Starting to Learn to Play a Musical Instrument: a Study of Boys' and Girls' Motivational Criteria

MacKenzie, Clayton G.

doi:10.1017/s0265051700008032

Cited by 18 publications

(12 citation statements)

References 2 publications

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“…Fortney, Boyle, and DeCarbo (1993) found that 31% of students believed their music teacher influenced their choice. A similar study done in England revealed that student interest and teacher influence accounted for a summative 51 % of instrumental choice (MacKenzie, 1991 ) .…”

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confidence: 80%

Effect of Sex and Race Identification on Instrument Assignment by Music Educators

Johnson

Stewart

2005

Journal of Research in Music Education

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Erin E. Stewart is a graduate student at the same institution; e-mail: estewart@sunflower.com. Copyright © 2005 by MENC: The National Association for Music Education.The purpose of this study was to investigate the effect of sex and race identification on the assignment of instruments to beginning band students. Participants (N = 201) were music educators solicited by university professors across the United States. Participants completed an online survey about instrument assignments. Half the participants were sent to a site that had full-head pictures of 14 students and assigned them to one of six beginning band instruments. The other half of the participants were sent to a site that had pictures of the same students, but only the lips and dental aspects of the students' faces were visible. Results indicated that the ability to identify the sex and race of students had an effect only on the assignment of an instrument for 2 of the 14 students. No clear reason for the few differences could be linked to any sex or race factors; therefore, the assessment decisions are thought to be artifacts of individual pictures/students. The authors conclude that, generally, differences in instrument assignment could not be linked to the participants' ability to identify the sex or race of the student.Every year, many music educators must guide prospective students through instrument selection. Aspects that influence this decision are ubiquitous: a student's attitude toward musical instruments, parental influence, peer influence, cost, availability, societal influences, perceived degree of playing difficulty, and teacher influence, to name but a few. It is the responsibility of music educators to understand these factors and the research regarding instrument selection, and to then facilitate an informed decision.

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confidence: 80%

Effect of Sex and Race Identification on Instrument Assignment by Music Educators

Johnson

Stewart

2005

Journal of Research in Music Education

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“…Likewise, and specifically with regard to musical instrument preference, there are some outstanding studies, such as that carried out by MacKenzie (1991) looking into the reasons that lead to musical instrument learning, where the student's interest and the teacher's encouragement are particularly emphasised. As regards gender differences, they are obvious, especially in relation to socialisation and its potential influence.…”

Section: Revision Of Recent Related Researchmentioning

confidence: 99%

Why do they choose their instruments?

Cantero¹,

Jauset-Berrocal²

2017

Brit. J. Music. Ed.

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I r e n e M a r t í n e z C a n t e r o 1 a n d J o r d i -A n g e l J a u s e t -B e r r o c a l 2 1 Music Conservatory of Pilar de la Horadada, C/ Ramon y Cajal, 23, 03190, Pilar de la Horadada (Alicante), Spain 2 Faculty of Communication and International Relations Blanquerna (University Ramon Llull), Plaça Coromines s/n, 08001 Barcelona irenemc2000@yahoo.com, jordiajb@blanquerna.url.edu Motivation is a key word in the arts and, especially, in music since it conveys collective, as well as individual, feelings. The beginning of musical instrument learning should be based on the student's musical interest but, due to the casual and improvised nature of everyday situations in which the choice of a musical instrument takes place, tend to underestimate the attention that such interest deserves. This research paper seeks to expound on the lack of knowledge by students as regards musical instruments and on the powerful influence over them by instrumentalists in their environment.

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“…Why this should be so remains an unanswered question, although it could be perceived as re ecting a societal view of music as a 'female' activity, despite the proliferation of male role models in the profession. For girls and boys, the main reason for wanting to play an instrument appears to be a personal desire to do so (MacKenzie, 1991), although social in uences appear to be more important for girls, and school factors for boys. Choice of instrument re ects stereotyping (Delzell & Leppla, 1992).…”

Section: The Characteristics Of the Individual Learnermentioning

confidence: 99%