113 265

AUTHORTITLE

PUB DATE , Veb 73.NOTE 70p.; Paper presented at the Annual Meeting of the

KentuckpMusiq Educators Association (Owensboro,Kentucky, February 1973)

DdCUMERT RESUME

SO 008 667

Taylor, Thomas C. 0 -. .

A Study'of the Relationship between SelectedNon-music Major Eastern Kentucky gniversity Students'High School Musical-Athletic Backgrounds and theirKnowledge, Preferences, and Opinions of the_EasternKentucky University Marching'Band.

EDRS PRICE MF-$0.76 HC-$3.32 Plus PostageDESCRIPTORS *athletics; *Bands (Music); Co ege Students;

Educational Research; Higher Educa on; Music; *MusicActivities; *Music Appreciation; MusiC Techniques;Questionnaires; *Student AttitudesEastern Kentucky University; Halftime $hows;.,Marching

. Bands(

J

IDENTIFIERS

ABSTRACTThis study measures the knowledge, preferences, and

.opinions of Eastern Kentucky University football fans about theirmarching band and relates high school musical and/or athletic

- /experience t011those preferences. Data was obtained from aquestiOnnairedistributed to a sample of -the student body. Theresults indicate that people with musical backgrounds felt that thehalftime show was more important than people with athletiObackgrounds. People with musical and/or athletic backgrounds throughthat marchingstyle was more important than musical style. Mostpeople preferred precisidh-dtill to pageantry- shoes; popplarjazz, and Broadway show tulles 'to marches, rock, and serious music;

but did not claim to'watch the flag routines. (Author/DE) 0

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* responsible for the quality of the Original document. Reproduction* supplied by EDRS are the best that can be made from the original.' f

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4.

-1.

A STUbY OF THE RELATIONSHIP. BETWEEN

SELECTED NON-MUSIC 'MAJOR EASTERN KENTUCKY UNIVERSITY

STUDENTS' HIGH SCHOOL MUSICAL-ATHLETIC BACKGROUNDS

AND THEIR KNOWLEDGE, PREFERENCES, AND OPINIONS OF THE

EASTERN KENTUCKY UNIVERSITY MARCHING BAND

I.

A Paper

Presented to.

Kentucky Music Educators Association'

1973 Convention

U S DEPeRTMENT OF HEALTH,EDUCATION &WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS 'SEEN REPROOUCEO EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINAT,NO IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFeDucArorisrrioN OR POLICY

Owensboro, Kentucky

February 1973

by .

ffilpias C. filylor

00002

ABSTRACT

Taylor, Thomas C.

A Study of the Rela/iOnship Between Selected Non -Music MajorEastern Kentucky University Students' High School Musical-AthleticBackgrounds and their Knowledge,-Preferences, and Opinions of theEastern Kentucky University Marching Band.

Presented- at"the 1973!Kettucky Music EduCators AssociationConvention; Owensboro, Kentucky, February, 1973.

This study was designed to measure the'knowledge, preferences,

.and opinions held by, the Eastern Kentucky University football fans

about the Eastern Kentucky University marching band and to, determine

whether high school, mus cal and/or athletic experience had an

effect on the knowledge preferences. and opinions. Data was obtained

by'administPring aque tionaire to a sample of the student body:

Findings of the s udy'included the following: 1) People with

musical backgrounds f t the half-time shim was more important than

people with athletic-backgrounds. 2) People with musical and/or

8,71TWFMTreirKrOTITH-9-41 feel-that marching style was Mnrc',

imPortart than musical, style while people without a mus cry

athletic background tended to feel that musical style was more

important. 3) People with musical-backgrounds tend to wait untilNM

after, the half -time' show to get, refreshments', while people with

athletfc- backgrounds tend to get refreshments first. 4) Most

people preferred precision drill or combination precision drill-.

Pageantry shows to pageantry shows. 5) Most peOpie preferredR

popular,music, -jazz, and'broadway show tunes to mtirches,.rock, and1 I

'serious music. 6) Most peOple felt that majorettes and 'flag

II

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carriers add to a half-time show, although frew people claimed. to

watch the- flag routines, .

Mlie study Calls for further rsearch in many areas of marching

band procedures..

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40

TABLE OF CONTENTS

a

,

GHAPTER PAGE

IINTRODUCTION.4

Statement of the ,Problem'

Purpose of the Study 1

Hypothesis 1

-Background and Significance of the Study. . 2

Definition of Terms 3

. .

LimitatiOns of the Study 3

Basic Assumptions ...... ... 4

Procedures for Collecting Data. 5

Procedures for Treating Rata. . . . . . .5

II.. REVIEW' OFTHE RELATED LITERATURE 8

Effect 'of the Audience 8

Historical Background 9

Styles of Half-Time Shdvis 13

Pageantry 14

+V'

Research 16

Summary 17%

III. METHODS AND PROCEDURES

The Questionaire 18

Personal Information , 18

Football Game Attendence 18

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CHAPTER - PME

J Preferences on Band Performances. . . 19

Types of Music Preferred 19.

Extra-Musical Band Groups. . 19.

Subjects . . . . 20.

Procedures for Collection and Treatment'

of Data 20

IV. FINDINGS OF THE STUDY 23

/"Organization of the Tab es. . . . 23

Identical Groups - Combined Groups Defined. 23

,Definition of. Termd Used in Tables 24

Tdpic Order 24

V. CONCLUSIONS AND RECOMMENDATIONS , 50

Conclusions 50

Personal Information 50

Football Game Attendence 51

Half-Time Activities 51

Playing vs. Marching 51

Half-Time Show Themes 52

Props . *********Types of Half-Time Shows 52

Types of Music, .

IIExtra-Musical Band Squads 53

Final Conclusions 54

Recommendations for Further Study . 54

,BIBLIOGRAPHY ,55"*

APPENDIX . 59

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(7.

0LIST OF TABLES

4 4 i

TABLE PAGE,

. .

, .

I.

-

Analysis of Students' High'School Musical-br

Athletic'Backgrounds By Identical Groups. .25

' II. Analysis. of Students' High School' Musical-..

Athletic Backgrounds By Combined Groups .

III. Ana.lys.is of Students'eFootball Game

Attendence by:Identical Groups 28

IV._ Analysis of Students' Football Game:e

Attendence by Combined groups . OOOO ,. .30

Analysis,otud t#''Concern o.with iia1f-T4me

Activ.W.ea by I ntibal.Gtoups 31

VI. Anaay IS;

`of Student, Concein vitlenalf-Time

ActIVAties by Combined Groups ..

VII. Anaa4ais-of Studenta Opinions COnce'rning

Pijing Marching by-Identical Groups.

VIII'. Analysis of Students' Opinions Concerning

fined Groups

IX. Analysis of Students' Knowledge' Concerning

.33

/.4

.35

'Half-Time Show Themes by Identical Gionps . .36

X. Analytis*of Students,-Knowledge Conderning

Half-TimeShow Themes by Combined Groupp. . .37

XI. - '.,Analysis of Students' Preferences Concerning

The Use of.Props By Identical Groups 38

XII. Analysis of Students' Preferences Concerning

The Use. of Prbps by Combined Groups

0067-

39.

TABLE ,

.. ?_

-., r_

AII1. Analysis of Students' Preferences

Concerning Types of Half-Time Sho-ws

PAGE

By Identical Groups , . ..... .40. . .

XIV, .-Analysis of Students'.Preferences

Concerning Types of Half-Tithe Shows

By Combined Groups . 42,

XV. .Analysis of Students' Preferences

Concerning Types of Half-Time Music

By Identical Groups' 43

XVI. Analysis of Students' Preferences

- Concerning Types of Half\-Time Music

Ay Combined -Groups

XVII. Analysis of Students'. Opinions Concerning

Extra-Musical ,Band Squads

By Identical Groups'

XVIII. Analysis of Students'.0pinions Concerning

,'Extra- Musical Hand Squads

By Combined' Groips. . . .. . t . 49

45

47

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cgAtTER:i

. INTRODUCTION

Statement of 'the Problem

The problem.of this study was to determine the

knowledge, preferences, and opinions that selected non-,

music major Eastern Kentucky University studente.posessed

concerning the Eastern Kentucky University marching

band's performances at home'flootball games, and to deter-

mine if past high School musical and/or athletic experAences

,

had an effect on their knowledge, preferences, and opinions.4,

Purpose of the Study

The purpose of this study was to Eittempt '4:) provide

a clearer understanding aittO how past musical-athletic

6xgerienbes affect the Eastern Kentucky,University

football fans'' desires concerning their marching band's

half-time shows and in so doing.provIde_a more solid basis

for determining what style of half-time Show is most

appealingto the fans.

Jiypothesis

The basic hypothesis of this study was:

'The khowledge, preferences,and opinions posessed

by selected non. -music major Eastern Kentucky 'University

students Will vary according to their high school

MUilcill-athleticbackgrounds.

00009.1"

Or-

I

2

BACKGROUND AND SIGNIFICANCB'OF THE STUDY

'From the 1920's to the present day,-mai'cheng bands

sponsored by educational institutions have been'sed to

provide entertainment for football enthusiasts at the

*0 games! half-times. The practice of presenting this -

entertainment has grown to the place or" an'American

tradition,.

ThroUghout the history of the half-time show, there

have been many changes of style. Ior years, the bands

were satisfied to march on the field in a military

block band,'but after it was discovered that the yardline

markers could be used for coordinates, this no longer

sufficed. Pageantry shows were born when the band

used these coordinates to form outlines of objects on

the-field. More-recently we have'had the rise of the

precision drill half-time shows where formations have

Si-e17

been discarded in favor of constant egise marching.

Most of these changes Were ma to try to present

a wider audience appeal. While .Many band directors

claimed to know what the .aUdience wanted,rthey;wre--

.

never' backed with any research to support' their views.

This paper will provide some of the first research into

an area that should have been already tholighly researched.,(

This researcher'was unable to find even one example

of -where any football fans had been polled concerning their

knowledge, preferences. and opinions about football

- -00010

3

half-time shows. yet, even though we can not prime that

football fans are interested in seeing marching Bands at

half - time this nation's educational institutions continue

to spend extreme amounts of-Ntime, money, and Man,power'to

produce these ten minute shows.

The significance of this stud is that it appears to be

the` first of its kind and as such it couU lay the ground

work for future research. It can be used to help determine

what styles of halt-time shows the Eastern Kentucky University

archingcband should present:r

DEFINITION OF (iRMS

Prorg-L,are defined as non - musical objects used to add

color and /or clarity,tb band formations.` Examples of props

include balloons, streamers, and/smoke.

Pageantry halfrtime shows are defined as lhows based:

on a theMe or story. The uieeof forMations arid props are

characteristic of pageantry-.style shows. The band often

stops to stand in place and play.

/"Precision-DMI-haif..timeshows_are_defIned as those

anti moving while playing.

,..Geometric shape are used instead,of formations and props

are rarely used.

LIMITATIONS OF THE STUDY

1.Thel'?Indings of this study are limited by the fact

that the, questionaire was-iedministered in summer .school.

00011

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T.

1

z

3

4,

school, studen1s)do not nds6hdol yvarg.

round, 'the.percentage of stu of attending

ootball gates will probably be tOo gh,'

t N^

Giving 'tie test in summer school means that it

has een apprelkimately nine Mighp, since the &rose of%

Iiast fall's football season, his lapse df time.

'could affecOhe answers to the uestionas .

k

.The findings of this study do not necessarily.

, .

apply to other schools, as there.w6ld be ,too many

variables. .The findings are also limitbd in that. ,

$. $ .

there are no other studies with which tiacompare it.,.

nA

Therefore, no all - inclusive.conclusionOan be reached.

The' survey was limited .in number (fifty-ne sathples)

and as such was not broad enough to'provide trustworthy-

4

.

information on Eastern's ten thousand students.

The questionaire limits the findings in that It

shows only whether or not the student participated in

certain activities' in,high school and does not show how

.deeply the student was involved in the specific

The final limitatIon of this study is that it-was

acturtrrtg-terea----te,--EL-imusic-Ltppreass and this perhaps, .

4 caused some students to answer questions favorably towards

music klett they Woulci otherwise have answered differently.

>

N BASIC ASSUMPTIONS

The basic assdmptions of this study are as follows:

a. Since the students had nothing to gain or lose by

00012r.

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their answers, it was assumed. that thequestiOns were

answered seriously and truthfully.

b. It was assumed that the students understood

each question fully..-

o. It was assumed that the students that checked

"I do notattend football games" were honest, and, therefore

the remainder of,their answers could be discarded due to

the fact that they e9uld not judge marching band ha'lf-

'h .W.

.time showsJf they did not attend the games.

d. Since the majority of the non music major'

student body is either required to or allowed to take

music appreciation, it was'assumed that the classes

represented a good random sample of the student body.

PROCEDURES FOR COLLECTING DATA

The' questionaires were administered to the students

in the twosummer 1972 music appreciation classes at

Eistern KeOpucky University., Each group received

identical t on filling out identical question -

sires administered by the-researcher.

No m,#;:up questionaires were given. It was

assumed that the students were randomly: absent and there-

fore their absence did not upset our random sampling.

;Po,

PROCEDURES FOR-TREATING*DATA

Once the questionaires were completed, they were

.1rforted and grouped by similar high School experiences.

)1°

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4

6

,Students that participated in high school foqtball,

but.in no other extra-curricular activities were

considered one group. Another group was -the people

that played in the band and participated in football,

but did n?thing else. All.questionairs were grouped

in a similar manner.e..,

Students that did not attend football games were

considered ineligible to have opinions concerning the

half-time shows performed by the Eastern Kentucky

University marching band.

Where'students were given alone choice answer

for example a yes -to question, a simple tally was

taken.

Where students were asked to rank answers in

order of preference, the answera-of each group were

totalled and the arithmetic mean was determined. If

there were other important information that the

arithmetic mean would not show, the information was

noted. An example of this would be if the set of

numbers was bi=modal and the modes were at theQ extremes

of the set.

Although space was provided for additional comments,

these comments will'not be included in this paper. The

reason for this is lack of quality and lank of qi.ianity

in the responses.

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The data was first treated solely'on the basis

of the groupings of like high school extra-curricular

backgrounds. The responses of these groupings were

then compared.

Similar groups were then combined and these new

groups were compared.. As we-continued combining groups

we finally arrived at the total response from the

t ! questionaire,

It

00015

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CHAPTER II

REVIEW OF THE RELATED LITERATURE

Although much has been written that the primary

purpose of the marching band is to pro'ide entertainment

for the fans between the halves of football games, this

researcher was unable to find even or example of research

conducted to see whether or not the Octball fan felt he, *

was being, entertained by the band. fihere were, however,

.cases where people expressed opinions on how they felt

the fans felt.

A. AFFECT OF THE AUDIENCE

Russell B. Reynolds Was perhaps one of the first

to write about the relationship between

fans and the band. In 1928 he wrote:

the-football'

Even the spectators who can not graspall the fine points of a football game canfully appreciate good,music and good marchingand the difference between a well-trainitlband and one which is not properlyinstructed.

On a university campus no single organi-zation is seen by so many people, adds somuch color, thrills so many hearts as the band.'Around the band is built the gay spectaclewhich makes a college football game the greatattraction it has grown to be. The cheers, themusic, the drills and evolutions of the bands,all do their full share in creating the demandfor the great athlftic stadiums which are spring-

ing up everywhere-.14

1Russell B. Reynolds, Drill and Evalutions of theBand: (Annapolis, Varylands-RiElonal services Publishing

Company, 1928). P. 17.

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9

While this statement would please many band directors,

Mr. Reynolds presents no researched backing for his state.

/

ment, so it can only be accepted asCone man's opinion.

Charles'Righter was more pestimistic in his writing/

concerning the football fans opinions of the band.

This interest on the part of a very few

Efootball fans) has suggested the possibilitythat, of the hundreds of thousands who attendedfootball games, a considerable number mighttake a little interest (in the=banq providedthis did not- involve too great a personalsacrifice of time or money.2

Again, we have the problems of this being one man's

opinion and of not being backed by research,

In 1968, R.'Stanwood Weeks conducted a survey among

twenty-five key executives, newspapermen, thagazine editors,

television executives, and others to find whether the

marching band or the concert band was more popular. He

found that the marching band was the more popular and

gave the fo lowing opinion:

he marching band,is a marching unit first,

a mu/cal ormalization second. Most of what is

writt n.or broadeast,aboutbands - that points'outwhy a band is particularly outstanding - almostinvariably deals with intricate marching' patterns,

vast numbers of musicians, "Golden Girls," andthe, show afhsmosphere of half-time programs.)

While this researcher does not intend to deal with

the differences between the marching and concert bands,

2Charles Boardman Righter, Gridiron Pageantry,(New York: Carl Fischer, Inc., 1941) , 1).,5.

3R. Stanwood Weeks, "We Need a Modern-Day Sousa,"The School Musician, Director, and Teacher, 40:3 .

7Raii76011.96g). p.68.

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it is interesting'to note why these'people,chose the

marching band as the motCpopular. It also represents

one of the few times that the fans'i.opinions have

been sought.

Charles F. Campbell produced some research on the

football fans' effeot on the concept of the half-time

'show. Again, howeer, the information was sought not

from the fahs, but from the directors. On asking four

well-known directors how much emphasis they Put on /4

audience appeal, the following replies were offered:

From Jack Lee, University of Arizona_: Weare entertainers. The audience is looking forshowmanihip,

From Frank Piersol, University of Iowa:This Is show business and show business requiresan audience.

From Joseph Smith, Middle Tennessee StateUniversity: A half.time.show is generally pre-pared with the emphasis'On entertaining'thehome crowd.

From Bill Moffit, University of Houston:You can not base the entire show on audienceappeal alone.4

While this gives valuable information.as to how shows

are produced, it still leaves the '"what do the fans

think?". question, open.

Dr. Aran H. Drake follows A "please the fans" philos-

ophy similar to the ones stated above. According to Drake:

4Charles F. Campbell, "Marching Band Contests and Shows-What Do You Think?" The Instrumentalist, 25:2 (September,1970), p. 39; 25r3 (October, 1970), p. 39; 25:4 (November,

1970), p. 39t 25:5 (December. 1970), p. 37.

0001_

. . The .band] is involved foremost in"show business" No matte'how musical thesound of the band and how precise the marching,a particular presentation, cannot be 'considered100% successful Unless it manages to capturethe interest'and imagination of the audiencefor which it is intended.5

B. HISTORICAL BACK4OUND

In:Order to deal with a subjectelt is important

that a researcher have a working knOWledge of the history

of the subject, This section will provide some of that

background.

tephen Philips has written a short, history of the

marching band in which he traces the band from its begin-

M.:1gs with Lully in the sixteenth century;, to the college

footb 11 marching band of today. He tali about the

rapid y expanding music program of the Amei:ican 1920's and

its efjfeet on the marching band, The autOor is critical,A

howeve , of the marching band and presents , very biased

view. According le him marching bands do nothing except

"perfo m poor music under even poorer conditions."6

Dlvid,Whitwell,Writes a similar short history of

bands =nd places the blame for the college band's refer-

ential st functions on John.Philip Souga, According to

4

5A,an H. Drake, "21 Tips Toward the Pr ucti!on ofSuccessful Marching Band Shows," The School Musician, Dir-ector, and Teacher, 39:1 (August.Mtember, 1-9-6777). 3677

6S ephen Philips, "The Cheillenge to Marching Band,"Music E ucator's Journal, 51:4 (February-March, 1965),pp. 96-100

V

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Whitwell, when the college bands started performtng.at

football games in the 1920s, they had.no one to pattern

themselves after except the professionaLSousastyle

bands. He further'states, "These early college Bands

, apparently felt that their purpose was to provide enter-

tainment on as popular a basis aspossible."7

Football historian Dean Hill included one page on

.bands in his 1920 book Football Thru the Years. From

this page is quoted:

Wearing brilliant and sometimes uniqueuniforms, college bands are today an important

,part of the great football'spectacle. Com-petition among ,the bands of the traditional

'"rivals is almost as keen as that between theteams. ;.This competition has increased the size*of college bands until today organisationsnumbering two hundred or more are not uncommon.

8

It is interesting to-note that this researcher

looked through many books on football and football history.

The Hill book was the only one that mentioned the band as

having anything to do with the popularity of the game.

This helps point out the need for a study as to how the

fans feel towards the bands.

Apparently not all,directors were happy with the

"glory" they igeceivedfrom participating in the football

pr-ogram. In 1954 Julian Opsahl wwtp:

7David Whitwell, "The College Band: Can It Escape It6Heritage?" Music Educator's Journal., 51:6 (JuneJuly, 1965),P. 77

8Dean Hill, Football Thru the Years, (new York:Gridiron Publishingruompan5779M,7777.

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.13

Toddy the'school band director invariablymust present football shows, formations, andmaneuvers whether he wants to' or. not. 'Directorshave lost jobs because of not being sufficientlyinterested and well schooled in developingshow bands.9

While this does not present proof of any mass dissatisfac.,

tion among band directors, it does show that the marching

football band was becoming the "rule" rather than the

"exception."

Jerry Thomas Haynie has written a dissertation-

covering college sand history from 1900 to 196910 and

Ray Tress has written a disseitation on the status of,`

college bands todayll, but in comparison with other areas

of music, very little research has been conducted towards

the college band's place in music history.

C. STYLES. OF HALF-TIME SHOWS

There.are two major styles of half-time shows,

presented today. These are "pageantry" and "precision

drill". It is important to have a working knowledge

of these opposing styles when dealing with questions

60hcerning today's half-tifgshows.

9Julian E. Opsahl, Precision Marching, (Evanston.

Illinois: The Instrumentalist, 1950, p. 3

10Jerry Thomas Haynie, The Changing Role of the Band

in American'Colleges aneUniliersities, 1900-1960,(Unpublished Doctoral Dissertation: George Peabody

College for Teaohers,l1971).

11Ray Tress, "Thp Present Status.of Bands and BandDepartment Ensembles In Higher Education," (Unpublished

Doctoral Dissertation, Colorado State College, 1964).

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.Paieantry

Binds have formed almost every imaginable shape on the

football.field and danced every dance-step in the name of

pageantry. This worries author Anthony Isch:

If pageantry means dancing the "twist

on the field, or the performing of anysuggestive maneuver, then I would agree with

the critic. If, however, pageantry means the

telling of a story by means of symbolic forma.tions, or if it means patterns of music andmovement which are pleasing to the eye and earand in good tast, then I say let us have more of it.12

James M. Douglas agrees with Mr. Isch and says, (-1./

"The marching band mush always maintain The highest

standards of Musical and marching excellence if it is to

be a vital part of he American school movement."13 The

fault with.the preceeding two statements ilvthat once

again, someone is trying to dictate the style of the

half-time show to the fan without consulting the fan.I

At least two masters' theses have been wmitten on

pageahtry including James B. Dye's on "training problems

and productions"14 and Jack,McGuin' "Band Pageantry."15

12Anthony Isch, "The Benefits of the Marching Band,"

Music Edycator's Journal, 51:4 (PebruaryMarch, 1965).

p.

13James M. Douglas, "Use Your Band for,Publi elations,"

The School Musician, Director,, an Teacher, 42:8 (April.

1 /71f, p. 59.

14James B. Dye; "A Study of the Training Problems andFroductions of the Marching Band Pageants," (UnpublishedMaSter's Thesis, University of California at Los 4ngeles,

1952). -

15Jaok McGUin;"Band Pageantry", (Unpublished Master'SThesis, Montana State University, 4953).

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For,a better understanding orpageantry, one can

read The Show Band by Al G. Wright16, Marching for

Marching Bands by Don B. Maroquiller17, or Modern

Marching Band Techniques by Jack Lee18.

Precision Drill

Pretision drill is considered by many band direc--

tors, to be a more refined style of half-time show.. In

using precision drill tha maneuvers are more clearly

outlined and for this reason/precision drill routines

are used widely for contast purposes.

The two main-develobers of this style are A. R.

Casavant and William Mofilt. Each of these band direc-,

tor- authors have ars explain'of books published that explain4t'

preciPton drill in detail.19'20

At leapt on major university band, however, is

opposed to precision drill anaishows demonstrate the fact.

Al G. Wright, The Show Band, revised ed., (Evikston.Ililindist The Instrumentalist:IWO), 135 pp.

17Don R. Marcouiller; Marching for Marching Bands,(Dubuque, Iowa: William-C. Brown Company, 1958), 115 pp.

18Jack Le Modern Marching Band Technires, (Winona,

Minnesota: Hal Leonard Music, Inc.. 1955Y, 2 7 PP.

I:9A. R. C savant, Untitled series of books dealingwith precision drill in the marching band, 8 volumes,(San Antdnio, Texas: Southtrn Music"Company, 1961- ).

v, 20 C. Moffit, Patterns of Motion, (Serie,$)

6 volumes,. (Winona., Minnesota: Hal Leonard-Music,.1964. ).

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The 1972 Rose Bowl featured the "nen-precision" drill

of the. Stanford University band. 'According ,to "News-1

week" magazine, the Stanford band never m rches in step,

and when they come on the field,; they come from all

directions at once.21 While thia style is not popular

among directors, it is still anbther case where 'we do

not know what the fan thinks due t9 lack of research.

D. RESEARCH

As has been noted numerous times in the review of

the literature, there has been little research to 'back

the many statements that have been made.. ,

Charles F: Campbell has conducted "An Evaluation of

the Music and Drill, Used by Eleven High School Marching

Bands in'Contests.H22 Irving Dreibrodt Id "A Study of

Materialis nd HalfuTipe Formations for Marching Bands andaNc .

,

Pep Sqiadsp" Ray McCall wrote "A Critical Analysis of

the Methods and Materials Used in Training Drum Majors andr

Majorettes in Secondary Schools in California. ",VI.

21 "The Rosenka7allers," Newsweek, 79:1 (January 3,1972),, pp 46.

22Charles F. Campbell, "An Evaluation of the Music

and Drill Used by Eleven High School Marching Bands inContests," (Unpublished Master's Thesis, Austin Peay

State College, 068).

23Irving Dreibrodt, "A Study of Materials and Half-

'nine Formations for Marching Bands and Pep' Squads,"

(Unpublished Master's Thesis, University'of California

at Los Angeles, 1952).

2 4Raymond McCall, "A Critical Analysis of the Methodsand Materials Used in Training Drum Majors and Majorettesin Secondary Schools in California", (Unpublished Master'sThesis, College of the Pacific, 1952).

, 00024

Y.

ti

1

Li7

V

While these, few research projects into the:parching,

band are good', they'have little to do with the hypothesis

and are preiented only as the closest research

These, papers can do little iore than provide-a background.

to general,marching band knowledge and pan not be used

to determine what the public at large thinks of the

marching band. All they Show are a few of, the ideas

that the people in the marching band field' have about

their area.

E. SUMMARY,

After conducting a thorough research into the

related literature, one wonders if anyone istruely

interested;,in the marching band other, than those people

which depend on the marching band for their living.

While many band directors have an attitude towards what

does and*hat does not make good football half-time

shows, no. research haS been, conducted to see what the

fans really, think. It is this researcher's hope that

in the near future someone will wake up and start to.

explore this previously untouched region.

O

4

/

e

CHAPTER III

:METHODS AND PROCEDURES

: 184

, Data gathered in descriptive research is only as`.

vaiid-as'the means by which_the data is gathered. In the.

case Of this report, the means vas a questionaire.;

THE QUESTIONAIRE'

The questionaire used to gather the needed, data

designed by this researcher to be short and easy:to answer,

yet thorough enough,to gather precise infortlatiOn. Mdst of

the answers were "multiple choice" so the data would be

easy to handle: There were, however, spaces.*ieft for other.

comments and opinions that did not conform to the choices'.,

A copy of the questionaire may be found in the appendix..-4::

Personal Information4;1/

Since the hypothesis deals only with the subjects!---

. .: ,-... -;. -

high school musical-athletic baCkgrounds, this` rille.,7. 0 ...:. ",--sq..

only personal information gathered. Any other tillorma.: ,-

tion,.such as age, sex, hometown, would have -no bearing :,-

on the hypothesis and would only tend t'd coAfuse,.. ..

,. e ..',.

Football Game Attendencfr, - ...t,

It waS'first.important to detetminel*ho4,414*,navhci. ,,

,

did not attend football games. his !toreviouslYstatea,;/If-

some of the 'students have not attended Ootball44me.,S,,

, d

t

s ,.0

'A

1, 19

would be difficult far them to make valid statements concerning

football game activities. Any comments that they made con-,

cerning the game were therefore disreguarded.

The students were double checked on their answers by

questioning when they went for refreshments. Tf, for example,,,

a student stated that his primary'-purpose for attending

football games was to see the band and:then stated that he

usually went for refreshments at the beginning of half-time,

there would be Some question concerning the sincerity of his

lifTanswers hese questionaires were. not, however, thrown out.

. .

Preferences on Band Performances

The questions in this section were designed to determine

what Styles of half-time shows the students preferred. The

questions were divided into trying to find how important the

marching was in relation to the'music, how important a theme

was, and,whether a student preferred pageantry or precision

drill.

Ui of Music Preferred

Six types or styles of music were listed and the

students were asked to rank their preferences; All six

styles listed have been aoMmanly used on the' football field.4

Extra-Musical Band Groups

Band directorS'probably do not disagree more on any

subjeCt than the use of majorettes _Tid flag girls. This

section of the questionaire was Aegigned to determine how

4

20

the audience feels. Since Eastern Kentucky University-,

does not use pom-pom girls, they were not included.

SUBJECTS

The, students, chosen to complete the questionaire.

were all students at Eastern Kentucky University during

the summer, 1972, semester. Their only qualifiction

for answering the questionaire was that they were enrolled

in Music 271 (Music Appreciation) and present on the day

the questionaire was administered. As previously.stated

in the basic assumptions, these students were considered

to be a true random sample of the entire Eastern Ken,tucky

University student body.

PROCEDURES FOR THE COLLECTION AND TREATMENT OF DATA

The data was gathered under the researcher's super-

vision.in each of the two classes. Careful consideration

,was giveh to make the conditions and:instructions in each

class as identical as possible. The students wrote their

answers to each question as-the researcher read the ques-art

tion. Although time was allotted for the students to add

additional comments, few did so.

No consideration wasallOwed for differences in

Class sizes; meeting-times, instructors, or absences, as

this was consider'ed immaterial., The questionaire was

administered with only a short explatatIOnl di' purpose,

and careful aim was taken not to influence the students.

00028

a

1Ma

,01

1

. 21

'Once gathered; the data was treated,from'about*

-every possible angle. It was grouped in the body of

this paper by subject or question (le-TYPES OF MUSIC

PREFERRED),-andin the appendix by groups of students

with similar backgrounds.

Students were first grouped by, identical backgrounds.

Some of,these groups were then combined to give groups of

similar backgrounds. Whileimphe combined grolips provide

enough information for the hypothesis, the individual

groups provide amore detailed source of information.

Some groups had less than three people (or six per

cent) of the total of fifty-one people. It is extremely,

doubtful if much can be based on the thoughts of such

small groupS,'but they were included.

Since the groups fell into many different sizes,

much of the information was converted to percentages

and arithmetic means. The groups that had no members

were not included except to mention wfich they were.,

Although most of the data was cov red systematically,

some data escaped the system. hissed items of information

that .were felt by the researcher to. be ImpOrtant. were

included at'appropriate places.,e

As previously mentioned, the options). comments C

students were allowed to Make were not included in this '

paper. It is felt that they were too defic ent in

quanity and quality. This lack of concern Oil the students'

part perhaps points to an indifference and' possibly

00029

22

shakes the very fotindation of this paper. This is,

however, only an opinion and'there is no means of

verification.

Every effort was made to treat the.data thoroughly,

yet present the results simply enough to be understood.

.

The data was treated with an unbiased attitude with the

hopes of answering some of the questions that face us.

0 Q 030

f

rC

CHAPTER Iy

FINDINGS OF,THE STUDY

23

The findings of this study are presented on,the

`following'.pages in table form. 'While every effort has

been made to make the tables thorough, yet easy to

understand, some information is needed to make the use

of the tables effective.

ORGANIZATION 0? THE TABLES

Identical Groups-Combined Groups Defined

All of the tables fit into pairs. The first table

of each pair gives information in terms Of "identical

groups." An "identical group" May be defined as a'

number of students that participated in exactly the same

high school musical-athletic activities. All "identical

groups" arc. odd numbered.

Immediately following each "identical group" table

is a '"comipined'grdup" table,. A "combined group" may be

defined as a number of studerits that participated in

'similar high school musical - athletic ?activities. All

'"combined groups" are even numbered.'

' Eabh group is assigned. a letter 'name. This letter, .

'name serves no purpose except to order the groups and

provide'an easy reference point. Each name has two letters.

The first letter'provides order. while the second letter

00031r 's

'24

\111-t1defines the group as 1 cal (I)or bombintd (C): To

save confusion, no "I's" or "C's" were used as first

letters. The two orders do not necessarily relate. In

other words. "DI" is not necessarily related to "DC."

The combined groups fall into comparison pairs.

Example: Group "AC" is all the students that were in

their high school bands. The next group, "BC" is the

opposite, all the students that were not in their high

school bands. This holds true fall all "C" tables

except "QC" which is a total combination of all'groups.

Definition of Terms Used'in Tables

There are two terms used throughout the tables that

possibly need to be defined. "Group Type" refers to the

pattern of high school musical-athletic activities in

which all members'of an identical group participated. It

is defined in full in Table I and abrevlated to "Y's"

(for yes) and "N's" (for no) in, the leniaining odd numbered

tables.The order of the "Y's" and "N's" follow the

order of the four questions dealing with personal information.

Theterm''Revlsed Croup Number" refers to the number

of people in a group exclusive of the members that did not

attend football gathes.

Topic Order

The tables cover the topics in the order in which ,

the topics appeared on the questionaire. The information

sought from each table is provided at the beginning 4(

each pair of 'tables.

00032

ft

J

(1

TABLE Ie

25

ANALYSIS OF STUDENTS' HIGH SCHOOLMUSICAL-AThLETIC BACKGROUNDS BY IDENTICAL GROUPINGS

Questions to be answered yes or no.

1. Did you participate in your high school band?2. Did you participate in any other high school

musical organization?,3. Did you participate in your high school football

- program as either a player or a cheerleader?4. Did you participate in any other high school athletic

prOgramsas either a player or a cheerleader?

ti

GroupPossible Answers Total Percent

of

Total

Question Numbers in

Group

AI Yes Yes Ye, Ya$ 3 6

BI Yes No Yes Yes 1 2

DI J Yes yes No Yes 3 6

EI Yes Yes' Yes No 0 n

Fl Yet Yes No No 0 . Q

G. Yes

Yes

No

No

Yes

No

No ...1,

17PS

1

1

2

?

.

..,

41

6 Mill'4

IIMENIIIIIMIll0 t

4

El

lin12 -gj

N.

e

PT

No

MIME I I I I

MillinS-MNIMilPmMMIN

$ 0

o

0

. 1-.

0

Q T Ma No No Yes 5 10

: 0 NO 7 14.Totals 51 101*

*Total due to rounded percentages .

00033.

-2

l'o

L.

264 i

\\,TABLE II

ANALYSIS OF STUDENTS', HIGH SCHOOLMUSICAL-ATHLETIC BACKGROUNDS BY COMBINEI5 GROUPS.

Questions- to be answered yes or no.

1. Did you pafticipateln'your high school band?

? Did you participate in any other high schoolmusical organization?

3. Did you participate in your high school footballprogram as either a player or a cheerleader?

4. Did you participate in any other high school athleticprograms as either a player or a cheerleader?

The answeres are listed on the table yes answers above

no answers. Example: 12means twelve yeses and zero noes.0'

(table on the following Page)I

4

4

00034:L.

e

.

a

I

1

27

Group

Identical

Groups

Combined

Descrip-

tion of

New Group

QuestionsNumber

in .

Group

.

Per-centof

Tota2 3 Ell

.

C

:F :G '

HI,JI.Studentsin sand

1 12 6 8

4 12

6C

mc

QI,RI.

fif.5f.Ri.MI:NI:OI:

:0 :. ,

. . .

a insnBanBand

u en s

it,i/

Music

kind

0 1

2

411111111

21

,

39 7639

A2

X'

C

LI,PI,QI,RI.

,B1. I.FI.KI,MI,NI,OI.

ennot in

ts

any music

Students11'1

Football

0 0

47

5 19 18

24

, 37' 14 0 1 19

.

BI,GI,HI,JI,LI,PI,QI,RI.

.

not inFootball

7 16 0 126325 16 32 20 32

.

EAi, I,

I,G,HI:K -,

.

FI,JI,OI,RI.

Students

AASS 0d'...

Studentsnot inAthletics

,

i9 30

6122 20

10 0

1

0

31

91c 2 20 20

G

AI,BI,EI,GI.

In BothBand andFootball

5 3 5 4 .

102- 0 1131-71-J

FIT:KI:LI:

. ;RI:

ren,111'..

.13-rxr;-..ny"Fotit.--

In Neither

Fo ppalIrnoBnand otherMusic

-o-Ciii-i3ITia

ba 1rand

; '

0 13 0

25

6

492

6

12

6

.23

17

6

h

AI,DI,EI.FI.

Illlittlifi-RICISTCh77

LI.

12.0_

6 --1

___I1

0

24

45 88:..

31 ..,,..1_

4 .' 5

2

1

2101.8,. .

4'18

..,',

'0

. I.GI

,gP . .RI.

op n

aStotgr1 12

33 65Ath etics 2 1 21

`AY

Total of Total ofAll Grou all Groups

1

;IIII

III 3151 10020

00035

H. s

11-4.4 ...art Zr

TABLE III

e'

ANALYSIS OF STUDENTS' FOOTBALL GAME ATTENDENCEBY IDENTICAL GROUPS

28

Problem- Please rank in order of importance the factors

you consider when attending a football game. List 1 as

most important, 2 as next important, and 3,as least important.

.Factors- 1. Igo to watch the football team and game.

2. Igo to watch the band perform.

3. I go to games socially. (Take a date orbecause everyone else goes.)

Note: "Group type" refers to the Way the students answered

the first four questions concerning their musical-athletic backgrounds. (See Table I)

(table on the following page)

p

0

00036

129

;-71-

C;:1

Group GroupTypee

Numberin

Group

Lessnon-Attend.

RevisedGroupNumber

Fac-tor;

Rating--=----.--' Arith.

Meantr.2nd ,rd.

AI.

.'.,k

YYYY 3 0 3

1

2

3

0 0

0 1 2

0 2 1

1.0--2:72.3

.

BI YNYY* 1 0

i

1

1

2

' 1 0 0

0 1 0.0 0 1

1.02.03.0 .

DI YYNY 3 0 3 2

i 1 1

1 2 0

1 0 2

2.01.72

EI YYIN 0 0 0

1

2

-0 0 0

0 0 0

0 0 0

0.00.00 1

FI YYNN 0 0 0 23

0 0 0

0 0 0

0 0 _.0

0;00.00.0

GI YNYN 1 0 1

1

2

3

0 1 0

1 0 0

0 0 1

2.01.0).6

HI YNNr,_

1 1 0

1

2

3

q,-,,,-,,o 0

0 0 , 0

0 o 0

0.00.00.0

.._

JI YNNN 3 1 '2

1

2

3

1 0 1

1 1 0

0 1 1

2.0.1.52.5

KI NYYY 2- 0 , 2

.

1

2 ,

3

1 1 0

0 0 2

1 1 0

1.53.01.5

LI.

NNYY-

12 0 .121

2

3

10 2 0

0 2 102 8 2

1.12.9.2.0

MI

...

-NYNY,

_

3 0 3

1*2*3*

1 1 0

1 1 0

0 0 2

1.5,1.53.0,

fr.

NI NYYN 0 0 0 ;

1

2

0 0 0

0 0 0

0 0 0

0.00.00.0

GI NYNN 10 2 81

2

3

7 o,.0 4 41 4 3

2.52.2

PI NNYN 0 0

1

2

0 0 0

0 0 0

0 0 0

0.00.00.0

e

QI ',NNNY

.

3 3 , 2

1

22 G 0

0 1 1

0 1 1 .

1.0'2.52.5

RI NNNN,

7

,

4 3

4

2

3, o ,c)

0 2 1

1.02.3

.

*Indicates a student not respon

00037

ANON

..

TABLE IV

30

ANALYSIS OF STUDENTS' FOOTBALL GAME ATTENDENCEBY COMBINED GROUPS )

. .

The information on this table is drawn from Table III..

Grp.` Descrip,Number Less

in non-Grout) Attend.

RevisedGroupNumber

Facfor

Rating.

1st,2nd 3rd.

Actith.Mean

ACStudentin Band' 12 2 10

1

2

6 2 2

3 5 2

? 6

1.61.92 .5

BCStudentnot in 39 9Band

.301*2**

24 4 1

1 10 184 0

1.22.5.2

DCStu.entin Mus. . ,27 4or Band

23 2**

.

4 10 8

8 11

1.52.22.4

ECbtu entnot in 24 7

Music17

5 0

5 122 10

1.12.71 2

FCtuenin 19 0'

F'tball19 2

1 4 01 4 14

11 5

1.22.62.2

GCStudentnot in 32 11F'tball

.21

i*2*,*

15 2 33 11 62 7 11

1.42.12,51.32.42.2

HCStudentin any 31 4at et.

271*2*3*

19 6 1

3 8 154 12 10

JCStiAentnot in 20 7,

'

atillet13

1

2n o 41 7 51 6 6

1.2.32.4

KCIn andand 5 0

F'tball ,

5 2 1 2 2

0 2

.

2.22.6

LCo n

Band or 46F'tball

9**

13 196 17 12

1.52.42.1

MCn anand 6' 0

Music6

NCo n

bothMusics 111111M 2*

*312 184 16 14

2.42.

OCn

I

ball and 1,8 ( 0

athlet., 4

18 0 4 14 2.62.21 4

PCNot 121BothAth'ics

11 221* 15 32* 4 11 6

1.42.1

iii2.42.2

QC Total 1 ;

I

11

*one not ansering_- -. -------

4010 I

2* 4 15 205 18 16

00038

- 31

1

TAHLE V

ANALYSIS OF STUDENT'S CONCERN WITH HALF-TIMEACTIVITIES BY IDENTICAL GROUPS

0

In order to determine the Students' concern-with_hAlf-time activities. they\were question.concerning when they went for refreshments..

4 s

Problem- Rank in'order of importarice the factors you,consider when getting refreshments. USe-1 as mostimportant, 2 as next impbrtaht, and 3 as least important.

Factors- 1. I get refreshments wh n I feel the need.

' 2. I go at the beginni7 of half -time.

3. I go after the band /has performed at half-time.

00039

sk.

Group,

GroupType

krumberin

Group

Less -."-lie4c.i3eirl..non-attend.

GroupNumber

-'

Fac-for

, Rat.U11; -

1st 2n43rd. \'i

--ArithiMean

1 1 2 0 1.7

Al YYYY 3 0 3 2 1 0 2 2.33 0 2 1 2.3

-1 t 0 *0 1.0

BI YNYY 1 c" -1 2 0 1 0 2.03 0 0 1 3.01 1 , 'e 0 1.7

DI YYNY 3 O 2 0 0 .3 3.031 2 1 0 ..18.1.,

0.01 0- 0 0

EI YYYN 0 0 .0 2 0 0 0 0.00 0 0 0.0

4 0 .0 0 0.0

F1 YYNN 0' 0 0 . 2 0 0 0 0.0. ? 0 0 0 0.0

0 1 . 0 2.0

GI YNYN 1 0 1 2 1 0 0 1.03 0 - 0 1 3.0

. 0 0 0 0.0

HI YNNY 1 I ',....)40. 0 2 0 I 0 0 0.0

3 i.. . 1 .0

JI YNNN 3 1 2 2 0 0 2 3.00 2 0 2.02 0 1.0

KI NYYY 2 0 2 2 I O. 2 0, 2. b0 0 0

0 .5

LI NNYY 12 0 12 2 5 5 2. 1.6. 1 1s 2

-1* 1 0 1 2.0

MI NYNY 3 0 3 2* 0 1 1 2.5* 1 .

0,NI NYYN 0 0 0 2 0, 0 0 0,0

. 0 0 0 0.0 .

i. a

OI NYNN 10 2' 8 2 0 4 4 2.51 4 3 2.30 0 0 '0.0

PI NNYN 0 0 0 2 0 0 0 0,00 0 Q ,.....Q:11

1 0 2 0 2.0

QI NNNY 5 3 2 2 1 0 1 2.0.

1 '

0 1..21,Q :1.71.7.., 1 0

NNNN 7 , 4 3 0 1 -2 2.7,,RI1 -0 1.7,

*Indicates one student did not respond

00040

4

1

O

33

TABLE VI

'ANALYSIS OF STUDENTS' CONCERN WITH HALF-TIMEACTIVITIES BY COMBINED GROUPS

The information on this table is raw from Table V

G p.'Descrip.Number

inGroup

Lessnon-attend.

Revised.GroupNumber

Faofor

Rating

1st 2nd 3rd

Arith.Mean

1 5 5 0 1.5

AC Students 12 2 10 2 2 1 7 2.5

in' Band 33

"Studer! s ; 3 1.

BC Not in 39 9 30 2* 6 13 .10 2:1-

Band 3* 8 16 2:

Students.

5

DC in Music 2' 4 23 2* 2 8 12 2.4

_.or Band 3* 9 8 2.2

Students .1..

EC Not in 24 7 17° 2 6 6 5 2.0

Any Mus. 3 3 3 11 2.4

Students 1 10 9 0 T.

FC ' in 19 0 19 2 7 8 4 1.7

Football 3 2 2 15 2 7

Students 1* 13 4 ,3 r 1.5

GCS Not in '32 11 .;21 2* 1 6 13 2.6

Football ,

* 6 ....1s, 4 1

. 1* 12 '13 1 . 1.6

HCrtudentsin any 31 27'' ,2* 8 9 9 2.0

Ath'tcs '3*i6 4 f 16 2.4

tudents 1 1,1 0 -.' 2 1.3

JC not in 20 7 13 2 0 5 %8 t. 2:6'

Athletic 3 2 8 1 2si

Stud: in' - ' 1 2 3 0 1,.6

KC Band and 5 0 5 2 2 1 2 '2.0Football 3 t 1 '1 2,4

Stud. not 1* 21 10 3 1.5

LC Band and 46 11 35, 2* 6 13 15 2..3

Foot12212__ * 1 2

in Band 1 2 4 0 1.7

MC and 6 0 6 2 1 0 5 2.7

Music '3 2 1 1-7Not in 1* 9 3 1.7

NC Both 45 11 34 2* 7 14 12 2.5

Musics , * 5 10 18 2.:

n ot 1. 0 1.

OC Athlet-' 18 0 18 2 6 8 4 1.9'

. ics 103 2 2 14 ,?2.7

Not in,

1* 1 7 13 -1E.5

PC Both 31 11 22 2* 2 6 13 2.4Ath'ics * 6 '10

3 13 3 1.

Total 51 11 40 ' 2* 8 14 A7 2.2'* 8 12 1 2'2

*indicates a student did not respond

00041

'TABLE VII

ANALYSIS.. OF STUDENTS' OPINIONS CONCERNINGPLAyIN9..ARSUS MARCHING BY IDENTICAL GROUPS

. r

- 1

Question 1- Which do you feel is more important in a marchingband, the marching style or the music?

Choices 1. Marching style2. Music

Question 2- Do you prefer that the band play while standingin a formation, or-play while marching?,

GToup.

GroupType

RevisedGroupNumber

Question 1 Ratio, Question 2 RatioChoices in Per- Choices in Per -,

. . cents 1. 2. gents

AI YYYY 3 3 0 100:0 0 3 0:100

BI YNYY 1 1 0 100:0 -0 1 0:100

DI YYNY 3 0 3 0:100 - 3 0:100

EI YYYN 0 0 0:0 0 v 0 0:0 .

FI YYNN 0 0 0 0:0 0 0 0:0'

GI. YNYN 100:0 0 1 0:100

HI YNNY 0 O. q o:o 0 . 0 0:0-

JI YNNN 2- 1 50:50 1 1 50:50

KI NYYY 2 1 1 50:50 0 2 0:100 ,

LI NN,YY 12 7 5 58:42 1 11 8:

MI. NYNY 3 1 2 33:67 2 1 67:3

NI NYYN 0 ' 0 , 0 .0:0 - 0 0 0:0

OI NYNN 8 2 6 25175 3- 5 37:63

PI NNYN 0 .0 0 0:0 . 0 0 0:0

QI" NNNY 2 0 2 0:100 1 1 50:50.

RI NNNN 3 1 2 33:67 2 1 67:33

00042

TABLE VIII.

ANALYSIS OF STUDENTS'' OPINIONS CONCERNING'PLAYING VERSUS.MARCHING BY COMBINED GROUPS

'35

11

The information on this-table is drawn from Table VII.,

Grp..

Descrip..

RevisedGroupN isber

Question Ratioin Per.'cents

uestion Ratio ,

in Per-Choices Choices. . . cents

AC Students,in Band

,i10 6 4 60:40 1 9 10:90

BCu eats

Not inBand

30 12 18 40:60 9

11111130 :70

DCStudentsin Musicor Band

23 . 10 13 57:43-

6;

1 17I

,

26:74

ECStudentsNot inAn Mus.

- 17' 8: 9,° 4.

t

24:76

FCStudentsinFootball

19 13_ 6 68:32 1 18

.

5:95

Students--Not in,Football

21,

.

5 16 24: ?6f

9,

13 43:57

StudentsHC in any

Athletic27 14 13 52:48 4 23 15:85

StudentNot in sAthletic

13 4 9 31:69 6 7 46:54- -i

111111

NC

Student'sin B'd sn'Football'Football

5 5 0 100:0 0 5 .0:100-

Stud. no,Band andFootball

35 13

.

.22 27:63 10I

29:71.

In BandandMusicNot,inBothMusics

6 3 3 50:50 0 6 0:100.

IL19 fi.44:56 10- 24 29:71

OCIn BothAthlet-ics

. 18 12 67:33,i 17 6:94

PC

WEIN

Not inBothAthqcs

22 6 16 22:.78.

9 13. ,

41:59

Total 0 11011111M111 111511K1 I 0 0 :7

00043

MjM

TABLE IX

36

_ANALYSIS, OF STUDENTS' KNOWLEDGE CONCERNINGHALF-TIME SHOW THEMES BY IDENTICAL GROUPS

Question 1-Are you aware that mostAalf-time shows arecentered around a thete?

Question 2 -If someone 'were to ask` you after a footballgame What the theme of the band's half-timeshow was, could'you tell theme?

eGroui, Group

Type

ReviseUQuestionGroupNumber

1-Ratio Question 2 'Ratioin Per-cents

Answer in Per- Anser,Yes No cents Yes No

AI YYYY 3 ° 0 100:01. 3 0

,

100:0

BI YNiY 1 -1' 0 100:0 0 1.

0:1 00

DI YYNY 3 3 0

e

EI YYYN 0

,,-'0

0 0

_100:0

0:0 0 '0

.100:6

0:0

FI' YYNN' 0 0 0 0:0 0 0 d:0)

GI YNYN 1 1 0

1

100:0 0 1 0:100

HI YNNY. 0 0 0 0:0 0 0 0:0

JI YNNN 2 2 100:0 1 1 $0:50

100:0KZ' NYYY 2' 100:0 2

LI 'NPYY 12 10 2 .,85;17--

Y 10 17;83

MI NYNY 3 2 1 ',.. 67:33 2 1 67 05

NI NYYN 0 .0, 0 0:0 0 0 6:0

OI NYNN 8 8 0 100:0 6_ 2 75:25'

0:0

,

PI NNYN 0 0 '0:0 0 0

QI NNNY 2 2 0 100:0 2 0 100:0

RI NNNN 3 1 , 33:67 ,. 0 3 j0:100

1 1

00044

T.37

TABLE X

ANALYSIS OF STUDENTS' KNOWLEDGE CONCERNINGHALF -TIME SHOW THEMES BY COMBINED GROUPS

The information on this table is-drawn from table X.

Group Descrip.RevisedGroupNumber

Question 1 Ratio . Question 2 Ratioin Per-bents 4

70:30

Answers in Per- Answers177177

7

1. cents

3AC Studentsin Band

10 .19 0 100:0

BCStudentsNot inBand

30 25 83:17 14- 16' 47:53"

DCStudentsin M ic'or B d

23 22 1 96:4 17, 73:27

-ECStud isNot ri

Any us.17 13 4 76:24' 4 13 24:76

FCStud ntsin I

Football19

.

17 2 89:11 7 12.

37:63'

GC '

StudentsNot inFootball

21 18 3 86:14 14 ! 7,

67:33

HCStudentsin anyAtheies

27. ' 24 3 89:11 14'

,

,

'13.

51:49

JCStudentsNot inAth'ics

3 11

.

85:15.

7 6 54:46

KCStudents,in B'd h'Footbal)

5 5 0 100:0 3 2 6-0:40

LCStud. not;Band aridFootball

35. 30 5 8.6 :14 18 17 51:49

In BandandMUsic

1 .

,

,

100:0 6 0 00 :0.,

. ........,

NC ,BothNot in

Musics34 29' 85:15 15_ 19

.

4713--,.

OCIn BothAthiet-ics

18 16 2 89:11 7 11 39:61

PCNot inBoth'Ath'ics

22

`40

19

IMO INIIIIIIMMIII

87:13 14

MA8

111fflIr

63:37

cic Total

0004 '

38

TABLE XI Is

ANALYSIS OF STUDENTS' PREFERENCES CONCERNINGTHE USE OF,PROPS BY IDENTICAL' GROUPS

'Question- Do you prefer half-time shows that use prdps?

Group

I

GroupType

RevisedGroupNumber

Answers Ratio.,in Per

,eentakes_

07:33

Yes No

Al , YYYY 3 2 1

BI 'YNYY 1. ' - 1 0 , 100:0

DI YYNY 3'

g-

1 2 4.3167

Et YYYN 0 0 0 0:0

FT: YYNN 0 -0 0:0 ,

GI YNYN ' 1 1 0 100:0

HI YNNY 6 0 0 0:0

JI YNNN 2 1 1 ' 50:50.

,

KI , NYYY 2 0 2 0:100.

LI NNYY 12 9 3 7 :

MI NYNY '3' 1: 2 33 :67

NI NYYN 0 0 0 0 :0

Or NYNN 8 4 4 50:50

PI NNYN .0, 0 0:0

QI NNNY 2, 2 0 100:0

RI NNNN 3') 0 3 0:100 -

0004Gt

39

TABLE XII

ANALYSIS OF STUDENTS! PREFERENCES CONCERNINGTHE USE OF*PROPS BY COMBINED GROUPS'

The information on this table is drawn from Table XI.'

Group Desprip-tion,

Revised'roup

lumber

Answers . Ratio. -

iri PercentagesYes No

AC Studentsin Band

10 6. 4 60:40,

,

BCStudentsNot 16Band

30 16 1 53:47,

DCStudentsin Musicor Band

'23,.

11 12 52:48 .

ECStudentsNot inAny Music

17 ll 6 65:35

FCStudentsinFootball

19 13

-

- 68:32

GCStudentsNpt inFootball

21 12 43:57 T

HCStudentsin anyAthletics

27 17 10 63:37-

JCStudents.Not inAthletics

.

13 38:62

KC,Studen sin Bandand F'tball

5 4 1 80:20.

LC ,

Stud's notin Band andFootball

35 18 51:49

-

MCStudents inBand andMusic

,

6r

3 3 50:50 .

NCStuds notin BothMusics

34 --19 15 56:44.

'OC

Students inB'othAthletics

18 12 6 .

.

67:33

PcStud's notin BothAthletics

.

22 10, 12- - 45:55

QC Total 40 2 18- 55:45

A

t..

.

A

40

I TABLE XIII'

ANALiSIS'OF STUDENTS' PREFERENCES CONCERNINGTYPES OF 'HALF-TIME SHOWS BY IDENTICAL GROUPS

Problem- Mink in,order the type Of half-time shows you

- prefer. Use 1 as most,preferred, 2 as next preferred, and

3 as least preferred.

Types of half-time shows:

1. Pageantry-' '"-

2. Precision Drill

3. 'Combination of-above'twO types

(table on following page)

G

4.

00048

p

101

141

Group GroupType

'eviSeGroup.Number

Factor'a ng '21. hm

Mean1st. 2nd ,3rd

AI YYYY , 3123

01 .

2

3.00.

02,1

2.02.31,7

'HI_.f

YNYY . 23

;01

1'.0

0.0

.

3.01

.1.0.

DI

.

YYNY 3, i

123

021.

.01

_ 2

300 .

3.01.31.7

_,,,.

EI YYYN 0123

13

00 i

0

000

000

0.00.0.0.0

PI YYNN .01'23

000

000:

0-00

0.00.00.0

GI YNYN 1

.-01

. 0

001

100

3.01.02.0

HI YNNY 0 200 '

0

000

000

0,Q-0.00:0

JI YNNN 2123

020

101

10'1

,2.51.02.J

KI NYYY 2.

4

1

3

020

00z-

20 .10

3.01.02.0

LI NNYYC-

123.

,

/5

.4_3

4' 2

6

363

1.8.2.22.0

MI

.

NYNY 3' 1,

-23

111.

1

4.

1'.

1'.1J.

2.02.02.0

NI

.

NYYN 012

3

.

000

0, 0 ,

0

000

0.00.00.0

.

OD,. .

NY NN < 8123

I.

. 43

50 '-3

, 214

2 ,

2.12.01..9

PI NNYN, 012,

00.0

000

00 ,

, 0

0,.00.0'0.0

,

QI NNNY " 212 '.

''

1 .

01

- 1 ,

01'

',,

,1.542.5 .'

,.

HI ANNN 3.,

. 3

21

0-1

.0i

2'0 ,

01

1

.2 I

521..30

2.3'2.4

11:

V

42

TABLE XIV

ANALYSIS 6F STUDENTS' PREFERENCES CONCERNING'TYPES OF HALF-TME SHOWS BY COMBINED GROUPS

The information on this table is drawn from table XIII.

Group.

Description.

RevisedGroup.Number.

FactorRatin5 Arith.

Mean1st 2nd 3rd

AC Students in 10 2 6 2 1.6

. Band _ 3 4 4 2 1,8

'Students.

' 10 12 8 1.9

BC Not in . 30 2 11 6 13 2.1

Band . ? 12 9 2.0,

'students in 10 .II 2.4

DC Music or 23. 2 13 3 7 1.7

Band . 8 10 5 1.9

Students 1 B 6 3 1.7

'EC , Not in, 17 2 4 5' 8 2.2

Any music/ 3 6 j 2.1

Students 1 7 7 2.1

FC in 19 y 2 8 3 8 2.0.

Football 3 6 ,9 4 1.9

Students 1 5 9 7 2.1

GC Not in i '21 2' . 9' 5 7 1'.9

Football 3 7 2 7 2.0

Students .1 7 9 11 2.1

FCC in any 27 2 11 6 10 2.2

Athletics, 3 ', 9 12 6 1.7

Students. 1 3 7 3 2.0

JC Not in 13 2 6 2 5 1.9,

_Athletics 3 4 4 5 2.1

Students 1 0 3 2 . 2.3

KC in Band & 5 2 2 1, '2 , 2.0

Football 3 3 1 , 1 1.7.

Studs not 1 , 10 13 12 !2.1

LC in Band & 35,. ,2 15 7 13 1.9

Football 1: 100.

153

103-'

2.0-2.5idents

MC in Band k 6 2 3 1 - 2 1.8

and Musid 1 ., 3 2 1 1.7

Stud's not -1 10 13 Al . 2.1

NC in Both , 34 '2 '14* .7 13 i.9

Musics , 3 10 14 10 2.0

Students .1 5 6 2.1

OC in Both '18'' .2

'3-7 . 3 8 2.1

Athletics '6 8 4 1..8

Stud's not ,1 5 9 8 2.2

PC in Both 22° '2 10 5 ..* 7 1.8

Athletics 3 7 8 7 '2,a. 1 10 16 14 2:14.'

QC Total 40 2 r 17' 8 15 1,9

3 13 16 ,11 , 1.7k.

:06050

,

43

TABLE XV.

ANALYSIS OF STUDE S' PREFERENCES CONCERNINGTYPES OF HALF TI MUSIC BY IDENTICAL GROUPS

tProblem-Rank in order the.stYles of music'you prefer aband use in its half ime shows. Use 1 as most preferred,2 as next preferred, and 3 as least, preferred.

Types of Music

1. Rock2.' Jazz3. Popular ( ny Williams, Henry Mancipi, Burt pacharach)4. Broadway howtunes5. Marches6. Non-popu ar serious music (so-called "classical)

...

Group GroupType

RevisedGroupNumbe

Typesof

Mus1c

Rating'

Arith.,

%t,il.st.2nd 3rd 4th 5th 6th Mean

Al

.

YYYY-

i

.

. 1-2345

6

2 1 0 0 0 0

0 .0 1 1 1 0

1 1 0 0 1 O.

0 1 . 2 0 0. .,0

0 0 0 2 1 000000_3

1.34.o2.72.74.36.0

-,

BI

.

YNYY .1

I

1

1200013456

0

0

0

1000001

0 0

-0 1

1 ' 0

0 d

0,1 1o'04.00' 0

0 0

0 0

0

0

0

0

5.0

3.02.01.0.6.0

.DI

,

,

YYNY 3

1

2

34.

.5600000

1

0

,1

0

1 ,

1 0

2 0

0 0

0 2

o 1

0 1

1 . 0

2 '0

0 1

0 1

00

0

0

0,2,

2.72.73.03:7.3.0

6.0

EI YYYN 0 - No RatingsFI YYNN 0 - No Ratings I ,

... .

.'

GI'

.

YNYN 1

.

12

345 .

6.

0

1

00

o

o

0 0.00000''6 1

1 0

0 0

0, 0

1 0

0 0

0 0

0. 1

0 o

0,

0

0

0

1_

4.01.03.02.05.6.0

HI YNNY 0 - No Ratings .

Continued on following page

00051.

44

\ (Continued)

.

Group GroupType

RevisedGroup/Number

Typesof

MUsic

Rating Arith.

1st 2nd3rd 4th 5th 6th Mean

JI YNNN 2

I

11

21

3145 )6

t

1

0 0 0 1 1 0

1 0 1 0 0 0

0 0 0 1 1 0

0 I 1 0 0 0

1 1 0 0 0 0-

0 0" 0 0 0 2

.4.52.0'4.5,2.51.5k.0

.KI NYYY /2

i.

1

2

4- i

56 =

0 0 1

0 0 1

0 0 0& 2 0

2 0 00 0 0

01

1

0

00

1

0

1

0

00

00

00

02e

4.03.54.52.01.06.0

fLi NNYY 12

1

2'

456]

5 2 i

0 2 56 4 0

0 2 31 1 20 1 1

431

40

0 '

0

21

2

61

0

c)

01

2

9

2.23.42,03.84.,3 .

5.3

MI NYNY 3

'12

3 1456

1 0 0

0 1 1

2 0 0

.0 2 0

0 0 1

0 0 1

1

1

1

0

00

t0

00

1

1

0001

11

.,33.02.03.34.74.7

NI NYYN, -I No Ratings

()I NYNN 8

1

2

0 2 1

3 0 2

2 2 30 3 1

3 1 0.

0 0 1

21

1

21

1

1

20

230

20.0

006

4.0.92.43.43.05.4

PI. NNYN No Rat inFs -

QI FINNY 2

1'2

345,6

1 0 0

0 0 A1 "0" 0

0 2 0

0 0 1

0 0 0

10

0

0

1 .

0

0

1

1

0

0

0

0

0

0

0

02

2.5.4.03.02,0'3.56.0

RI NNNN 3

.

1

2

3456

0 0 0

0 1 '02 1 0

1- A 0,

0 '0 30 '0 0

1

2

0

00

0

1

00

1

0

1

1

0

00

0

2

5.0'4.014.3

2:73.0

00052

is

15

TABIE XVI

ANALYSIS OF STUDENTS' PREFERENCES CONCERNINGTYPES OF HALF-TIME MUSIC 13Y COMBINED GROUPS

Q.

The information on this table is drawn from-table XV.

I.

Groupliescription

RevisedGroupNumber

TypesofMusic

Rating Arith.

1st 2nd )rd 4th th 6th Mean

AC

Stud-entsinBand

10

123456

3 2 0 2 3 02 -2 2 3 1 .02' 1 2 3 .2 00 4, 5 0 1 03 1 1 2 3 6-

0 0 0 0 0. 10

.,3.02.93.22.83.16.0

BC

Stud-entsnotinBand

1

23456

731316

, 4471131

3 9 ,4 310' 8 5 03 4 3 04 5 7 27- 3 8 33 1 3 22,

3.33.32.23.43.45.4

DC

Stud-ents,inBand orIlusic

23

1

6.

56

080

4031030

2 5 6 2

9 8 1 05 6 3 06, 1 5 11 4 -5: 12 1" -1 191 6 1 1

3 3 5' 00 1 2 03 4 ,,3 1

7 1- 6 21 0 -2 12 5 -2 04 . 6 ;3. 0

.2 2a3 6

8 ,4 i

2 2 8 21 0 1 161 6-5 ,.3

8 $ 5 3 7.- 0 -

3 1 5' 2 01 ' 1 6 1-,

6 3 3 ,i2 1 .2 '16

3.53.02.93.22.8'5,62.8

,3.12.13.44,1.4

23.32.43.43.85.6

.3.63.12.53.1

.30,..5

,

/ic

EC

o ,

..-........-

FC

Stud-ents .

not inanyMusic

1

2.34

'56

t 1

234

56

.

i

,

6091

10717o403

1 4

81

50

265

.51135.54i

a 1313113

'0

Stud-ents

Foot-ball

19

GC

Stud-entsnot .inFoot-ball

21

1

234

'1t

,

,

""

Stud-ents. inanyAth-letics

27

I23456

.

10i11050

48"

1

2 1 04 8 4 02 5 4 "0 .

10 4 *3 r 25 3, 10 34

Z_____IL___?...___22-

2.73.22.5.3.330

Of,

(Continued on following page)

.

60053,

Continued

Group,Descrip-'Rev.iserTypes.tion Group

NumberofMusic

Rating .Arith.

1st 2nd 3rd 4th 5th 6th can

JC

Studentsnot in'ath-letics

43 .

1

23

45

6

0 2 -. 1

4 1- 34- -3- 3

',1 5 24 2 3

0 0 1.

4w 3- 33 2 0'

2 1 .' 0.2 3 012'_,3 0t 1 10

4.3.8

2.53.12.7' ,

'-5':1

KC

Stud-ents inBand.andFoot-ball 4

12

3456

2 1 0

1 0 1

l',. 1. ,2

,0 3 'Z'1 0 00 0 0

1 4 ' 02 1--' a0 1 Q

:0- 02 O.

0 0 '5

2.6.3.4 .

2..8

-2.4.,,3.8

6.0

LC

,Stud'snot- inBandandFoot-ball

35

1

2

34-

5

6

8 51 34 1.1

14 y,..I. 12 7

'8 'It. - 8-0 1- 3

10 6,

9 5 07. 4 O

5 8 2'3 9 31 5 27

i 3,31 3.2! 2.4", 3.51 3.3

1 5.5

C- 'in,

Students

BandandMusic

,

J 1

2

345

6

3 z o0. 2 1-

2. 1' 0

'0 1 41 0 1

0 0 0

a- 1' o2. --1 0

2 --1. O.

0 '1 0,

2 .2 0

0 0 6

r 2.01 3.312.93.1.3.'6.o'

NC,

stud:.

entsnotinbothMusics

34

12

345

6

7 4 35 4. 11

13 7 5

1 .14 5

8 4' 70 1 3

1-1 6 34 o

-5

94 0

5 7 2

.3 9 31 "I - 26

3.4 ..

3.4.

.02

3.43.45,5

OC

Stud-entsin bothAth-,letics

18

,_.

1

2

3'

456

7 3 2,

0 2 77 rilky.-,10 6 34 1 2.

o -1 1_

4 f 2 06 .,3 - 02 3 04 2 1

2 7 2

o 1 15

2.53.62.43.2 ''3,7 .

5.5I

PC

Stud-entsnot inbothAtli.:letics

22

' 12345612

3456

i 3 15, 4 r.-58 31 41 9 4.-

5 3 6i0 0 2t10 65 6 . A.

15 8'1 is 9

9 4 8o 1 3

7 5, 35 3 05 2 01 6 1

3 4 11 ,2 _ 1,711 7 311' 6 07 5 05 8 2

5 11 31 3 ...32 _

3.82.92.75.23.05.5-3.23.o2.53.2

$.85.5

.QC

,

t'Tosil 40

.

I cry

00054(

%.

I

47

TABLE XVIT

,ANALYSIS OF STUDENTS! OPINIONS CONCERNINGEXTRA-MUSICAL BAND SQUADS BY IDENTICAL GROUPS

.1

ti

E al

Questions-1. Do you feel that majorettes add to ordetract from the band? .

9

Answers:; Add.D. Detract

-11 either

2. Do youeel that flag-carriers add toordetract from the band?

A. AddD, Detract'N. Neither

3. Do you watch the majorettes' routines closely?

Y. YesN. No

4. Do you watch the flag-cdrriersclosely?

Y. YesN. No

(table on following page

qa

'A..

.

00455

4

a

4.

48

4

Grp GroupType

'Rev

GrpNum,A

Answers --7°`

Questiob 1 Question 2 uestion 3 Question 4'

D N Ratio -A D N Ratio Y N Ratio Y N Ratio

AI yyyy 3 2 1 0 6Z:33:0 2 1 0 67:33:0 1 2 33:67 1 2°33:67

BI YNYY 1 1 0 0 100:0:0, 1 0 0 100:0 :0' 1 0 100:0 0 1 0:100

DI YYNY 3 2.0 1 67:0:33 1.1 1 33:33:3 2 1 67:33 1 2 33:67

El YYYN 0 0 0 0 0:0:0 0 0 0 0:0:0' 0 0 0:0 0 0 0:0

F1 YYNN 0 0°C 0 0 0:0:0 0 0 .0 0:0:0 0 0 0:0 0 0 0:0

GI YNYN 1 1 0 0 loo:o:o 1 o 0 100:0:0 0 1'0:100 1' 0 100:0

HI YNNY 0 0 0 0 0:0:0 0 0 0 0 :0:0 0 0 0:0 0 0 0:0

I 'YNNN' 2 2 0 0.100:0:0. 1 0 1 50:0:50 2'0 100:0 0 2 0:100.

KI NYYY 2 1 1 0 50:50:0 1 0 1 50:0:50 2 0 100:0 0 2 0:100

LI NNYY 12 11.1 0 92:8:0 4-1.7 34:808 T2 83:17.2 1617:83

MI NYNY '3 1 1 t 33:33:33 1 2 0 33:67:0' 1 2 33 :.67 r 2 33:67

NI NYYN 0 0 6 0 0:0:0 0 0 0 0:0:0 0 0 0:0 0 0 0:0

OI NYNN 8 7 0 1 88:0:12 7 b 1 88:0:12 7 1 88:12 2 6 5:75

PI NNYN 0 0 0 0 0:0:0 0 0 0 0:0:0 0 0 0:0 0 0 0:0

QI NNNY 2 2 0'0 100:p:0 1 '0 1 50:0:50 2-0 100:0 1 1 50:50

RI I.IMNN 3 1 1 1 33:33:33 2 1 0.67:33:0 1 2 33 67 01/43 ):100

,

*0

4'

44-

$

49

TABLE XVIII

ANALYSIS OF STUDENTS' OPINIONS CONCERNINGEXTRA-MUSICAL BAND SQUADS BY COMBINED GROUPS

The information on this table is dtawn from. table XVII.

-----De-Grp scrip

tion

e

GrN

AnswersQuestion 1 . Question 2 uestion 3 Question 4

A D N Ratio AD Ratio YN-RatioYNRatio

ACStu,inBand

109 .

1

0

-90:10:0 2

.

.0:20:2'6

4 60:40

,

3 7 30:704

BC'Stu,N. inBand

303

4

.

77:13:1016..

411

.

53:13:323

7 77:23 '24-

2(0

DCStu.in anymusic

23IT

3

3

74:18:815

4 66-:17:116

7 70:30617 26:74

ECNat.in-Pius

1714

2

1

82:12:67

2:

41:12:4134 76:24

3.

14 18:82 ,

FCinFootball

1916

. 3

084:16:0

92,

;

,

48:10:414

5 74:26415 21:79'

GCNoFoot-1'111

1521 2

4

.

71:920.

134 62:19:19

15t

,

71:295

1,6 24:76'

'HCin 21`

any- 27sport

4,

278:15:7

135

.

48:15:319

8 70:30720 23:77

JCNot 10any .13sport

1

277:8:15

.9

1 69:8:231'0

3 77h3.211 15:85

1(C

Inbli 4and 5Ftail

.1

080:20:0

,

41

1

80:20:02

3

,

40:602

=3 40:60

LCNo B'dandFtall

2735, .

46

4

1

4

1

. ..

76:1212

..

67:16:16. .

185.

1,

32

51:13:3

50:33:1

278

-

.

3

77:23

50:50

728

,'

4

.

20:80.

33:67MCInBoth"Mus's

NCNo in, \27

Both 34`qs.'sN

4

3

'

79:12:9,19

4

*

.Z:12:226

8' 77:237'27 Z1:79

i

'InOC

15Both 18Wts

3

0

.,

83:17:08

2:

4:11:414

,- 4%

78:22,

315 17:83

PC.Nt in ; 16Both 22Sp'ts i

2

473:9:18

144

.

64:18:1'15

7

.

68:32'616 27:73

-QC

,

31Total 40 5

4 .

78:12:1C:2°2.

61,55:15:3155:15:3

2911 73:27

,_.

9 .°

-31 23;77.

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CHAPTER Y.

CONCLUSIONS AN RECOMMENDATIONS r

0The, conclusions reached from thid studyiare presented

by topics in.the order in which the topics appeared on the

qUestionaire. While some of.the,conclusiohs are drawn

front the identical group tables.most are frbm the combined

group tables.

CONCLUSIONS

Personal Informationa 4

°

The vast majority of the students (eighty-four per cent)

had some sort t musical and/or athletic loackgrouhd .

Slightly more people (eight per cent) participated in

athletics than music. While twenty-three percefit of the

people participated in at least twb,sports but no music,

.there were no people with two musics and no sports. There

was only one -student out of nineteen that played football,

but,did:not play in other sports. Twenty percent of the

students listed only non --band music as their Musical-,

athletic background. Seventy-five percent of the band

students also participated in some sort of athletics.

In,general, athletics seemed-to have the edge over

music except with the people that partibipated only inn

music. Those-people in athletics seemed to be,

.more devoted tb their area, than the music people.itere

to theirs:

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Football_Gate Attendeice

51

.

Only in two of the identical groups did-watchingjY

the band perform achieve primary goal status. 'In both

cases the groups contained former band members. In '

contrasting the combined groups it is found that almost

without exception people with musical backgroUnds list

their secondary goal'as to watch the band and their third

goal as_social purposes. People with athletic backgrounds

reverse -tI1s and list Social purposes as their secondary

'goal and the band as the least of their concerns.

Half-Time Actiliities

An.analysls of the students' half-timeactiVities.

Confirms the above conclusion. Students with a musical

background generally wait until after the'bandhas performed

to get half-time refreshments, while students with athletic

backgrounds-tend4o get refreshments at ehe, beginning

of halfftiLe ?(While the .sh.d,is 1pernorming)..1

Playing vs. Marching

The first group of each coebined groupgcomparison

parr felt that marchihg style more,impOrtant in a

marching -band thah mUsic., The second group'of each

combined group comparison pa -ir felt that'.the music was

more impoitant,than the marching . This ,might be stated

"as,.the musital-athletiz panticipators'favor mrching,'.

style while thepusical-athletie nolf-particIpators favqr

the music. This relationship is clear:..

All agreed that bands should-march While they play.

52

,Half -Time Show Themes'

The majority of the students in all the groups

except group RI (no musical-athletic background) knew

that most half-time shows were based on a theme.

A conclusion can be drawn from the charts that

students with musical- backgounds'are moreN, likely ,to .be

able to tell you.what a half -time show theme was that'

the students with athletic backgrounds. The converse of

this statement als6 holds true. Student's without musical

backgrounds are less likely to know what the half-time

show theme was than the students'without athletic

backgrounds.

props,.

All'students,favored the use of props except those

people without athletic backgrounds. It should be

noted, however, that most groupswere fairly evenly

divided. Only three groups passed a two-to-one ratio

and all of these groups contained athletes.

Types of Half-Time Shows

People were 4ivided on what types ofstialf-time shows

they preferred, The only lean loser .of the group would

have.,O be the pagean y show. More often than not it came

,-in thlrd. The only two groups that preferred pageantry

shows were those people that were not in band and those

people that were not in music.

While it is bard to draw many conclusions because the

s.results are close, it can be generally stated that the

parttdipators preferred combination shows and the

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non-participators precision drill "showst 'This 'is just :

the opposite, however for Aphe people that_ participated.$

in eithet band or music. iihey 'meierred:the precisionA

x,drill over the combinati9nfsh014

, 2.

Types of Mtksic .- I.:' ,. .

.

. -

. -.

. ,

. 0

The groups were unanimous In their rejeption or the

use of non- popular serious'music'on th9ifootball field...

It remained a constant last choice. With the exception

of people with musical backgrounds, everyone seemed to

prefer. popular music as the type to use on the'field% .

Only one group, people.With band and music backgrounds,

preferred rock. Interestingly, the people with _band-6rs

* music backgrounds chose rock as their fifth choice. People

that were not in athletick also showed a strong dislike fpr

rock. Only people with band or music backgrounds preferred

marches as their first choice. Marches were rejebted by

1P.almost everyone else.

While there does appear to be some relatiouspip,

between the students' musical-Athletic backgrounds and

the types of music they prefer, it 1s too complex tobe

stated in terms of a formUla.I a ,

Extra-Musical Band. Squad's

All groups felt that majorettes add to a band.and,

all groups' claim they waph the majorettes'\i-oUtines,

closely.

Although the ratioswere not as favorable to the

lag-carriers, the groups still felt.that the flags added

to the band. It is interesting to note, however, that

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00061 re

when it came to watching theflatroutines; the 'opposite

was true. No.grdups claimed.that 'they ,watched the lag

routines closely. '

Final Conclusions' .

.

Although it has b6en'shown that' in a few. w 0 4

*people agree on some?tatets.-of the Eastern Kentucky

cases all

.-- :

--University Marching Band's half»timo shows, there are

. ! .

.

,

, 'enough cases where- they 'do not agree. that we are able td

_state thatthe knowledge, preferences

posessed by selected non -music major

University students dovary according

, and opinibns

Eastern Kentudky

to their high sdhool

musical-athletic backgrounds,. The hypothesis is confirmed.

.RECOMMENDATIONS4FOR FURTHER STUDY,

.

The need for further researchin this field is.

endless. So littXe research has been performed on the

marching band- audience relationship that the researcher

c an choose almost any subject. The person that can

aetermtne exactly what does please a football crowd would.

have a wide:4Pen market.

Other ds'pects of.the marching band that need researched

include: the effect of marching band on the student's

',health; the eTfebtOf the 'marching band on; the student's

grades; the use Of band uniforms onla marching band;

.

the cost of ,producing starching band dhows; the use of

Eql, brass marching bands versus brass-woodwind marching

bands; the'all-male marching band versus the co-ed marchili'

tend; Casavant:versio Moffitt style of precision drill..

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BIBLIOGRAPHY.

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'BOOKS

Hill, Dean. Football Thru the Years. New York: Grid-iron; Publishing Company, 1940. 114 pp.

56

Lee, JaCk., Modern Marching Band Techniques. Winnona,,Minnesota: Hal Leonard Music, Inc.; 1955. pp 267.

`Marcoulller. Don .R. ,Marching for Marching Bands. Dubuque.Iowa: William C. Browd, Company, 1958. 115 pp.

Opsahl, Julian E. 'Precision Marching. Evanston, Illinois:the Instrumentalist, 1954: 54.pp.

Reynolds, Russell B. Drill and Evolutions of the Band.Annapolis, Maryland: National Services.PublishingCompany, 1928. 124 pp.

Righter, CHarles Boardman. Gridiron Pageantry. New York:

Carl Fischer, Inc., 1941. 75 PP.''

Spohn, Charles. The,Maeching Band. Boston: Allyn andBacon-, Inc.,.1969. 176 pp.A -

Wright, Al G. The Show Band, revised, Evanston, Illinois:The Instrumentalist, 1-970. 135 pp.

BOOKS - SERIES

casavant, A. R. Untitled series of books dealing withprecision drill for the marching band. 8 volumes.San Antonio, Texas: Southern Music Company. 1961-

Moffit, William C. Patterns of Motion (Series).,6 volumes.Winona, Minnesota: Hal Leonard Music, Inc., 1964-

PERIODICALS'

Campbell, Charles F. "Marching Band Contests and Shows-What Do You .Think?" The Instrumentalist, 25:2JSeptember, 1970), pp. 3$- 39 ;'25 :3 (October, 1970),

'1)13q.38-39; 25:4 (November. 1970), pp. 38-39;-25:5,

(December, 1970). pp 36-37. '.', I

Drake, Ilan H. ,"21 Tips Toward the Production-of Successful.Marching and Shows," The School Musician. Directpri,*and jeacheri 39:1 (Au'Rust-September, pa26:222

Douglas, Jaines M. "Use Your Band For Public Relations,"I The School Musician. Director) and Teacher, 42r8

(Npri1.01971), pp 58.59.

ISch, Anthony. "The Benefits of Marching Band," MusicEducator's -Journal, 51:4 (February -March," 1765).-

pp..97-100ry

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57

Jorgenson, James R. "Trends for Band 'Scene' at CBDNANational Conference," Music Educator's Journal.51:5 (April-May,'1965), pp. 89-91;

Philips, Stephen. "The Challenge to Marching Band,"Music Educator's Journal, 51:4 (February-March,1965), pp. 96i..100.

"Rosenkavaliers'," Newsweek, 79:1 (January 3, 1972), pp. 46.

SChmidt, Lloyd. "The Role of Band in Music Educatton,"Music Educator's Journal, 47:4 (February-March, 1961),pp. 81-83.

Weeks., H. Stanwood. -"We Need A MOdern-Day Sousa," TheSchool Musician _Director, and Teacher,40:3,(November, 1968), pp. 68-71.

Whfewell, David. "The College Band: Can It EscapeItsHeritage?" Music Educator's Journal, 51:6 1June-July, 1965) pp. 75-77.

Wright, Al G. "The Marching Band Evolution," TheInstrumentalist 25:1 (August, 1970), pp 2577.

UNPUBLISHED MATERIALS

Ca'mpbell, Charles F. "An Evaluation of the thus c and DrillUsed,By Eleven High School Marching Bands in, Contests."Unpublished Master's,Thesis, Austin Peay `tate College,

1968.

preibrodt. Irving. "A Study of Materials and Half-TimeFormations for Marching Bands and Pep Squads."Unpublished Master's Thesis,4tizona State Uhiverty,:195A.

Dye. ',frames B. "A Study .of the Training Problems andProductions of the Marching Band Pageants." UnpublishedAastera Thesis, University orCalifornia.at LosAngeles, 1952,

o

Haynie. Jerry Thomas'. "The Changing Role of ehe Band in- American College and Universities. 1900:f08,"

Unpubliphed Doctoral Dissertation, George PeabodyCollege for Teachers, 1971.

Johnson, Arthur W. "A Critical Analysis of the MarchingBand,in Secondary School Music Education," UnpublishedMaster's Thesis, University Of,Califopia at LosAngeles, 1931.

00065

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58 . .

McCall, Raymond. "A Critical An lysis .of Methods .andMaterials Used in Training rum Majors' and Majorettesin Secondary Schools in California," Unpublished "

Master's The& ls, College of the Pacific, 1952.

McGuin, Jack. "Band Pageantry,/ Unpublished Master'sThesis, Montana State University, 1953.

,Trass, Ray. "The Present Status of Bands and BandDepartment Ensembles in High Education," UnpublishedDoctoral Dissertation, Colorado State College, 1964.

r

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APPENDIX

tea.

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SAMPLE QUESTiOkAlRE

INSTRUCTIONS: Please fill tills out. to th best of yourability. All, questions should be self-e

PERSONAL INFORMATION

planitory.

Yes . No ,Did you participate in your high schoolband?

Yes No Did you participate in any other high'school musical organization?

Yep____ No Did you participate in your high schoolfootball progranCas either a plater ora.cheerleader?'

Yes No Did you participate in any'other highschool athletic program as either a,player ok^a, gheerleader?

FOOTBALL GAME ATTENDENCE

Please rank in order of importance the factors you.consider

to when.attending a football,game: List 1 ap most important.2 next 'important, etc.

°I go to Watch the football team and game.

I go to watch the band perfoim.

L

I go to the games ,socially. (Take a date or becauseeveryone else goes) .

' Other :(Specify),a

I do not attend football. games. (Check if this applies)

.

Hank in order of impOrtan6e the facto s you consider when

getting refreshments. Use 1 as most important, 2 as next'important, etc.

WIMIIMOI I get refreshments when I fey the need.

I go at the beginning of hal time.,

I go after the band has per ormed at half-time.

Other (Specify)

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PREFZRENOES ON BAND PERFORMANCES

Which do§,

you, feel is more important in a marchl g band,'the marching, style or the. music?

Marching 'Style Music

61.

Do you prefer, that the bafid play whileformation or play while marching?

1

.4

A.

standing in a_

ijL. 4

Play while in formition Play while marching

Yes. .

s vet

Yes /

No

No

Are you aware that most half-time showsare centered arolind a theme?' '

If someone were to ask you after afpotball game what the thede of the,bands half-tiTe show was, could youtell them?

Yes Nd DO youprops?smoke,

Rank in order the type ofUse 1 As, most prefered,'?..

...M. MIN 11101110

pageantry

Precision Drill

CombinAion of the abo*e.

prefer half-time shows that' use(Examples: balloons, streamers,

etc.)

half -'time shows you pteter.as next pgetgred, etc.

-two types.

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Defiriltidns: ;PAGEANTRY:Usually base& on a theme.Band. makes formations; -

such as trains or cars..uses props, occasionallyetands in formation and'

1,;

plays..PRECISION DRILL:bongtant marching by theband; Formations areconstantly changing andare generally geometricdesigns. Props are rarelyused and there may or maynot be a theme.

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TYPES OF MUSIC PREFERED..... 41.11..r.....

4 ..

Ralik in -orderthe styles ,of music, you prefer a band use in

fts half-time shows. Use I as prefer,the most. 2 asprefer seoond,:etic.

Rock

JazzoiIPOM....MIP

,1rPopulai (Andy Wil)iams, Burt*Bachsrach, Henry Mancini)'

Broadway shoitunes

Marches .r

Non-popular serious music (so-called "classical")

EXTRA- MUSICAL BAND GROUPS#

Do you feel that majorettes add to orthe band?

Add, Detract 'Nelther

Do you feel 'that flag-carriers add tothe band?

Add Detract Neither

Yes No Do you watch theclosely? .

'Yes No , Do you watch theroutines closely?

detract from

or detract from

majorettes routines

flag-cEirriers

Please. feel free to add any s4gestions'or commentsmight have cone ping the E(U marching band.

I)

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