Effect of Performance Quality, Audio and Video Performances, Tempo, and Adjudicator Experience on Music Majors' Evaluations of String Orchestra Performances

The purpose of this study was to examine the effect of presentation medium, adjudicators' performing experience on string instruments, music stimulus tempo, and performance quality on music majors' evaluations of string orchestra performances. Performances were presented in two mediums and two qualities to four groups: audio only (good & poor), video only (good & poor), good video with audio (good & poor), and poor video with audio (good & poor). Participants (N = 96) in this study were music majors enrolled at four large schools of music in the United States. For each string orchestra performance, participants gave ratings for 12 evaluative statements and provided an overall performance rating. The 12 evaluative statements were equally divided between general performance (togetherness, rhythm, articulation, phrasing, communication, & intonation) and string instrument specific (vibrato, bow placement/distribution, bow direction, tone quality, LH/RH position, & sitting position) categories. Participants also completed a questionnaire to indicate their perceived level of comfort with assigning ratings. Repeated-measures ANOVA tests revealed that music majors assigned significantly higher ratings to performances with good audio quality compared to those with poor quality. Performances in the good video with audio (both good & poor) presentation medium received significantly more favorable ratings than performances in the other presentation conditions for 12 of the 13 evaluation scales. Results indicate that good visual aspects of performance can moderate the effects of poor audio quality: good video with poor audio was rated above poor video with good audio. Performances in a slow tempo received higher ratings than those in a fast tempo for 12 of 13 evaluation scales primarily in the poor audio examples. Participants' performing experience on string instruments did not have a significant effect on evaluations. Multiple two- and three-way interactions were also found. Self-reported comfort levels with assigning ratings to the general evaluation statements and the overall performance were similar for all experience levels. However, results showed that participants' comfort level with assigning ratings to the string specific scales increased with string instrument experience. Participants indicated significantly different levels of comfort with assigning ratings during some presentation mediums over others.