Secondary student motivation to participate in a Year 9 Australian elective classroom music curriculum created by Rob McEwan

By:

McEwan Rob [author]

Contributor(s):

, British Journal of Music Education

Material type: Text

TextSeries: British Journal of Music Educatio ; Volume 30, number 1Cambridge Cambridge University Press: 2013Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

02650517

Subject(s):

Music education -- Secondary student motivation -- Classroom music curriculum -- Australia

LOC classification:

ML5 BRI

Online resources:

Click here to access online

Abstract: Despite strong philosophical arguments supporting the inclusion of music in all students’ education, declining student participation rates in school music activities during the middle years of schooling remain an ongoing issue for music education researchers. This paper presents the findings of a case study examining the motivational factors influencing student enrolment behaviour in the elective classroom music curriculum within the social context of an independent secondary school in regional Australia. The analysis discussed in this paper focuses on the socio-cultural contexts of school culture, peer group, family values and student perceptions of teachers as factors shaping student academic motivational orientations.

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Holdings
Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	ML5 BRI (Browse shelf(Opens below))	Vol. 30, no. 1 (pages 43-58)	SP17675	Not for loan	For in house use

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Despite strong philosophical arguments supporting the inclusion of music in all students’ education, declining student participation rates in school music activities during the middle years of schooling remain an ongoing issue for music education researchers. This paper presents the findings of a case study examining the motivational factors influencing student enrolment behaviour in the elective classroom music curriculum within the social context of an independent secondary school in regional Australia. The analysis discussed in this paper focuses on the socio-cultural contexts of school culture, peer group, family values and student perceptions of teachers as factors shaping student academic motivational orientations.

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