In this article, we discuss the latest renewal of interest in the U.S. The results suggest that learner-centered pedagogy and popular music should be incorporated into the curriculums of instrumental music programs. Students also wished the program would have been in an in-person format instead of virtual. At the end of the study, there was a noticeable correlation between student engagement and learner-centered pedagogy through students’ self-efficacy, motivation for improvement, and desire for autonomy. Data were collected through regular Flipgrid practice videos, bi-weekly journals, and a final journal before being coded. All songs were chosen by students, and they were given the liberty to choose which parts to practice. Eleven fourth- and fifth-grade students from an elementary school in the Southeastern United States worked remotely toward creating a virtual performance over 28 weeks.
The purpose of this qualitative case study was to examine the effect of learner-centered pedagogy on student engagement in a virtual elementary instrumental music program.
Practical recommendations include encouraging a broader emphasis beyond performance and competition, and promoting opportunities for autonomous music learning within the school setting. This article addresses cultural and contextual issues in the USA to consider how music advocates might better demonstrate the importance and usefulness of music study as an academic course. Music interest inside of school was ranked significantly lower than for any other subject, while music interest outside of school was ranked second highest for any subject in grades 6 and 7-9, and highest of all subjects in grades 10-12. Music learners in the USA had significantly higher motivational profiles for music and some other school subjects as compared to non-music learners. Students were grouped into three grade levels: (a) 6, (b) 7-9, and (c) 10-12. This research literature relates to the topic of this study because it is concerned with the use of time and teaching behaviors which are the subject of the current investigation.Īs a part of a larger international mapping exercise to examine students’ motivation to study music as compared to other school subjects, this article draws upon data from a sample of 3037 students in the USA to observe perceptions of values, competence and interest in music study (in school versus outside of school) among music learners and non-music learners. Despite the limited number and the restricted scope of studies in strings, it is possible to identify a group of studies in teaching strings that relates to the present investigation and to organize them as follows: a) Studies on the use of time in various string teaching settings (Allard, 1992 Colprit, 2000 Herkstroeter, 2001 Duke, 1999 Witt, 1986), b) Studies on teaching behaviors of string teachers (Bergee, 2005 Elsworth, 1985 Erwin, 1993 Kotchenruther, 1999 MacLeod, 2010), c) Studies on verbal behaviors of string teachers (Colprit, 2003 Salzberg & Salzberg, 1981 Thomas, 1989), d) Studies on teaching strategies of string teachers (Bergonzi, 1997 Duke, 1999 Gillespie, 1988Gillespie,, 1991Gillespie,, 1993Gholson, 1998 Jensen 1990 Smith, 1985), and e) Studies on teaching musical concepts and conceptual teaching in strings (Hendricks, 2010 Nelson 1980Nelson ,1984Townsend, 1999 Wenworth,1977). Pedagogical recommendations are provided for incorporating music history and theory lessons into performance rehearsals. Independent adjudicator scores were higher for the second movement than for the first, although several additional explanations are given that may also explain the variation in scores. Student comments and teacher observations revealed that the incorporation of music history and theory lessons into performance instruction was (a) motivational to students, (b) a catalyst for expressive performance, and (c) an effective use of rehearsal time. The first movement was taught using performance-based instruction only, while the second movement was taught with a combination of performance-based instruction and music history and theory lessons. Two diverse teaching approaches were introduced sequentially as students learned two movements of Schubert's "Death and the Maiden" Quartet (D810). This teacher-conducted research observes the influence of music history and theory instruction upon motivation, engagement, and expressive performance of the author's high school string students.
0 kommentar(er)
