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This study is an investigation of differences in performance-quality ratings among college-age instrumentalists grouped in three solo preparation conditions using (a) no accompaniment, (b) live accompaniment, or (c) intelligent digital accompaniment. After a 6-week practice period, participants performed an intermediate level solo on a secondary wind instrument in two conditions: (1) without accompaniment, and (2) within prescribed accompaniment mode. Data from the first (unaccompanied) and second (assigned accompaniment mode) performance ratings were compared. Highest ratings across all groups in both performances were achieved in Rhythm, Technique, and Articulation. Lowest ratings were shown in Intonation, Tone Quality, and Interpretation. The second performance ratings declined in the Accompaniment groups but rose for the No Accompaniment group. Groups demonstrated different performance outcomes in each of six category ratings with Rhythm being the highest rated category among all groups. Different effects of practice and performance circumstances on musical outcomes were demonstrated.
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Sheldon et al. (1999) studied this question.
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