Applying Process Theory to Motivate Music Students
Item
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Title
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Applying Process Theory to Motivate Music Students
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Creator
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Mark Pipes
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Degree Name
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Master of Arts in Teaching (initial licensure)
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Project Type
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action_research
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Date
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6/10/2022
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Abstract
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Process theory is applied as a best practice to motivate, scaffold, and address differentiation among music students in an ensemble. This action research project examines a jazz ensemble consisting primarily of 9th and 10th graders who are developing performance, improvisation, musical facility, and ensemble skills. The author examines his own pedagogical development by examining journal entries, mentor feedback, and a student survey. The research focused on three primary questions:
How can I build a team culture that improves the student experience and grows musicianship while also promoting inclusiveness cohesiveness, and social acceptance?
How can I best encourage students to develop their self-agency while also improving their ability to see consequences as products of their actions?
How can I best set goals for my students, assist them in setting their own goals and develop their ability to manage their expectations?
The inclusive, positive team culture created a learning environment where students shared experiences and affirmed each other. The new culture affected growth in a sense of equity, social awareness, and group responsibility. Music teachers can develop self-agency in students, vastly improving their self-value, ability to learn, and perform in the ensemble. Further, developing self-agency is an effective means of addressing differentiation within an ensemble. When students have an increased awareness of goal management, music teachers can better implement differentiation, scaffolding, and best practices.
Keywords: music, education, process theory, differentiation, pedagogy, self-agency
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Committee Member
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Melanie Landon-Hays, Amy Bowden, Kevin Egan
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Rights
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Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.
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http://rightsstatements.org/vocab/InC/1.0/
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Language
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eng
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Date Available
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6/8/2022
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Type
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Text
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Identifier
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theses/198
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