Skip to main content
×
Home

Why do they choose their instruments?

  • Irene Martínez Cantero (a1) and Jordi-Angel Jauset-Berrocal (a2)
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.

Copyright
References
Hide All
ARRIAGA C. (2006) Importancia de los condicionantes contextuales en la educación musical. Música y Educación, 19 (68), 131140.
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), 258268.
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), 8187.
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), 2645.
AUSTIN J. R. & BERG M. H. (2006) Exploring music practice among sixth-grade band and orchestra students. Psychology of Music, 34 (4), 535558.
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.
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), 239290.
BOAL-PALHEIROS G. & HARGREAVES D. (2001) Listening to music at home and at school. British Journal of Music Education. 18 (2),103118.
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), 141156.
CLARK S. (2002) La motivación. Música y Educación, Revista de revistas, 15 (52), 184186.
COULSON S. (2010) Getting ‘capital’ in the music world: Musicians’ learning experiences and working lives. British Journal of Music Education, 27 (3), 255270.
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), 363382.
CREMADES R. & QUILES O. L. (2007) Familia, música y educación informal. Música y Educación, 20 (72), 3546.
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, 293318.
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), 161171.
DE LA OSSA M. A. (2011) Sociología de la música: relación con la educación musical. Música y Educación, 24 (87), 1835.
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), 3755.
FRANCÉS R. (2006) La motivación en el aprendizaje musical. Música y Educación, 19 (67), 163164.
GÁMEZ J. A. (1998). Abducción en modelos gráficos. In Gámez J. A. & Puerta J. M. (Eds.), Sistemas Expertos Probabilísticos (pp. 79111). Cuenca: Servicio de Publicaciones de Castilla la Mancha.
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.
GIRÁLDEZ A. (2012) Éxito y fracaso en la educación musical. Motivación, prácticas y estrategias para el autoaprendizaje musical. Eufonía, 54, 5661.
HALLAM S. (2002) Musical motivation: Towards a model synthesising the research. Music Education Research, 4 (2), 225244.
HALLAM S., ROGERS L. & CREECH A. (2008) Gender differences in musical instrument choice. International Journal of Music Education, 26 (1), 719.
HECKERMAN D. (1995) A tutorial on learning with Bayesian networks At http://research.microsoft.com/en-us/um/people/heckerman/tutorial.pdf.
HUETE J. F. (1998) Sistemas expertos probabilísticos: Modelos gráficos. In Gámez J. A. & Puerta J. M. (Eds), Sistemas Expertos Probabilísticos (pp. 140). Cuenca: Servicio de Publicaciones de Castilla la Mancha.
JARVIN L. & SUBOTNIK R. (2010) Wisdom from conservatory faculty: Insights on success in classical music performance. Roeper Review, 32 (2), 7887.
KLINEDINST R. E. (1991). Predicting performance achievement and retention of fifth-grade instrumental students. Journal of Research in Music Education, 39 (3), 225238.
LACAILLE N., GAUDREAU P. & KOESTNER R. (2007). Political support for self-determination, wealth, and national subjective well-being. Motivation & Emotion, 31, 188194.
LAGNADO D. A. & SLOMAN S. (2004). The advantage of timely intervention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30 (4), 856876.
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), 229241.
LÓPEZ J. & GARCÍA J. (2011). Utilidad de las Redes Bayesianas en Psicología. Almería: Editorial de la Universidad de Almería.
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, 7494.
MACINTYRE P., POTTER G. & BURNS J. (2012) The socio-educational model of music motivation. Journal of Research in Music Education, 60 (2), 129144.
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), 1520.
MARTÍNEZ I. & RODRÍGUEZ C. (2003). Modelos gráficos. In Y del Águila et al. Técnicas Estadísticas Aplicadas al Análisis de Datos (pp. 217257). Almería: Editorial de la Universidad de Almería.
MCPHERSON G. (2009) The role of parents in children's musical development. Psychology of Music, 37 (1), 91–110.
MCEWAN R. (2013) Secondary student motivation to participate in a year 9 Australian elective classroom music curriculum. British Journal of Music Education, 30 (1), 103124.
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), 3950.
NADKARNI S. & SHENOY P. P. (2004) A causal mapping approach to con-structing Bayesian networks. Decision Support Systems, 38 (2), 259281.
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, 1936.
PROCTOR E. (2002). ¿Están preparados? Música y Educación, 15 (51), 157–158.
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.
RUIZ F., PÉREZ A. & GARCÍA M. E. (2005). Estilos de Vida en Ciudad de la Habana. Hábitos Físico-Deportivos y de Salud. Madrid: Gymnos.
SCHNARE B., MACINTYRE P. & DOUCETTE J. (2012) Possibles selves as a source of motivation for musicians. Psychology of Music, 40 (1), 94111.
SICHIVITSA V. (2003) College choir members' motivation to persist in music: Application of the Tinto Model. Journal of Research in Music Education, 51 (4), 330341.
SOBOLOWESKA S. (2005) Los deberes ¿qué deberes? Música y Educación, 18 (64), 195196.
STOLLERY P. & MCPHEE A. (2002) Some perspectives on musical gift and musical intelligence. British Journal of Music Education, 19 (1), 89102.
SZUBERTOWSKA E. (2005) Education and the music culture of Polish adolescents. Psychology of Music, 33 (3), 317–330.
TORRICO R. (2012) Niños musicales: Autodidactas del siglo XXI. Música y Educación, 25 (90), 16–28.
TRIPIANA S. (2010) Despertar el deseo de aprender durante el estudio individual. Música y Educación, 23 (83), 32–39.
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, 77100.
WARD W. (1998) Hailfinder: Tools for and experiences with Bayesian normative modeling. American Psychologist, 53 (4), 416428.
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), 7794.
WOODY R. (2005) Qué ha servido de motivación a los músicos expertos. Música y Educación, 18 (61), 208210.
Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

British Journal of Music Education
  • ISSN: 0265-0517
  • EISSN: 1469-2104
  • URL: /core/journals/british-journal-of-music-education
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Metrics

Full text views

Total number of HTML views: 18
Total number of PDF views: 98 *
Loading metrics...

Abstract views

Total abstract views: 558 *
Loading metrics...

* Views captured on Cambridge Core between 3rd January 2017 - 20th November 2017. This data will be updated every 24 hours.