Higher education music students’ perceptions of the benefits of participative music making

Kokotsaki, Dimitra; Hallam, Susan

doi:10.1080/14613800601127577

Cited by 149 publications

(130 citation statements)

References 21 publications

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“…She describes feelings of "utter joy" while music-making, observing that "music and music making [are] ripe with emotions and emotional potential" that are "an important feature in why we came to music and music teaching in the first place" (127). Kokotsaki and Hallam (2007) have found that group music-making can help participants create a strong sense of social unity and can foster uplifting, exhilarating, and motivating feelings. Participants in their study commented on "enhanced moods whilst performing," "exhilaration while in 'flow'-almost like a drug at its best," "getting lost in a sense of timelessness in the musical act," and a feeling of "escapism" during performances (99).…”

Section: Music-making and Well-beingmentioning

confidence: 97%

Exploring the Benefits of Music-Making as Professional Development for Music Teachers

Pellegrino

2011

Arts Education Policy Review

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Although much has been written about professional development in general education and music education literature, little has addressed the benefits of music-making as meaningful professional development for music teachers. For music teachers, music-making and meanings of music-making have been connected with teachers' identity, well-being, beliefs, and effectiveness, as well as being a powerful pedagogical tool and a way to develop presence in teaching. Presence in teaching is linked with self-awareness, attentiveness, and pedagogical knowledge. The purpose of this article is to explore the benefits of music-making for music teachers in order to convince policymakers of the value of music-making as a professional development activity for music teachers. This article explores theories from psychology and education that link engagement, well-being, and identity to lay the foundation for a justification of broadening professional development policies. Then, literature is presented that connects teachers' art-making experiences (past and present), identity, teaching, and student learning. The third section draws on my previous work to illustrate the intersections between teachers' music-making and teaching. Then, suggestions for implementing professional development programs with music-making components are made. Although there are many ways musicmaking could be included as professional development, I offer four suggestions: including music-making in departmental or district-wide meetings, granting professional development credit to music teachers who make music outside of the classroom, setting up in-classroom reflection opportunities/action research based on integrating music-making and music teaching, and initiating a collaborative teacher study group that includes chamber music collaboration.

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Section: Music-making and Well-beingmentioning

confidence: 97%

Exploring the Benefits of Music-Making as Professional Development for Music Teachers

Pellegrino

2011

Arts Education Policy Review

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“…University music students reported a deepening of musical knowledge and understanding through group music making activities and social benefits in terms of being active contributors to a group outcome, developing a strong sense of belonging, gaining popularity and making friends with 'like-minded' people, enhancement of social skills, and the development of a strong sense of self-esteem and satisfaction. Students also reported enhanced personal skills facilitating their personal identity and encouraging the development of self-achievement, self-confidence and intrinsic motivation (Kokotsaki and Hallam 2007). This piece of research indicated the value of playing in small and large groups as perceived by those participating in them with clear implications for music education.…”

Section: Introductionmentioning

confidence: 94%

“…This study aims to rectify that by exploring non-music students' perceptions of the benefits to them of previous and current participation in making music. It will also make comparisons with the benefits of group music making for music students reported previously in Kokotsaki and Hallam (2007).…”

Section: Introductionmentioning

confidence: 95%

The perceived benefits of participative music making for non-music university students: a comparison with music students

Kokotsaki

Hallam

2011

Music Education Research

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This study aimed to assess the perceived impact of young people's active engagement in ensemble music making. Sixty-two non-music university students were asked to report on the impact that their participation in music making had on their lives. The data were analysed using Atlas.ti software. There was a reported positive impact on social, musical and personal skills. Students' comments on the social benefits they gained from music making were mostly associated with their enjoyment of interacting with like-minded people in a friendly and relaxing environment. The development of musical skills was particularly valued as a significant benefit of making music in groups. The most important finding was the perceived impact of music making in students' personal lives in both the short term and long term. Alongside those perceived benefits, some challenges to ensemble music making were expressed. These are presented and discussed in terms of their practical implications. The case of a single mother that presented particular interest regarding her experiences in a popular band is also reported in a separate sub-section. A comparison is finally drawn with music students' perceptions of participative music making.

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“…When testing the basic components of suggestopedia, the influence of music on emotions, but mainly on cognitive functions, was not demonstrated (Shimbo, 2008). § The Influence of Music on Social and Personal Areas Kokotsaki & Hallam (2007) analysed music students' answers to questions related to the benefits perceived in participative music-making. The answers most frequently applied to the social area, particularly to the satisfaction of social needs (belonging, co-operation, social contact), but also to personal advantages (increased self-confidence, finding part of one's identity, etc.).…”

Section: § the Influence Of Music On Brain Activity And Plasticitymentioning

confidence: 99%

Music As An Influential Factor In Learning

Vondroušová¹,

Juklová²

2017

European Proceedings of Social and Behavioural Sciences

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Music and non-music skills are often traditionally and automatically related, even though conflicting attitudes recur cyclically. Thoughts about how music affects learning, or the academic skills of pupils and students, constitute a chapter of their own. This overview study tries to answer the following research questions: In what psychological context are music and learning currently being investigated?What school subjects (or abilities and skills) are related to music in current research studies and for what purpose? What musical activities (reception, interpretation, production) are frequently researched in relation to learning? The study's objective is to summarise the current results of research into the relationship between music and learning, including a discussion of further possible research topics that could be promising with regard to making the academic learning of pupils and students easier. In the overview study, topics are presented that connect relatively different areas, i.e. learning non-music-related knowledge, abilities or skills, and the various uses of music. There are studies on music as part of the learning environment, on using music to study foreign languages, and on music affecting a person's emotional or social component in order to make learning easier. With regard to the aforementioned, school is a suitable place to apply these findings. To teachers, music offers an interesting opportunity to involve it in their instruction methods; to pupils, it offers an opportunity to use it to increase the effectiveness of their own learning.

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Higher education music students’ perceptions of the benefits of participative music making

Cited by 149 publications

References 21 publications

Exploring the Benefits of Music-Making as Professional Development for Music Teachers

Exploring the Benefits of Music-Making as Professional Development for Music Teachers

The perceived benefits of participative music making for non-music university students: a comparison with music students

Music As An Influential Factor In Learning

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