A Grounded Theory of Musical Independence in the Concert Band

Autor/in	Weidner, Brian N.
Titel	A Grounded Theory of Musical Independence in the Concert Band
Quelle	In: Journal of Research in Music Education, 68 (2020) 1, S.53-77 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weidner, Brian N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429419897616
Schlagwörter	Music Education; Musicians; Music Activities; High School Students; Student Educational Objectives; 21st Century Skills; Lifelong Learning; Decision Making Skills; Interpersonal Relationship; Modeling (Psychology); Scaffolding (Teaching Technique); Peer Teaching + Suchen Sie Ihr Suchwort? Musikerziehung; Musiker; Musikalische Aktion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Life-long learning; Lebenslanges Lernen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Modeling; Modelling; Modellierung; Peer group teaching; Peer Group Teaching
Abstract	Defined as the ability to engage in music activities on one's own, musical independence is a frequent goal of music education. This yearlong study investigated musical independence within concert bands through interviews and observations of participants of secondary programs that included musical independence as a primary objective. Constructivist grounded theory analyses of the participants' experiences led to a model of musical independence that included three interrelated outcomes: student agency, critical decision making, and lifewide/lifelong musicianship. These outcomes were the result of specific instructional practices that utilized cognitive modeling, scaffolded instruction, and authentic, regular, student-led music-making in curricular ensembles to promote student agency and decision making. These instructional practices relied upon preconditions for independence, including musical, social, and 21st-century skills foundations frequently found in large-ensemble classrooms. This study provides a model that can be situated within current large-ensemble practices to support the development of musical independence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01