What teachers see influences what they say. When directors followed the score, their comments became more numerous and more critical, often focused on specific notated details. Without the score, their attention shifted toward broader musical elements such as tone and overall sound, resulting in more positive feedback. The presence of the score did not just guide attention. It shaped the tone and focus of evaluation.

Teacher feedback had a clear impact on student music preference. Pieces that received teacher approval during rehearsal were rated significantly higher than those that received disapproval. These findings suggest that what teachers say about the music in rehearsal can shape not only how students perform it, but how much they come to value it.

Articulation significantly shaped how listeners perceived tempo. Staccato passages were consistently judged as increasing in speed more than legato passages, even when tempo changes were gradual or unchanged. This effect was strongest in examples with increasing tempo, suggesting that articulation and tempo direction interact to influence the listener’s sense of motion.

Students’ musical preferences are not fixed. They are shaped by what they hear, how often they hear it, who teaches it, and how it is experienced in the classroom. When educators understand these influences, they can make more intentional choices about repertoire and instruction, helping students expand their musical interests and deepen their engagement with music.

Participants who listened to music without the added task of driving demonstrated stronger analytical listening across all measured areas. While both groups engaged with the same musical selections, the added cognitive demands of driving reduced participants’ ability to attend to details such as instrumentation, style, and meter. The most significant difference emerged in recognizing dynamic changes, suggesting that divided attention can meaningfully impact how listeners perceive musical nuance.