Beyond expectations in music performance modules in higher education: rethinking instrumental and vocal music pedagogy for the twenty-first century

Simones, Lilian

doi:10.1080/14613808.2015.1122750

Cited by 15 publications

(20 citation statements)

References 24 publications

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“…Aunque Creech y Gaunt (2018) consideran que se ha empezado a tomar conciencia sobre la importancia de mejorar la educación instrumental, en general, el modelo del maestro-aprendiz ha prevalecido. Generalmente, el docente establece los contenidos y secuencia de la clase, sirviéndose de su propia experiencia formativa, la reflexión personal y estrategias de prueba y error como guías pedagógicas (Burwell, 2018;Daniel y Parkes, 2017;Gaunt, 2008;Karlsson y Juslin, 2008;Simones, 2015). La mayoría del tiempo se dedica a la ejecución del repertorio (Gaunt, 2008;Karlsson y Juslin, 2008), desatendiendo la creatividad interpretativa (González-Moreno, 2013) y la aplicación de innovaciones educativas (Vázquez, Chao-Fernández y Chao-Fernández, 2016).…”

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Lectura a Primera Vista en Clase Instrumental: Experiencias de Docentes y Estudiantes

Baca-Rodríguez

González-Moreno

2021

Artseduca

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La lectura a primera vista (LPV) es una habilidad fundamental para todo músico, sin embargo, en la enseñanza instrumental ha predominado el aprendizaje de repertorio y la técnica. Esta investigación examina el impacto de la aplicación sistemática de actividades que fomentaron la LPV en el contexto de la enseñanza instrumental individual en nivel universitario. La intervención consistió en que los docentes de enseñanza instrumental dedicaran de 5 a 10 minutos en sus clases a realizar actividades de LPV. Estas actividades fueron a elección de cada docente, por lo cual se realizaron observaciones de clase y entrevistas para conocer los métodos y estrategias empleados, así como los beneficios y dificultades que los maestros percibieron en dedicar tiempo de sus clases a la LPV. Solamente dos de los diez maestros participantes realizaron las actividades todas sus clases, aún así, los mayores beneficios de la intervención se percibieron en los cambios de rutina de clases, así como la oportunidad de desarrollar nuevas habilidades dentro de la misma. Los resultados de esta investigación sugieren que no solo es necesario conocer estrategias efectivas para favorecer la LPV de estudiantes en los diversos instrumentos musicales, sino también explorar su aplicación en contextos reales y, sobre todo, dentro de la enseñanza instrumental para favorecer una formación integral.

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Lectura a Primera Vista en Clase Instrumental: Experiencias de Docentes y Estudiantes

Baca-Rodríguez

González-Moreno

2021

Artseduca

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“…Lastly, we explored the main themes present in open-ended answers of students and teachers related to the principal constructs of this research. Three constructs were examined as proxies for well-being referring to the PERMA model, which are supported by past research: (a) MPA (Kenny et al, 2012), (b) career intentions (Bonneville-Roussy et al, 2013, 2017Freer & Evans, 2018), and (c) passion for music (Bonneville-Roussy et al, 2011;Bonneville-Roussy & Vallerand, 2018). Generally, we hypothesized that autonomy-supportive behaviors from teachers would lead to enhanced well-being and that psychological control would thwart well-being.…”

Section: Objectives and Hypothesismentioning

confidence: 79%

“…In recent years, music education research improved awareness on effective teaching through research on teacher-student interactions and specifically through the provision of support to students (Creech & Hallam, 2010;Gaunt, 2008Gaunt, , 2010Gaunt, , 2011Simones, 2017). Sloboda et al (1996) indicated that teachers need to provide encouragement to student musicians, help them overcome the challenges of daily practice, and foster their persistence.…”

Section: Autonomy Support In Music Teaching and Learningmentioning

confidence: 99%

“…The general passion (α = .90) and MPA (one item) were administered to students (see "Measures Used With Teachers" section). Career intentions (not presented in Table 2 because it is not related to a teacher measure) was measured using four questions from an existing questionnaire (Bonneville-Roussy et al, 2013, 2017. Students were asked to rate on a Likert scale ranging from 1 to 5 (strongly disagree to strongly agree) the extent to which they planned to do the following careers after their studies in music (each item was treated separately): have a solo career (M = 2.83, SD = 1.35), play in a group (orchestra, choir; M = 3.29, SD = 1.37), teach music in private (M = 3.69, SD = 1.26), and have a career that is unrelated to music (M = 1.97, SD = 1.14).…”

Section: Measures Used With Studentsmentioning

confidence: 99%

“…Furthermore, a trend toward significance implied that the more the teacher was passionate, the more students wished to pursue a music performance career in group settings. Through their passion and love of music, teachers may convey a sense of excitement and devotion to music that encourage students to persist and persevere in the face of adversity (Bonneville-Roussy, 2013;2017).…”

Section: Autonomy Support From Music Teachers Is Likely To Increase Wmentioning

confidence: 99%

See 2 more Smart Citations

Teaching Music to Support Students: How Autonomy-Supportive Music Teachers Increase Students’ Well-Being

Bonneville‐Roussy

Hruska

Trower

2020

Journal of Research in Music Education

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According to self-determination theory (SDT), the learning experiences of music students can be explained partly by the autonomy-supportive style adopted by their music teachers. To provide the first in-depth understanding of how music performance teachers support the autonomy of their students and how this support is related to students’ well-being, we adopted SDT and the PERMA model of well-being. We provide answers to three fundamental questions about teacher-student relationships in music: (1) Do music performance teachers support the autonomy of their students in higher music education? (2) How do students perceive this support? and (3) How does autonomy support affect music students’ well-being? Music performance teachers ( n = 35) and students ( n = 190) were recruited from higher music education institutions in the United Kingdom. Analyses included mean comparisons of teachers’ and students’ answers to survey questions, correlational analyses of teacher-student dyads’ responses on measures, and qualitative analyses of open-ended questions. Results showed that teachers and students mostly agreed that teachers provide autonomy support to their students. Teachers’ transmission of passion for music and autonomy-supportive behaviors were related to students’ well-being, whereas controlling behaviors hindered well-being. Qualitative results showed that although students put well-being at the core of their concerns, music teachers seemed unaware or ill-prepared to face those concerns.

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A scoping review of international mindedness and related concepts in music education, 2000–2020

Norman¹

2022

Review of Education

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Beyond expectations in music performance modules in higher education: rethinking instrumental and vocal music pedagogy for the twenty-first century

Cited by 15 publications

References 24 publications

Lectura a Primera Vista en Clase Instrumental: Experiencias de Docentes y Estudiantes

Lectura a Primera Vista en Clase Instrumental: Experiencias de Docentes y Estudiantes

Teaching Music to Support Students: How Autonomy-Supportive Music Teachers Increase Students’ Well-Being

A scoping review of international mindedness and related concepts in music education, 2000–2020

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