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ERIC Number: EJ1160551
Record Type: Journal
Publication Date: 2017-Nov
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0255-7614
EISSN: N/A
Beginning and Intermediate Piano Students' Experiences Participating in Evaluative Performances
Mitchell, Nancy
International Journal of Music Education, v35 n4 p515-525 Nov 2017
Evaluative performances, such as conservatory examinations and competitions, frequently play a significant role in piano instruction in many parts of the world. Many students participate in these performances as a result of the perception that a program of instruction that is focused on standardized curriculum and evaluation practices will be of higher quality and will result in higher levels of student motivation. This study employs grounded theory methodology and narrative inquiry to better understand the experiences of beginning and intermediate piano students. The findings consist of characteristics of positive experiences with evaluative performances as well as factors that contribute to the quality of students' experiences. Students who had positive experiences with evaluative performances reported positive emotional responses, perceptions of meaningful music learning, and strengthened musical identity. In order for students to have positive experiences with evaluative performances, their understandings, values, goals, and characteristics as a performer needed to align with the demands of the evaluation. In addition, positive experiences with evaluative performances required the presence of supportive relationships with parents and teachers. This article concludes with pedagogical implications.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A