The Impact of Social-Emotional Factors on Student
Perception of Small Vocal Ensemble Performance
Elizabeth A. Hutchinson




“Pitch Perfect”, 2012
“The Sing Off”, 2009
Students participating in these ensembles
develop many skills.
Participation leads to close relationships
between teachers and students.

The “Collaborative for Academic, Social and
Emotional Learning” (CASEL) defines social and
emotional learning as having five core
competencies: self management, self awareness,
social awareness, relationship skills, and
responsible decision making (CASEL, 2013).


Pellitteri (2006) stated music can be used as a) an
emotional stimulus; (b) music can be used as an
aesthetic experience; and (c) music can be used for
relaxation and imagery; (d) self-expression; and (e)
music making can be a form of group experience.
There is not much research regarding social
emotional factors in the music education
community.
◦ CASEL, 1992

The purpose of this study is to determine
which social and emotional factors such as
close friendships and feelings of community
affect student perceptions of group
performance as well as the manner in which
students decide if a given performance is
successful.



Increased popularity of small vocal ensembles
Instructors need to be aware of the social
emotional factors that may affect the
educational experience of their students.
Lack of literature


Perceived Performance Success (PPS): An
individual’s opinion regarding the
achievement of a musical presentation.
Social and Emotional Factors (SEF): In this
study, inter-group friendships, inter-group
conflicts, feelings of community (or lack
thereof), depression, anxiety or satisfaction
brought on by group experiences.



Research subjects will be students from intact
ensembles attending a large suburban high
school in the Midwestern United States.
This study will only be conducted with high
school students.
It may not be appropriate to generalize the
results of this study to students of other ages
or different school environments.


Siebenaler (2006) studied the factors the
motivated students to continue participating
in choral music through high school.
Through the collection of survey data from a
large suburban high school (n=176), the
study found the continued participation was
influenced by positive parental support, a
positive musical self concept and peer
support.



60% of subjects participated in choir for
social reasons; specifically because it was
“where their friends were”.
The researcher reported that “the sense of
camaraderie and support was palpable in the
choir room…” (Siebenaler, 2006)
This suggests that peer support is sometimes
a determining factor in students’ decisions to
remain in musical ensembles.


Bartolome (2006) conducted a qualitative
study to identify the perceptions, benefits,
and experiences of members in the Seattle
Girls’ Choir (ages 7-18), parents of
participants and faculty members.
Subjects were interviewed personally
regarding length, motivation, and benefits of
involvement, social interactions and
friendships and sense of community.


Although music development was important
to subjects, value was more frequently placed
on perceived social and emotional benefits of
participation.
The research suggests that social
components play a large role in motivating
students to participate in choral ensembles.



Silverman (2009) conducted a study that
scrutinized the effect of the instructor’s actions
upon the social emotional well-being and
overall musical performance of students.
This study measured the effects of positive
commentary by instructors and university
students regarding individual guitar song
leading performance.
The experimental group received positive
reinforcement after performing while the control
group did not.




After performing, subjects competed a survey to
measure self-esteem, depression, and stress.
No significant different between the control group
and the experimental group for these factors
However, experimental group scored much higher
on the performance skill portion
Research suggests that positive reinforcement
can lead to higher achievement.



Edgar (2013) compiled research relating to
social emotional learning, music education,
and teacher professional development.
Teacher competence in addressing students’
social and emotional needs is especially
important because of the strong relationships
between music educators and their students.
Greater frequency of professional
development offerings

This study will examine the following
questions:
◦ 1) What social emotional factors influence
perception of ensemble performance?
◦ 2) How do ensemble members decide if a
performance is successful?
◦ 3) Does length of experience in choir affect the way
ensemble members decide if a performance is
successful?

Participants of the study will be students from
three intact extracurricular ensembles
attending a large suburban high school in the
United States.

Large school district in
the second most
populous city in Illinois
◦ 10 elementary schools, 4
middle schools, 1 high
school, 1 school for
special needs students

Demographics
◦
◦
◦
◦
◦

44.7% Hispanic
33.8% White
14.9% Black
3.5% Asian
2.6% Multiracial
Low-Income Population
◦ 53.7% School wide
◦ 60.1% District Wide


Study will be
conducted after first
concert of year
(October).
Demographic Data
◦
◦
◦
◦
Gender
Year in School
Years in Choir
Ensemble Membership

Research Data (7point Likert scales)
◦ Strength of
relationships within the
group
◦ Manner in which
students decide a
performance in
successful
◦ Rating of recent group
performance
◦ Open-ended response
question




I will administer the survey during the class
time immediately following the performance.
A script will be written to ensure all students
hear the same directions.
No teacher feedback will be given in case it
might alter student perceptions.
No talking amongst students will be given in
case it might alter student perceptions.



Frequency data for demographic variables
Descriptive data (mean, median mode, standard
deviation) for all Likert scale questions
Spearman correlation coefficient for students’
relationship and performance ratings.
◦ Possibility for more correlation calculations between items


Cronbach’s Alpha to determine item reliability
Tables and figures will organize data as needed.


Appendix A: Survey
Appendix B: Survey script and directions




Bartolome, S.J. (2013). “It’s Like a Whole Bunch of Me!”: The perceived values and benefits of the
Seattle girls’ choir experience. Journal of Research in Music Education, 60, 395-418.
Edgar, S. N. (2013). Introducing social emotional learning to music education professional
development. Update: Applications for Research in Music Education, 31(2), 28-36
Siebenaler, D.J. (2006). Factors that predict participation in choral music for high-school
students. Research and Issues in Music Education, 4(1).
Silverman, M. J. (2009). The effect of positive peer reinforcement on psychological measures and
guitar songleading performance in university students. Update: Applications of Research
in Music Education, 28(1),3-8.