A carregar...
Publicação
Music teachers and their pupils: musical activities, self-perceptions, and attitudes to music
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 185.46 KB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
This paper examines the influences of music teachers’ on primary school pupils’ musical activities,
self-perceptions, and attitudes to music. We will discuss issues that involve results about the relations
between music teachers’ and their profile according to their musical background, academic training,
and professional and artistic activities’, with their pupils musical activities, self-perceptions, and
attitudes to music. The main findings were gathered from two studies that were carried out in two
phases (year 1 and 2): the Pupil Questionnaire Study and the Music Teachers Study. The total
participants were 9 music teachers carrying out extracurricular musical activities in 16 Portuguese
primary schools and 406 children from grades 3 and 4 (aged 8-11 years). The findings were drawn
from the connections and relationships found between the results from the Music Teachers Study and
the results obtained through the Pupil Questionnaire Study, in each school. These last results involve
the description of pupils’ perceived activities during extracurricular music classes, musical attitudes,
and self-perceptions to music, and their perceptions of their music teachers in school during their
participation in the musical activities.
The main findings are discussed according to five main themes: a) Musical activities: singing and
playing musical instruments and music notation learning. b) Pupils’ self-assessments of themselves on
the activities of singing, playing musical instruments and notation learning. c) Pupils' self- perceptions
of themselves in two aspects: musicality and competence in music classes. d) Pupils’ attitudes to
music; and e) Pupils’ attitudes and perceptions of their music teacher. Findings across the sample
suggested that music teachers background, academic, professional and artistic, did not seem to have
influenced the musical activities they have provided to their pupils’ in the musical activities, except in
some cases for the use of the recorder in classes. The same teachers in different schools developed
different musical activities. Music teachers do not seem to significantly influence pupils’ musical skills
assessments; however, the ‘time effect’ was an interesting find. That is, the time pupils’ spent
participating in the extracurricular musical activities may have influenced more pupils’ selfassessments more than the music teachers possibly did. Results also suggested that pupils’ attitudes
and self-perceptions of music do not appear to be influenced by particular aspect of a teacher’s profile,
background or experience, and more specifically, the presence of pedagogical training appears to
have little or no impact. Also, it was not possible to establish a direct connection between the ways
pupils’ perceived themselves as being ‘musical’ or not, with their attitudes to music. No associations
were found between music teachers’ academic backgrounds and general ‘profile’ and the aspects
relating to how much pupils’ felt they were learning in the music classes and towards their idea of
having a profession connected to music. In, summary, is was not really possible to establish with any
degree of consistency that a connection exists across the sample between pupils’ musical activities,
self-perceptions, and attitudes to music and their music teachers’ academic background during both
phases. We will also discuss some implications of this study for music teachers training.
Descrição
Palavras-chave
Attitudes to music Extracurricular Music Music education Musical activities Music teachers Primary school music Self-perception Teacher training