The current practices of music performance education at the secondary school level in Western Australia encourage students to develop a competitive driven mindset at the expense of gaining a deeper appreciation for the music that they are performing. This study investigates how to integrate affective variables, based on Einstein's humanistic and philosophical approaches to thinking, into music performance education at the secondary school level, as a way of rebalancing the competition driven mindset of high school music performance students. The three variables used were gratitude, humility and wonder drawn from Einstein's non-scientific writings. Such an approach is named an Einsteinian approach. This research uses qualitative data based on the method of action research from the perspective of a teacher-researcher. Two preliminary phases and two major action research cycles were conducted to investigate the necessary steps required to integrate affective variables into the secondary music performance classroom setting. Data collected were in-class worksheets, expanded worksheets, and audio and DVD transcripts of classroom interactions. Teacher-led classroom actions that worked and those that did not work – based on analyses of student responses – indicated the essential elements for the integration of the Einsteinian approach. The findings suggest that reflection, understanding student felt-needs, giving voice to students and guiding students toward self-discovery of these affective concepts are central for a successful integration of the Einsteinian approach. The study concludes that students need to be guided to discover these affective concepts for themselves as these concepts cannot be intellectualized.
|Qualification||Doctor of Philosophy|
|Publication status||Unpublished - 2011|