Boys' music education: Using the Boy's Music Ecosystem model to better understand successful teaching practices

Anita Collins

    Research output: Contribution to journalArticle

    Abstract

    Experienced music educators rate their senior class of musicians by often using the terms exceptional, talented, average, limited, unremarkable or apathetic. This summative evaluation considers class size, academic results, willingness to participate in extra curricula musical activities or post secondary school career choices in the music industry. Such characterisation by teachers raises the question: To what extent does this determination depend on the individual traits of the students, their musical experiences or the personal influence of their music teachers? This pilot study examined this question by comparing six cohorts of senior musicians over the six years of their secondary school music education within an action research context. Through the use of the Boy’s Music Ecosystem model (Collins, 2011) and interview results, the study revealed six themes that point to successful practices in boys’ music education and the possible benefits of a longitudinal view across a boy’s entire secondary school music experience.
    Original languageEnglish
    Pages (from-to)36-44
    Number of pages9
    JournalTeach Journal of Christian Education
    Volume6
    Issue number1
    Publication statusPublished - 2012

    Fingerprint

    music lessons
    teaching practice
    music
    secondary school
    musician
    school career
    music teacher
    action research
    experience
    educator
    curriculum
    industry
    teacher
    interview
    evaluation
    student

    Cite this

    @article{a59c52aedd4b442c844e81516af7f3a3,
    title = "Boys' music education: Using the Boy's Music Ecosystem model to better understand successful teaching practices",
    abstract = "Experienced music educators rate their senior class of musicians by often using the terms exceptional, talented, average, limited, unremarkable or apathetic. This summative evaluation considers class size, academic results, willingness to participate in extra curricula musical activities or post secondary school career choices in the music industry. Such characterisation by teachers raises the question: To what extent does this determination depend on the individual traits of the students, their musical experiences or the personal influence of their music teachers? This pilot study examined this question by comparing six cohorts of senior musicians over the six years of their secondary school music education within an action research context. Through the use of the Boy’s Music Ecosystem model (Collins, 2011) and interview results, the study revealed six themes that point to successful practices in boys’ music education and the possible benefits of a longitudinal view across a boy’s entire secondary school music experience.",
    keywords = "music_education boys_education",
    author = "Anita Collins",
    year = "2012",
    language = "English",
    volume = "6",
    pages = "36--44",
    journal = "Teach Journal of Christian Education",
    issn = "1835-1492",
    number = "1",

    }

    Boys' music education: Using the Boy's Music Ecosystem model to better understand successful teaching practices. / Collins, Anita.

    In: Teach Journal of Christian Education, Vol. 6, No. 1, 2012, p. 36-44.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Boys' music education: Using the Boy's Music Ecosystem model to better understand successful teaching practices

    AU - Collins, Anita

    PY - 2012

    Y1 - 2012

    N2 - Experienced music educators rate their senior class of musicians by often using the terms exceptional, talented, average, limited, unremarkable or apathetic. This summative evaluation considers class size, academic results, willingness to participate in extra curricula musical activities or post secondary school career choices in the music industry. Such characterisation by teachers raises the question: To what extent does this determination depend on the individual traits of the students, their musical experiences or the personal influence of their music teachers? This pilot study examined this question by comparing six cohorts of senior musicians over the six years of their secondary school music education within an action research context. Through the use of the Boy’s Music Ecosystem model (Collins, 2011) and interview results, the study revealed six themes that point to successful practices in boys’ music education and the possible benefits of a longitudinal view across a boy’s entire secondary school music experience.

    AB - Experienced music educators rate their senior class of musicians by often using the terms exceptional, talented, average, limited, unremarkable or apathetic. This summative evaluation considers class size, academic results, willingness to participate in extra curricula musical activities or post secondary school career choices in the music industry. Such characterisation by teachers raises the question: To what extent does this determination depend on the individual traits of the students, their musical experiences or the personal influence of their music teachers? This pilot study examined this question by comparing six cohorts of senior musicians over the six years of their secondary school music education within an action research context. Through the use of the Boy’s Music Ecosystem model (Collins, 2011) and interview results, the study revealed six themes that point to successful practices in boys’ music education and the possible benefits of a longitudinal view across a boy’s entire secondary school music experience.

    KW - music_education boys_education

    M3 - Article

    VL - 6

    SP - 36

    EP - 44

    JO - Teach Journal of Christian Education

    JF - Teach Journal of Christian Education

    SN - 1835-1492

    IS - 1

    ER -