Pub Date : 2022-01-27DOI: 10.1177/1321103x211054793
Benjamin Bolden, Christopher DeLuca
This article reports research that identified and analyzed assessment for learning strategies employed by six Canadian music educators to support and develop student creativity. Findings include descriptions of creativity-nurturing practices organized into four categories: (a) developing assessment criteria, (b) encouraging creative processes, (c) optimizing the classroom context, and (d) activating self-assessment. Results include detailed descriptions of strategies that educators can employ to leverage formative assessment to nurture student creativity within and beyond music education contexts.
{"title":"Nurturing student creativity through assessment for learning in music classrooms","authors":"Benjamin Bolden, Christopher DeLuca","doi":"10.1177/1321103x211054793","DOIUrl":"https://doi.org/10.1177/1321103x211054793","url":null,"abstract":"This article reports research that identified and analyzed assessment for learning strategies employed by six Canadian music educators to support and develop student creativity. Findings include descriptions of creativity-nurturing practices organized into four categories: (a) developing assessment criteria, (b) encouraging creative processes, (c) optimizing the classroom context, and (d) activating self-assessment. Results include detailed descriptions of strategies that educators can employ to leverage formative assessment to nurture student creativity within and beyond music education contexts.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"44 1","pages":"273 - 289"},"PeriodicalIF":1.6,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42337363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-10DOI: 10.1177/1321103X211054659
Jolan Kegelaers, Lotte Hoogkamer, R. Oudejans
Orchestra auditions form a critical career challenge for many aspiring classical musicians. Hence, emerging professional musicians—defined as promising musicians entering the professional circuit without having yet established full-time employment—require effective practice and performance strategies to manage the demands of auditions. The purpose of this collective case study was to gain an in-depth and contextualized understanding of such practice and performance management strategies in relation to mock orchestra auditions. Data were collected using an intensive qualitative approach, combining semi-structured interviews with regular structured monitoring interviews, with eight musicians. Content analysis revealed that participants, on average, engaged in 33 hr of music-related activities per week, during which they adopted self-regulating strategies (i.e., strategic goal setting, structuring practice, monitoring practice, and reflecting on progress) to a varying degree. Furthermore, participants used different performance management strategies to cope with the pressure of auditions (i.e., practicing under pressure, imagery, relaxation, cognitive reframing, routines, attentional control, and substance use). Overall, the data suggest that the emerging musicians possessed several different practice and performance strategies but showed great variation in the use of such strategies and had a preference for long practice hours. Potential implications for music education organizations aiming to prepare students for auditions are discussed.
{"title":"Practice and performance management strategies of emerging professional musicians in preparation for orchestra auditions","authors":"Jolan Kegelaers, Lotte Hoogkamer, R. Oudejans","doi":"10.1177/1321103X211054659","DOIUrl":"https://doi.org/10.1177/1321103X211054659","url":null,"abstract":"Orchestra auditions form a critical career challenge for many aspiring classical musicians. Hence, emerging professional musicians—defined as promising musicians entering the professional circuit without having yet established full-time employment—require effective practice and performance strategies to manage the demands of auditions. The purpose of this collective case study was to gain an in-depth and contextualized understanding of such practice and performance management strategies in relation to mock orchestra auditions. Data were collected using an intensive qualitative approach, combining semi-structured interviews with regular structured monitoring interviews, with eight musicians. Content analysis revealed that participants, on average, engaged in 33 hr of music-related activities per week, during which they adopted self-regulating strategies (i.e., strategic goal setting, structuring practice, monitoring practice, and reflecting on progress) to a varying degree. Furthermore, participants used different performance management strategies to cope with the pressure of auditions (i.e., practicing under pressure, imagery, relaxation, cognitive reframing, routines, attentional control, and substance use). Overall, the data suggest that the emerging musicians possessed several different practice and performance strategies but showed great variation in the use of such strategies and had a preference for long practice hours. Potential implications for music education organizations aiming to prepare students for auditions are discussed.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"44 1","pages":"175 - 191"},"PeriodicalIF":1.6,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41829336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-15DOI: 10.1177/1321103X211038839
Yueh-Lan Liu
The purpose of this study was to explore differences in time spent practicing and the practice strategies used by Chinese music majors according to university location, instrument played, and participant gender. A total of 154 participants who played string, woodwind, brass, and keyboard instruments, including 103 participants attending Chinese universities and 51 Chinese participants pursuing degrees abroad (in the United States, Russia, and Great Britain) completed a Likert-type scale questionnaire. Findings indicated that students studying abroad spent more hours on weekly practice and had more years of instrumental study than students studying in China, but their responses also indicated they were less organized about their practice and had more difficulty concentrating while practicing than students in China. According to the analyses by instrument, woodwind and brass players were more likely to organize their practice than keyboard players; string, woodwind, and brass players were more likely to use recordings and metronomes than keyboard players; and brass players reported concentrating better than keyboard players. Regarding gender differences, the only significant difference was that female participants had spent more years studying their instruments than males. Identified differences can help instrumental instructors better understand students’ practice habits and tailor their teaching to fit the needs of students in response to individual differences.
{"title":"Differences in instrumental practice time and strategies among Chinese music majors","authors":"Yueh-Lan Liu","doi":"10.1177/1321103X211038839","DOIUrl":"https://doi.org/10.1177/1321103X211038839","url":null,"abstract":"The purpose of this study was to explore differences in time spent practicing and the practice strategies used by Chinese music majors according to university location, instrument played, and participant gender. A total of 154 participants who played string, woodwind, brass, and keyboard instruments, including 103 participants attending Chinese universities and 51 Chinese participants pursuing degrees abroad (in the United States, Russia, and Great Britain) completed a Likert-type scale questionnaire. Findings indicated that students studying abroad spent more hours on weekly practice and had more years of instrumental study than students studying in China, but their responses also indicated they were less organized about their practice and had more difficulty concentrating while practicing than students in China. According to the analyses by instrument, woodwind and brass players were more likely to organize their practice than keyboard players; string, woodwind, and brass players were more likely to use recordings and metronomes than keyboard players; and brass players reported concentrating better than keyboard players. Regarding gender differences, the only significant difference was that female participants had spent more years studying their instruments than males. Identified differences can help instrumental instructors better understand students’ practice habits and tailor their teaching to fit the needs of students in response to individual differences.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"45 1","pages":"127 - 140"},"PeriodicalIF":1.6,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47344701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-08DOI: 10.1177/1321103X211056466
R. Mantie
In this Perspectives article, the author grapples with the personal challenges of attempting to do ethical and high-quality research in the post world of the maturing 21st century. Among the challenges addressed are matters of purported relevance of research, equity research conducted by nonmembers of equity-seeking groups, the impact of rankings and metrics, peer review, and the relationship between good intentions and symbolic violence.
{"title":"Struggling with good intentions: Music education research in a “post” world","authors":"R. Mantie","doi":"10.1177/1321103X211056466","DOIUrl":"https://doi.org/10.1177/1321103X211056466","url":null,"abstract":"In this Perspectives article, the author grapples with the personal challenges of attempting to do ethical and high-quality research in the post world of the maturing 21st century. Among the challenges addressed are matters of purported relevance of research, equity research conducted by nonmembers of equity-seeking groups, the impact of rankings and metrics, peer review, and the relationship between good intentions and symbolic violence.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"44 1","pages":"21 - 33"},"PeriodicalIF":1.6,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43023806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-04DOI: 10.1177/1321103X211034694
Thu Ngo, K. Spreadborough
Engagement with songs through performance and analysis is a key component of music curricula worldwide. Music learning has a significant impact on a number of student competencies, including enhancing students’ communicative abilities as they learn to manipulate, express, and share sound in both voice qualities and lyrics. However, common analyses of singing performance rarely focus exclusively on voice quality, and there is no systematic framework which considers how emotional meaning in lyrics interacts with emotional meaning in voice quality. Drawing on systemic functional semiotics, this article proposes a unified theoretical framework for examining how emotional meaning is co-constructed in the voice and lyrics in singing performance. This framework provides a novel approach for discussing and teaching song analysis and performance. The framework will be illustrated through the analysis of the interaction between voice quality and lyrics in the song “Someone Like You” performed by Adele.
通过表演和分析来参与歌曲是世界各地音乐课程的关键组成部分。音乐学习对学生的许多能力有着重要的影响，包括在学生学习操纵、表达和分享声音时提高他们的沟通能力，包括音质和歌词。然而，对歌唱表演的常见分析很少只关注音质，也没有系统的框架来考虑歌词中的情感意义如何与音质中的情感含义相互作用。本文借鉴系统功能符号学，提出了一个统一的理论框架来考察歌唱表演中声音和歌词如何共同构建情感意义。该框架为讨论和教学歌曲分析与表演提供了一种新颖的方法。该框架将通过分析阿黛尔演唱的歌曲《Someone Like You》中音质与歌词之间的互动来说明。
{"title":"Exploring a systemic functional semiotics approach to understanding emotional expression in singing performance: Implications for music education","authors":"Thu Ngo, K. Spreadborough","doi":"10.1177/1321103X211034694","DOIUrl":"https://doi.org/10.1177/1321103X211034694","url":null,"abstract":"Engagement with songs through performance and analysis is a key component of music curricula worldwide. Music learning has a significant impact on a number of student competencies, including enhancing students’ communicative abilities as they learn to manipulate, express, and share sound in both voice qualities and lyrics. However, common analyses of singing performance rarely focus exclusively on voice quality, and there is no systematic framework which considers how emotional meaning in lyrics interacts with emotional meaning in voice quality. Drawing on systemic functional semiotics, this article proposes a unified theoretical framework for examining how emotional meaning is co-constructed in the voice and lyrics in singing performance. This framework provides a novel approach for discussing and teaching song analysis and performance. The framework will be illustrated through the analysis of the interaction between voice quality and lyrics in the song “Someone Like You” performed by Adele.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"44 1","pages":"451 - 474"},"PeriodicalIF":1.6,"publicationDate":"2021-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45249035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-31DOI: 10.1177/1321103X211032517
K. Mcferran, A. H. Crooke, Megan E. Steele, J. Hattie, G. McPherson
Arts programs are increasingly recognized for their role in promoting student development and cohesive school communities. Yet, most Australian schools are left to navigate a landscape characterized by shifting policy goals and external providers of diverse quality and intent. Drawing on interviews with 27 stakeholders from 19 Catholic primary schools in Melbourne, Australia, we explored key approaches to arts provision in this context, and conditions that hinder and support it. Approaches varied markedly, from school-wide programs embedded across the curriculum, to one-off incursions. Conditions consistently affecting provision ranged from leadership support to a community’s view of the arts. Programs regularly relied on individuals passionate about arts to go beyond their paid roles, yet this frequently jeopardized sustainability. Overall, the approaches identified, and conditions affecting their sustainability, reveal a lack of value for school arts at policy and administration levels. This lack of value is not demonstrated in the provision of other traditional school activities like math or literacy, which begs consideration by policymakers and school administrators.
{"title":"The importance of passionate individuals for navigating school arts provision in 19 Australian schools","authors":"K. Mcferran, A. H. Crooke, Megan E. Steele, J. Hattie, G. McPherson","doi":"10.1177/1321103X211032517","DOIUrl":"https://doi.org/10.1177/1321103X211032517","url":null,"abstract":"Arts programs are increasingly recognized for their role in promoting student development and cohesive school communities. Yet, most Australian schools are left to navigate a landscape characterized by shifting policy goals and external providers of diverse quality and intent. Drawing on interviews with 27 stakeholders from 19 Catholic primary schools in Melbourne, Australia, we explored key approaches to arts provision in this context, and conditions that hinder and support it. Approaches varied markedly, from school-wide programs embedded across the curriculum, to one-off incursions. Conditions consistently affecting provision ranged from leadership support to a community’s view of the arts. Programs regularly relied on individuals passionate about arts to go beyond their paid roles, yet this frequently jeopardized sustainability. Overall, the approaches identified, and conditions affecting their sustainability, reveal a lack of value for school arts at policy and administration levels. This lack of value is not demonstrated in the provision of other traditional school activities like math or literacy, which begs consideration by policymakers and school administrators.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"45 1","pages":"157 - 173"},"PeriodicalIF":1.6,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42486748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-28DOI: 10.1177/1321103x211051180
Donald M. Taylor
The purpose of this study was to examine how four openly gay male music teachers in distinct US regions enacted Jose Muñoz’s vision of queer futurity within their respective campus environments. Data included field notes from a minimum of six class observations and 59 interviews divided between teachers, administrators, instructional colleagues in other subject areas, students, and students’ parents. Administrators at each school were highly supportive and indicated that gay representation provided a valuable contribution to their school’s commitment to diverse representation. Data also showed that when teachers were open about their sexuality, students felt empowered to live life by their own personal standards, rather than bowing to peer pressure.
{"title":"Teaching out loud: Queer futurity within high school settings","authors":"Donald M. Taylor","doi":"10.1177/1321103x211051180","DOIUrl":"https://doi.org/10.1177/1321103x211051180","url":null,"abstract":"The purpose of this study was to examine how four openly gay male music teachers in distinct US regions enacted Jose Muñoz’s vision of queer futurity within their respective campus environments. Data included field notes from a minimum of six class observations and 59 interviews divided between teachers, administrators, instructional colleagues in other subject areas, students, and students’ parents. Administrators at each school were highly supportive and indicated that gay representation provided a valuable contribution to their school’s commitment to diverse representation. Data also showed that when teachers were open about their sexuality, students felt empowered to live life by their own personal standards, rather than bowing to peer pressure.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"44 1","pages":"432 - 445"},"PeriodicalIF":1.6,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48725885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.1177/1321103x211038844
Clint Randles, R. Jiménez, Dominick Agostini, Adam Balic, Gretchen Dodson
The authors sought to test the fit of a new model of spirituality in music education by examining one jamming session through a hermeneutic phenomenological lens. In accordance with the work of Van der Merwe and Habron, the authors employ four lifeworld existentials as categories by which to organize the experience of the five musicians involved in a particular jam session. Participant researcher narratives are analyzed for fit with the model, and an analysis is reported. These narratives seem to support the existence of the guideposts inherent to the model. Furthermore, the researchers present a model as a way for situating the spirituality model in the context of an understanding of person, product, process, press, and position to inform the literature in creativity.
{"title":"The experience of musical jamming: Testing the fit of a model of hermeneutic phenomenology of spirituality in music education","authors":"Clint Randles, R. Jiménez, Dominick Agostini, Adam Balic, Gretchen Dodson","doi":"10.1177/1321103x211038844","DOIUrl":"https://doi.org/10.1177/1321103x211038844","url":null,"abstract":"The authors sought to test the fit of a new model of spirituality in music education by examining one jamming session through a hermeneutic phenomenological lens. In accordance with the work of Van der Merwe and Habron, the authors employ four lifeworld existentials as categories by which to organize the experience of the five musicians involved in a particular jam session. Participant researcher narratives are analyzed for fit with the model, and an analysis is reported. These narratives seem to support the existence of the guideposts inherent to the model. Furthermore, the researchers present a model as a way for situating the spirituality model in the context of an understanding of person, product, process, press, and position to inform the literature in creativity.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"44 1","pages":"257 - 272"},"PeriodicalIF":1.6,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42784883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-23DOI: 10.1177/1321103X211033794
António Oliveira, G. McPherson, Luísa Mota Ribeiro, P. Oliveira-Silva
The quality of parental support is recognized as a crucial factor in the early stages of a student’s development, and particularly in instrumental music education. At the start of 2020, the outbreak of a global pandemic crisis posed new and unprecedented challenges to education, forcing families to stay at home to prevent contagion. This investigation was conducted during the period of a COVID pandemic lockdown in Portugal. We explored whether parental support, provided during the lockdown period, was associated with their child’s achievement as reported by their instrumental music teacher. For this study, 39 parent–teacher dyads of first-grade students of an instrument music course were recruited from two public music conservatories. Parents supplied information on the frequency in which they provided student-support-related attitudes and actions in the home context. Simultaneously, teachers provided information about the student’s achievement during the lockdown compared with the previous in-person performance period. Results indicate a strong relationship between parental support and musical achievement, with students who received higher levels of supportive parental involvement performing better than before the pandemic crisis. The findings are discussed in relation to the importance of parental involvement in a child’s instrumental music education.
{"title":"Musical achievement during a lockdown: The parental support miracle","authors":"António Oliveira, G. McPherson, Luísa Mota Ribeiro, P. Oliveira-Silva","doi":"10.1177/1321103X211033794","DOIUrl":"https://doi.org/10.1177/1321103X211033794","url":null,"abstract":"The quality of parental support is recognized as a crucial factor in the early stages of a student’s development, and particularly in instrumental music education. At the start of 2020, the outbreak of a global pandemic crisis posed new and unprecedented challenges to education, forcing families to stay at home to prevent contagion. This investigation was conducted during the period of a COVID pandemic lockdown in Portugal. We explored whether parental support, provided during the lockdown period, was associated with their child’s achievement as reported by their instrumental music teacher. For this study, 39 parent–teacher dyads of first-grade students of an instrument music course were recruited from two public music conservatories. Parents supplied information on the frequency in which they provided student-support-related attitudes and actions in the home context. Simultaneously, teachers provided information about the student’s achievement during the lockdown compared with the previous in-person performance period. Results indicate a strong relationship between parental support and musical achievement, with students who received higher levels of supportive parental involvement performing better than before the pandemic crisis. The findings are discussed in relation to the importance of parental involvement in a child’s instrumental music education.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"45 1","pages":"211 - 226"},"PeriodicalIF":1.6,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46337985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-23DOI: 10.1177/1321103X211023248
Angela Munroe
In many schools, both urban and rural, children living in poverty face daily stressors including lack of parental support, lack of resources, unsafe living conditions, and poor nutrition. As teachers are first responders in facing these difficult situations, resilience enables teachers to overcome challenges and succeed professionally. Teachers who have been found to be more resilient tend to feel more successful and stay in their positions longer. Teachers at varying experience levels have different approaches to maintaining their resilience in response to daily stressors. The purpose of this comparative case study was to compare the resilience factors of an early career and a late career music teacher within high-poverty, trauma-sensitive contexts. Participants exhibited varying levels of resilience by adapting their expectations to their school context and maintaining a positive attitude.
{"title":"Novice and experienced music teacher resilience: A comparative case study","authors":"Angela Munroe","doi":"10.1177/1321103X211023248","DOIUrl":"https://doi.org/10.1177/1321103X211023248","url":null,"abstract":"In many schools, both urban and rural, children living in poverty face daily stressors including lack of parental support, lack of resources, unsafe living conditions, and poor nutrition. As teachers are first responders in facing these difficult situations, resilience enables teachers to overcome challenges and succeed professionally. Teachers who have been found to be more resilient tend to feel more successful and stay in their positions longer. Teachers at varying experience levels have different approaches to maintaining their resilience in response to daily stressors. The purpose of this comparative case study was to compare the resilience factors of an early career and a late career music teacher within high-poverty, trauma-sensitive contexts. Participants exhibited varying levels of resilience by adapting their expectations to their school context and maintaining a positive attitude.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"44 1","pages":"99 - 109"},"PeriodicalIF":1.6,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44161662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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