Beginning and Intermediate Piano Students' Experiences Participating in Evaluative Performances

Autor/in	Mitchell, Nancy
Titel	Beginning and Intermediate Piano Students' Experiences Participating in Evaluative Performances
Quelle	In: International Journal of Music Education, 35 (2017) 4, S.515-525 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761416667463
Schlagwörter	Learner Engagement; Student Motivation; Music; Music Education; Musical Instruments; Instruction; Grounded Theory; Foreign Countries; Parent Teacher Cooperation; Teacher Attitudes; Parent Attitudes; Qualitative Research; Music Teachers; Semi Structured Interviews; Observation; Canada + Suchen Sie Ihr Suchwort? Schulische Motivation; Musik; Musikerziehung; Musikinstrument; Teaching process; Unterrichtsprozess; Ausland; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerverhalten; Elternverhalten; Qualitative Forschung; Music; Teacher; Teachers; Musiklehrer; Beobachtung; Kanada
Abstract	Evaluative performances, such as conservatory examinations and competitions, frequently play a significant role in piano instruction in many parts of the world. Many students participate in these performances as a result of the perception that a program of instruction that is focused on standardized curriculum and evaluation practices will be of higher quality and will result in higher levels of student motivation. This study employs grounded theory methodology and narrative inquiry to better understand the experiences of beginning and intermediate piano students. The findings consist of characteristics of positive experiences with evaluative performances as well as factors that contribute to the quality of students' experiences. Students who had positive experiences with evaluative performances reported positive emotional responses, perceptions of meaningful music learning, and strengthened musical identity. In order for students to have positive experiences with evaluative performances, their understandings, values, goals, and characteristics as a performer needed to align with the demands of the evaluation. In addition, positive experiences with evaluative performances required the presence of supportive relationships with parents and teachers. This article concludes with pedagogical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01