ABSTRACT
The purpose of this study was to investigate teacher intensity, the global attributes of enthusiasm combined with an astute sense of timing in relation to classroom management and effective subject presentation and delivery. The authors also tried to ascertain whether high and low contrasts in teacher intensity could be taught to and then demonstrated by prospective music education student teachers (n = 20) and whether other music education majors untrained in the concept of intensity could recognize these contrasts (freshmen, n = 23; seniors, n = 22; and graduate students, n = 29). Results of the study indicated that intensity as a concept could be operationally defined, easily taught to prospective student teachers, ably demonstrated, and recognized with an extremely high degree of reliability across levels of sophistication within the music education major.
