The Role and Influence of Performance in School Music Programs: A Grounded Theory

Autor/in	Haning, Marshall
Titel	The Role and Influence of Performance in School Music Programs: A Grounded Theory
Quelle	In: Journal of Research in Music Education, 69 (2021) 1, S.85-104 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haning, Marshall)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429420953118
Schlagwörter	Music Activities; Music Education; Music Teachers; Teacher Attitudes; Elementary Secondary Education; Decision Making; Community Attitudes; Expectation; Student Motivation; Time Management; Teaching Methods; Public Schools; Influences + Suchen Sie Ihr Suchwort? Musikalische Aktion; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Lehrerverhalten; Decision-making; Entscheidungsfindung; Expectancy; Erwartung; Schulische Motivation; Zeitmanagement; Teaching method; Lehrmethode; Unterrichtsmethode; Public school; Öffentliche Schule; Influence; Einfluss; Einflussfaktor
Abstract	The purpose of this grounded theory research was to investigate music teachers' perceptions of the role and influence of performances in K-12 music programs and the processes by which these performances impact music teaching and learning. Three specific research questions informed this study: (1) What role do performances play in school music programs? (2) How are music teachers' pedagogical decisions informed or influenced by their efforts to mount performances? and (3) What other aspects of the music teaching-learning process are influenced by efforts to mount performances, and what form does this influence take? Five themes emerged to describe the ways in which efforts to prepare and mount performances interact with the music teaching and learning process: community expectations, student motivation, time management, teaching strategies, and teacher views of performance. These themes were used to generate an emergent theory including two interlocking process cycles that illustrate the ways in which performances are situated within school music programs. Implications for the field of music education and for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01