Conceptions about teaching and learning of expressivity in music among Higher Education teachers and students

Abstract

This work aimed to analyse factors related to conceptions and beliefs about expressivity in music among students and teachers. A questionnaire with 11 Likert-type items was developed covering the main factors included in the literature of teaching-learning of expressivity and emotion in music. Through exploratory factor analysis three factors were identified: expressive technique (ET), emotional expression (EE), and self-learning of expressivity (SLE). Comparisons between teachers and students showed that teachers had significant higher scores in EE with no differences in ET or SLE, although the effect size for SLE was high. The three factors are proposed as a tool for the assessment of conceptions of expressivity and its learning in both teachers and advanced students of music for teaching and research objectives.

Young Musicians' Learning of Expressive Performance: The Importance of Dialogic Teaching and Modeling

“…However, research conducted with adults cannot be automatically extrapolated to children, as the acquisition of expressive performance skills by young musicians might be accomplished by other means, depending on their age (cf. Bonastre et al, 2017;Bonastre and Timmers, 2019), development or ability (Woody, 2006;Meissner, 2017).…”

Comparison of beliefs about teaching and learning of emotional expression in music performance between Spanish and English HE students of music

“…-Conceptions about teaching-learning of expressivity: A previously developed questionnaire was used that captures conceptions about teaching-learning of emotional expression in music (Bonastre et al, 2016). It was derived from a first version composed of 20 questions, which was completed and evaluated by five professors and 10 students, in order to optimise content validity.…”

“…The final version included 13 Likert-type items with four response categories indicating the degree of agreement with each statement, ranging from Ô1Õ for ÔNot at allÕ to Ô4Õ for ÔVery muchÕ. Specific items and dimensions are presented in Table 1 (see further Bonastre et al, 2016).…”

“…These dimensions are here presented as statements or beliefs that music students (and teachers) may hold to varying degrees. The rationale for this specific list of statements is explained in our previous work (Bonastre et al, 2016).…”

Film Music Teaching Effect Evaluation from the Perspective of Audience Immersion

“…The determination of relevant systems such as teaching methods, concepts and functions in class has a profound impact on the quality of music teaching. With the addition of film teaching elements, the teaching effect evaluation system has not been improved in a timely manner with a lot of problems to be solved (Bonastre, Enrique Muñoz, &Timmers, 2017).…”