Abstract
The purpose of this study was to investigate the effects of a whole music method of instruction on the achievement, attitudes, and retention of sixth-grade band students. Subjects fN = 134) in the posttest-only control group design were randomly assigned to either an experimental group (n = 67), which underwent a year of instruction in performance skill, comprehensive musicianship, multiculturalism, and interdisciplinary material, or to a control group (n = 67), which received a year of instruction in performance skill only. Analyses of variance applied to year-end measures revealed no significant differences between the two groups in music history, music theory or general knowledge achievement, or attitude as measured by preference for social diversity. A significant difference was found in favor of the control group for attitude as measured by self-esteem of musical ability (p < .005), although there was insufficient evidence to indicate a relationship to the treatment. A chi-square test revealed a significant difference for retention between the two groups in favor of the control group (p < .05), although the exit questionnaire responses reflected little relationship to the treatment. The most notable finding of the study was that no significacant difference was found between groups for either the individual or group performance measure, indicating that use of a whole music approach to teaching instrumental music may enhance cognitive learning without adversely affecting performance skills.