‘Turn up the volume and listen to my voice’: Students’ perceptions of Music in school

Abstract

Music teachers are often faced with students’ negative attitudes towards Music as a school subject, and dilemmas of what would be most important to teach and at the same time interesting, useful and relevant to students. Looking at music teaching and learning through the eyes of students can play a key role in re-shaping the condition of learning and promoting a positive and motivating musical learning environment. The aim of this study was to ‘turn up the volume’ of secondary students’ views of their music lessons in secondary school, including what they value and how they would have liked lessons to be if they had the opportunity to change things. A self-report questionnaire was devised for the purposes of the study and was administered to 749 secondary school students in schools in Cyprus. Our findings reveal that participants enjoyed Μusic, ranking it as their second favourite out of 15 secondary school subjects. However, there was a reported discrepancy between the activities students are engaged with and what they would like to be engaged with. Students called for more focus on singing, to play a greater variety of instruments besides the recorder (i.e., drums, guitar and piano) and to play the music they like. Building on students’ perspectives, recommendations are made for music teachers and policy makers.

Student perceptions of the classroom environment, student characteristics, and motivation for music lessons at secondary school

“…Participants’ ratings on the Affiliation, Teacher Support, and Rule Clarity subscales of the CES suggest even more positive perceptions of the strong bond between classmates, the supportive and caring behavior of the music teacher, and the clarity with which the rules of the classroom and the consequences of breaking them were conveyed. The importance of affiliation to participants corroborates research highlighting the value placed by secondary school students on peer learning and making music with their classmates (Economidou Stavrou et al, 2020; Economidou Stavrou & Papageorgi, 2021). The importance of teacher support to participants reflects views of the ideal teacher as empathic and attentive (Arnon & Reichel, 2007; Wis, 2002), as someone creating an environment of service and community (Steele, 2010); and as a servant–leader (Wis, 2002).…”

“…The ad hoc questionnaire consisted of items requiring closed- and open-ended responses. Only the former are reported in this article as the data from the open-ended responses are reported by Economidou Stavrou and Papageorgi (2021). Data relevant to the current study included demographic information (sex, age, year of study), achievement grade, and reported enjoyment of and motivation for school music lessons.…”

“…A hard-copy survey was administered consisting of (1) an ad hoc self-report questionnaire and (2) the Classroom Environment Scale (CES; Moos & Trickett, 1974, 1986 adapted and standardized by Voulgaris and Matsagouras (2005) on a sample of 1442 Greek students. The ad hoc Stavrou and Papageorgi (2021). Data relevant to the current study included demographic information (sex, age, year of study), achievement grade, and reported enjoyment of and motivation for school music lessons.…”

“…The current study was part of a larger study investigating secondary school students' perceptions of and attitudes toward music at school (Economidou Stavrou & Papageorgi, 2021). It explored participants' preferences for different school subjects, their attitudes toward music as a subject, the musical activities they were currently engaged in at school, their preferences in regard to the musical activities they would have liked to be engaged with at school, their enjoyment of and motivation for school music lessons, and their perceptions of the music classroom environment.…”

“…It has also been argued that stronger connections need to be made between school music curricula and the lived experiences and values of students in relation to music; only then will music, taught in schools, become more relevant to them (Arostegui, 2016; Barrett, 2005; De Vries, 2010; Economidou Stavrou, 2006, 2020; Economidou Stavrou & Papageorgi, 2021; Kokotsaki, 2016; Lowe, 2011; Philpott & Wright, 2012). In addition, it should be a priority for music educators to facilitate and find ways to increase students’ motivation and engagement (Economidou Stavrou, 2006; Evans, 2015; Griffin, 2009, 2011; Hadjikou, 2021; Ho, 2015; McPhail, 2013; Vincente-Nicolas & Mac Ruairc, 2014; Westerlund, 2008).…”