School Music Research Articles

Who stays? Who goes? Motivation and tendency to drop out in music schools.

Based on self-determination theory, this study examined the extent to which the satisfaction of the basic psychological needs for autonomy, competence, and social relatedness in instrumental lessons explain the quality and quantity of motivation, which are responsible for persistence and dropout in music schools. This study also investigated whether parental involvement contributes to dropout. A total of 140 music students from Austria (37.16% male, 62.1% female, 0.8% diverse) were surveyed using a quantitative questionnaire. The central variables are the tendency to dropout (dependent variable) and, as predictors, the motivational regulation styles, the satisfaction of basic psychological needs in the classroom and parental involvement. The results of a structural equation model indicated that satisfaction of basic needs in class and parental involvement, mediated by motivation, predicted dropout tendencies. Autonomous motivation in lessons is negatively associated and controlled motivation is positively associated with the tendency to drop out of music schools. Satisfaction of basic psychological needs during lessons and parental involvement predicts autonomous motivation. However, basic psychological needs cannot predict controlled motivation but parental involvement can predict controlled motivation to a limited extent. Finally, this study emphasizes the practical importance of need satisfaction and parental involvement in motivation and continuing to play a musical instrument.

Corrigendum to “Challenges and Successes During the Early Years of the Nsukka Music School”

Corrigendum to “Challenges and Successes During the Early Years of the Nsukka Music School”

Masterpiece of the Leningrad School of Constructivism – House of Culture Named after Ilyich (Cultural and Leisure Center «Moscowsky»)

Architects of the 1920–1930s acted in the context of the new communist agenda, constructing the spatial environment of the person of the future. The projects of that era realized a dialectical connection between formality (geometricity) and functionality (utilitarianism). Constructivism became the key style of this stage; he was characterized by experiments with volumes, rectangular and curvilinear shapes. House of Culture named after Ilyich, which is the focus of this study, became one of the signs of the time — the era of palaces and houses of culture, where cinemas, concerts, sports, rehearsal halls, libraries, music schools, premises for clubs and circles were located under one roof. The article presents an analysis of the volumetric-spatial solution, the functional characteristics of the building and the history of the existence of the building of the House of Culture, and also identifies the problem of the preservation and restoration of constructivist architecture. In 2020, the House of Culture named after. Ilyich received the status of an object of cultural heritage of the Russian Federation of regional significance. The analysis of the scientific context makes it possible to conclude that today in the scientific community there is an increased attention to avant-garde architecture as a striking phenomenon of Russian architecture and a change in the protective status of the House of Culture building is a positive marker of a change in attitude towards the architecture of the 1920–1930s.

Literacy Transmission and Development of Xu Gongning Bianzhong in Chinese Universities

The Xu Gongning Bianzhong, an ancient musical instrument dating back to the Western Zhou Dynasty, embodies China’s rich cultural heritage. This study investigates the literacy transmission and development of Xu Gongning Bianzhong in Chinese universities, aiming to understand its preservation and development in traditional Chinese music education. Utilizing qualitative interviews, archival research, and thematic analysis, the research focuses on the School of Music at Pingdingshan University in Henan Province, China, as the research site. A total of 18 informants, including experts in Bianzhong reproduction and performance, students, and teachers, provide insights into the transmission process. Data analysis reveals structured classroom teaching, curriculum integration, and student experiences shaping Bianzhong’s literacy. Results highlight historical findings, innovative teaching methods, and positive student feedback, emphasizing the instrument’s cultural significance and educational impact. The study suggests a continued emphasis on immersive teaching practices, interdisciplinary collaboration, and cultural preservation efforts within higher education settings.

Investigating Pathways to Foster Musical Aesthetic Competence in Middle School Music Classrooms

Investigating Pathways to Foster Musical Aesthetic Competence in Middle School Music Classrooms

Reflections at the front entrance: from the history of music in Russia

RELEVANCE. The study is a brief outline of the initial stage of the formation of a regional system of professional music education. Various aspects of this process are considered, facts and examples are given that characterize this system based on the activities of the Tambov branch of the Imperial Russian Musical Society. The goal is to substantiate the thesis that the regional tradition of public education inherits the best features of the domestic system of professional music education.MATERIALS AND METHODS. The material obtained through analysis, generalization and systematization of the results of research at the initial stage of the formation of the regional system of music education in the Tambov region is presented.RESULT AND DISCUSSION. The connection between the regional system of music education and public education and all-Russian and all-European cultural trends and traditions is traced. The main aspects of the work of the Tambov branch of the Imperial Russian Musical Society are highlighted, corresponding to the general liberal direction of social thought of the mid-19th – early 20th centuries. The sociocultural context of the early twentieth century is reconstructed, justifying the installation of busts of M.I. Glinka and A.G. Rubinstein in the niches of the memorial building of the Tambov Music School, now the Tambov State Music-Pedagogical Institute named after S.V. Rachmaninov.CONCLUSION. The presented material is intended for wide use in the practice of promoting regional cultural heritage, primarily excursion and tourist support for cultural and leisure programs.

Keys and Cords: A Comparison of Piano and Vocal Teaching Strategies

The profession of a music teacher has developed over the past years in a way where teachers are required to be more versitale and not focussed on one specific element. A lot of collegues of mine, including myself, work at a music school where they teach children not only their main instrument, but also a secondary instrument, in my case piano. This brings up interesting challanges as a lot of teaching strategies overlap, but there might also be approaches that differ between various instruments. In this research, we explore how private vocal lessons compare to private piano lessons and what the specific teaching strategies are of these instruments. Following up on this, we analyze how these finding inspire my own teaching practice and how one instrument might benefit from the teaching strategies of the other instrument. This research includes a dive into already existing literature, interviews with Conservatory teachers who specify in vocal and piano pedagogy and interviews with private school teachers. Additionally, observations were made of multiple vocal and piano lessons given by myself as well as the other teachers mentioned above.

Stick to the status quo? Music and the production of nostalgia on Disney+

This article examines the production of musical nostalgia in High School Musical: The Musical: The Series (2019–23), one of the first series created for Disney’s streaming platform. On one level, the series serves as a nostalgic extension of the High School Musical franchise in its setting and narrative construction, and a nostalgic continuation of the teen-musical genre in its idealised depiction of high-school life mediated through song. At the same time, this nostalgia is coupled with an emphasis on the show’s newness: the series transposes the original film to a new format—a self-referential, multi-episodic mockumentary—and occupies a different temporal world, in which nostalgia is technologically mediated and constructed as part of the diegesis. Focusing on music, as a primary sensory input for the evocation of nostalgia, this study explores how The Series capitalises upon this nostalgia/modernity dichotomy to structure its narrative and engender brand affinity. Drawing together textual analyses of audiovisual sequences and practitioner testimony from the show’s creatives, it demonstrates how The Series uses music to develop Disney’s brand, harnessing the technological and creative promise of the Company’s proprietary streaming service, whilst simultaneously employing nostalgic strategies to reaffirm the status quo in aspects of its narrative.

The Effect of STEAM Integration on Middle School Music Education

The research aims to assess the impact of integrating STEAM (Science, Technology, Engineering, Arts, Mathematics) learning into middle school music education in Korea. It investigates the integration of STEAM in music education and identifies factors influencing student motivation. Statistical analysis reveals that STEAM integration positively affects student motivation, attendance, and participation. A significant difference in motivation levels was found between control and experimental groups, with the experimental group showing higher motivation. The findings suggest that STEAM learning enhances student engagement and enthusiasm, particularly in the working details of music, leading to improved competencies and motivation.

СТРАТЕГІЇ РОЗВИТКУ АРТИСТИЧНИХ ЗДІБНОСТЕЙ МОЛОДШИХ ШКОЛЯРІВ ЧЕРЕЗ ВОКАЛЬНІ ЗАНЯТТЯ В ДИТЯЧИХ МУЗИЧНИХ ШКОЛАХ: НАУКОВІ ПІДХОДИ ТА МЕТОДИ

The article reveals the problem of artistic abilities of junior schoolchildren in vocal lessons at children’s music schools. The purpose of the research is to highlight scientific approaches and methods of developing artistic abilities of junior schoolchildren in vocal lessons in children’s music schools. The attention is focused on the classical methodological approaches (systemic, personality-oriented, activity-based, cultural). The importance of each in the development of artistic abilities of primary schoolchildren in vocal lessons in children's music schools is detailed. The attention is focused on the computerized approach within the framework of vocal lessons, which includes interactive vocal simulators, virtual vocal lessons, audio and video materials for analyzing improvisation and interpretation, visualization of musical concepts. Key words: artistic abilities, younger students, vocal lessons, children’s music schools, scientific approaches

The Multifaceted Impact of Music on Learning in Traditional and Music Schools

This paper attempts to delve more into the complex role that music education plays in both traditional and music schools. Beyond teaching skills, music education frames children’s personality and helps them fit in future working environments. Nurturing environments, modelled after music schools, emphasize comprehensive development, integrating cognitive, psychomotor, socioemotional, and artistic aspects. Beyond conventional lines, a holistic approach to education fosters creativity, emotional intelligence, and cross-cultural understanding. Music emphasizes the importance of self-expression and encourages individuals to explore their own unique voice. It also promotes collaboration and teamwork, as musicians often work together to create harmonious melodies. Additionally, music education has been shown to improve cognitive abilities such as problem-solving and critical thinking skills, which can be applied to various areas of life beyond the realm of music. Music schools emphasize immediacy and subjectivity, whereas traditional schools emphasize different feedback mechanisms. Aligning these components have the potential of enhancing learning opportunities and encourage a more comprehensive approach to learning and evaluation in the traditional school setting. Keywords: music education, traditional schools, music schools, learning mechanisms.

The influence of music performance anxiety on career expectations of early musical career students: self-efficacy as a moderator.

Music performance anxiety (MPA) is recognized as a distinct emotional behavior rather than merely a motor control disorder and is influenced by specific conditioning experiences. This study investigates the interrelationships between MPA, self-efficacy, and future career expectations among music students within the Chinese context. The participants of this study were 340 high school students majoring in music education and performance, drawn from three music schools in China. Data were collected using several questionnaires: the MPA Inventory for Adolescents (MPAI-A), the Self-Efficacy Formative Questionnaire, and the Career Futures Inventory (CFI). The findings indicate that MPA is negatively associated with self-efficacy and future career expectations. Additionally, self-efficacy acts as a partial moderator between MPA and career expectations, suggesting that enhancing the self-efficacy of music students can boost their future career aspirations and mitigate the adverse effects of MPA. This research explores the complex relationships among MPA, self-efficacy, and future career expectations, emphasizing the importance of curriculum and pedagogical strategies in music schools. Music students with high levels of self-efficacy may exhibit more confidence and stable performances before audiences. According to the panel regression analysis, self-efficacy significantly positively influences career expectations. An appropriate educational environment and supportive pedagogical approaches to MPA can foster the early career development of musicians.

Influence of load shedding in South African higher education: a qualitative content analysis of Schools of Music

Influence of load shedding in South African higher education: a qualitative content analysis of Schools of Music

The importance of teaching performance artistry

This article will explain the philosophy and methodology behind developing and teaching the performance artistry curriculum at the Frost School of Music at the University of Miami. Students who study performance artistry are more prepared to work in the popular music industry/marketplace – personally, artistically and professionally. They report being more widely informed about the business of their artistry, having clearer goals, owning their identities, embracing communication with their audiences, using a more honest voice on their social platforms, and feeling freer to take risks. Success in this field is a combination of presentation, forethought, execution, content, strategy and effectiveness on top of talent. I will detail performance artistry assignments and illustrate their role in bringing out authenticity and excellence in a collegiate music major population. This curriculum contains valuable training tools in different educational configurations (lecture-style classes, private instruction and workshop/masterclass settings) and all genres.

Investigating the Continuation of Ethnic Music in Junior High School Music Education

Investigating the Inheritance of Ethnic Music in Junior High School Music Education aims to guide students to understand traditional Chinese ethnic music, cultivate their emotional cognition, and enhance cultural confidence. Through inheritance education, it seeks to improve musical literacy and promote teaching innovation. Employing a literature review method to analyze connections, explore current situations, and propose practical pathways. Issues include the undervaluation of music subjects, monotonous teaching content, and a lack of in-depth exploration. Suggestions involve enriching teaching methods, uncovering the beauty of music, enhancing cultural literacy, and facilitating inheritance. This research holds practical significance and educational value, as introducing teaching methods can cultivate aesthetic tastes, while innovative teaching can enhance quality and promote development.

Ukrainian piano music paradigm of the past and present in the performance dimension

The research relevance on the specificity of Ukrainian piano composition, both solo and ensemble, is predefined by its demand for modern society, as well as in the content and significance of this sphere of musical art. The research aims to highlight the phenomenon in question as a voluminous, complex and, at the same time, holistic system, as well as to identify its leading components, their content, functional significance, and principles of interconnection between themselves and with the society. To achieve the above objective, the following methods were used: historical, culturological, analysis, structuring, synthesis, comparative characterization, and systematization. The research analyses the complexity of the phenomenon. The study examined several components of the phenomenon, namely the leading components of the foundation of piano performance in Ukraine, the sectors of pianism implementation and the nature of its impact on them, the modernisation of social life directions under the influence of music, Ukrainian piano art and performance in different historical eras, elements of the art of piano performance, software functions in the sphere of modern pianism. The research results illuminate processes of Ukrainian academic national piano art integration into world professional creative and performing culture as well as the uniqueness of Ukrainian music which embodied stylistic and technical achievements of classicism, romanticism, directions of the twentieth century and modernity on the ground of original colourful ethnic origins. The practical significance of the proposed study consists in the fact that its materials can be used in the concert activities of pianists, in compiling educational programs of secondary and higher music schools in piano performance, as well as in the implementation of research projects aimed at finding discoveries in the field of pianism, its specificity, manifested in different areas.

The key reasons for dropout in Slovenian music schools - a qualitative study.

Music education often struggles to sustain students' long-term commitment, with many perceiving lessons as frustrating or unengaging, leading to discontinuation. To address this gap, our study aimed to elucidate the primary reasons for dropout from the perspectives of various stakeholders, including students, parents, teachers, and principals. Drawing upon the self-determination theory, our research comprehensively investigated external and internal factors contributing to dropout. Among external factors, competing extracurricular commitments, music theory and solfége lessons, and teacher's approach emerge as the most prominent. Among internal factors, our findings highlighted the critical role of autonomy, competency, and relatedness in shaping students' decisions to continue or discontinue music education. Inadequate teacher-student relationships, limited peer interactions, and uninspiring classroom atmospheres significantly impacted dropout. Moreover, challenges in the music school curriculum, such as difficulties with music theory and solfège, resource limitations, and excessive workloads, emerged as prominent barriers to student engagement. By addressing these multifaceted issues, our study underscores the importance of fostering supportive environments that cater to individual needs and interests, ultimately enhancing the overall music education experience and reducing dropout rates. This research represents the first systematic empirical study in Slovenian music education, laying the groundwork for future quantitative investigations to advance education practices in Slovenia.

Prevalence of Upper Extremity Pain among Tabla Players working in Islamabad/Rawalpindi

Background: Upper extremity pain is a significant concern among musicians, particularly those involved in repetitive and high-stress activities such as playing the tabla. This study aims to assess the prevalence and risk factors of upper extremity pain and associated functional disabilities in tabla players based in Islamabad and Rawalpindi. Objective: To determine the prevalence of upper extremity pain and functional disability among tabla players and to identify associated risk factors. Methods: A cross-sectional descriptive survey was conducted at music schools, academies, and churches in Islamabad and Rawalpindi. The study spanned five months from June 23, 2023, following the approval of the synopsis. A sample size of 100 male tabla players aged 19-38 years, with at least two years of playing experience and a minimum of two practice sessions per week, was selected using a non-probability convenient sampling technique. Data collection tools included the Visual Analogue Scale (VAS) for pain assessment and the Disabilities of Arm, Shoulder, and Hand (DASH) questionnaire for evaluating functional limitations. Participants with a history of upper extremity diseases, surgical history, trauma, or congenital deformities were excluded. Descriptive analysis was performed using SPSS version 25, with frequencies, percentages, and p-values calculated to determine statistical significance. Results: Among the participants, 40% were aged 19-23 years, 26% were aged 24-28 years, 31% were aged 29-33 years, and 3% were aged 34-38 years. The prevalence of upper extremity pain was 89%, and functional disability was 88%. Pain levels varied with playing hours per week: 11% reported no pain, 16% had mild pain, 67% experienced moderate pain, and 6% had severe pain. Functional disability scores were similarly distributed across playing hours, with 11% reporting no disability, 16% mild disability, 67% moderate disability, and 6% severe disability. The relationship between playing hours and both VAS and DASH scores was statistically significant (p-values 0.045 and 0.032, respectively). Conclusion: The study revealed a high prevalence of upper extremity pain and functional disability among tabla players, significantly impacting their quality of life. Key risk factors included repetitive movements, abnormal posture, prolonged practice hours, poor technique, age, and gender. These findings underscore the need for preventive strategies and targeted interventions to reduce musculoskeletal disorders in this population.

A Study on the Application of Constructivist Theory in School Piano Teaching and Performance

This study investigates the application of constructivist theory in piano teaching at two music schools in China. The results reveal widespread utilization of constructivist teaching methods, such as activating prior knowledge, creating cognitive dissonance, and providing feedback. Piano teachers encountered challenges related to prior knowledge, dependency on rote learning, and inconsistent student engagement. Recommendations include encouraging students' independent exploration, promoting collaborative learning, employing multimodal strategies, and offering positive feedback. The application of constructivist theory in music education is expected to significantly transform the approach to nurturing the next generation of musical prodigies.

The Impact of Popular Music Teaching in Music Classrooms: Perspectives of Malaysian Primary School Music Teachers

The Impact of Popular Music Teaching in Music Classrooms: Perspectives of Malaysian Primary School Music Teachers