early childhood education Continued from page 27
Students’ cherishing of music as a subject, beliefs about their competence and per- sonal interests are important elements that will have positive effects on persistence and long-term motivation. When students believe that they have the strong ability to do well in music, find playing an instru- ment or singing exciting and interesting, and consider music education important, they will be more likely to continue with music learning. Every child is born with some potential and interest in music, how- ever values and beliefs are developmental in nature and greatly depend on education and surrounding.
At the school level, the amount of resourc- es and emphasis placed on music instruc- tion amongst other school curricula form an important and supportive environment to motivate students to learn. Schools that have a great reputation and long tradition in music learning and achievement are more likely to provide students with a valuable context for music education.
Fostering Lifelong Love
Finally, music teachers occupy a unique place in students’ lives because of their abilities to create meaningful and excit- ing musical experiences. I like to say that teachers can “make it or break it” in terms of students’ motivation and desire to learn. Students seem to be more moti- vated when their teacher is supportive and cooperative, able to explain material well, can provide clear directions and gives immediate and constructive feedback in a positive manner. Choice of repertoire is essential for sustaining interest and pas- sion in music learning. Promoting active student engagement with the music in their lives (including popular music) and then enriching their experiences of music through exposure to new genres can help students expand their participation and encourage their appreciation as a lifelong pursuit. Furthermore, a teacher’s ability to understand and accommodate individual differences as well as provide positive reinforcement and overall support appear to be similarly crucial for motivating stu- dents and helping them to succeed.
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The impact of our decisions and assess- ments can shape students’ perceptions and actions related to music throughout their lives. Students with low confidence in their own musical ability are less likely to value music. As a college professor, I have noticed that many elementary edu- cation majors are very reluctant to sing during their music method class because they think they cannot sing, even when that is not the case. Many students have cited incidents where they were told not to sing in a performance or in the music classroom because they were not good enough. We need to remember that atti- tudes and self-perceptions may influence lifelong participation and love for music. Students with positive attitudes are more motivated in class and more likely to value music over a lifetime.
Just a week ago I saw my friend’s 9-year- old son coming out of his music lesson with tears in his eyes. His European conservatory-trained mother grunted and sent him to the practice room. “No pain, no gain! You will not come out from the room until you can play this piece perfectly,” she declared. This approach does work well with her well-behaved and amazingly talented son. Yes, perfect practice makes a perfect performance. However, it will likely be more joyful with a smile, a great attitude and excitement.
References:
Austin, J. R., & Vispoel, W. P. (1992). “Motivation After Failure in School Music Performance Classes: The Facilitative Ef- fects of Strategy Attribution.” Bulletin of the Council for Research in Music Educa- tion, 111, 1-23.
O’Neill, S.A. (1999) “The Role of Achievement-Related Perceptions in the Practice and Achievement of Young Musicians,” Bulletin of the Council for Research in Music Education 142: 89.
MacDonald, R. A. R., & Miell, D. (2000). “Creativity and Music Education: The Impact of Social Variables.” International Journal of Music Education, 36, 58–68.
McPherson, G. E. (2009). “The Role of Parents in Children’s Musical Devel- opment.” Psychology of Music, 37(1), 91–110.
Plato. Laws. Translated, with Notes and Interpretive Essay by Thomas Pangle. (1980). New York: Basic Books.
Alena Holmes is assistant professor and coor- dinator of music education in the Department of Music at UW-Whitewater. Email:
holmesa@uww.edu
Peer Support
music among other school curriculum
Teachers
Influences for continued participation in music
Status of
Family
Values, beliefs, interests
Self-image, confidence
September 2013
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