The Phenomenon of Orchestral Practice: Implications for Student Motivation and Learning - Student’s Point of View
Keywords:Orchestra;, motivation, instrumental learning, skills
In the studies on musical learning, group musical practice has not been the object of in-depth study. Little is currently known about the impact of playing in an orchestra on students' motivation or learning to study the instrument. In this study, the objective was to understand the phenomenon of musical practice in orchestra to answer the research questions: Does playing in an orchestra generate intrinsic motivation in students? Does it have implications for individual learning and study of the instrument? Semi-structured interviews were conducted with 15 orchestral students to learn the attitude, feelings and perceptions of the students involved. The content analysis involved: (1) a systematic approach to the data analysis process; (2) the use of data reduction methods; and 3) coding the data into categories. This categorization resulted in what is called “pattern analysis.” The qualitative data analysis indicates that students feel motivated for orchestral practice and that playing in the orchestra can positively affect the student's learning and motivation. The orchestra practice seems to increase the practice time and help develop musical and social skills. Self-determination theory is the one that explains the obtained results. According to this theoretical perspective, to feel motivated for a given task, the individual must fulfil three basic psychological needs: autonomy, competence, and establishment of social bonds. For the students, playing in orchestra seems to be a favorable context for developing autonomy, perception of competence, and establishing social bonds with their peers. Playing in orchestra seems to be the challenge in which the balance between the perception of the difficulty of the task and the perception of being competent to perform it successfully is present. That is an excellent level of challenge.
Atkinson, J. W. (1983). Personality, motivation and action. Praeger Publishers
Babbie, E. (2012). The basics of social research (4th ed.). Thomson.
Bergman, A., & Lindgren, M. (2014). Social change through Babumba and Beethoven: Musical educational ideals of El Sistema. Svensk tidskrift för musikforskning, 96(2), 43-58. https://musikforskning.se/stm-sjm/sites/default/files/pdf/Bergman_Lindgren_STM-SJM_2014_webb.pdf
Bandura, A. (1991). Social cognitive theory of self-regulation. Organisational Behavior and Decision Processes, 50(2), 248–287. https://doi.org/10.1016/0749-5978(91)90022-L
Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American Psychologist, 34(10), 844–850. https://psycnet.apa.org/doi/10.1037/0003-066X.34.10.844
Coffman, D. D., & Adamek, M. S. (2001). Perceived social support of New Horizons Band participants. Contributions to Music Education, 28(1), 27–40. http://www.jstor.org/stable/24126964
Crabtree, B. F., & Miller, W. L. (1999). Doing qualitative research. SAGE Publications.
Creech, A., & Hallam, S. (2009). Interaction in instrumental learning: The influence of interpersonal dynamics on parents. International Journal of Music Education, 27(2), 94–106. https://doi.org/10.1177/0255761409102318
Decreto-Lei Nº344/90 do Ministério da Educação (1990). Diário da República n.º 253/1990, Série I de 1990-11-02.
Decreto-Lei Nº55/18 do Ministério da Educação (2018). Diário da República, N.º 129/2018, Série 1 de 2018-07-06.
Deci, E. & Ryan, R. (2010). Self?determination. In I. B. Weiner, & W. E. Craighead (Eds.), The Corsini encyclopedia of psychology, (pp. e1-e2).http://onlinelibrary.wiley.com/doi/10.1002/9780470479216.corpsy0834/full.
Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement - Related choices. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation, (pp. 105-121). The Guilford Press
Fontaine, A. M., & Faria, L. (1989). Teorias pessoais do sucesso [Personal theories of success ]. Cadernos de consulta Psicológica, 5, 5–18. https://repositorio-aberto.up.pt/bitstream/10216/6688/2/82319.pdf
Fonseca, A. (2014). A importância da prática de orquestra no ensino especializado da música – Implicações no âmbito da motivação para a aprendizagem instrumental [The importance of orchestral practice in the specialized music teaching– Implications in the scope of motivation for instrumental learning]. [Doctoral dissertation, Universidade de Aveiro]. Repositório Institucional da Universidade de Aveiro. http://hdl.handle.net/10773/13750
Gray, D. E. (2004). Doing research in the real world. SAGE Publications
Hallam, S. (2002). Musical motivation: Towards a model synthesising the research. Music Education Research, 4(2), 225-24. https://doi.org/10.1080/1461380022000011939
Hallam, S. (2009). Motivation to learn. In S. Hallam, I. Cross, & M. Thaut (Eds.), Handbook of psychology of music. (pp. 285–294). Oxford University Press.
Hallam, S. (2011). What predicts level of expertise attained, quality of performance, and future musical aspirations in young instrumental players? Psychology of Music Online, 41(3), 267–291. https://doi.org/10.1177/0305735611425902,
Hallam, S. (2012). Psicologia da música na Educação: O poder da música na aprendizagem [Psychology of music in education: The power of music in learning]. Revista de Educação Musical, 138, 29-34. https://www.apem.org.pt/docs/artigos-em-destaque/PsicologiaDaMusica_RPED_140_141_2014_2015.PDF
Hill, M. M., & Hill, A. (2005). Investigação por questionário [Questionnaire investigation]. Metodologias de Investigação em Educação. Edições Sílabo.
Holanda, A. (2006). Questões sobre pesquisa qualitativa e pesquisa fenomenológica [Questions about qualitative research and phenomenological research]. Análise psicológica, 24(3), 363-372. https://doi.org/10.14417/ap.176
Maxwell, J. A. (2010). Using numbers in qualitative research. Qualitative Inquiry, 16(6), 475–482. https://doi.org/10.1177/1077800410364740
Moreno, D., Moreira, A., Tymoshchuk, O. & Marques, C. (2021). A child with cerebral palsy in arts education programmes: Building scaffoldings for inclusion. In Costa, A.P., Reis, L.P., Moreira, A., Longo, L., Bryda, G. (Eds.), Computer supported qualitative research: Advances in intelligent systems and computing (pp. 172-190). Springer. https://doi.org/10.1007/978-3-030-70187-1_13
O’Neill, S. & McPherson, G. (2002). Motivation. Oxford University Press.
Oliveira, T., Silva, N., & Bardagi, M. P. (2019). Aspectos históricos e epistemológicos sobre crenças de autoeficácia: Uma revisão da literatura [Historical and epistemological aspects of self-efficacy beliefs: A literature review]. Barbarói, 1(51), 133-153. https://doi.org/10.17058/barbaroi.v51i1.6391
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
Robson, C. (2002). Real-world research: A resource for social scientists and practitioner-researchers (2nd ed.). Blackwell Publishing.
Ryan, R., & Deci, E. (2017). Self-determination theory: Basic psychological needs in motivation development and wellness. Guilford Publishing.
Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://psycnet.apa.org/doi/10.1037/0003-066X.55.1.68
Santos, G. & Santos, L. (2017). Interlocuções entre moreno e Bronfenbrenner no contexto de grupos musicais [Interlocutions between moreno and Bronfenbrenner in the context of musical groups]. Revista Brasileira de Psicodrama, 25(2), 66-75. https://doi.org/10.15329/2318-0498.20170023
Sichivitsa, V. O. (2007). The influences of parents, teachers, peers and other factors on students ' motivation in music. Research Studies in Music Education, 29, 55–68. https://doi.org/10.1177/1321103X07087568
Sin, H. X., Tan, L. & McPherson, G. E. (2022). A PRISMA review of expectancy-value theory in music. Psychology of Music, 50(3), 976–992. https://doi.org/10.1177/03057356211024344
Turcato, J. C., Sausen, J. D. F. C. L., Bartz, C. R. F., & Baggio, D. K. (2019). Contribuições da fenomenologia no domínio dos estudos organizacionais: Pesquisas de cunho interpretativo [Contributions of phenomenology in the field of organizational studies: Interpretative research]. Revista da Universidade Vale do Rio Verde, 17(1), 1-11. http://dx.doi.org/10.5892/ruvrd.v17i1.5072
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548
How to Cite
Copyright (c) 2023 New Trends in Qualitative Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.