The Gallup Organization American Attitudes Toward Music Conducted for: National Association of Music Merchants March 2003 Title Slide Main Title Times New Roman Bold 40 point text Black text Centered Sub Title Bold Italic 32 point text Black

Table of Contents Introduction and Methodology……… …………………………… 4 Study Highlights…………… ……………………………………… Detailed Findings Household Players………………………………………. Musical Instrument Ownership………………………… Personal Experiences and Respondent Opinions……… Attitudes Toward Playing a Musical Instrument……… Demographics……………………………………………………… 4 5 13 25 30 42 52

Introduction and Methodology Title Slide Main Title Times New Roman Bold 40 point text Black text Centered Sub Title Bold Italic 32 point text Black

Introduction and Methodology The purpose of this study is to gauge public attitudes toward playing musical instruments in the United States. It is a follow-up to a similar study conducted in 2000. A random sample of consumers, 12 years of age or older, in U.S. households was used to complete 1,005 telephone interviews between February 4 and March 8, 2003. Interviews lasted about eleven minutes. A three-call design was used; that is, if the eligible respondent was not available during the initial call, up to two additional calls were made to reach the respondent. For results based on a sample of 1,005 respondents, one can say with 95% confidence that the error attributable to sampling and other random effects would be plus or minus 3.1%. In addition to sampling error, question wording and practical difficulties in conducting surveys can introduce error or bias into the survey findings.

Study Highlights Title Slide Main Title Times New Roman Bold 40 point text Black text Centered Sub Title Bold Italic 32 point text Black

Musical Instrument Players Slightly more than 1 in 2 (54%) of households have a member who plays a musical instrument, up from the 50% figure in 2000, and the highest figure since this study began in 1978 (51%). One in three (37%) respondents play a musical instrument. Twenty-nine percent of all households have other members of the household that play an instrument. Both of these figures are similar to 2000. Almost one in two (48%) households with at least one person who plays a musical instrument have two or more members who play. This is up significantly from the 40% figure in 2000. The gender and age breakdown of musical instrument players is consistent with prior years. Three of four musical instrument players decided for themselves what instrument they would play. This is consistent with prior studies; there is little difference by gender.

Musical Instrument Players One in five (18%) players takes private lessons; 1 in 3 (35%) participates in a school instrumental program, and 15% take other types of instrumental music lessons. About half (51%) of all households have a musical instrument owner, comparable to the 53% in 2000, but much higher than the 43% in 1997. Music retailers are the preferred source for purchasing an instrument (55%); almost 1 in 5 (18%) would shop for an instrument on the Internet, while only 1 in 10 (13%) would consider a mainstream retailer. Purchasing a new instrument is preferred over a used one (45% to 38%), while 1 in 5 (18%) would consider either a new or a used instrument.

Personal Experiences Four of ten players got started in instrumental music due to the encouragement of their parents, while 28% became interested on their own. The latter figure has trended downward (38% - 32% - 28%) since 1997. The vast majority (64%) of players started to play between the ages of 5-11. Females started earlier than males: 69% of females started between 5-11 while 3% started between 15-18; whereas 58% of males started playing between 5-11 and 11% started between 15-18. When asked how they first learned to play a musical instrument, 3 in 10 took lessons at school and 1 in 4 (26%) took private lessons. Females were much more likely than males to have taken private lessons (35%-17%), and males were more likely to have taught themselves (33%-12%).

Personal Experiences Slightly more than 1 in 3 (38%) have read, seen, or heard about the educational benefits of playing a musical instrument. Of these, their primary source is television (33%), followed by magazines (18%), schools and teachers (15%), and the newspaper (12%). An overwhelming majority (73%) believes that children should be exposed to music before age 5. Even more remarkable is that one in two (54%) believe it should happen before the child is one year old. This figure is higher among women than men (62%-45%) and among college graduates than non-college graduates (66-51%). More than one half (58%) strongly agree that music plays a significant role in preschool development (the same as in 2000); while 2 of 3 (64%) strongly agree that it’s important for children to engage in musical activities in daycare/preschool (comparable to 2000’s 67%).

Attitudes Toward Playing a Musical Instrument An overwhelming majority – anywhere from 80% - 97% -- completely agree or mostly agree with the social attitudes about music: music is an important part of my life, it brings families together, playing an instrument is something I’m glad I learned, music is a good hobby and a good means of expression, it provides a sense of accomplishment, playing an instrument is fun, it is relaxing. Over 8 in 10 (84%) wish they had learned to play a musical instrument while 2 in 3 (67%) would like to learn to play a musical instrument. In a question asked for the first time this year, 8 in 10 (80%) completely or mostly agree that making music makes you smarter.

Attitudes Toward Playing a Musical Instrument The vast majority either completely or mostly agree about the music education attitudes in school: bank is a good way to develop teamwork skills (96%), music is part of a well-rounded education (95%), schools should offer music as part of the regular curriculum (93%), participating in music yields better grades (85%), I would be proud to be in the school band or orchestra (81%), schools should mandate music education (79%), music can be enjoyed your entire life (98%), music instills an appreciation of arts (97%), music helps children make friends (93%), and music helps teach children discipline (88%). Music was also felt to have a positive effect on children’s development. A clear majority completely agreed that playing a musical instrument provides a sense of accomplishment (61%),

Attitudes Toward Playing a Musical Instrument performing in front of others helps develop confidence (65%), it helps develop creativity (61%), and it helps overall intellectual development (50%). Three in four (78%) either completely or mostly agree that learning a musical instrument helps you do better in other subjects, almost three quarters (71%) believe that teenagers who play an instrument are less likely to have disciplinary problems. One in three (33%) were very likely to learn to play a musical instrument if they cost less to own or rent. Four in 10 (42%) strongly agreed with the statement that they would be more likely to participate in music making if scientific research found that it improved their health.

Household Players Title Slide Main Title Times New Roman Bold 40 point text Black text Centered Sub Title Bold Italic 32 point text Black

Incidence of Music Participation by Study Year Questions 5 and 6, respectively: “Do you, yourself, play a musical instrument of any kind? Please consider all instruments that may be played, even if they are not owned?” AND “Do any other members of this household, five years of age and older, play a musical instrument of any kind? Again, please consider all instruments that may be played, even if they are not owned.” “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes. Those who answered “yes” to either question were classified as a household with at least one member who currently plays an instrument.

Incidence of Music Participation by Study Year Questions 5 and 6, respectively: See earlier graph in this section for wording of question. “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes. Compared to previous years, the respondent in 2003 as well as 2000 was significantly more likely at the 90% level of confidence to play a musical instrument than were other family members.

Number of Persons in HHs Who Currently Play a Musical Instrument by Study Year Question 7: “How many household members, including yourself, aged five years or older, play a musical instrument of any kind.” “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes. Only households with one or more persons aged five or older who play a musical instrument were asked this question. NA=Not Available.

Number of Persons in HHs Who Currently Play a Musical Instrument Question 7: See earlier graph in this section for wording of question. “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes. Only households with one or more persons aged five or older who play a musical instrument were asked this question. Percentages may not add to 100% due to rounding.

Gender of Persons Who Currently Play a Musical Instrument by Study Year Question 8: “What is the age and gender of each person in the household, age five or older, who currently plays a musical instrument?” “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes. Only households with one or more persons aged five or older who play a musical instrument were asked this question.

Ages of Younger Persons Who Currently Play a Musical Instrument by Study Year Question 8: “What is the age and gender of each person in the household, age five or older, who currently plays a musical instrument?” “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes. Only households with one or more persons aged five or older who play a musical instrument were asked this question.

Ages of Older Persons Who Currently Play a Musical Instrument by Study Year Question 8: See earlier graph in this section for wording of question. “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes. Only households with one or more persons aged five or older who play a musical instrument were asked this question.

Ages of Persons Who Currently Play a Musical Instrument Question 5 and 8: See earlier graph in this section for wording of question. “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes. Only households with one or more persons aged five or older who play a musical instrument were asked this question. Percentages may not add to 100% due to rounding.

Who Decides in HHs What Instrument Should Be Played: All Players and by Gender Males Females Question 10: “Who decided what instrument (each person in household who plays) would play?” Only households with one or more persons aged five or older who play a musical instrument were asked this question. NA=Not Available

Who Decides in HHs What Instrument Should Be Played Question 10: See earlier graph in this section for wording of question. “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes. Only households with one or more persons aged five or older who play a musical instrument were asked this question.

Participation in Formal Music Activities Among Persons Who Currently Play a Musical Instrument by Study Year Question 9: “And does (each person in the household who plays) take private lessons, participate in school instrumental music programs, OR take other types of instrumental music lessons?” Each formal music activity was read separately. Only households with one or more persons aged five or older who play a musical instrument were asked this question. NA=Not available.

Ownership of Musical Instruments Title Slide Main Title Times New Roman Bold 40 point text Black text Centered Sub Title Bold Italic 32 point text Black

Someone in HH Owns a Musical Instrument by Study Year Question 17: “Do you, or does anyone in this household, own a musical instrument of any kind?” “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes.

Someone in HH Owns a Musical Instrument by Education and Income Question 17: See earlier graph in this section for wording of question. “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes.

Sources Would Most Likely Consider if Shopping For or Buying a Musical Instrument Question 18: “If you were going to shop for or buy a musical instrument, which of the following sources would you be the most likely to consider?” “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base size. Percentages may not add to 100% due to rounding. The examples mentioned for mainstream retailer were Costco, Toys R Us, and Sears.

Would Purchase New or Used When Shopping For or Buying a Musical Instrument Either Question 19: “Would you look to purchase an instrument that is new or used?” “Don’t Know,” “Refused,” “Other,” and “Not Applicable” responses are not included in the base size. Percentages may not add to 100% due to rounding.

Personal Experiences and Opinions of Respondents Title Slide Main Title Times New Roman Bold 40 point text Black text Centered Sub Title Bold Italic 32 point text Black

How Initially Got Motivated to Start Playing a Musical Instrument by Study Year Question 5B: “Who originally motivated you to start playing a musical instrument? Did (responses read)?” “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes.

Age at Which First Learned to Play a Musical Instrument by Study Year Question 5A: “At what age did you first learn to play a musical instrument?” “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes.

Age at Which First Learned to Play a Musical Instrument by Gender Question 5A. See earlier graph in this section for wording of question. “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes. Only households where the respondent currently or formerly played a musical instrument were asked this question.

How First Learned to Play a Musical Instrument by Study Year Question 5C: “There are a number of ways to learn to play a musical instrument. How did you FIRST learn to play a musical instrument? You (responses read)?” “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes.

How First Learned to Play a Musical Instrument by Gender Question 5C: “There are a number of ways to learn to play a musical instrument. How did you FIRST learn to play a musical instrument? You (responses read)?” “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes. Only households where the respondent currently or formerly played a musical instrument were asked this question. “Taught Self” and “Friend Taught” were significantly higher at the 90% level of confidence for males than for females, while “Took Private Lessons” was significantly higher for females. This same pattern was observed in the 1997 study.

Main Source for Reading, Have Read, Seen, or Heard About the Benefits on Education of Playing a Musical Instrument Have (n=1,005) Main Source for Reading, Seeing, or Hearing This (n=411) Questions 1 and 2, as follows: Q1: “In the last year, have you read, seen or heard anything about the benefits of playing a musical instrument and the health, wellness and positive effect on education?” Q2: “Where did you read, see or hear this information?” Only those who answered “yes” under Q1 were asked Q2. “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes.

Age Believe Children Should be Exposed to Music Question 3: “At what age should children be exposed to music?” “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes.

Age Believe Children Should be Exposed to Music by Gender and Education

Agreement With Attitudes About Music at the Preschool Level Questions 4A-B. Using a scale of one to five, where ‘5’ means strongly agree, and ‘1’ means strongly disagree, how would you rate . . . A. Music plays a significant role in preschool development. B. It is important for children to engage in musical activities in daycare and/or preschool. “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes.

Agreement With Attitudes About Music at the Preschool Level by Gender Questions 4A-B. See earlier graph in this section for wording of question. “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes.

Knowledge and Opinion About Senior Citizens Being Involved in Music Know of Senior Citizens Involved in Music (n=1,497) Believe Experience is Positive (Among Those Who Know) (n=251) Questions 4A and 4B, as follows: Q4A: “Some recent studies have shown that being involved with music is a very positive experience for senior citizens. Do you know of any senior citizens that have recently become involved or re-involved with music and playing an instrument?” Q4B: “Do you believe this is a positive experience?” Only those who answered “yes” for Q4A were asked Q4B. “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes.

Attitudes Toward Playing a Musical Instrument Title Slide Main Title Times New Roman Bold 40 point text Black text Centered Sub Title Bold Italic 32 point text Black

Agreement With Social Attitudes About Music and Playing Musical Instruments by Study Year Question 23: “I am going to read you some statements about music and playing musical instruments. For each, please tell me whether you completely agree, mostly agree, mostly disagree, or completely disagree? How about (each item read and rotated)?”

Agreement With Attitudes About Personal Benefits Associated With Playing Musical Instruments by Study Year Question 23. See earlier graph in this section for wording of question.

Agreement With Attitudes About Learning to Play Musical Instruments Wish Had Learned to Play Musical Instrument Would Like to Learn to Play a Musical Instrument Question 23. See earlier graph in this section for wording of question. “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes.

Agreement With Attitudes About Learning to Play Musical Instruments (Asked for First Time in 2003)

Agreement With Attitudes About Music Education in Schools by Study Year Question 24: “ Now, I will read you some statements about children and teenagers and playing musical instruments. For each, please tell me whether you completely agree, mostly agree, mostly disagree, or completely disagree. How about (each item read and rotated)?”

Agreement With Attitudes About Reasons a Child Should Learn to Play Musical Instruments by Study Year Question 24. See earlier graph in this section for wording of question.

Agreement With Other Attitudes About Reasons a Child Should Learn to Play Musical Instruments by Study Year Question 24. See earlier graph in this section for wording of question.

Agreement With Attitudes About Reasons a Child Should Learn to Play an Instruments Question 24. See earlier graph in this section for wording of question.

Attitudes About Music and Playing Musical Instruments (Asked for First Time in 2003) Strongly Agree Very Likely Question 22A: “Using a 5-point scale where 5 means very likely and 1 means very unlikely, how likely would you be to want to learn to play a musical instrument if musical instruments cost less to own or rent? Question 22B: “Using a 5-point scale where 5 means strongly agree and 1 means strongly disagree, please tell me how much you agree or disagree that you would be more likely to actively participate in music making if scientific research found that recreational music making improved your health and well-being.

Demographics for Year 2003 Study Title Slide Main Title Times New Roman Bold 40 point text Black text Centered Sub Title Bold Italic 32 point text Black

Respondent Gender, Age, and Whether a Student or Not Questions D1, D2, and D4, as follows: D1: Gender--recorded, not asked. D2: “Please tell me how old you are?” D4: “Are you currently a student?” “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes.

Respondent Marital Status, Education, and Race Married (n=1,005) College Grad. (n=1,005) Race/Ethnicity (n=1,005) Questions D10, D3, and D6/D7, as follows: D10: “What is your marital status?” D3: “What is the highest level of education you have completed?” D6/D7: “Are you, yourself, of Hispanic origin or descent, such as Mexican, Puerto Rican, Cuban, or other Spanish background?” “What is your race? Are you white, African-American, or some other race?” “Don’t Know,” “Refused,” and “Not Applicable” responses are not included in the base sizes.