Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-10T18:58:02.626Z Has data issue: false hasContentIssue false
  • English
  • Français

Why do they choose their instruments?

Published online by Cambridge University Press:  03 January 2017

Irene Martínez Cantero  and
Jordi-Angel Jauset-Berrocal
Irene Martínez Cantero
Affiliation:
Music Conservatory of Pilar de la Horadada, C/Ramon y Cajal, 23, 03190, Pilar de la Horadada (Alicante), [email protected]
Jordi-Angel Jauset-Berrocal
Affiliation:
Faculty of Communication and International Relations Blanquerna (University Ramon Llull), Plaça Coromines s/n, 08001 [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Motivation is a key word in the arts and, especially, in music since it conveys collective, as well as individual, feelings. The beginning of musical instrument learning should be based on the student's musical interest but, due to the casual and improvised nature of everyday situations in which the choice of a musical instrument takes place, tend to underestimate the attention that such interest deserves. This research paper seeks to expound on the lack of knowledge by students as regards musical instruments and on the powerful influence over them by instrumentalists in their environment.

Type
Research Article
Information
British Journal of Music Education , Volume 34 , Issue 2 , July 2017 , pp. 203 - 215
Check for updates
Copyright
Copyright © Cambridge University Press 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ARRIAGA, C. (2006) Importancia de los condicionantes contextuales en la educación musical. Música y Educación, 19 (68), 131–140.Google Scholar
ASMUS, E. & HARRISON, C. (1990) Characteristics of motivation for music and musical aptitude of undergraduate nonmusic majors. Journal of Research in Music Education, 38 (4), 258–268.CrossRefGoogle Scholar
ATLAS, G. D., TAGGART, T. & GOODELL, D. J. (2004) The effects of sensitivity to criticism on motivation and performance in music students. British Journal of Music Education, 21 (1), 81–87.CrossRefGoogle Scholar
AUSTIN, J. & VISPOEL, W. P. (1998) How American adolescents interpret success and failure in classroom music: Relationships among attributional beliefs, self-concepts and achievement. Psychology of Music, 26 (1), 26–45.CrossRefGoogle Scholar
AUSTIN, J. R. & BERG, M. H. (2006) Exploring music practice among sixth-grade band and orchestra students. Psychology of Music, 34 (4), 535–558.CrossRefGoogle Scholar
BARRETT, M. S., DUNBAR-HALL, P., MARSH, K., SHEHAN, P., WIGGINS, J., HULTBERG, C., ESPELAND, M., O'NEILL, S., HALLAM, S. & WELCH, G. (2011). A Cultural Psychology of Music Education. Oxford: Oxford University Press.Google Scholar
BERA GROUP: WELCH, G., HALLAM, S., LAMONT, A., SWANWICK, K., GREEN, L., HENNESSY, S. COX, G., O'NEIL, S. & FARRELL, G. (2004) Mapping Music Education Research in the UK. Psychology of Music, 32 (3), 239–290.CrossRefGoogle Scholar
BOAL-PALHEIROS, G. & HARGREAVES, D. (2001) Listening to music at home and at school. British Journal of Music Education. 18 (2),103–118.CrossRefGoogle Scholar
BRYSON, B. (1997) What about the univores? Musical dislikes and group-based identity construction among Americans with low levels of education. Poetics, 25 (1&2), 141–156.CrossRefGoogle Scholar
CLARK, S. (2002) La motivación. Música y Educación, Revista de revistas, 15 (52), 184–186.Google Scholar
COULSON, S. (2010) Getting ‘capital’ in the music world: Musicians’ learning experiences and working lives. British Journal of Music Education, 27 (3), 255–270.CrossRefGoogle Scholar
CREMADES, R. & HERRERA, L. (2010) Importancia de la educación formal e informal en la adquisición de conocimientos sobre estilos musicales en estudiantes de conservatorio. Arte y Ciencia: Creación y Responsabilidad, 1&2 (19), 363–382.Google Scholar
CREMADES, R. & QUILES, O. L. (2007) Familia, música y educación informal. Música y Educación, 20 (72), 35–46.Google Scholar
CREMADES, R., HERRERA, L. & QUILES, O. L. (2011) Las motivaciones de los niños para aprender música en la escuela de música y danza de Melilla. DEDiCA. Revista de Educacao e Humanidades, 1, 293–318.Google Scholar
DAVIDSON, J. W. & PITTS, S. E. (2001) People have talents: A case study of musical behaviour in an adoptive family. British Journal of Music Education, 18 (2), 161–171.CrossRefGoogle Scholar
DE LA OSSA, M. A. (2011) Sociología de la música: relación con la educación musical. Música y Educación, 24 (87), 18–35.Google Scholar
DRISCOLL, J. (2009) If I play my sax my parents are nice to me: opportunity and motivation in musical instrument and singing tuition. Music Education Research, 11 (1), 37–55.CrossRefGoogle Scholar
FRANCÉS, R. (2006) La motivación en el aprendizaje musical. Música y Educación, 19 (67), 163–164.Google Scholar
GÁMEZ, J. A. (1998). Abducción en modelos gráficos. In Gámez, J. A. & Puerta, J. M. (Eds.), Sistemas Expertos Probabilísticos (pp. 79–111). Cuenca: Servicio de Publicaciones de Castilla la Mancha.Google Scholar
GHAZALI, M. G. (2006) Factors influencing Malaysian children's motivation to learn music. PhD thesis. Music & Music Education, Faculty of Arts & Social Sciences, University of New South Wales.Google Scholar
GIRÁLDEZ, A. (2012) Éxito y fracaso en la educación musical. Motivación, prácticas y estrategias para el autoaprendizaje musical. Eufonía, 54, 56–61.Google Scholar
HALLAM, S. (2002) Musical motivation: Towards a model synthesising the research. Music Education Research, 4 (2), 225–244.CrossRefGoogle Scholar
HALLAM, S., ROGERS, L. & CREECH, A. (2008) Gender differences in musical instrument choice. International Journal of Music Education, 26 (1), 7–19.CrossRefGoogle Scholar
HECKERMAN, D. (1995) A tutorial on learning with Bayesian networks At http://research.microsoft.com/en-us/um/people/heckerman/tutorial.pdf.CrossRefGoogle Scholar
HUETE, J. F. (1998) Sistemas expertos probabilísticos: Modelos gráficos. In Gámez, J. A. & Puerta, J. M. (Eds), Sistemas Expertos Probabilísticos (pp. 1–40). Cuenca: Servicio de Publicaciones de Castilla la Mancha.Google Scholar
JARVIN, L. & SUBOTNIK, R. (2010) Wisdom from conservatory faculty: Insights on success in classical music performance. Roeper Review, 32 (2), 78–87.CrossRefGoogle Scholar
KLINEDINST, R. E. (1991). Predicting performance achievement and retention of fifth-grade instrumental students. Journal of Research in Music Education, 39 (3), 225–238.CrossRefGoogle Scholar
LACAILLE, N., GAUDREAU, P. & KOESTNER, R. (2007). Political support for self-determination, wealth, and national subjective well-being. Motivation & Emotion, 31, 188–194.Google Scholar
LAGNADO, D. A. & SLOMAN, S. (2004). The advantage of timely intervention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30 (4), 856–876.Google ScholarPubMed
LAMMONT, A., HARGREAVES, D., MARSHALL, N. & TARRANT, M. (2003) Young people's music in and out of school. British Journal of Music Education, 20 (3), 229–241.CrossRefGoogle Scholar
LÓPEZ, J. & GARCÍA, J. (2011). Utilidad de las Redes Bayesianas en Psicología. Almería: Editorial de la Universidad de Almería.Google Scholar
LORENZO, S. & ESCANDELL, M. O. (2004) El abandono de los estudios musicales en el conservatorio: La opinión de los profesores del centro. Eufonía. Didáctica de la Música, 31, 74–94.Google Scholar
MACINTYRE, P., POTTER, G. & BURNS, J. (2012) The socio-educational model of music motivation. Journal of Research in Music Education, 60 (2), 129–144.CrossRefGoogle Scholar
MACKENZIE, C. (1991) Starting to learn to play a musical instrument: a study of boys' and girls' motivational criteria. British Journal of Music Education, 8 (1), 15–20.CrossRefGoogle Scholar
MARTÍNEZ, I. & RODRÍGUEZ, C. (2003). Modelos gráficos. In Y del Águila et al. Técnicas Estadísticas Aplicadas al Análisis de Datos (pp. 217–257). Almería: Editorial de la Universidad de Almería.Google Scholar
MCPHERSON, G. (2009) The role of parents in children's musical development. Psychology of Music, 37 (1), 91–110.CrossRefGoogle Scholar
MCEWAN, R. (2013) Secondary student motivation to participate in a year 9 Australian elective classroom music curriculum. British Journal of Music Education, 30 (1), 103–124.CrossRefGoogle Scholar
MURPHY, C. H. (1999) How far do tests of musical ability shed light on the nature of musical intelligence? British Journal of Music Education, 16 (1), 39–50.CrossRefGoogle Scholar
NADKARNI, S. & SHENOY, P. P. (2004) A causal mapping approach to con-structing Bayesian networks. Decision Support Systems, 38 (2), 259–281.CrossRefGoogle Scholar
PEARL, J. (2001) Bayesianism and causality, or, why I am only a half-Bayesian. Foundations of Bayesianism, Kluwer Applied Logic Series, Kluwer Academic Publisher, 24, 19–36.Google Scholar
PROCTOR, E. (2002). ¿Están preparados? Música y Educación, 15 (51), 157–158.Google Scholar
RENWICK, J.M. (2008). Because I love playing my instrument: Young musicians' internalised motivation and self-regulated practising behaviour. PhD thesis. Media & Performing Arts, Faculty of Arts & Social Sciences, University of New South Wales University.Google Scholar
RUIZ, F., PÉREZ, A. & GARCÍA, M. E. (2005). Estilos de Vida en Ciudad de la Habana. Hábitos Físico-Deportivos y de Salud. Madrid: Gymnos.Google Scholar
SCHNARE, B., MACINTYRE, P. & DOUCETTE, J. (2012) Possibles selves as a source of motivation for musicians. Psychology of Music, 40 (1), 94–111.CrossRefGoogle Scholar
SICHIVITSA, V. (2003) College choir members' motivation to persist in music: Application of the Tinto Model. Journal of Research in Music Education, 51 (4), 330–341.CrossRefGoogle Scholar
SOBOLOWESKA, S. (2005) Los deberes ¿qué deberes? Música y Educación, 18 (64), 195–196.Google Scholar
STOLLERY, P. & MCPHEE, A. (2002) Some perspectives on musical gift and musical intelligence. British Journal of Music Education, 19 (1), 89–102.CrossRefGoogle Scholar
SZUBERTOWSKA, E. (2005) Education and the music culture of Polish adolescents. Psychology of Music, 33 (3), 317–330.CrossRefGoogle Scholar
TORRICO, R. (2012) Niños musicales: Autodidactas del siglo XXI. Música y Educación, 25 (90), 16–28.Google Scholar
TRIPIANA, S. (2010) Despertar el deseo de aprender durante el estudio individual. Música y Educación, 23 (83), 32–39.Google Scholar
VALENCIA, D., VENTURA, R. & ESCANDELL, B. (2003) El abandono de los estudios musicales del grado elemental en el Conservatorio Superior de Música de Las Palmas de Gran Canaria. Anuario de Filosofía, Psicología y Sociología, 6, 77–100.Google Scholar
WARD, W. (1998) Hailfinder: Tools for and experiences with Bayesian normative modeling. American Psychologist, 53 (4), 416–428.Google Scholar
WINN, S., HARLEY, D., WILCOX, P. & PEMBERTON, S. (2007) Reconceptualizing student motivation: Accounting for the social context beyond the classroom. Learning & Teaching in the Social Sciences, 3 (2), 77–94.Google Scholar
WOODY, R. (2005) Qué ha servido de motivación a los músicos expertos. Música y Educación, 18 (61), 208–210.Google Scholar