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Music In Our Lives: Rethinking Musical Ability, Development, and Identity$
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Gary E. McPherson, Jane W. Davidson, and Robert Faulkner

Print publication date: 2012

Print ISBN-13: 9780199579297

Published to Oxford Scholarship Online: May 2012

DOI: 10.1093/acprof:oso/9780199579297.001.0001

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‘For how long can you expect a child to blow into a French horn?’

‘For how long can you expect a child to blow into a French horn?’

Chapter:
(p.59) Chapter 4 ‘For how long can you expect a child to blow into a French horn?’
Source:
Music In Our Lives: Rethinking Musical Ability, Development, and Identity
Author(s):

Gary E. McPherson

Jane W. Davidson

Robert Faulkner

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199579297.003.0031

Chapter 2 and 3 raised doubts about how long the majority of young students could be expected to commit to ongoing instrumental learning in the face of a range of demotive factors: serious shortcomings about the quality of practice sessions, lack of parental support and even significant antagonism around practice sites, boredom, an absence of personal musical engagement, limited learner autonomy over nearly all areas of learning, restrictive forms of music making and learning (i.e., the dominance of performance from notation and absence of other forms of performance like playing by ear and improvising), and, for many, very limited progress in terms of musical skill development in both instrumental/technical and notational/literacy areas. If there is one concept that might encapsulate the key deficit that was created by these shortcomings it might be meaningful musical fluency. In its repeated absence, many students' initial triggered situational motivation turned to frustration because experiences were not matching expectations for musical outcomes. This chapter examines the fall-out from the programmes and learners' disengagement with formal instrumental music learning, which in some cases began at the end of the very first term of the programme. The chapter provides a sense of the scale and range of disillusionment, frustration, and disengagement, and attempts to understand in more detail some of the factors that contributed to decisions to give up.

Keywords:   music students, musical development, instrumental music learning, meaningful musical fluency, student motivation

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