Elementary students' definitions and self-perceptions of being a ‘good musician’

Abstract

The purpose of this study was to examine young children's definitions of what it means to be a 'good musician' and perceptions of themselves as good musicians. The researcher conducted interviews with 347 students in grades 1 through 4 in one US school district, coded the transcripts for salient characteristics and calculated frequencies of these characteristics within and across grade levels. Additionally, students' ratings of themselves as 'good musicians' were analyzed by grade level and sex. Playing instruments, practising and singing were the most frequently mentioned characteristics of a 'good musician' at all grade levels. However, other characteristics fluctuated with grade level, suggesting that students' perceptions of what it means to be a 'good musician' may relate to their own experiences. A statistically significant difference in students' perceptions of themselves as good musicians by grade level suggests that students in grade 1 perceive themselves to be better musicians than do older students.

Self-regulation of teenaged pianists during at-home practice

“…In one study of 300 elementary-age beginning music students, 67% identified practice as an important part of being a good musician (Shouldice, 2014). Yet, beginners may lack the “appropriate schemata against which to evaluate progress” (Hallam et al, 2012, p. 654).…”

“Everybody has something”: One teacher’s beliefs about musical ability and their connection to teaching practice and classroom culture

“…The development of students' beliefs about musical ability is another important topic for future research. Although Evans et al (2000) found the belief in innate talent present among many children aged 12 to 17 years, 89% of the children in grades 1 through 4 who participated in Shouldice's (2014) study believed that anyone can be a good musician. Future researchers might explore musical ability/talent beliefs among children, including what factors may contribute to these beliefs as well as when and how these beliefs may shift.…”

Early Socialization and Opinions of Musicianship Among Preservice Music Teachers

“…Bouij (2004) showed a strong association between music comprehensiveness and the development of music teacher identity. Research by Randles (2011) and Shouldice (2014) supports the notion that young students’ perceptions of themselves as musicians play a significant role in determining their opinions of what it means to be a successful musician. Furthermore, the early socialization by which preservice teachers acquire beliefs, values, and skills of a professional music educator is strongly influenced by role models and experiences taking place in the school setting prior to college (Isbell, 2008).…”

“…Young musicians who thrive in school music programs understandably place great value on the skills necessary for their individual success over other skills not a part of regular assessment and evaluation. As young people grow and further develop a sense of identity as a musician, their sense of self is in part determined by their opinions of what it means to be a successful musician (Bouij, 2004; Randles, 2011; Shouldice, 2014). This same set of formal skills then become the focus of admission into teacher preparation programs, the centerpiece of college methods classes, and the primary criteria for student teaching success.…”