Reading: Lessons for Teachers: What Lower Secondary School Students Tell Us about Learning a Musical Instrument

Lowe, G. (2012). Lessons for Teachers: What Lower Secondary School Students Tell Us about Learning a Musical Instrument. International Journal Of Music Education, 30(3), 227-243.

Problem: “Retaining students in elective music programs through to the senior years is an international problem. Walker (2003) states that only 5% of the total student cohort in North America enroll in elective music programs in senior school, while Bray (2000) reports only around 2% of students undertake A level music studies in the United Kingdom (UK). In Western Australia three out of four students in the government system cease learning an instrument before their final year of secondary school and, at a federal level, retention has been highlighted as a priority area requiring urgent attention.”

Instrument lessons in West Australia:

“Orchestral instruments are taught by specialist peripatetic staff on a weekly basis. Lessons range from 20–30 minutes each, and students in the first year of secondary school generally learn in groups ranging from one to five. Students are withdrawn from regular classes on a rotating timetable basis to minimize the impact on other school subjects. /…/ Wind and brass students commence in-school instruction in year 6 in primary school, and string players start earlier. As year 8 (ages 12–13) is the first year of secondary school in WA, on-going students are into at least their third year of learning when they enter year 8.”

Positive aspects that students brought out:

an intimate, comfortable and non-threatening learning environment that is different from other subjects
teacher attitude associated with rapport and respect
professional teacher attributes including organization, enthusiasm, encouragement and patience
professional musician attributes including the ability to model the instrument to a high standard
activity selection, relating to repertoire choice and ensemble playing

Negative aspects that students brought out:

dislike of technical work, particularly the need to practice scales
differing levels of ability which lead to embarrassment and feelings of incompetence
repetition, including a lack of repertoire turnover
lack of rapport with the teacher, manifested in a lack of attention and lack of encouragement

Multimedia Learning in Music Education

Kristo Käo's notebook for PhD studies at the University of Tartu since 2008

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