Lessons for Teachers: What Lower Secondary School Students Tell Us about Learning a Musical Instrument
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| Title: | Lessons for Teachers: What Lower Secondary School Students Tell Us about Learning a Musical Instrument |
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| Language: | English |
| Authors: | Lowe, Geoffrey |
| Source: | International Journal of Music Education. Aug 2012 30(3):227-243. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Focus Groups, Musical Instruments, Positive Reinforcement, Teaching Methods, Secondary School Students, Student Motivation, Music, Music Education, Foreign Countries, Student Attitudes, Competence, Self Concept, Persistence, Student Needs, Grade 8, Early Adolescents, Qualitative Research |
| Geographic Terms: | Australia |
| DOI: | 10.1177/0255761411433717 |
| ISSN: | 0255-7614 |
| Abstract: | In this study I set out to investigate why many students drop out from elective instrument programmes, particularly in lower secondary school. I examined the values and beliefs a sample of students in their first year in secondary school attach to learning an instrument, and the impact of the instrument lesson upon these values and beliefs. Forty-eight year 8 students (aged 12-13) from the Perth metropolitan area participated in eight focus groups. The study found that, while participants had strong cognitive and affective reasons for learning, their competence beliefs were fragile, due in part to the dislocation associated with the transition into secondary school. Students revealed a need for a high level of positive reinforcement from their instrument teachers. The findings indicate that competence beliefs can be just as important as values in determining the future enrolment decisions of students of this age. The study concludes that it is important for instrument teachers to understand the unique needs of students transitioning into secondary school, and develop targeted instructional practices accordingly. Addressing the specific needs of lower secondary students represents one effective step in the process of improving retention rates in elective instrumental programmes. |
| Abstractor: | As Provided |
| Number of References: | 40 |
| Entry Date: | 2012 |
| Accession Number: | EJ977979 |
| Database: | ERIC |
| Abstract: | In this study I set out to investigate why many students drop out from elective instrument programmes, particularly in lower secondary school. I examined the values and beliefs a sample of students in their first year in secondary school attach to learning an instrument, and the impact of the instrument lesson upon these values and beliefs. Forty-eight year 8 students (aged 12-13) from the Perth metropolitan area participated in eight focus groups. The study found that, while participants had strong cognitive and affective reasons for learning, their competence beliefs were fragile, due in part to the dislocation associated with the transition into secondary school. Students revealed a need for a high level of positive reinforcement from their instrument teachers. The findings indicate that competence beliefs can be just as important as values in determining the future enrolment decisions of students of this age. The study concludes that it is important for instrument teachers to understand the unique needs of students transitioning into secondary school, and develop targeted instructional practices accordingly. Addressing the specific needs of lower secondary students represents one effective step in the process of improving retention rates in elective instrumental programmes. |
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| ISSN: | 0255-7614 |
| DOI: | 10.1177/0255761411433717 |
