CHAPTER 17 : CREATING A SAFE ENVIRONMENT FOR MUSIC TEACHING AND LEARNING IN SECONDARY SCHOOLS IN THE IDEMILI LOCAL GOVERNMENT AREA OF ANAMBRA STATE
Abstract
Many music education environments evoke fear, causing students to loathe performing or withdraw from expressive music-making. Fear-based performance anxiety is not an admirable outcome of music education, but it is the far-too-common experience of the students. This qualitative study which is anchored on invitational theory and practice offers a practical model for fostering emotionally safe learning environments that instil in music students a positive sense of self-belief, freedom, and purposeful learning. The authors through survey and library methods examined the implications for music educators towards creating effective learning environments, creating a safe space for learning, including specific teacher attitudes, and behaviours that nurture a sense of trust and respect, thereby encouraging experimentation, risk-taking, and selfexpression. The paper recommended music teaching strategies that foster purpose-driven student commitment and musical mastery geared towards a sense of self-actualization.
Keywords: Music teaching, Psychology of learning, Safe learning environment, Creativity and performance.
Full Text:
PDFReferences
Amabile, (1985). Within you, without you; Edward L. Deci and Richard M. Ryan intrinsic
motivation and self-determination in human behaviour. New York: Plenum Press.
Amabile, T. M. (1990). Within you, without you: Towards a social psychology of creativity and
beyond, in theories of creativity, In M. A. Runco & R. S. Albert (Eds.), Newbury
Towards a Social Psychology of Creativity and Beyond, in Theories of Creativity, Park,
CA: SAGE Publications.
Ames, C. & Ames, R. (2004). Goal structures and motivation. The Elementary School Journal,
(1), 40–41.
Ames, C. (2012). Classrooms: Goals, structures, and student motivation. Journal of Educational
Psychology, 84(3), 261–271.
Arnove, S. (2009). Talent abounds profiles of master teachers and peak performers. Boulder,
CO: Paradigm Publishers.
Austin, J. R. (1990). Competition: Is music education the loser? Music Educators Journal, 76(6),
–25.
Austin, J. R., & McPherson, G. E. (2006). Developing motivation in the child as a musician. In G.
E. McPherson (Ed.), A Handbook of Musical Development. (pp. 213-318), Oxford, UK:
Oxford University Press 213–38.
Austin, J. R. & Visopel, W. P. (1997). Motivation after failure in school music classes: The
Facilitative effects of strategy attributions. Bulletin for the Council of Research in Music
Education 111, 1–23.
Austin, J. R. (1991). Competitive and non-competitive goal structures: An analysis of
motivation and achievement among elementary band students. Psychology of Music,
(2), 142–48.
Austin, J. R. (2008). The effect of music contest format on self-concept, motivation, achievement,
and attitude of elementary band students. Journal of Research in Music Education,
(2), 95–107.
Austin, J. R. (2003). Competitive and non-competitive goal structures. In V. Burnsed, J.
Sochinski, & D. Hinkle (Eds.), The Attitude Of College Band Students Toward High
School Marching Band Competition, Journal of Band Research 19, 11–17.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students.
Creativity Research Journal, 18(4), 447 457.
Blair, D. V. (2009). Stepping aside: Teaching in a student-centred music classroom. Music
Educators Journal, 95(3), 42-45.
Blanchard, B., & Acree, C. B. (2007). Making music and enriching lives: Aguide for all
music teachers. Bloomington: Indiana University.
Breen, B. (2004). The 6 Myths of Creativity. The Fast Company.
http://www.fastcompany.com/magazine/89/creativity.html.
Charles P. Schmidt, C. P. (2005). Relations among motivation, performance achievement, and
music experience variables in secondary instrumental music students, Journal of
Research in Music Education 53(2), 134–137.
Dacey, J. S. (2019). Discriminating characteristics of the families of highly creative adolescents.
The Journal of Creative Behavior, 23(4) 263–271.
Fehm, L., & Schmidt, K. (2005). Performance anxiety in gifted adolescent musicians. Journal of
Anxiety Disorders, 20(1), 98–109.
Galamian, I. (2002). Principles of violin playing & teaching. Ann Arbor, MI: Shar.
Harrington, D. M., Block, J. H., & Block, J. (1987). Testing aspects of carl roger theory of creative
environments: Child-rearing antecedents of creative potential in young adolescents.
Journal of Personality and Social Psychology, 52(4), 851–856.
Harrington, D. M., Block, J., & Jeanne, H. Block, J. H. (2003). Predicting creativity in
preadolescence from divergent thinking in early childhood. Journal of Personality
and Social Psychology, 45(3), 609–623.
Hendricks, S. K. (2009). Relationships between the sources of self-efficacy and changes in
competence perceptions of music students during an all-state orchestra event [PhD
dissertation]. University of Illinois, Urbana-Champaign.
Higgins, L., & Patricia S. Campbell, P. S. (2010). Free to be musical: Group improvisation in
music. Lanham, MD: Rowman & Littlefield.
James, I. (1998). Western orchestral musicians are highly stressed resonance. International
Music Council, 26, 19–20.
Jensen, E. (1998). Teaching with the brain in mind (2nd ed.) Alexandria, VA: Association for
Supervision and Curriculum Development.
Kenny, D. T., Davis, P., & Oates, J. (2004). Music performance anxiety and occupational stress
amongst opera chorus artists and their relationship with state and trait anxiety and
perfectionism. Journal of Anxiety Disorders, 18(6), 757–77.
Kenny, D. T. (2011). The psychology of music performance anxiety. New York: Oxford
University Press, 2011).
LeDoux, J. (1996). The emotional brain: The mysterious underpinnings of emotional life new.
York: Touchstone Books.
LeDoux, J. (2003). The emotional brain, fear, and the amygdala. Cellular and Molecular
Neurobiology, 23(4–5), 727–38.
McPherson, G. E., & Davidson, J. W. (2006). Playing an instrument, in the child a musician. In G.
E. McPherson (Ed.), A handbook of musical development, (pp. 331-351). New York:
Oxford University Press.
McPherson, G. E. & Hendricks, K. S. (2010). Students' motivation to study music: The
United States of America. Research Studies in Music Education, 32(2), 201–213.
Mitchell, N. (2012). Evaluative performances as a contributor to music learning: conditions for
positive evaluation experiences for beginning and intermediate piano students.
Proceedings from the International Society for Music Education 30th World Conference
on Music Education (Ed.) W. S. Nedlands, Australia: International Society for Music
Education
Myers, J., & Monson, L. (1992). Involving families in middle-level education. Columbus, OH:
National Middle Schools Association Press.
Ojukwu, E.V. Onyiuke, & Y.S. Onyiuke (2014). Effective teaching of Cultural and Creative Arts
(CCA): Integrated approach. Awka Journal of Research in Music and the Arts(AJRMA),
, 74-86
Ojukwu, E. V. & Nwaodu, C. E. (2020). Improving teaching and learning experience in primary school
using music. Igwebuike: An African Journal of Arts and Humanities, 6 (1), 60-69.
O'Neill, S. A., & Gary E. McPherson, G. E. (2002). Motivation in the Science and Psychology of
Music Performance: Creative Strategies for Teaching and Learning, (Eds.) R. Parcutt &
G. McPherson, (pp. 31–46). New York: Oxford University Press.
O'Neill, S. A. (2005). Youth music engagement in diverse contexts, in organized activities as
context for development. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.).
Extracurricular activities, after-school programs, and community programs, (pp. 255-
. Mahwah, NJ: Lawrence Erlbaum Associates.
Purkey, W. W. (1991). A brief history of the international alliance for invitational education.
Invitational Education Forum, 12, 23-25.
Purkey, W. W., & Schmidt, J. J. (1996). Invitational counselling: A self-concept approach to
professional practice. Pacific Grove: Brooks/Cole Press
Radocy, R. E. (2001). North America in musical development and learning. D. J. Hargreaves &
C. Adrian (Eds.), The international perspective (pp. 120-133). North London:
Continuum.
Renwick, J. M., & McPherson, G. E. (2002). Interest and choice: Student-selected repertoire and
its effect on practising the behaviour. British Journal of Music Education 19(2),
–88.
Rogers, C. R. (1995). On becoming a person: A therapist's view of psychotherapy. Boston:
Houghton Mifflin.
Rogers, G. L. ( 2002). Attitudes of high school band directors, band members, parents, and
principals toward marching band contests. [PhD dissertation]. Indiana University.
Runco, M. A. (2007). Creativity: Theories and themes: Research, development, and practice.
Burlington, MA: Elsevier.
Torrance, E. P. (1995). Why Fly? Norwood, NJ: Ablex.
Vispoel, W. P., & Austin, J. R. (2003). Constructive responses to failure in music: The role of
attribution feedback and classroom goal structure, British Journal of Educational
Psychology, 63(1), 110–29.
Wang, J. C. (2001). Astudy of performance anxiety in talented music students. Bulletin for
Research in Elementary Education, 7, 1–67.
Refbacks
- There are currently no refbacks.
Copyright © 2023. The PROFESSOR AGATHA IJEOMA ONWUEKWE FESHCRIFT TEAM.