ns. This study will concern itself primarily with the way in which students, particularly seventh grade beginning music students, express themselves nonverbally in relation to the satisfaction of their own musical abilities. Furthermore, we are concerned with the way in which music students view another student's nonverbal communication within the musical context in order to identify themselves and, therefore, put limitations or expectations upon themselves and their abilities. For example, if, through nonverbal behaviors, a student sees another student uncomfortable with a musical situation, he or she may well transfer this viewed discomfort internally.
Previous research in the area of nonverbal communication within the context of the musical environment has shown that due to the extreme amount of concentration necessary, both in reading and translating musical notation into action, as well as the increased physical concentration required with beginning music students, students are rarely self conscious of their nonverbal behaviors (Steele, 1984; Neill, 1989; Milgram, et.al., 1987). There also appears to be a direct correlation between the sophistication of young musicians, coupled with their innate musical ability, upon the type and quantity of nonverbal behaviors exhibited (Sims, 1985; Nelson, 1985). Hence, the more difficult a piece of music, the more likely stress and frustration will be expressed nonverbally. This may result in possible self doubt and an overt concern over the perceived difficulty of students watching the performer (Scherer in Weitz, ed., 1974).
However, little research has been forthcoming centering on how students respond in identifying themselves and their own feelings through the nonverbal communication patters of other students. Although clearly a wide research agenda, we have narrowed the focus to one area within a single age group. Through this, we hope to show the importance of monitoring non...