Secondary student perspectives on musical and educational outcomes from participation in band festivals
Bibliographic record
Abstract
While it seems many music educators share an enthusiasm for music festivals, others do not. Discrepancies seem to be rooted in the perceived educational outcomes in terms of musical knowledge gained, motivation, competition, psychological impact and social considerations. Advocates believe competitive festivals provide a ‘superlative’ motivational factor and elevate performance quality beyond what could otherwise be achieved. Students and directors are motivated by ratings, by the outstanding performances of their peers and by the constructive criticism of expert adjudicators. As a result, students practice more, they work together with elevated enthusiasm and they are more likely to work on minute music details. Whereas most of the existing literature focuses on teacher perspectives, we examine the issues solely from a student perspective. We administered a survey composed of 55 five point, Likert scale items to 528 students of diverse multicultural backgrounds to examine the educational and musical benefits, and detriments, that evolve from participation in a band festival and events leading up to the festival as well as social benefits, or detriments, associated with band festival participation. Adding credence to existing research, there is very strong student support in favour of band festivals. We learned that student attitudes on how they perform are likely dependent on their personal beliefs, as well as feedback they receive from their directors, adjudicators and other members of the audience (i.e. students, parents). In accordance with previous research, students enjoy receiving adjudicator comments. Students value band for more than festival participation and recognise the rich, diverse learning experiences that festivals offer. Moreover, students consider band festivals as a positive educational experience, and overall, the social nature of band festivals has a positive impact on adolescents. Festivals are exceptionally motivating to students, as they appreciate the competitive aspects of music festivals in terms of competition as being a motivational factor when practicing and performing. Participation in music festivals has a positive emotional impact on students, in that they develop a sense of pride and accomplishment after a good performance.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".