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Supporting Music Majors’ Learning: Motivational Strategies in College Music Lessons

Supporting Music Majors’ Learning: Motivational Strategies in College Music Lessons 1197631 STA AMERICAN STRING TEACHER | MONTH XXXXWWW.ASTAWEB.COM Feature SUPPORTING MUSIC MAJORS’ LEARNING: MOTIv ATIONAL STRATEGIES IN COLLEGE MUSIC LESSONS By Min Jung Kim The academic experience of college music majors is unique, especially in relation to their peers in other fields. Not only do they take lecture-discussion style courses in traditional Private lesson instructions classrooms, but also, they play instruments in orchestras, should provide students with chamber music ensembles, and applied music lessons. Among this coursework string students pursue, applied music lessons many opportunities that help take place in one of the most distinctive settings where them to build a positive belief each student receives personalized attention. This enables about their ability to succeed concentrated guidance, instant feedback, and customized lesson plans, thereby promoting accelerated progress and on tasks and continue their growth. Within this one-on-one social setting, an instructor studies. and student exchange their ideas, knowledge, experiences, and even emotional senses (West and Rostvall 2016). Consequently, applied lesson instructors can affect students’ motivation as well as understanding and emotions (Steele Royston 2017). Therefore, this article aims to identify pedagogical regular and continued social interactions in lessons, the approaches to foster music students’ motivation in college social-emotional relationship http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American String Teacher SAGE

Supporting Music Majors’ Learning: Motivational Strategies in College Music Lessons

Kim, Min Jung
American String Teacher , Volume 73 (4): 5 – Nov 1, 2023
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References (38)

Publisher
SAGE
Copyright
Copyright © 2023, American String Teachers Association
ISSN
0003-1313
eISSN
2515-4842
DOI
10.1177/00031313231197631
Publisher site
See Article on Publisher Site

Abstract

1197631 STA AMERICAN STRING TEACHER | MONTH XXXXWWW.ASTAWEB.COM Feature SUPPORTING MUSIC MAJORS’ LEARNING: MOTIv ATIONAL STRATEGIES IN COLLEGE MUSIC LESSONS By Min Jung Kim The academic experience of college music majors is unique, especially in relation to their peers in other fields. Not only do they take lecture-discussion style courses in traditional Private lesson instructions classrooms, but also, they play instruments in orchestras, should provide students with chamber music ensembles, and applied music lessons. Among this coursework string students pursue, applied music lessons many opportunities that help take place in one of the most distinctive settings where them to build a positive belief each student receives personalized attention. This enables about their ability to succeed concentrated guidance, instant feedback, and customized lesson plans, thereby promoting accelerated progress and on tasks and continue their growth. Within this one-on-one social setting, an instructor studies. and student exchange their ideas, knowledge, experiences, and even emotional senses (West and Rostvall 2016). Consequently, applied lesson instructors can affect students’ motivation as well as understanding and emotions (Steele Royston 2017). Therefore, this article aims to identify pedagogical regular and continued social interactions in lessons, the approaches to foster music students’ motivation in college social-emotional relationship

Journal

American String Teacher – SAGE

Published: Nov 1, 2023

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