Autonomy-Supportive Teaching in the Large Ensemble: Positive Outcomes for Student Motivation and Teacher Satisfaction
Saved in:
| Title: | Autonomy-Supportive Teaching in the Large Ensemble: Positive Outcomes for Student Motivation and Teacher Satisfaction |
|---|---|
| Language: | English |
| Authors: | Butler, Timothy (ORCID |
| Source: | Music Educators Journal. Jun 2022 108(4):31-36. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2022 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Personal Autonomy, Outcomes of Education, Student Motivation, Satisfaction, Music Education, Independent Study, Competence, Teaching Methods |
| DOI: | 10.1177/00274321221107537 |
| ISSN: | 0027-4321 1945-0087 |
| Abstract: | Autonomy-supportive teaching, self-determination theory, and self-regulated learning can be effective methods for increasing student motivation in a range of classroom settings. However, music educators struggle to apply principles of student autonomy in ensemble rehearsals. Using intent-based leadership as a practical model for guiding students toward self-directed habits, I describe one approach to shape self-sufficient student musicians in the ensemble setting. By creatively harnessing students' capacity for independent learning, their musical skills and motivation for music learning can improve dramatically. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1347715 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Autonomy-supportive teaching, self-determination theory, and self-regulated learning can be effective methods for increasing student motivation in a range of classroom settings. However, music educators struggle to apply principles of student autonomy in ensemble rehearsals. Using intent-based leadership as a practical model for guiding students toward self-directed habits, I describe one approach to shape self-sufficient student musicians in the ensemble setting. By creatively harnessing students' capacity for independent learning, their musical skills and motivation for music learning can improve dramatically. |
|---|---|
| ISSN: | 0027-4321 1945-0087 |
| DOI: | 10.1177/00274321221107537 |
