Student Vitality, Teacher Engagement, and Rapport in Studio Music Instruction
Vitality is the feeling of being alive, vigorous, and energetic, and is an important indicator of overall motivation and wellbeing. Studio music instruction holds rich potential for creating feelings of vitality through close relationships, the potential for developing skills, and a shared endeavor...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-05-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01007/full |
| _version_ | 1818297284892295168 |
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| author | Jennifer Blackwell Peter Miksza Paul Evans Gary E. McPherson |
| author_facet | Jennifer Blackwell Peter Miksza Paul Evans Gary E. McPherson |
| author_sort | Jennifer Blackwell |
| collection | DOAJ |
| description | Vitality is the feeling of being alive, vigorous, and energetic, and is an important indicator of overall motivation and wellbeing. Studio music instruction holds rich potential for creating feelings of vitality through close relationships, the potential for developing skills, and a shared endeavor of artistic expression. But they also have the potential to deplete vitality – through controlling teaching, a poor quality relationship, or harsh criticism from the teacher. The purpose of this study was to investigate relationships among student and teacher behavior, rapport, and students’ experiences of subjective vitality in the context of university-level applied performance lessons. Participants were six undergraduate instrumental music majors and their teachers located at universities in the United States and Australia, who were selected because they provided the highest (three participants) and lowest (three participants) scores on a measure of subjective vitality completed immediately following a studio music lesson. A lesson was recorded for each student-teacher participant pair, coded for the frequencies of 35 lesson behaviors, described with a qualitative contextual commentary, and rated for evidence of rapport and physical proximity. Clear differences emerged between the high and low vitality lessons with regard to questioning, feedback, modeling, student performance, and student talk. Teachers of high vitality students spent most or all of the lesson within close proximity to their student, and showed stronger rapport than teachers of low vitality students. The findings suggest that students’ vitality may depend on important differences in styles of teacher-student engagement and the quality of student-teacher relationships. |
| first_indexed | 2024-12-13T04:17:00Z |
| format | Article |
| id | doaj.art-7fb14f5073e548018e3adbab17f9c128 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-13T04:17:00Z |
| publishDate | 2020-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-7fb14f5073e548018e3adbab17f9c1282022-12-21T23:59:51ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-05-011110.3389/fpsyg.2020.01007495765Student Vitality, Teacher Engagement, and Rapport in Studio Music InstructionJennifer Blackwell0Peter Miksza1Paul Evans2Gary E. McPherson3Music Department, University of Hawai’i at Ma¯noa, Honolulu, HI, United StatesJacobs School of Music, Indiana University Bloomington, Bloomington, IN, United StatesSchool of Education, University of New South Wales, Kensington, NSW, AustraliaMelbourne Conservatorium of Music, The University of Melbourne, Parkville, VIC, AustraliaVitality is the feeling of being alive, vigorous, and energetic, and is an important indicator of overall motivation and wellbeing. Studio music instruction holds rich potential for creating feelings of vitality through close relationships, the potential for developing skills, and a shared endeavor of artistic expression. But they also have the potential to deplete vitality – through controlling teaching, a poor quality relationship, or harsh criticism from the teacher. The purpose of this study was to investigate relationships among student and teacher behavior, rapport, and students’ experiences of subjective vitality in the context of university-level applied performance lessons. Participants were six undergraduate instrumental music majors and their teachers located at universities in the United States and Australia, who were selected because they provided the highest (three participants) and lowest (three participants) scores on a measure of subjective vitality completed immediately following a studio music lesson. A lesson was recorded for each student-teacher participant pair, coded for the frequencies of 35 lesson behaviors, described with a qualitative contextual commentary, and rated for evidence of rapport and physical proximity. Clear differences emerged between the high and low vitality lessons with regard to questioning, feedback, modeling, student performance, and student talk. Teachers of high vitality students spent most or all of the lesson within close proximity to their student, and showed stronger rapport than teachers of low vitality students. The findings suggest that students’ vitality may depend on important differences in styles of teacher-student engagement and the quality of student-teacher relationships.https://www.frontiersin.org/article/10.3389/fpsyg.2020.01007/fullvitalityrapportstudio instructionself-determination theory (SDT)music performance |
| spellingShingle | Jennifer Blackwell Peter Miksza Paul Evans Gary E. McPherson Student Vitality, Teacher Engagement, and Rapport in Studio Music Instruction Frontiers in Psychology vitality rapport studio instruction self-determination theory (SDT) music performance |
| title | Student Vitality, Teacher Engagement, and Rapport in Studio Music Instruction |
| title_full | Student Vitality, Teacher Engagement, and Rapport in Studio Music Instruction |
| title_fullStr | Student Vitality, Teacher Engagement, and Rapport in Studio Music Instruction |
| title_full_unstemmed | Student Vitality, Teacher Engagement, and Rapport in Studio Music Instruction |
| title_short | Student Vitality, Teacher Engagement, and Rapport in Studio Music Instruction |
| title_sort | student vitality teacher engagement and rapport in studio music instruction |
| topic | vitality rapport studio instruction self-determination theory (SDT) music performance |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01007/full |
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