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Intrinsic Motivation in a Collegiate...

Alexander, Dina L.

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Intrinsic Motivation in a Collegiate Secondary Music Instrument Class.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Intrinsic Motivation in a Collegiate Secondary Music Instrument Class./
作者:	Alexander, Dina L.
面頁冊數:	441 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3686517
ISBN:	9781321633061

Intrinsic Motivation in a Collegiate Secondary Music Instrument Class.
Alexander, Dina L.

Intrinsic Motivation in a Collegiate Secondary Music Instrument Class. - 441 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--University of Rochester, 2015.

This item must not be sold to any third party vendors.

Researchers suggest that music programs in schools are not adequately serving the needs of students; they recommend that school music programs provide more non-competitive, creative, and intrinsically motivating opportunities for students. Many music educators lack confidence, however, to teach creative skills, e.g., improvisation and composition. For music educators to offer intrinsically motivating musical experiences to students, they must first be confident in their own ability to learn by ear, improvise, and compose. Collegiate secondary music instrument classes provide a potentially rich environment for teaching students intrinsically motivating music skills. When intrinsically motivated, students exhibit greater interest, higher achievement, heightened creativity, and feelings of enjoyment when learning.

ISBN: 9781321633061Subjects--Topical Terms:

3168367
Music education.

Intrinsic Motivation in a Collegiate Secondary Music Instrument Class.
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502 $a Thesis (Ph.D.)--University of Rochester, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a Researchers suggest that music programs in schools are not adequately serving the needs of students; they recommend that school music programs provide more non-competitive, creative, and intrinsically motivating opportunities for students. Many music educators lack confidence, however, to teach creative skills, e.g., improvisation and composition. For music educators to offer intrinsically motivating musical experiences to students, they must first be confident in their own ability to learn by ear, improvise, and compose. Collegiate secondary music instrument classes provide a potentially rich environment for teaching students intrinsically motivating music skills. When intrinsically motivated, students exhibit greater interest, higher achievement, heightened creativity, and feelings of enjoyment when learning.
520 $a While learning to play the trumpet, participants in this research also learned to improvise, compose, and teach in a classroom environment designed to support intrinsic motivation. Examination of coded data indicated that participants experienced satisfaction of psychological needs for autonomy, competence, and relatedness. They demonstrated high achievement in trumpet performance, by transposing, improvising, and composing, and learning an extensive repertoire by ear. Participants also expressed confidence in their abilities to teach those skills to students. Results of this research may have implications for music educators and for those who develop music education curricula.
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