Adolescent Male Attitudes About Singing in Choir

Abstract

The purpose of this study was to investigate the factors that influence adolescent males to enroll in school choir as an elective class and to assess their attitudes about singing in general, self-concept of their own voices, and perception of others' view of adolescent males' participation in choir. Data were obtained from 101 adolescent males who were enrolled in choir at one of six participating schools, and were in Grade 7 or Grade 8. Data analysis showed that most participants enrolled in choir because they thought it was fun and/or they were good singers. Results also indicated that peer pressure factored less than the enjoyment of singing in influencing their decision to enroll in choir. Other results suggested that the participants perceived support from their families, principals, and nonmusic teachers in their decision to take choir and that they perceived slightly less support from coaches at their school. The study indicates a need for future research of adolescent males who have chosen not to participate in choir and their attitudes about choir participation. Future research studying the attitudes of adolescent males from other regions and their attitudes about choir participation is also recommended.

Factors Influencing Future Music Participation: A Review of Literature Based on the Theory of Planned Behavior

“…Hartley (1996) found that middle school students who enjoy playing their instruments tend to continue to participate in music performance programs. Kennedy (2002) and Lucas (2011), in studies of junior high school boys in choir, have found that love of singing is an important factor motivating boys’ enrollment and retention in choir. Clements (2002) examined whether gender affected factors motivating students’ retention in an ensemble.…”

Choral singing and the acquisition of educational values

“…We thus find different studies on the common motivation for adolescent involvement with music from which we can extract the following: (a) the fulfilment of emotional needs (North, Hargreaves, & O’Neill, 2000; Roe, 1985); (b) distractions from boredom (Gantz, Gartenberg, Pearson, & Shiller, 1978; Lucas, 2011); and (c) the relief of tension and stress (Gantz et al, 1978).…”

Teaching general music to young adolescents: Findings from a survey of music teacher perspectives

“…curricular or pedagogical techniques in the ensemble classroom (Koops, 2009;Reynolds & Beitler, 2007;Riley, 2006) and the many ways puberty impacts vocal development and choral ensembles (Freer, 2010;Gackle, 1991Gackle, , 2006Kennedy, 2004;Killian, 1999;Lucas, 2011;Sweet, 2010Sweet, , 2015Zemek, 2010). Despite these many avenues of investigation around the teaching of young adolescents, the educational principles guiding the everyday choices made by music educators when working with young adolescents, particularly in non-ensemble settings, remain unclear.…”

“…As a result, music education researchers have examined young adolescents’ motivation to participate in music as one line of middle school-focused inquiry (Bennetts, 2013; Campbell, 2009; Kennedy, 2002; Power, 2008; Saunders, 2010; Warnock, 2009). Other lines of inquiry in middle school music include the use of varied curricular or pedagogical techniques in the ensemble classroom (Koops, 2009; Reynolds & Beitler, 2007; Riley, 2006) and the many ways puberty impacts vocal development and choral ensembles (Freer, 2010; Gackle, 1991, 2006; Kennedy, 2004; Killian, 1999; Lucas, 2011; Sweet, 2010, 2015; Zemek, 2010). Despite these many avenues of investigation around the teaching of young adolescents, the educational principles guiding the everyday choices made by music educators when working with young adolescents, particularly in non-ensemble settings, remain unclear.…”