Browsing by Author "Janse van Rensburg, Lisa-Mari Alexandra"
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- ItemTowards lifelong musical enjoyment: The application of the Self-Determination Theory and musical understanding during individual instrumental lessons(Stellenbosch : Stellenbosch University, 2017-12) Janse van Rensburg, Lisa-Mari Alexandra; Herbst, Danell; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Music.ENGLISH ABSTRACT: Music learners, in some cases, cease the learning of their musical instruments. This may be due to various factors. However, many of the reasons can be associated with diminished enjoyment. For learners to enjoy music lifelong, benefitting from the value it can add to their lives, ways must be found for them not wanting to cease their learning. It is therefore necessary that music teachers find ways in which enjoyment can be maintained. This was the main purpose of this study. It aimed to determine how instrumental music teachers can apply the Self-Determination Theory (SDT) and teach musical understanding to promote musical enjoyment. The main question was partially addressed through a literature review of both SDT and musical understanding, and mainly through multiple case studies of four instrumental teachers’ learners and their lessons. These lessons took place at four different primary schools in the Western Cape. The researcher observed and transcribed the lessons, all the learners completed a SDT questionnaire, and commented on their experience of enjoyment. The transcriptions of lessons and the comments that learners wrote were coded according to a pre-determined framework of SDT and musical understanding. The qualitative data from the questionnaires were used to give an overview of the four teachers’ support of SDT, and to support the findings from the qualitative data. Teachers’ support of SDT and musical understanding were found to contribute towards musical enjoyment. Furthermore, specific ways in which teachers can do this, came from examples of the lessons and learners’ written comments. It was also found that the correct actions according to the parameters of this study do not always guarantee that learners feel supported in a SDT sense, as there may possibly be other factors that can impact their experiences of their music learning. With regards to musical understanding, it was found that the teachers in this study prioritise it in their lessons. However, learners lacked an integrated understanding of theory and practice. Some ways of thinking and knowing seemed to be neglected in instrumental lessons. Further study is recommended in how learners perceive their teachers. Another opportunity for further research is learners showing introjected regulation, despite their teachers’ actions that should theoretically result in more internalised forms of motivation.