Differences in Attention Allocation in Relation to Music Teacher Experience and Expertise

Autor/inn/en	Hicken, Laura K.; Duke, Robert A.
Titel	Differences in Attention Allocation in Relation to Music Teacher Experience and Expertise
Quelle	In: Journal of Research in Music Education, 70 (2023) 4, S.369-384 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hicken, Laura K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/00224294221096701
Schlagwörter	Music Teachers; Teaching Experience; Expertise; Musical Instruments; Video Technology; Attention Control; Artists; Graduate Students; Undergraduate Students; Musicians; Eye Movements; Teacher Behavior; Task Analysis; Females; Majors (Students) + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Expert appraisal; Musikinstrument; Aufmerksamkeitstest; Artiste; Artist; Künstler; Künstlerin; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Musiker; Augenbewegung; Teacher behaviour; Lehrerverhalten; Aufgabenanalyse; Weibliches Geschlecht
Abstract	To assess allocation of attention by music teachers with different levels of experience and expertise, we recruited five participant flautists: an artist teacher, two graduate students, and two undergraduates, all of whom observed nine brief video recordings of flute, clarinet, and saxophone players; a juggler; a baseball batter; and a ballerina. We tracked participants' gaze using wearable eye-tracking hardware and software, and we analyzed the targets and durations of over 1,300 visual fixations and the paths of participants' eye movements while observing the videos. The gaze behavior of the artist teacher and one of the graduate students, when they observed flute playing, was much like that of the experts in other domains of human experience. These two participants' fixations were longer than those of the other three participants, and the sequence of fixation targets reflected a hierarchical prioritization of the fundamentals of flute playing. These same features were not apparent when these same two participants observed the other videos, and they were not observed in the gaze behavior of the other three participants in any of the videos observed. The results of this study demonstrate that allocation of attention, as indicated by gaze behavior, is reflective of expertise in music teaching as it is in other domains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01