Lessons for teachers: What lower secondary school students tell us about learning a musical instrument

Citation data:

International Journal of Music Education, ISSN: 0255-7614, Vol: 30, Issue: 3, Page: 227-243

Publication Year:
2012
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Repository URL:
https://ro.ecu.edu.au/ecuworks2012/506
DOI:
10.1177/0255761411433717
Author(s):
Lowe, Geoffrey
Publisher(s):
SAGE Publications
Tags:
Social Sciences; Arts and Humanities; instrumental music; motivation; music education; qualitative; retention; secondary school; student voice; teaching instruments; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research
article description
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. © The Author(s) 2012.