Melbourne Conservatorium of Music - Research Publications
Permanent URI for this collection
Search Results
1 - 9 of 9
-
ItemStudents' motivation in studying music: The Hong Kong context(SAGE PUBLICATIONS LTD, 2010-12)Studying music in schools has not been regarded to be important for Hong Kong students and parents. Similar to many other countries and regions, music is marginalized in the school curriculum. However, facing the 21st century, the Hong Kong government regards arts education to be an important contribution to the creative industries. The motivation of students in learning music thus becomes more critical. This article reports data drawn from an international study that examined students’ motivation to study music as compared to other school subjects across the school grades. A total of 4495 students from 23 primary and 20 secondary schools participated in a survey. Results indicate a significant decline in competence beliefs and values ( p < .001) and a significant increase in task difficulty for music and other school subjects across the school levels. Compared with Chinese, mathematics, visual arts and physical education (PE), music was ranked rather low in terms of competence beliefs and values, and task difficulty. In addition, there is a trend towards many secondary students learning instruments outside schools. Results may be attributed to a range of factors including a utilitarian view of education held by parents and students and the overall business-oriented atmosphere of the society, in that people focus on financial success rather than a holistic human development.
-
ItemStudents' motivation to study music: The United States of America(SAGE PUBLICATIONS LTD, 2010-12)As 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. Students were grouped into three grade levels: (a) 6, (b) 7—9, and (c) 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. 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. 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. Practical recommendations include encouraging a broader emphasis beyond performance and competition, and promoting opportunities for autonomous music learning within the school setting.
-
ItemStudents' motivation to study music as compared to other school subjects: A comparison of eight countries(SAGE PUBLICATIONS LTD, 2010-12)This study draws on an expectancy-value theoretical framework to examine the motivation (competence beliefs, values and task difficulty) of 24,143 students (11,909 females and 10,066 males, aged 9 to 21 years) from eight countries (Brazil n = 1848; China n = 3049; Finland n = 1654; Hong Kong n = 6179; Israel n = 2257; Korea n = 2671; Mexico n = 3613; USA n = 3072). Music was studied in comparison to five other school subjects (art, mother tongue, physical education, mathematics, science) across three school grade levels that included the key transition from elementary to secondary school. Results indicated that music as a school subject was valued less and received lower task difficulty ratings than other school subjects with the exception of art. Students reported higher competence beliefs for physical education and mother tongue compared to music and lower competence beliefs for mathematics and art. There was an overall decline in students’ competence beliefs and values across the school grade levels for all countries except Brazil. Females reported higher competence beliefs and values and lower task difficulty ratings for music, art and mother tongue than males. Males reported higher competence beliefs and lower task difficulty ratings for physical education and mathematics. There were no gender differences for values in mathematics. Music learners reported higher competence beliefs and values and lower task difficulty across school subjects than non-music learners. Secondary analyses were used to further explore differences within each of the eight countries. Findings suggest that once students have experienced learning to play an instrument or voice, they become more motivated towards other school subjects. Implications of the findings suggest that advocacy aimed at increasing the values that students attach to music as a school subject may encourage more students to become music learners across a wide range of countries.
-
ItemMultiple motives: Profiles of young Australians' reasons for musical engagement.(University of Auckland, 2009)
-
ItemPlaying together in ways that cater for and fulfill student musicians' psychological needs(University of Auckland, 2009)
-
ItemMalaysian children's attitudes towards learning music(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2009-06)
-
ItemEarly stages of musical development: Relationships between sensory integration dysfunction, parental influence, and musical disposition of a three-year-old 'maestro'(SAGE PUBLICATIONS LTD, 2010-02)Current literature offers only scant information on very young children who display high attention and engagement in music, but who are not drawn from normal populations. This study of three-year-old Danny, who possesses the neurological disorder Sensory Integration Dysfunction, provides a case study of the types of parent—child interactions that facilitated a high level of involvement with music from a young age. Parent journals, emails, interviews, and observations of the child at his home were analyzed to map out this young child’s musical development from age 2.5 until 3.5 years. Results document the high level of attention and support Danny received from his parents, and suggest an elongation of the period of ‘communicative musicality’ which typifies mother—child bonding in infancy.
-
ItemMusical potential(Oxford University Press, 2008-12-04)
An ongoing controversy persists regarding the extent of individual variability in musical potential and the extent to which observable differences in acquiring musical skills result from social contexts that facilitate learning, genetic factors, or interactions between the two. This article outlines key elements of these debates and considers how ‘musical potential’ has been assessed. It argues that what children are born withenablesrather thanconstrainswhat they will eventually be able to achieve. While a range of generalized abilities may come into play when learning music, a host of environmental and personal catalysts work in combination with teaching and learning processes to develop particular types of talent. These talents form the basis of the many professional, amateur, and informal forms of meaningful engagement that individuals can have with music.
-
ItemEmotion and motivation in the lives of performers(Oxford University Press, 2010)