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How does formal instrumental music tuition (FIMT) impact on self- and teacher-evaluations of adolescents’ computer-based compositions?

By Frederick A Seddon and Susan A O'Neill

Abstract

This study examined 48 computer-based compositions produced by adolescents (13–14 years old) using evaluations by specialist music teachers and the adolescents’ self-evaluations and self-assessments. Based on previous research (Seddon and O’Neill, 2001), we expected that the teachers’ evaluations of the compositions would not differentiate between the compositions by adolescents with or without 2–4 years prior experience of formal instrumental music tuition (FIMT). We also predicted that the self-evaluations and selfassessments of adolescents with FIMT would be higher than the self-evaluations and self-assessments by adolescents without FIMT. The results supported our predictions suggesting that adolescents’ self-evaluations of their ability to compose and their self-assessments of their own compositions are determined by their levels of self-perceived competence, and that this is influenced by whether or not they have previous experience of FIMT. Implications for the use of selfevaluations and self-assessments in music education are discussed

Topics: MT40, LB1028.43
Publisher: SAGE Publications
Year: 2006
DOI identifier: 10.1177/0305735606059103
OAI identifier: oai:nectar.northampton.ac.uk:3672
Provided by: NECTAR
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