W2_Readings

Yun Dai, D., & Schader, R. (2001). Parent's reasons and motivations for supporting their child's music training. Roeper Review, 24(1), 23. Retrieved from Academic Search Premier database.

AR Subtopic: Motivation

This article reviews parents primary reason for enrolling their child into music programs and keeping them enrolled.  The study found that most parents cited intrinsic values more than extrinsic as reasons to keep their children in music classes.  The thought that “music training nurtures many desirable characteristics in their children including discipline, diligence, academic performance, and intelligence” The report also stated that the success of a music student and major factor for a student to continue studying music was the amount of support the child received at home.

Williams, D. (2007). What are music educators doing and how well are we doing it? Traditional large-group performance may not be the best goal of music education when the way society experiences music is changing. Music Educators Journal, 94(1), 18. Retrieved from ERIC database.

AR subtopic: CAI and Current Practices

This article suggests that our current method of teaching music and current offerings of music classes and courses is being missed by a new generation of students.  The author points out that while enrollment in public schools are up, enrollment in music classes have in the last decade have been declining.  Williams suggests that our current music offerings of mostly large group ensembles, band, orchestra and choruses are to blame which is sparked by the current education system that is in place.   He cited that this current system may be the very thing that will cause programs to die.  As educators we missing a vast population of students that would enjoy to be exposed and involved with music but not under the current system.  He suggested that we offer courses that involve more technology which may reach and engage more students.

de Bezenac, C., & Swindells, R. (2009). No Pain, No Gain? Motivation and Self-Regulation in Music Learning. International Journal of Education & the Arts, 10(16), Retrieved from ERIC database.

AR subtopic: Motivation

This article takes a look at individuals who have learned to play music under 3 musical genres systems; Jazz, Folk and Classical.  The study found that individuals who learned under the first two systems found more pleasure in their learning experiences than did the latter.  The authors point out that learners are motivated more intrinsically by Jazz and Folk music whereas Classical students are influenced by parents and teachers.  The study focused on the quality of musicians’ motivation, genre-specific learning practices, and the competencies demanded by particular music systems.

Zhukov, K. (2009). Effective practising: A research perspective. Australian Journal of Music Education, (1), 3-12. Retrieved from Education Research Complete database.

AR Subtopic: Practice

This article talked about research done in the area of effective practice in learning a musical instrument.  It found that greater achievement for students happened when teachers provided clear structured practice instructions than unstructured practice.  The use of modeling, mental rehearsing and chunking strategies contributed to the success of the student in their practicing.  The article also mentioned that interesting and engaging repertoire as well as parental support at home were also key components.