Psychology of Music current issue

A comparison of modes of communication between members of a string quartet and a jazz sextet

Seddon, F., Biasutti, M. — Thu, 01 Oct 2009 07:52:33 PDT

This study revealed the modes of communication employed between the members of a professional string quartet during rehearsal and performance. Results of this study enabled comparison with modes of communication employed by a student jazz sextet revealed in a previous study by the first author. Six modes of communication were revealed in both studies (i.e., verbal and non-verbal, instruction/cooperation/ collaboration). Results indicated that the modes of communication employed by both groups of musicians (i.e., the string quartet and the jazz sextet) were the same, although, at times, the content of the communication differed based on the presence of a pre-composed score and conventions of the musical genre. Participants in both studies confirmed researcher interpretations of the modes of communication during member checks. Results also indicated that when playing from a pre-composed score the string quartet were able to become empathetically attuned and produce ‘spontaneous musical variations’ during performance. The authors propose that these spontaneous musical variations are examples of ‘empathetic creativity’.

A generative model of teachers' thinking on musical creativity

Odena, O., Welch, G. — Thu, 01 Oct 2009 07:52:33 PDT

This article draws on and extends a four-year investigation of creativity in music education with particular reference to the perceptions of six secondary school teachers (Odena & Welch, 2007; Odena, Plummeridge, & Welch, 2005). A comprehensive review of recent literature in musical creativity is provided, which complements and reinforces the theoretical framework of the original study. A qualitative approach was used for data gathering, including a video elicitation interview technique and Musical Career Path questionnaires. Transcripts were subsequently categorized using NVivo. Taking into account other recent studies, previously unpublished data is examined and a generative model of how the teachers’ thinking about creativity might develop over time is suggested: the teachers’ past in-and out-of-school experiences and their daily classroom teaching shape their perceptions of musical creativity; this occurs as a continuing interaction that has the potential to modify the teachers’ perceptions over time. Educational implications are considered in the conclusion.

A systematic inventory of motives for becoming an orchestra conductor: a preliminary study

Makris, I., Mullet, E. — Thu, 01 Oct 2009 07:52:33 PDT

The study examined the various motives (reasons) that may have led an individual to become an orchestra conductor interpreting classical works, using Apter’s (2001) Metamotivational Theory framework. Questionnaires derived from the theory, consisting of 92 possible motives for becoming an orchestra conductor, were presented to 101 orchestra conductors. Data were analysed through confirmatory factor techniques. An eight-factor motivational structure reflecting eight of the dimensions suggested by Apter’s theory was evidenced. The motives most strongly evoked were the ones linked with emotion and emotional needs: making the audience feel the same strong emotions; feeling in communion with one’s orchestra, on the one hand; and experiencing uncommon events in a permanently challenging way and, as a result, experiencing intense joy, on the other. In addition, clearly endorsed motives included being able to perform one’s own interpretations of the classical works and, more generally, considering oneself as a maestro, a link to the great tradition of senior conductors interpreting classical music.

What are your thoughts when the national anthem is playing? An empirical exploration

Gilboa, A., Bodner, E. — Thu, 01 Oct 2009 07:52:33 PDT

It is believed that when exposed to the national anthem of their native country, people react with feelings of pride and patriotism and that the anthem has the power to unite people around similar associations. We examined these beliefs empirically. In Experiment 1, Israelis of various ages and subcultures listened to their anthem and to three other songs, and wrote down associations that came to mind. It was found that the anthem evoked more national associations than any other song and that this was a shared tendency despite the subcultural divergences. In Experiment 2, a marginal group in Israeli society participated in a similar task and appeared to regard the anthem more negatively than mainstream Israelis. In Experiment 3, associations relating to the anthem were compared to those relating to other national symbols (the flag and an emblem). The flag, but not the emblem, evoked similar association patterns. Results are discussed in light of social identity theory.

Effects of concurrent music listening on emotional processing

Graham, R., Robinson, J., Mulhall, P. — Thu, 01 Oct 2009 07:52:33 PDT

Increased processing time for threatening stimuli is a reliable finding in emotional Stroop tasks. This is particularly pronounced among individuals with anxiety disorders and reflects heightened attentional bias for perceived threat. In this repeated measures study, 35 healthy participants completed a randomized series of Stroop tasks involving colour-naming of neutral or threatening words concurrently accompanied by either silence or music. An emotional Stroop effect was evident under silent conditions. However, a significant interaction effect was detected indicating that in the music listening condition the expected interference was significantly diminished. The presence of music therefore may serve to relax the deployment of attentional mechanisms associated with the detection of threat. Putative modes of action are discussed with reference to effects of task-irrelevant stimuli on attentional distribution, effects of music on arousal and emotional state, and neural imaging studies of brain function. Potential clinical applications are briefly outlined.

Book review: MARCEL COBUSSEN, Thresholds: Rethinking Spirituality Through Music. Aldershot: Ashgate, 2008. 182 pp. ISBN 9780754664826 (pbk) {pound}15.99

Atkins, P. — Thu, 01 Oct 2009 07:52:33 PDT

Book Review: SUSAN HALLAM, IAN CROSS AND MICHAEL THAUT, Oxford Handbook of Music Psychology. ISBN 9780199298457 (hbk) {pound}65.00

Sergeant, D. — Thu, 01 Oct 2009 07:52:33 PDT

Book Review: M.S. BARRETT and S.L. STAUFFER (eds), Narrative Inquiry in Music Education: Troubling Certainty. New York: Springer, 2009. ISBN 9781402098611 (hbk)

Baker, D. — Thu, 01 Oct 2009 07:52:33 PDT