , Herbert L. Logic and S c i e n t i f i c Methods. Second E d i t i o n . New York: The Ronald Press Company, 1956.
Shaw, Mart in E . , and Jack M. Wright. Scales f o r the Measurement of A t t i t u d e s . New York: McGraw-Hil l Book Company, 1967.
S iege l , Sidney. Nonparametric S t a t i s t i c s . New York: McGraw-Hill Book Company, Inc., 1956.
S i r jamak i , John. The American Family i n the Twentieth Century. Cambridge: Harvard U n i v e r s i t y Press , 1964.
Snedden, David, C u l t u r a l Educations and Common Sense. New York: The MacMil lan Company, 193*1.
Strang, Ruth. An Int roduct ion to Ch i l d Study. T h i r d E d i t i o n . New York: MacMil lan Company, 1951.
Thurstone, L. L., and E. J . Chave. The Measurement of A t t i t u d e . Chicago: The Un i ve r s i t y of Chicago Press, TO
Warner, L loyd W. American L i f e . Chicago: The Un i ve r s i t y of Chicago Press, 1953.
Whybrew, Wi l l i am E.. Measurement and Eva lua t ion i n Music. Dubuque, Iowa: Wm. C. Brown Company, 1962,
Wil l iams, Robin M,, J r . American Soc iety . New York: A l f r e d A. Knopf, Inc., 1952.
Winch, Robert F . , Robert McGinnis, and Herbert R. Barr inger (ed . ) . Se lected Studies i n Marriage and the Family. Revised Edition""" New York: Ho l t , R inehart , and Winston, 1953.
B. BOOKS: PARTS OF SERIES
Herskov i ts , M. J . Our C u l t u r a l and Psycho log i ca l R e a l i t y . In Rohrer, J . H., and M. S h e r i f . S o c i a l Psychology at the Crossroads. New York: Harper & Brothers, 1951.
116
Marsden, Dennis. School , C lass and the Parents ' Dilemma, pp. 33-51. In The Great Soc iety Se r ie s , ed* R ichard Mabey. London: Anthony Blond L t d . , 1967•
C. PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, AND OTHER ORGANIZATIONS
The American Music Conference. "Nat iona l Survey of Pub l i c Interest i n Mus ic. " Chicago: American Music Conference, 1948.
1961 Census of Canada. "Popu lat ion and Housing Charact e r i s t i c s by Census T rac t s , Vancouver." B u l l e t i n CT-22, Dominion Bureau of S t a t i s t i c s , 1963.
E rns t , K a r l D., and Charles L. Gary (ed . ) . Music i n General Educat ion. Washington D. C : Music Educators ' Nat iona l Conference, 1965.
House, Robert. "Curr icu lum Construct ion i n Music Educat ion , " Bas ic Concepts i n Music Educat ion, pp. 236-260. F i f t y - Seven th Yearbook of the Nat iona l Soc iety f o r the Study of Educat ion, Part II. Chicago: The Nat iona l Soc iety f o r the Study of Educat ion, 1958.
Madison, Thurber H. "The Need f o r New Concepts i n Music Educa t ion , " Bas ic Concepts i n Music Educat ion, pp. 3-29. F i f t y - Seven th Yearbook of the Nat iona l Soc iety f o r the Study of Educat ion, Part I. Chicago: The Nat iona l Soc iety f o r the Study of Educat ion, 1958.
Muel ler , John H. "Music and Educat ion: A S o c i o l o g i c a l Approach," Basic Concepts i n Music Educat ion, pp. 88-122. F i f t y - Seven th Yearbook" of the Nat iona l Soc iety f o r the Study of Educat ion, Part I. Chicago: The Nat iona l Soc iety f o r the Study of Educat ion, 1958.
Murse l l , James L. "Growth Processes i n Music Educat ion, " Basic Concepts i n Music Educat ion, pp. 140-162. F i f t y - Seventh Yearbook of the Nat iona l Soc iety f o r the Study of Educat ion, Part I. Chicago: The Nat iona l Soc iety f o r the Study of Educat ion, 1958.
Report of the Yale Seminar on Music Educat ion, Music i n Our Schools. Prepared by C. V. P a l i s c a . Washinglion: Government P r i n t i n g O f f i c e , 1964.
117 The Research G u i l d . "The Inf luence of Parents ' A t t i tudes
on Ch i l d ren ' s Musica l A c t i v i t y . " Kenosha, Wisconsin: G. Let>lane Corporat ion, 1961.
D. PERIODICALS
Burmeister, C l i f t o n A. "A Study of Community A t t i tudes Toward Music Educat ion i n the Pub l i c Schools of Se lected Communities i n M i s s o u r i , " Journa l of Research i n Music Educat ion, V o l . I l l , P a l l , 1955, Ho. 2, pp. T7-W.
Cronbach, Lee J . , and Paul E. Meehl. "Construct V a l i d i t y i n Psycho log ica l T e s t s , " P sycho log ica l B u l l e t i n , V o l . 52, May, 1955, 281-3130*
Drex ler , Ed i th H. "A Study of the Development of the A b i l i t y to Carry a Melody at the Preschool L e v e l , " C h i l d Development, 9:319-332, 1938.
Edwards, A. L., and K. C. Kenney. "A Comparison of the Thurstone and L i k e r t Techniques of A t t i tude Scale Cons t ruc t ion , " Journa l of App l ied Psychology. 1946, 30, 72-83.
Etzkorn, K. Peter . "The Re la t ionsh ip Between Musica l and S o c i a l Patterns i n American Popular Mus ic, " Journa l of Research i n Music Educat ion, V o l . XII, Winter, 1"64, No. 4,-pVT~?74"-~B6~.
Eysenck, H. J . , and S. Crown. "An Experimental Study i n Opin ion-Att i tude Methology," Int. Journa l of Opin. A t t . Research, 1949, 3, 47-86":
Prank, Lawrence K. "What Fami l ies Do f o r the Na t i on , " American Journal of Socio logy, L I I I : 471-473, 1948.
Jones, R. Stewart. "Current Trends and New D i rec t i on s i n Educat iona l Research," Journa l of Research i n Music Educat ion, V o l . V, Spr ing, 1~57, No. 1, pp. 16-22.
K e l l y , David T. "A Study of the Musica l Preferences of a Se lect Group of Ado lescents , " Journal of Research i n Music Educat ion, V o l . IX, F a l l , 1961,"Ho. 2, pp. TI8-124.
118
Schuess ler, K a r l P. " S o c i a l Background and Musica l T a s t e , " American S o c i o l o g i c a l Review, XIII, 330-335, 1948.
Stern, H. H. "Parent Educat ion , " Journa l of the I n s t i t u te of Educat ion, Un i ve r s i t y of H u l l , October7~T9'oO"";
Vance, Thomas F . , and Medora Grandprey. "Object ive Methods of Ranking Nursery School Ch i l d ren on Ce r t a i n Aspects of Musica l Capac i ty , " Journal of Educat iona l Psychology, 22:577-5847"T9"3T7
White, Howard G. "The Pro fe s s i ona l Role and Status of Music Educators i n the United S ta te s , " Journa l of Research i n Music Educat ion, V o l . XV, Spr ing, 1^7, no. l , pp. 3-io.
E. ESSAYS AND ARTICLES IN COLLECTIONS
Anastas i , Anne. "Hered i ty , Environment, and the Question "How"?," Research Readings i n C h i l d Psychology, Palermo, David S., and Lewis P. L i p s i t r , e d i t o r s . New York: Ho l t , R inehart , and Winston, 1963. Pp. 56-69.
Wesman, Alexander G. " R e l i a b i l i t y and Conf idence, " Assessing Behavior, Readings i n Educat iona l and Psycho log ica l Measurement, F lynn, John T . , and Herbert Garber, e d i t o r s . London: Addison-Wesley Pub l i sh ing Company, 1967. Pp. 54-65.
F. ENCYCLOPEDIA ARTICLES
McElheny, Hugh K. "Music f o r C h i l d r e n , " The Encyclopedia o f C h i l d Care and Guidance, 20, 845-56T"" Publ i shed For the Parents" I n s t i t u te by Doubleday & Company, Inc., 1956.
Scholes, Percy A. The Oxford Companion to Music. Fourth E d i t i o n . London: Oxford Un i ve r s i t y Press, 1942,
Smith, Edward W,, Stanley W. Krouse, J r . , and Mark M. Atkinson. "Home V i s i t a t i o n s , " and "Parent Educat ion, " The Educator ' s Encyc lopedia, 833-837. Englewood cTTffs, New Jersey: P r e n t i c e - H a l l , 1961.
G. UNPUBLISHED MATERIALS
119
B a r t l e t t , Emerald, H i l d red B l i g h , A lber t Bombardieri, Gerald ine Noak, and Arthur Specken. "A Regional Study of S o c i a l Welfare Measurements: (No, 3. The Metropol i tan Area) . An Exp lo ra t i on of the Regional Assessment of Demographic and S o c i a l Welfare S t a t i s t i c s f o r B r i t i s h Columbia, 1951-1961." Unpublished Master of S o c i a l Work Thes i s , Un i ve r s i t y of B r i t i s h Columbia, 1964.
Baumann, V i c t o r Hugh. "Socio-Economic Status and the Music Preferences of Teen-Agers." Unpublished Doctora l D i s s e r t a t i o n , Un i ve r s i t y of Southern C a l i f o r n i a , 1958.
Clingman, A l l e n Edward. " P ro fe s s i ona l T ra in ing f o r the D i rec to r of Music i n Pub l i c Schoo l s . " Unpublished Doctora l D i s s e r t a t i o n , Columbia Un i ve r s i t y , 1958.
Kaplan, Max. "The Music ian i n America: A Study of His S o c i a l Ro les . In t roduct ion t o a Sociology of Mus ic. " Unpublished Doctora l D i s s e r t a t i o n , U n i v e r s i t y of I l l i n o i s , 1951.
K i r k p a t r i c k , Wi l l i am C , J r . "Re la t ionsh ips Between the Singing A b i l i t y of Pre-Kindergarten Ch i l d ren and The i r Home Musica l Environment." Unpublished Doctora l D i s s e r t a t i o n , Un i ve r s i t y of Southern C a l i f o r n i a , 1962.
Parker, O l i n G r i f f i t h . "A Study of the Re la t i onsh ip of Aesthet ic S e n s i t i v i t y to Musica l A b i l i t y , I n te l l i g ence , and Socio-Economic S ta tus . " Unpublished Doctora l D i s s e r t a t i o n , Un i ve r s i t y of Kansas, 1961.
Peterman, John Wi l l i am. "An Inves t i ga t ion of Inf luences Contr ibut ing to the Post-School Musica l A c t i v i t i e s of Adults i n the C i t y of Milwaukee, Wiscons in. " Unpublished Doctora l D i s s e r t a t i o n , Northwestern Un i ve r s i t y , 1954.
Rogers, Vincent Robert. " C h i l d r e n ' s Expressed Musical Preferences at Se lected Grade L e v e l s . " Unpublished Doctora l D i s s e r t a t i o n , Syracuse Un i ve r s i t y , 1956.
APPENDIX
121
TABLE IX
QUESTIONNAIRE DATA FOR: LEISURE ACTIVITIES, URBAN AREA
Mothers A B C D A c t i v i t i e s
E F G H I J K L
1 10 6 8 4 5 11 3 2 9 1 7 12 2 4 10 11 2 3 5 1 6 7 8 12 9 3 9 12 10 4 6 11 2 3 8 1 5 7 4 10 2 9 6 1 3 8 4 11 5 12 7 5 2 12 11 1 10 3 9 4 5 6 7 8 6 7 9 12 5 2 6 3 4 8 1 10 11 7 10 7 8 6 3 2 4 5 12 1 9 11 8 7 8 6 12 1 9 3 5 4 2 11 10 9 8 3 6 11 1- 5 12 2 4 10 9 7
10 12 1 11 4 2 3 8 9 10 5 6 7 11 7 10 4 7 5 11 2 6 1 3 8 12 12 7 8 6 9 10 2 5 3 4 1 11 12 13 9 8 12 11 2 7 5 4 1 3 10 6 14 10 1 2 11 6 3 9 4 12 7 5 8 15 5 6 12 4 10 9 1 2 7 3 8 11 16 11 6 12 3 5 7 4 1 8 2 9 10 17 10 8 9 3 11 7 6 1 12 2 4 5 18 10 1 7 6 3 8 4 5 11 2 9 12 19 10 1 9 5 8 3 7 4 6 2 12 11 20 5 1 10 11 7 9 4 2 3 6 8 12 21 7 3 8 1 10 9 6 2 11 4 5 12 22 10 9 7 3 8 5 4 2 12 1 6 11
This tab le should be read as f o l l ows : twelve l e i s u r e a c t i v i t i e s (A - L, see Chapter II I f o r a d e s c r i p t i o n of the a c t i v i t i e s ) were ranked from most p re fer red , number 1, to leas t p re fe r red , number 12, by-each of the urban mothers p a r t i c i p a t i n g i n t h i s study.
122 TABLE X
QUESTIONNAIRE DATA FOR: LEISURE ACTIVITIES, URBAN AREA
Fathers A B C D A c t i v i t i e s
E F G H I J K L
1 5 4 2 6 11 1 9 7 8 3 10 12 2 4 1 2 9 8 3 7 5 6 11 12 10 3 10 5 4 11 12 6 3 2 9 8 1 7 4 5
1 4 2 10 5 3 12 8 9 7 11 6
5 7 10 5 6 12 4 1 11 2 3 9 7 8 8 1 4 2 6 3 5 10 7 8 12 9 11 9 9 10 7 11 12 8 6 4 2 5 1 3 10 1 3 2 9 8 5 12 4 11 7 6 10 11 12 2 3 5 7 8 4 11 9 1 10 5 12 5 6 1 3 12 2 8 7 9 11 4 10 13 14 11 5 2 6 7 1 8 3 12 4 10 9 15 2 3 10 9 8 12 1 4 6 5 7 11 16 11 3 7 6 1 9 2 4 5 10 8 12 17 11 8 10 7 1 3 5 2 .6 9 4 12 18 2 1 10 5 7 3 12 4 8 6 9 11 19 .5 1 8 7 3 4 10 6 11 2 9 12 20 1 2 3 9 8 7 4 5 12 6 10 11 21 11 1 10 2 4 5 9 3 8 6 7 12 22 2 1 3 7 6 4 12 5 8 11 10 9
This tab le should be read as f o l l ows : twelve l e i s u r e a c t i v i t i e s (A - L, see Chapter II I f o r a d e s c r i p t i o n of the a c t i v i t i e s ) were ranked from most p r e f e r r e d , number 1, to l ea s t p re fe r red , number 12, by each of the urban fa thers p a r t i c i p a t i n g i n t h i s s"fc""udy. Blank rows ind i ca te that the respect ive urban mother was unmarried, or separated, or d ivorced from her husband.
123 TABLE XI
QUESTIONNAIRE DATA FOR: LEISURE ACTIVITIES, SUBURBAN AREA
Mothers A B C D A c t i v i t i e s
E F G H I J K L
1 11 4 10 5 9 6 7 2 8 1 3 12 2 9 6 7 5 4 12 1 3 8 2 10 11 3 7 4 10 8 11 9 5 2 3 1 6 12 4 4 2 12 7 8 10 3 6 5 1 9 11 5 9 2 11 3 10 5 7 6 12 1 4 8 6 11 2 8 7 10 5 9 1 6 3 4 12 7 11 3 5 6 7 10 4 2 8 1 9 12 8 1 12 11 6 10 9 4 2 3 7 8 5 9 8 3 10 7 9 4 1 5 6 2 11 12 10 12 3 5 9 6 2 7 4 8 1 10 11 11 6 1 10 8 12 11 3 7 9 2 4 5 12 6 7 9 5 4 10 2 1 8 3 12 11 13 8 7 6 5 3 4 1 3 10 9 11 12 14 11 4 9 7 6 10 8 3 2 5 1 12 15 2 9 10 6 7 8 5 4 3 1 11 12 16 10 11 6 5 4 7 1 2 9 3 8 12 17 9 4 11 5 8 3 6 1 10 2 7 12 18 5 2 8 7 1 4 3 6 10 9 11 12 19 1 2 5 10 6 3 11 9 12 4 7 8 20 12 6 11 4 10 8 7 5 1 3 2 9 21 4 5 6 8 7 11 1 3 10 2 9 12 22 9 6 10 4 7 5 8 2 3 1 11 12 23 10 2 4 9 7 3 6 1 8 5 11 12
This tab le should be read as f o l l ows : twelve l e i s u r e a c t i v i t i e s (A - L, see Chapter III f o r a d e s c r i p t i o n of the a c t i v i t i e s ) were ranked from most p re fe r red , number 1, to leas t p re fe r red , number 12, by each of the urban mothers p a r t i c i p a t i n g i n t h i s sTTudy.
124
TABLE XII
QUESTIONNAIRE DATA FOR: LEISURE ACTIVITIES, SUBURBAN AREA
Fathers A B C D A c t i v i t i e s
E P G H I J K L
1 9 3 6 10 11 8 5 1 2 4 7 12 2 3 5 9 8 12 10 6 4 11 1 7 2 3 6 5 11 8 10 9 7 2 1 4 3 12 4 8 1 11 5 4 9 6 2 12 3 10 7 5 3 2 8 7 9 4 6 5 11 1 10 12 6 9 3 6 7 11 8 10 4 12 5 1 2 7 1 2 3 8 11 9 5 4 10 6 12 7 8 1 10 4 5 8 6 7 2 12 3 11 9 9 10 1 3 2 6 5 11 4 7 9 8 12 10 5 1 4 7 4 3 10 2 9 6 8 12 11 10 1 9 5 6 8 4 3 7 2 11 12 12 8 7 12 3 4 10 5 6 2 1 9 11 13 5 3 8 12 11 4 9 2 10 1 6 7 14 1 9 2 10 4 8 5 3 7 6 11 12 15 16 6 7 1 3 9 10 8 4 11 2 12 5 17 7 2 4 5 8 12 6 1 9 3 11 10 18 6 1 2 10 7 5 12 8 11 9 3 4 19 4 6 7 8 9 3 10 2 5 1 12 11 20 10 2 9 3 5 6 8 4 7 1 11 12 21 5 1 6 7 10 11 3 4 12 2 9 8 22 9 6 10 3 12 11 5 1 8 2 4 7 23 2 3 1 8 6 5 9 4 12 7 10 11
This tab le should be read as f o l l ows : twelve l e i s u r e a c t i v i t i e s (A - L, see Chapter II I f o r a d e s c r i p t i o n of the a c t i v i t i e s ) were ranked from most p re fe r red , number 1, t o leas t p re fe r red , number 12, by each of the suburban fa thers p a r t i c i p a t i n g i n t h i s study. Blank rows ind i ca te that the respect ive suburban mother was unmarried, or separated, or d ivorced from her husband.
125 TABLE XIII
QUESTIONNAIRE DATA FOR: LEISURE ACTIVITIES, RURAL-FARM AREA
Mothers A B C D
A c t i v i t i e s
E F G H I J K L
1 12 3 11 7 8 6 1 4 9 2 5 10 2 10 1 8 9 3 2 6 5 7 4 11 12 5 3 8 12 4 5 6 1 2 9 7 10 11 4 11 4 10 3 2 5 6 7 8 1 9 12 5 7 6 12 8 5 10 3 4 2 1 9 11 6 9 6 8 4 3 1 7 2 11 5 12 10 7 7 4 8 3 1 9 6 2 10 5 12 11 8 4 5 6 11 12 3 9 1 7 2 8 10 9 5 12 11 8 6 1 7 3 9 2 10 4
10 10 8 7 3 4 5 6 2 9 1 11 12 11 1 3 12 5 6 8 7 2 9 10 11 4 12 7 2 5 4 11 6 9 8 10 3 1 12 13 10 5 11 6 8 9 1 3 2 4 7 12 14 6 3 9 7 5 12 4 1 2 8 10 11 15 8 6 7 4 2 5 11 3 12 1 10 9 16 9 1 6 2 3 7 8 4 5 10 11 12 17 9 2 8 5 1 7 3 4 10 12 6 11 18 1 6 11 9 7 5 4 3 10 2 8 12 19 7 3 8- 9 2 10 4 5 12 1 6 11 20 7 1 8 11 3 10 5 4 6 2 9 12 21 8 1 11 2 4 9 7 5 6 3 10 12 22 4 1 11 6 5 8 2 7 9 3 10 12 23 7 10 11 4 6 8 3 2 9 1 12 5 24 7 4 12 5 8 1 9 2 6 3 11 10
Th i s tab le should be read as f o l l ows : twelve l e i s u r e a c t i v i t i e s (A - L, see Chapter I I I f o r a descr ip ' t i o n of the a c t i v i t i e s ) were ranked from most p re fe r red , number 1, t o l ea s t p re fe r red , number 12, by each of the ru ra l - f a rm mothers p a r t i c i p a t i n g i n tETs study.
126
TABLE XIV
QUESTIONNAIRE DATA EOR: LEISURE ACTIVITIES, RURAL-FARM AREA
Fathers A B C D A c t i v i t i e s
E F G H I J K L
1 7 1 11 3 6 10 4 5 9 8 2 12 2 1 8 9 10 3 7 2 4 5 11 12 6 3 8 5 7 4 10 9 1 3 6 2 11 12 4 5 4 6 3 8 7 9 2 1 10 11 12 5 8 9 11 4 10 5 2 6 1 3 7 12 6 9 1 10 4 3 2 11 6 12 5 8 7 7 1 5 11 3 4 8 10 2 6 7 12 9 8 Q
9 2 1 4 3 8 11 5 6 10 12 7 7 •
10 7 3 1 4 8 6 9 2 10 5 11 12 11 2 5 9 11 12 1 10 3 8 4 7 6 12 8 1 9 4 6 10 5 3 7 2 11 12 13 8 1 11 6 10 9 2 5 3 4 7 12 14 6 4 5 10 7 8 12 1 2 11 3 9 15 2 3 1 5 4 8 12 7 11 10 6 9 16 11 2 5 1 6 10 9 3 8 4 7 12 17 3 2 1 8 7 4 12 6 10 9 11 5 18 11 2 10 5 8 9 7 4 6 3 1 12 19 2 1 11 8 6 5 7 4 12 3 10 9 20 3 1 7 9 2 4 6 11 8 5 12 10 21 11 1 5 2 6 8 9 4 10 3 7 12 22 11 1 5 10 9 6 3 8 4 7 2 12 23 2 4 11 8 1 5 12 3 10 9 7 6 24 11 2 12 6 4 10 9 3 5 8 7 1
This tab le should be read as fo l l ows : twelve l e i s u r e a c t i v i t i e s (A - L, see Chapter II I f o r a d e s c r i p t i o n of the a c t i v i t i e s ) were ranked from most p re fe r red , number 1, to leas t p re fe r red , number 12, by each of the ru ra l - f a rm fa thers p a r t i c i p a t i n g i n tHTs study. Blank rows ind i ca te that the respect ive ru ra l - f a rm mother was unmarried, or separated, or d ivorced from her husband.
12? TABLE XV
QUESTIONNAIRE DATA FOR: MUSICAL PREFERENCES, URBAN AREA
Mothers J F
Preferences
D S P L
1 1 3 4 5 4 4 2 1 3 5 5 5 2 3 2 3 3 6 1 5 4 4 6 4 2 4 1 5 4 3 6 3 3 2 6 2 2 5 5 3 3 7 3 4 2 2 4 6 8 4 4 6 1 2 4 9 5 2 4 3 4 3 10 5 4 6 2 3 1 11 4 1 3 6 3 4 12 3 3 2 5 2 6 13 3 3 4 6 1 4 14 5 3 6 3 3 1 15 4 2 4 4 1 6 16 3 5 4 3 3 3 17 1 5 5 5 2 3 18 3 3 5 6 1 3 19 3 4 6 2 2 4 20 2 2 4 6 2 5 21 4 5 5 2 2 3 22 4 5 6 3 1 2
Note: S ix d i f f e r e n t kinds of music (see Chapter III f o r operat iona l d e f i n i t i o n s ) were ranked from most p re fer red (highest number) to l eas t p re fe r red (lowest number) by each of the urban mothers p a r t i c i p a t i n g i n t h i s study.
128
TABLE XYI
QUESTIONNAIRE DATA FOR: MUSICAL PREFERENCES, URBAN AREA
Preferences
Fathers J F D S P L
1 5 4 6 3 1 2 2 2 5 5 3 1 5 3 3 3 4 3 2 6 4 3 6 4 2 3 1 5 6 7 4 3 5 1 4 4 8 4 4 6 1 3 3 9 5 2 5 3 3 3
10 4 3 6 1 5 2 11 3 4 4 5 1 4 12 5 3 2 2 5 4 13 14 5 3 6 4 1 2 15 2 4 2 6 2 5 16 5 2 3 4 2 5 17 2 4 5 5 3 2 18 2 3 4 5 3 4 19 4 4 5 3 2 3 20 4 2 5 4 2 4 21 4 5 5 3 1 3 22 3 4 5 3 2 4
Note: S ix d i f f e r e n t kinds of music (see Chapter III f o r operat iona l d e f i n i t i o n s ) were ranked from most p re fe r red (highest number) to l eas t p re fe r red (lowest number) by each of the urban f a ther s p a r t i c i p a t i n g i n t h i s study. Blank rows ind i ca te that the respect i ve mother was unmarried, or separated, or d ivorced from her husband.
129 TABLE XVII
QUESTIONNAIRE DATA EOR: MUSICAL PREFERENCES, SUBURBAN AREA
Mothers J
Preferences
F D S P L
1 3 5 2 4 2 5 2 3 4 1 6 3 4 3 4 3 2 6 1 5 4 3 3 4 4 1 6 5 5 4 6 3 2 1 6 1 2 4 6 3 5 7 5 4 6 1 2 3 8 2 4 2 3 4 6 9 4 3 5 2 1 6 10 1 4 3 6 2 5 11 3 3 3 6 1 5 12 4 3 4 6 1 3 13 4 3 6 4 1 3 14 4 3 5 3 2 4 15 4 2 5 4 1 5 16 3 2 6 4 3 3 17 3 2 4 5 2 5 18 3 4 5 4 1 4 19 4 4 5 1 5 2 20 4 3 5 3 2 4 21 2 3 4 6 1 5 22 5 4 5 3 1 3 23 4 4 6 1 2 4
Note: S ix d i f f e r e n t kinds of music (see Chapter II I f o r operat iona l d e f i n i t i o n s ) were ranked from most p re fe r red (highest number) to l eas t p re fe r red (lowest number) by each of the suburban mothers p a r t i c i p a t i n g i n t h i s study.
130 TABLE XVIII
QUESTIONNAIRE DATA FOR: MUSICAL PREFERENCES, SUBURBAN AREA
Fathers J F
Preferences
D S P L
1 3 4 3 6 1 4 2 2 3 4 5 1 6 3 5 4 2 1 4 5 4 3 5 2 6 1 4 5 5 4 6 2 2 2 6 3 2 6 5 2 3 7 4 4 4 1 3 5 8 4 6 5 1 3 2 9 2 4 5 4 1 5 10 3 1 5 4 2 6 11 4 3 6 5 1 2 12 4 2 4 6 1 4 13 3 2 2 5 3 6 14 5 2 3 2 3 6 15 16 5 5 4 2 2 3 17 2 2 2 5 5 5 18 4 4 5 3 2 3 19 4 5 6 2 2 2 20 3 4 6 3 1 4 21 4 5 2 3 3 4 22 2 3 2 4 5 5 23 2 4 4 4 1 6
Note: S ix d i f f e r e n t kinds of music (see Chapter II I f o r operat iona l d e f i n i t i o n s ) were ranked from most p re fe r red (highest number) to l ea s t p re fe r red (lowest number) by each of the suburban f a ther s p a r t i c i p a t i n g i n t h i s study. Blank rows i nd i ca te that the respect ive mother was unmarried, or separated, or d ivorced from her husband.
131 TABLE XIX
QUESTIONNAIRE DATA FOR: MUSICAL PREFERENCES, RURAL-FARM AREA
Preferences
Mothers J F D S P L
1 1 3 4 6 2 5 2 4 3 6 5 1 2 3 4 3 5 4 2 3 4 3 5 4 3 2 4 5 2 2 2 6 4 5 6 5 3 4 5 2 2 7 2 5 6 4 2 2 8 2 4 5 5 1 4 9 2 3 4 5 5 2
10 3 3 6 2 3 4 11 3 5 5 3 1 4 12 4 5 5 3 1 3 13 4 4 1 5 3 4 14 2 5 6 1 4 2 15 5 4 6 1 2 3 16 2 3 6 2 5 3 17 5 4 6 2 3 1 18 2 4 2 4 4 5 19 5 4 1 3 2 6 20 3 5 4 4 1 4 21 3 4 6 3 1 4 22 2 4 6 5 1 3 23 6 5 3 3 1 3 24 3 5 4 4 1 4
Note: S ix d i f f e r e n t kinds of music (see Chapter II I f o r operat iona l d e f i n i t i o n s ) were ranked from most p re fe r red (highest number) to l eas t p re fe r red (lowest number) by each of the ru ra l - f a rm mothers p a r t i c i p a t i n g i n t h i s study.
132
TABLE XX
QUESTIONNAIRE DATA FOR: MUSICAL PREFERENCES, RURAL-FARM AREA
Fathers J F
Preferences
D S P L
1 1 3 3 6 3 5 2 4 3 6 5 1 2 3 2 4 2 6 2 5 4 4 3 4 4 1 5 5 3 3 2 6 2 5 6 2 4 4 3 4 4 7 3 6 4 1 4 3 8 4 6 4 3 2 2 9
10 3 6 4 1 2 3 11 3 5 4 5 1 3 12 4 4 6 4 1 2 13 1 4 3 6 2 5 14 2 4 5 1 5 4 15 3 4 5 1 6 2 16 2 5 5 3 3 3 17 5 4 6 2 3 1 18 2 6 3 4 2 4 19 5 2 2 2 5 5 20 2 6 5 4 2 2 21 4 3 6 4 1 3 22 3 3 5 3 1 6 23 4 4 6 3 1 3 24 5 3 4 3 4 2
Note: S ix d i f f e r e n t kinds of music (see Chapter III f o r operat iona l d e f i n i t i o n s ) were ranked from most p re fer red (highest number) t o l ea s t p re fe r red (lowest number) by each of the ru r a l - f a rm fa thers p a r t i c i p a t i n g i n t h i s study. Blank rows i nd i ca te that the respect i ve mother was unmarried, or separated, or d ivorced from her husband.
133 TABLE XXI
QUESTIONNAIRE DATA FOR: ATTITUDE TOWARD A MUSICAL EDUCATION,
URBAN AREA
NO. MOTHERS FATHERS
1 172.4 142.2 2 147.8 181.7 3 169.9 166.4 4 151.9 151.9 5 138.5 6 154.3 7 168.0 180.0 8 167.1 152.5 9 152.5 160.1 10 122.6 140.9 11 175.9 163.1 12 172.6 159.6 13 177.8 14 168.8 155.9 15 168.1 147.5 16 168.7 170.9 17 155.1 128.2 18 169.4 132.2 19 148.5 161.9 20 140.2 141.8 21 140.2 140.2 22 122.4 150.5
M 156.9 154.1 SD 16.5 14.8
The mean f o r the t o t a l urban sample was 155.6 The SD f o r the t o t a l urban sample was 15.6
Note: The f i gu re s shown i n the column under "MOTHERS" and the column under "FATHERS" are the scores obtained by each of the p a r t i c i p a t i n g urban parents on the a t t i tude t e s t (see Chapter II I f o r d e t a i l s of the t e s t ) . Blank spaces i n the column under "FATHERS" ind i ca te that the respect ive mother was unmarried, or separated, or d ivorced from her husband.
134
TABLE XXII
QUESTIONNAIRE DATA FOR: ATTITUDE TOWARD A MUSICAL EDUCATION,
SUBURBAN AREA
NO. MOTHERS FATHERS
1 162.3 140.6 2 165.1 157.2 3 147.4 168.4 4 151.2 149.3 5 149.6 141.9 6 168.8 118.6 7 168.2 155.1 8 176.0 170.2 9 171.9 114.0 10 150.2 148.8 11 150.2 145.3 12 136.8 135.7 13 152.9 151.0 14 166.9 139.3 15 155.3 16 146.0 162.7 17 131.6 118.3 18 165.7 168.4 19 159.5 143.8 20 166.9 146.2 21 172.6 124.8 22 139.9 155.4 23 175.4 190.6
M 157.8 147.5 SD 12.7 18.7
The mean f o r the t o t a l suburban sample was 152.8 The SD f o r the t o t a l suburban sample was 16.6
Note: The f i gu re s shown i n the column under "MOTHERS" and the column under "FATHERS" are the scores obtained by each of the p a r t i c i p a t i n g suburban parents on the a t t i tude te s t (see Chapter II I f o r d e t a i l s of the t e s t ) . Blank spaces i n the column under "FATHERS" i nd i ca te that the respect i ve mother was unmarried, or separated, or d ivorced from her husband.
135 TABLE XXIII
QUESTIONNAIRE DATA FOR: ATTITUDE TOWARD A MUSICAL EDUCATION,
RURAL-FARM AREA
NO. MOTHERS FATHERS
1 163.3 180.3 2 175.7 169.5 3 163.8 162.1 4 163.9 139.6 5 181.7 159.2 6 181.7 173.1 7 196.0 196.0 8 145.9 153.2 9 162.6
10 166.3 159.9 11 153.5 140.2 12 135.9 158.6 13 163.8 166.5 14 173.0 183.2 15 154.7 97.6 16 174.7 149.1 17 166.3 132.8 18 160.1 153.9 19 124.1 116.5 20 164.3 142.5 21 118.5 127.2 22 153.3 148.5 23 165.4 153.2 24 164.5 167.4
M 161.4 153.5 SD 17.4 22.1
The mean f o r the t o t a l r u r a l - f a rm sample was 157.5 The SD f o r the t o t a l r u r a l - f a rm sample was 20.0
Note: The f i gu re s shown i n the column under "MOTHERS" and the column under "FATHERS" are the scores obtained by each of the p a r t i c i p a t i n g r u r a l - f a r m parents on the a t t i tude te s t (see Chapter II I f o r d e t a i l s of the t e s t ) . Blank spaces i n the column under "FATHERS" i nd i ca te that the respect i ve mother was unmarried, or separated, or d ivorced from her husband.