Abstract
This study examined what paradigms existed among Southern California Higher Education institutions employing either (or both) of the following Performing Arts instructional methodologies: (1) required student attendance at live professional-level performances applicable to the student's course of study, and (2) opportunities for student interaction with professional performing artists through Individual Instruction, Master Classes and/or Question and Answer sessions. Models were examined to determine their perceived effects upon ten outcome variables, as well as satisfaction levels among Performing Arts operational managers, faculty, and students. Analysis of Variance tests were performed to determine whether significant differences were present among various paradigms. When differences were found, Tukey HSD Pair-Wise Tests of Difference were performed to determine between which models the difference(s) occurred. A total of twenty-two paradigms in five different groupings emerged for required student attendance at live professional performances. Five models were described involving student interaction with professional performing artists. Both methodologies evidenced moderate to very strong overall positive effects and positive satisfaction levels among administrators, faculty, and students. Overall, interaction with professional performing artists evidenced higher positive effects. Ten significant differences were found between paradigms for positive effects, particularly in terms of required student attendance. Four significant differences existed in satisfaction levels, primarily regarding student interaction with professional performing artists. It was recommended that both instructional methodologies be implemented in Higher Education institutions. Most importantly, it was recommended that students be given opportunities to interact with professional performing artists through Individual Instruction and Master Classes.