Effective Educational Strategies to Promote Life-Long Musical Investment: Perceptions of Educators

Abstract

While research has broadly considered the wide-ranging intellectual, social, personal, and physical benefits of active musical participation across the lifespan, there is little research that explores how music educators work to promote participant investment inside school and beyond. The present research, therefore, aimed to investigate the practices employed by leading music educators within a range of cultural and pedagogical contexts that facilitate investment toward life-long engagement in music. Interviews with North American, European, and Australian music educators with both practitioner and research expertise from within school as well as higher education institutions were undertaken to gather reflections on participants’ own practices and beliefs. Content analysis of the interview transcripts revealed deep knowledge and skills relating to teaching music, education philosophy and pedagogy, and strong recognition of the support of peers, supervisors, institution/school, and local community. It was clear that interviewees were deeply influenced by local, national, and cultural trends. Further, the advice they offered for new/beginning music educators was to think beyond the structure of their own music education and to explore culturally diverse educational experiences for students. Educational approaches that fostered co-production were favored, thus guiding students in their pursuits in learner-directed environments. While the beliefs and practices described are not “new” – echoing well-established educational philosophies – all interviewees argue for a shift from the prevailing pedagogical practice based on expertise training to the promotion cultural connectedness and sharing in and through musical experience. These findings are discussed in terms of Self-Determination Theory, to provide a framework for how music educators can facilitate long-term musical investment through the development of autonomous engagement to generate personal meaning and value in music, which can translate to deeper, longer musical investment. Exploring these pedagogical practices and beliefs in terms of Self-Determination Theory is a significant addition to the literature, enabling the consideration of the type of motivation required to stimulate and develop long-term interest in music.

Using Self-Determination Theory to Examine Musical Participation and Well-Being

“…Relatedly, much of the relevant work can be challenged on the grounds of a lack of theoretical grounding (Clift and Hancox, 2010). Recently, researchers (e.g., Küpers et al, 2014; Evans, 2015; Krause and Davidson, 2018) have suggested the utility of Self-Determination Theory as a framework to consider musical participation and well-being. Self-Determination Theory has been applied to a wide range of social psychological behaviors, spanning health, education, and social relationships, and is supported by a growing body of research (Evans, 2015).…”

Challenges and strategies in teaching blind student’s piano at the beginner level

“…However, when it comes to teaching blind students at the beginner level, educators encounter a myriad of unique challenges that require innovative strategies and a nuanced understanding of pedagogy. This study delves into the intricate landscape of challenges faced by teachers in instructing blind students in piano at the beginner level, aiming to comprehensively explore and analyze these challenges while also uncovering effective strategies to enhance the learning experiences of visually impaired learners [1,2,3,4] . The background of this research stems from the increasing recognition of the importance of inclusive education across various domains, including music education.…”

Exploring the integration of Chinese nationalized piano education in modern music pedagogy

“…In the realm of music education, the integration of diverse cultural elements and teaching methodologies has become increasingly significant in fostering a comprehensive and enriching learning experience. One such approach that has garnered attention is the integration of Chinese Nationalized Piano Education into modern music pedagogy [1][2][3][4][5][6] . This integration aims to combine the rich heritage and unique teaching methods of Chinese piano education with the contemporary practices of music instruction, creating a fusion that enhances students' musical understanding and appreciation [7][8][9][10][11] .…”