Models of success and failure in instrumental learning: case studies of young players in the first 20 months of learning

Abstract

This paper draws on questionnaire and interview data, gathered as part of a longitudinal study based at the University of New South Wales, Sydney, investigating the motivations and behavior of young instrumentalists in their first 20 months of learning. Comparisons are drawn between children who maintained and lost motivation over that period, and between those who ceased to have lessons and those who persevered. It is concluded that sensitive parental and teacher support is essential to progress, and that effective practice, focusing on quality rather than quantity, is a skill that children need to be taught and encouraged to implement. Implications for education are drawn from our data, and links made with existing research literature and educational beliefs. Introduction: The Research Context AH children respond differently to the challenge of learning a musical instrument, with much depending on their motivation, personality and environment. Within these key areas, a growing research literature is forming a This research has been supported by a large Australian Research Council grant (No. A79700682) awarded for a 3-year study with primary school children between 1997 and 1999.