Factors affecting the engagement of high school students in music

Abstract

In many countries, including Australia, many students have the opportunity to learn one or more musical instruments and to take Music as a school subject. Whilst many of these students undoubtedly have an inspiring musical education, this report suggests that there is a common opinion among students that music theory is something to be ‘hated’ and that ‘practice is boring’. This opinion may help to account for the large percentage of students whose involvement in learning a musical instrument is relatively short-lived and for whom playing a musical instrument once formal lessons have ceased is unlikely to occur. Students’ perceptions and attitudes about their engagement in various pursuits are determined by a range of factors which can play a significant role in the effort which students are likely to invest in these pursuits, and which thereby influence the level of achievement likely to be experienced. This paper reports on students’ views about reasons for their success in school subjects and other activities. The research is part of a larger study exploring relationships between academic achievement, selfconcept and musical activities of adolescents. Via a researcher-designed survey, students (N=283) responded to questions about the extent of their involvement in musical activity, both at school and outside of school, and to questions about reasons for success in school subjects and other activities. Analysis of student views on reasons for success may assist in developing teaching strategies for music teachers to embrace in combating negative views about music theory and instrumental practice. In particular, teaching practices which actively seek to ensure enjoyment through achievement and which incorporate social and creative dimensions, are suggested.