Remember to attend this year’s SRIG session in St. Louis! See below for details.
AFFECTIVE RESPONSE SPECIAL RESEARCH INTEREST GROUP
Affective Response SRIG Session
Expressivity, Pacing, and Emotion: Real-time analyses of Physiological and Psychological Responses
Marriot Hotel, St. Louis Union Station
St. Louis, Missouri
Thursday, March 29, 2012, 4:00pm-6:00pm
Opening Remarks and Introductions
Frank M. Diaz, ASRIG, Chair 2012-2014
Listener Perception of Expressivity in Collaborative Performances with Expressive and Unexpressive Accompaniment
John M. Geringer and Justine K. Sasanfar, Florida State University
How does musical accompaniment affect listeners’ perceptions of expressivity? In this study, music students registered their on-going perceptions of expressivity to excerpts that varied between different levels of expressive accompaniment.
The Perception of Pacing in Music Classrooms and its Relationship to Teacher Effectiveness and Teacher Intensity
Jason M. Silveira, Oregon State University
Pacing plays a critical role in perceptions of teacher effectiveness, but there are many questions regarding how pacing might be measured and defined within instructional contexts. This study explores how pre-defined pacing lapses affected on-going perceptions of constructs related to teacher effectiveness among music students.
Physiological and Self-Reported Measures of Affective Response to Vocal and Instrumental Music
Jennifer K. Mendoza and Frank M. Diaz, University of Oregon
Research shows that music elicits affective responses in listeners as evidenced by their physiological responses. These physiological signs may be qualitatively different than those of emotions evoked by other means, such as watching facial expressions. While this demonstrates a difference between affective responses evoked by auditory versus visual domains, we wonder whether musically induced emotions differ from emotions elicited via other auditory stimuli, such as language. In a preliminary step towards answering this question, we examine physiological and self-reported measures of affective response to vocal and instrumental versions of Samuel Barber’s Adagio for Strings.
About our Presenters
John M. Geringer is the Lewis V. Pankaskie Professor of Music and Director of the Center for Music Research at Florida State University. His research publications appear in leading international and national journals in Music Education, Music Therapy and Music Psychology. His research interests include relationships between music perception and performance, musical expression, and music listening and focus of attention.
Justine K. Sasanfar is currently a candidate for the PhD in Music Education at Florida State University. She has degrees in Piano Pedagogy and Collaborative Piano Performance from Michigan State University and a degree in Piano Performance from Saint Olaf College. Her research interests include musical expression, applied teaching and piano pedagogy, collaborative performance, and music perception.
Jason M. Silveira serves as Assistant Professor of Instrumental Music Education at Oregon State University. He has forthcoming publications in Contributions to Music Education and International Journal of Music Education, and has presented research at regional and national conferences throughout the United States. His research interests include perceptions of teacher effectiveness and teacher evaluation and preparation.
Jennifer K. Mendoza is a doctoral student and graduate teaching fellow in Psychology at the University of Oregon. She has publications appearing in the Journal of Psychiatric Research and Depression and Anxiety and presents regularly at national and international conferences. Her research interests include domain-general learning during infancy, music perception/cognition, language acquisition, and skill transfer across domains.
Frank M. Diaz is an Assistant Professor of Music Education at the University of Oregon. He has presented research at regional and national conferences throughout the United States and has current and forthcoming publications in Psychology of Music, International Journal of Music Education, and other leading regional and national journals. His research interests include the effects of mindfulness and attentional control on affective responses to music, psychophysiological responses during music teaching and performance, and musical memory.