scholarly journals Developing Teenagers’ Interest in Domestic History at Secondary School Music Lessons

2021 ◽  
pp. 90-95 ◽  
Author(s):  
Galina Ivanovna Ostrovskaya ◽  
Keyword(s):  
Secondary School ◽  
Music Lessons ◽  
School Music ◽  
Domestic History

Student perceptions of the classroom environment, student characteristics, and motivation for music lessons at secondary school

2021 ◽  
pp. 102986492110558
Author(s):  
Ioulia Papageorgi ◽  
Natassa Economidou Stavrou
Keyword(s):  
Secondary School ◽  
Classroom Environment ◽  
Teacher Support ◽  
Student Characteristics ◽  
Task Orientation ◽  
Music Classroom ◽  
Music Lessons ◽  
Orientation Order ◽  
School Music ◽  
Rule Clarity

The literature suggests that there is often no alignment between student preferences and what and how it is taught in the music classroom. A total of 749 Cypriot secondary school students, aged 12 to 14 years, responded to a survey addressing enjoyment of music, motivation for school music lessons, and perceptions of the music classroom environment. The survey included a questionnaire with six subscales: Involvement, Affiliation, Teacher Support, Task Orientation, Order and Organization, and Rule Clarity. High ratings for Affiliation, Teacher Support, and Rule Clarity suggest that, overall, students’ perceptions of the classroom environment were positive. They were not uniform, but varied on the basis of student characteristics. Girls rated Rule Clarity higher than boys. Younger students tended to rate Task Orientation, Order and Organization, and Rule Clarity higher than older students. Higher-achieving students tended to rate Affiliation and Teacher Support higher. Older boys rated Involvement lower than younger boys, whereas older girls rated Involvement higher than younger girls. It can be inferred that boys experienced a gradual increase in perceived Affiliation as their achievement improved, although the pattern was less consistent for girls. Girls tended to report higher motivation for school music lessons than boys. Motivation was enhanced by classroom environments in which students experienced higher levels of enjoyment of music, engagement, and support from teachers. The findings show that the music classroom environment should be characterized by student engagement, clarity of rules, good organization, clear goals, teacher support, and affiliation between classmates.

Teacher as Guide: The Teacher's Role in the Secondary School Music Lesson

1985 ◽  
Vol 2 (1) ◽  
pp. 5-18 ◽  
Author(s):  
Tim Cain
Keyword(s):  
Secondary School ◽  
Music Teachers ◽  
Music Curriculum ◽  
Music Lesson ◽  
Teacher’S Role ◽  
Music Lessons ◽  
School Music ◽  
Teacher's Role ◽  
Teaching Composition ◽  
And Performance

This article is an attempt to explore what we Secondary School Music Teachers should do in our music lessons. To illuminate this problem the author postulates two rôles which he believes many music teachers adopt more or less whole-heartedly: the ‘Instructor’, who passes on a body of received skills, information and perhaps values; and the ‘Enabler’, who sets up conditions in which his or her pupils may discover music.Although both rôles can be fruitful in some areas of the music curriculum, the author considers them inadequate, and attempts to describe a new role which teachers might find more helpful. He outlines ways in which the teacher who adopts this role might operate when teaching Composition, Literature Studies, Audition, Skills and Performance (C(L)A(S)P).

Students’ motivation to engage in music lessons: The Cypriot context

2021 ◽  
pp. 1321103X2098530
Author(s):  
Chryso Hadjikou
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Future Research ◽  
First Year ◽  
Music Curriculum ◽  
Music Lessons ◽  
School Music ◽  
Research Problems ◽  
Future Research Directions ◽  
First Time

Students’ motivation has often been the subject of discussion in the field of music education. This article reports on an exploration of students’ motivation during their first year of attending music lessons in Cypriot lower secondary schools (Year 7). This study was a longitudinal study tracking the students ( N = 170) over one academic year. The first questionnaire was completed as students entered secondary school and the second at the end of their first year when students had encountered the new Cypriot music curriculum for the first time. The findings indicate that students’ overall motivation by the end of their first year at secondary school had diminished. As noted in previous research, problems with student motivation in school music were persistent, notwithstanding changes to the curriculum. The implications of the findings to enhance students’ motivation were examined, and future research directions are discussed.

scholarly journals Pupil voice and attitudes to music during the transition to secondary school

2016 ◽  
Vol 34 (1) ◽  
pp. 5-39 ◽  
Author(s):  
Dimitra Kokotsaki
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Questionnaire Data ◽  
High Expectations ◽  
Music Lessons ◽  
Learning Expectations ◽  
School Music ◽  
Conditions Of Learning ◽  
Child Engagement ◽  
Pupil Voice

Pupil voice research has been recognised in the last 15 years for its potential to re-shape the conditions of learning and help raise child engagement and standards of achievement. In music education, however, there still seems to exist a misalignment between the content of the curriculum and pupils’ learning expectations and interests. The aim of this study was to explore pupils’ views about school music during the transition to secondary school and identify which components of their music lessons contribute to them feeling happier about music at school. The analysis of interview and questionnaire data revealed some pupils’ disillusionment about music at the beginning of secondary school when their initial high expectations about opportunities for practical musical involvement were not met.

The influence of two years of school music training in secondary school on visual and auditory memory

2011 ◽  
Vol 8 (5) ◽  
pp. 608-623 ◽  
Author(s):  
Franziska Degé ◽  
Sina Wehrum ◽  
Rudolf Stark ◽  
Gudrun Schwarzer
Keyword(s):  
Secondary School ◽  
Auditory Memory ◽  
Music Training ◽  
School Music
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