Turning points: a transitional story of grade seven music students’ participation in high school band programmes

Gouzouasis, Peter; Henrey, Julia; Belliveau, George

doi:10.1080/14613800701871397

Cited by 14 publications

(12 citation statements)

References 32 publications

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“…Within music education, additional variables in relation to student retention in school music programs have been examined. These additional variables include music achievement and aptitude tests (Klinedinst, 1991), previous musical experiences (Evans & Liu, 2019; Gouzouasis et al, 2008; Neill, 1998; Siebenaler, 2006), and personality traits (Parker, 2011; Siebenaler, 2006).…”

Section: Other Factorsmentioning

confidence: 99%

“…Researchers have discussed that the value a person places on a task contributes to one's activity choices and persistence (Bong, 2001;Wigfield & Eccles, 2000). Within music education, placing value on tasks has also received attention as a predictor of student intention to continue with musical activities (Freer & Evans, 2018;Gibson, 2016;Sichivitsa, 2004;Simpkins et al, 2010). Sichivitsa (2004), in a study of an elementary school band composed of fourth, fifth, and sixth graders, revealed that students who found a band program to be valuable were more likely to continue participating in band.…”

Section: Instrumental Attitudementioning

confidence: 99%

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

Yoo

2020

Update: Applications of Research in Music Education

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The theory of planned behavior (TPB) has been employed as a theoretical framework that predicts and explains an individual’s intention to engage in a certain behavior. The TPB postulates that an individual’s behavior is influenced by behavioral intentions, and behavioral intentions are caused by three distinct factors: attitude toward behavior, subjective norms, and perceived behavior control. To holistically understand factors influencing students’ intentions for continued music participation, this article examines music education studies focused on various factors related to student intention to persist in music based on the TPB. This review of literature will support researchers in determining the direction of future investigation of students’ intentions for continued engagement in music. Furthermore, understanding and documenting these factors in student intention could aid music educators in creating teaching strategies focused on increasing student continuation in musical activities.

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Section: Other Factorsmentioning

confidence: 99%

Section: Instrumental Attitudementioning

confidence: 99%

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

Yoo

2020

Update: Applications of Research in Music Education

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“…This is evident in North America (Gouzouasis, Henrey, and Belliveau 2008) and Japan (see Hebert 2005). We need to learn more about what draws students to making music and choosing music instead of other curriculum options.…”

Section: Suggestions For Further Researchmentioning

confidence: 88%

Secondary student perspectives on musical and educational outcomes from participation in band festivals

Gouzouasis

Henderson

2012

Music Education Research

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While it seems many music educators share an enthusiasm for music festivals, others do not. Discrepancies seem to be rooted in the perceived educational outcomes in terms of musical knowledge gained, motivation, competition, psychological impact and social considerations. Advocates believe competitive festivals provide a 'superlative' motivational factor and elevate performance quality beyond what could otherwise be achieved. Students and directors are motivated by ratings, by the outstanding performances of their peers and by the constructive criticism of expert adjudicators. As a result, students practice more, they work together with elevated enthusiasm and they are more likely to work on minute music details. Whereas most of the existing literature focuses on teacher perspectives, we examine the issues solely from a student perspective. We administered a survey composed of 55 five point, Likert scale items to 528 students of diverse multicultural backgrounds to examine the educational and musical benefits, and detriments, that evolve from participation in a band festival and events leading up to the festival as well as social benefits, or detriments, associated with band festival participation. Adding credence to existing research, there is very strong student support in favour of band festivals. We learned that student attitudes on how they perform are likely dependent on their personal beliefs, as well as feedback they receive from their directors, adjudicators and other members of the audience (i.e. students, parents). In accordance with previous research, students enjoy receiving adjudicator comments. Students value band for more than festival participation and recognise the rich, diverse learning experiences that festivals offer. Moreover, students consider band festivals as a positive educational experience, and overall, the social nature of band festivals has a positive impact on adolescents. Festivals are exceptionally motivating to students, as they appreciate the competitive aspects of music festivals in terms of competition as being a motivational factor when practicing and performing. Participation in music festivals has a positive emotional impact on students, in that they develop a sense of pride and accomplishment after a good performance.

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“…For young students, the freedom to explore personal expression in a supportive social context is very powerfully engaging; the harmony of courage and freedom is empowering. For a student-interview-based account of this, see Gouzouasis, Henrey, and Belliveau (2008). It could very well be that jazz bands persist not as a strange anachronism but because when given the right opportunities for the IDC loops, powerful motivations of self-actualization, belonging, expression, and innovation are realized.…”

Section: Idc Beyond Asiamentioning

confidence: 99%

Commentary on Interest-Driven Creator theory: a US perspective on fostering interest, creativity, and habit in school

Roschelle

Burke

2019

RPTEL

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In this commentary on Interest-Driven Creator (IDC) theory, the authors reflect on the proposed three-step cycles of (i) sparking students' interest, (ii) fostering individual creativity, and (iii) inculcating lifelong learning habits. Each component of IDC theory pulls together a wide span of prior research and emphasizes active roles for students. Although the context of IDC as a prototype for educational reform is K-12 Asian classrooms, we note that some US schools are also mired in a focus on test scores. This is especially true among the US most struggling, low-income schools, where a lack of electives and afterschool programs correspond to diminished student perceptions about their own autonomy as learners and their future creative potential. Thus, while IDC is an important provocation for curricular reform in Asia, there is also the need to broaden its scope and begin to explore the potential of IDC as a leadership tool beyond Asia. The wider learning sciences community, the commentary concludes, is uniquely suited to support such an extension, and there are many opportunities for productive international collaboration.

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Turning points: a transitional story of grade seven music students’ participation in high school band programmes

Cited by 14 publications

References 32 publications

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

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

Secondary student perspectives on musical and educational outcomes from participation in band festivals

Commentary on Interest-Driven Creator theory: a US perspective on fostering interest, creativity, and habit in school

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