Achievement and Achievement Motives: Psychological and Sociological Approaches

The inclusion of popular music as a content area in music education is not uncommon. The musicological study of popular music is well established in higher education, and even the practice of popular music is becoming more common in both secondary education and the post-compulsory sector. However, when this occurs, it is likely to be taught in more or less the same way as other more established content areas like western classical music or jazz, with teachers being in control of the process and the curriculum, the feedback and the assessment. However, popular music is usually learned in the broader community as a self-directed activity, sometimes including interactions with peers and group activities, but rarely under the direction of an expert mentor/teacher. One Australian conservatorium has adopted the pedagogy of popular music through the creation of a scaffolded self-directed learning environment within its Bachelor of Popular Music programme. This paper argues that the pedagogical approach employed ...

Popular music pedagogy: peer-learning in practice

Popular music and national culture in Israel

Over the last years, El Sistema--the Venezuelan project started in 1975 and now acknowledged worldwide as the most significant example of collective music education--has inspired a profusion of remarkable initiatives on all continents. From the original impulse by founder Jose Antonio Abreu, strong social principles of integration are combined with specific musical approaches to achieve individual empowerment as a large-scale alternative to endemic juvenile crime, counteracting the risk factors of social unease, serving as a stimulating example toward emancipation, and providing professional opportunities to the talented. Such a network, in turn, proves to be a powerful instrument of cultural progress: the tenets of "Sistema" become shared values able to foster development, reaching into issues of disability and rehabilitation. This paper presents continuities and contrasts in various ramifications of such a successful trend and outlines perspectives for further impact of this powerful transformational agent.

From the model of El Sistema in Venezuela to current applications: learning and integration through collective music education.

This book highlights the importance of visions for intercultural musicteacher education in a time of increasing social complexity. This complexity spans a wide range of diversity dynamics related to various traditions of knowledge formation, multiple forms of cultural and artistic participation, feelings of national and ethnic belonging, and political instabilities which render possible shifting conditions for experiencing trust/distrust and societal unity/polarization. We argue that in music teacher education it is necessary to reflect on these intimate connections between music, education, and society and make our field an arena for dealing with substantial social change. In educating future music teachers to become change agents who can, if needed, challenge music education traditions, hierarchies, practices and structures, the professional ethos and standards need to be transformed so as to make teachers better equipped to handle the changing conditions created by new and emerging forms of diversity. Visions for Intercultural Music Teacher Education presents contributions that deal with these challenges in a variety of ways, through the perspectives of music teacher educators located around the world.

/pdf/visions-for-intercultural-music-teacher-education-1gi19lde0r.pdf

Visions for Intercultural Music Teacher Education

Despite the increasing number of students in music education graduate programmes, attrition rates suggest a lack of success in retaining and assisting them to the completion of their degree. Based on the expectancy-value theory, the aim of this study was to examine students' motivations (values and competence beliefs) and their complex interaction with the social system. A questionnaire was sent to students from three graduate programmes in Mexico (two traditional, one distance learning), which examined both personal and environmental factors that have enhanced or undermined students' motivational beliefs. The results show gender differences; female students place higher value on graduate school, while male students hold higher expectations of success. Factors affecting motivation positively included perceptions of career development and income increase; the requirement to pursue an academic qualification as a part of an existing job; and interest in research. Factors affecting motivation negatively inclu...

Student motivation in graduate music programmes: an examination of personal and environmental factors

This article reports the Mexican component of an international mapping exercise that examined students’ motivation to study music as compared to other school subjects, taking into consideration the...

Students’ motivation to study music: The Mexican context:

This article reports the Mexican component of an international mapping exercise that examined students’ motivation to study music as compared to other school subjects, taking into consideration the particular context of each country. Based on an expectancy-value theoretical framework, questionnaires were used to examine students’ competence beliefs, values, and perceptions of task difficulty. A sample of 3613 students (grades 4—12) was drawn from three different school systems: state, federal and private. Mixed-design ANOVAs were used to examine students’ cumulative mean ratings of the motivational constructs, in order to determine differences across school levels and systems. Results of the study suggest students held low perceptions of the value of school music and low expectations for success in learning music across the three surveyed school systems and levels of schooling. However, students who were learning music showed more positive motivation not only in music but in all the other school subjects.

/pdf/motivacion-estudiantil-hacia-el-estudio-de-la-musica-el-1ak03m92ok.pdf

Motivación estudiantil hacia el estudio de la música: el contexto mexicano.

El proposito de este articulo es presentar el proceso de desarrollo y validacion de un instrumento de medicion basado en la Teoria de Expectativas y Valores para examinar la motivacion de los estud...

https://dialnet.unirioja.es/descarga/articulo/7573603.pdf

Estrategias de Aprendizaje Musical Formal e Informal: Construcción y Validación de un Instrumento de Medición

Los jovenes representan el sector poblacional que mas consumo de musica realiza, entre otras razones porque la musica les ayuda a definir su identidad. Las preferencias de consumo musical de este grupo social estan delimitadas por el entorno, edad y sexo. En esta direccion, se realizo un estudio de analisis sobre el consumo musical de un grupo de 530 jovenes estudiantes de la Universidad Autonoma de Chihuahua (UACH), pertenecientes a 10 de las 15 facultades de dicha institucion educativa. Para ello, se empleo una adaptacion cultural del cuestionario sobre “Habitos y practicas culturales en Espana” (Ministerio de Educacion, Cultura y Deporte, 2003), con el objetivo de conocer los habitos de consumo musical de jovenes universitarios mexicanos y saber si existen diferencias de consumo musical entre los estudiantes de las distintas facultades participantes en el estudio. Los resultados obtenidos senalan diferencias en cuanto a las preferencias musicales y seleccion de medios para escuchar musica en relacion con distintas areas de conocimiento academico.

/pdf/consumo-musical-de-estudiantes-universitarios-de-mexico-una-1dxh4405ux.pdf

Consumo musical de estudiantes universitarios de México. Una comparación entre alumnos de distintas facultades de una universidad mexicana

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