NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ906216
Record Type: Journal
Publication Date: 2009-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0265-0517
Learner Agency: To Understand and to Be Understood
Blair, Deborah V.
British Journal of Music Education, v26 n2 p173-187 Jul 2009
What began as an exploration of student learning while listening to music evolved into a study of learner agency in a music classroom. Whilst students used and developed strategies that enabled their own success while listening to, performing and creating music, it became evident that they were proactively seeking musical understanding and growth in their own musicianship. Their intense desire to share their musical ideas and to be valued for their role in the music learning community within the classroom illustrated the learners' agency for affirmation and valuing of self and others. These qualities are closely connected to the zone of "proximal development" (Vygotsky, 1978) and "perezhivanie" (Mahn & John-Steiner, 2000, 2002; Mahn, 2003). As educators may seek to enable students to grow in conceptual understanding (competence) and self-efficacy (confidence), a reflexive relationship occurs as students, too, seek to grow in musicianship (competence) and to be valued for who they are (confidence).
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A