MOTIVACIJA ZA UČENJE GLAZBE KOD STUDENATA UČITELJSKIH STUDIJA KROZ PERSPEKTIVU TEORIJA MOTIVACIJE
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U radu se razmatra problem motivacije studenata za učenje glazbe u kontekstu obaveznoga glazbenog obrazovanja na studijima za buduće učitelje razredne nastave. Namjera je uputiti na čimbenike motivacije studenata za učenje glazbe kako bi nastava glazbe na učiteljskom studiju bila što učinkovitija te kako bi se olakšalo stjecanje kompetencija za vođenje nastave glazbe budućih učitelja. Predstavljene su tri teorije motivacije koje se konceptualno mogu primijeniti na motivaciju studenata, budućih učitelja za učenje glazbe na studiju, a to su atribucijska teorija, teorija ciljne orijentacije i teorija očekivanja-vrednovanja. Primjenom navedenih teorija na kontekst učenja glazbe na učiteljskim studijima istaknule su se varijable percepcije sposobnosti studenata, ulaganja truda, uspješnosti, afektivne i vrijednosne komponente motivacije. Teorija koja obuhvaća najviše elemenata važnih za glazbeno obrazovanje studenata učiteljskih studija jest teorija očekivanja-vrednovanja koja bi se mogla rabiti u budućim istraživanjima. Pregled dosadašnjih istraživanja motivacije u glazbenom obrazovanju pokazao je kako nastavnici mogu djelovati na povećanje motivacije za učenje glazbe ohrabrivanjem studenata na usvajanje atribucija vezanih uz ulaganje truda, poticanjem ciljne orijentacije studenata prema ciljevima učenja, omogućavanjem uspješnosti studenata u glazbi, ponudom brojnih i različitih glazbenih zadataka, ocjenjivanjem studenata temeljem uloženoga truda te sustavnim djelovanjem na razvoj vrijednosne komponente stavova studenata o glazbenom obrazovanju.
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https://www.academia.edu/29793887/Intrinsic_Motivation_The_Key_to_Fully_Engaged_Music_Students
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
Arnold, J. A. (1997). A Comparison of attributions for success and failure in instrumental music among sixth-, eighth-, and tenth-grade students. Update: Applications of Research in Music Education, 15(2), 19-23.
Asmus, E. P. (1985). Sixth Graders’ Achievement Motivation: Their Views of Success and Failure in Music. Bulletin of the Council for Research in Music Education, 85, 1-13.
Asmus, E. P. (1986a). Achievement Motivation Characteristics of Music Education and Music Therapy Students as Identified by Attribution Theory. Bulletin of the Council for Research in Music Education, 86, 71-85.
Asmus, E. P. (1986b). Student beliefs about the causes of success and failure in music: A study of achievement motivation. Journal of Research in Music Education, 34(4), 262-278.
Asmus, E. P., & Harrison, C. (1990). Characteristics of motivation for music and musical aptitude of undergraduate nonmusic majors. Journal of Research in Music Education, 3, 258–268.
Atkinson, J. W. (1964). An Introduction to Motivation. Princeton, NJ: Van Nostrand.
Austin, J. R. (1988). The effect of music contest format on self-concept, motivation, achievement, and attitude of elementary band students. Journal of Research in Music Education, 36, 95–107.
Austin, J. R. (1991). Competitive and non-competitive goal structures: An analysis of motivation and achievement among elementary band students. Psychology of Music, 19(2), 142–158.
Austin, J. R., & Vispoel, W. P. (1998). How American adolescents interpret success and failure in classroom music: Relationships among attributional beliefs, self-concept and achievement. Psychology of Music, 26, 26-45.
Bačlija Sušić, B. i Županić Benić, M. (2017). Different teaching methods in music education and achievement motivation. In: L. Gómez Chova, A. López Martínez, I. Candel Torres, IATED Academy (Eds.), ICERI2017 Proceedings 10th International Conference of Education, Research and Innovation (pp. 6742-6751). Seville, Spain: IATED Academy.
Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729-735.
Bandura, A. (1994). Self-efficacy. In: V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
BERA Music Education Review Group (2004). Mapping music education research in the UK. Psychology of Music, 32(3), 239-290.
Bogunović, B. (2005). Atribucioni model tumačenja postignuća u muzičkom obrazovanju. Nastava i vaspitanje, 54(4-5), 358-357.
Bogunović, B. (2010). Muzički talenat i uspešnost. Beograd: Fakultet muzičke umetnosti i Institut za pedagoška istraživanja
Burak, S. (2014). Motivation for instrument education: A Study with the perspective of expectancy-value and flow theories. Eurasian Journal of Educational Research, 55, 123-136.
Chirico, A., Serino, S., Cipresso, P., Gaggioli, A., & Riva, G. (2015). When music “flows”. State and trait in musical performance, composition and listening: a systematic review. Frontiers in Psychology, 6, Article 906. Pristupljeno 15.2.2018. na: http://doi.org/10.3389/fpsyg. 2015.00906
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Corenblum, B., & Marshall, E. (1998). The band played on: Predicting students’ intentions to continue studying music. Journal of Research in Music Education, 46, 128–140.
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Dibben, N. (2006). The socio-cultural and learning experiences of music students in a British university. British Journal of Music Education, 23(1), 91–116.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 53(1), 109-132.
Ercegovac-Jagnjić, G. i Nikolić, L. (2010). Trema studenata prilikom sviranja i pjevanja. U: T. Vrandečić i A. Didović (ur.), Glas i glazbeni instrument u odgoju i obrazovanju (str. 90-102). Zagreb: Grafbiro Dominić.
Evans, P. (2015). Self-determination theory: An approach to motivation in music education. Musicae Scientiae, 19(1), 65-83.
Evans, P., & Bonneville-Roussy, A. (2015). Self-determination motivation for practise in university music students. Psychology of music, 44(5), 1095-1110.
Gaunt, H., & Hallam, S. (2009). Individuality in the learning of musical skills. In: S. Hallam, I. Cross, & M. Thaut (Eds.), The Oxford handbook of music psychology (pp. 274–284). New York, NY: Oxford University.
Hallam, S. (2006). Music psychology in education. London: Institute of education, University of London.
Hallam, S. (2013). What predicts level of expertise attained, quality of performance, and future musical aspirations in young instrumental players?. Psychology of Music, 41(3), 267–291.
Hallam, S., Creech, A., Papageorgi, I., Gomes, T., Rinta, T., Varvarigou, M., & Lanipekun, J. (2016). Changes in motivation as expertise develops: Relationships with musical aspirations. Musicae Scientiae, 20(4), 528-550.
Hendricks, K. S. (2016). The sources of self-efficacy: Educational research and implications for music. Update: Applications of Research in Music Education 35(1), 32-38.
Hruska, B. J. (2011). Using mastery goals in music to increase student motivation. Update: Applications of Research in Music Education, 30(1), 3-9.
Iusca, D. (2015). The relationship between flow and music performance level of undergraduates in exam situations: The effect of musical instrument. Procedia – Social and Behavioral Sciences, 177, 396-400.
Klinedinst, R. E. (1991). Predicting performance achievement and retention of fifth-grade instrumental students. Journal of Research in Music Education, 39, 225–238.
Kolić-Vehovec, S. (1998). Edukacijska psihologija. Rijeka: Filozofski fakultet.
Leung, B. W. (2008). Factors affecting the motivation of Hong Kong primary school students in composing music. International Journal of Music Education, 26(1), 47–62.
Levitin, D. J. (2012). What does it mean to be musical?. Neuron, 73(4), 633–637.
MacIntyre, P. D., Schnare, B, & Ross, J. (2017). Self-determination theory and motivation for music. Psychology of Music, 0(0), 1-17. Pristupljeno 16.3.2018. na: http://journals.sagepub.com/doi/10.1177/ 0305735617721637
Maehr, M. L., Pintrich, P. R., & Linnenbrink, E. A. (2002). Motivation and achievement, In:R. Colwell, & C. Richardson (Eds.): The new handbook of research on music teaching and learning (pp. 348-372). Oxford: Oxford University Press.
Marjoribanks, K., & Mboya, M. (2004). Learning environments, goal orientations, and interest in music. Journal of Research in Music Education, 52(2), 155–166.
McCormick, J., & McPherson, G. E. (2007). Expectancy-value motivation in the context of a music performance examination. Musicae Scientiae, 11(2), 37-52.
McPherson, G. E., & O’Neill, S. A. (2010). Students’ motivation to study music as compared to other school subjects: A comparison of eight countries. Research Studies in Music Education, 32, 101–137.
McPherson, G. E., Osborne, M. S., Barrett, M. S., Davidson, J. W., & Faulkner, R. (2015). Motivation to study music in Australian schools: The impact of music learning, gender, and socio-economic status. Research Studies in Music Education, 37(2), 141–160.
McPherson, G. E. & McCormick, J. (2006). Self-efficacy and music performance. Psychology of Music, 34(3), 322-336.
Miksza, P., Tan, L., & Dye, C. (2016). Achievement motivation for band: A cross-cultural examination of the 2 × 2 achievement goal motivation framework. Psychology of Music, 44(6), 1372–1388.
Ng, C. (2015). Australian primary students’ motivation and learning intentions for extra-curricular music programmes. Music Education Research, 19(3), 276-291.
Nielsen, S. G. (2004). Strategies and self-efficacy beliefs in instrumental and vocal individual practice: a study of students in higher music education. Psychology of Music, 32(4), 418-431.
Nikolić, L. (2014). Obrazovanje budućih učitelja razredne nastave za vođenje pevanja u razredu. U: M. Petrović (ur.), Sociološki aspekt pedagogije i izvođaštva u scenskim umetnostima (str. 81-99). Beograd: Fakultet muzičke umetnosti.
Nikolić, L. (2017a). Evaluacija modela glazbenoga obrazovanja budućih učitelja primarnoga obrazovanja. Školski vjesnik: časopis za pedagogijsku teoriju i praksu, 66(2), 161-179.
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Nikolić, L. (2018). Status glazbenih sposobnosti studenata učiteljskoga studija. U: Radočaj-Jerković, A. (ur.), 2. međunarodni znanstveni i umjetnički simpozij o pedagogiji u umjetnosti - Komunikacija i interakcija umjetnosti i pedagogije (str. 312-332). Osijek: Sveučilište J. J. Strossmayera u Osijeku, Umjetnička akademija u Osijeku.
Nikolić, L. i Ercegovac-Jagnjić, G. (2010). Uloga glazbenih sposobnosti u glazbenom obrazovanju učitelja primarnog obrazovanja. Metodika: časopis za teoriju i praksu metodika u predškolskom odgoju, školskoj i visokoškolskoj izobrazbi, 11(20), 23-33.
O'Neill, S. (1999). Flow theory and the development of musical performance skills, Bulletin of the Council for Research in Music Education, 141, 129-134.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55, 68–78.
Schatt, M. D. (2011). Achievement motivation and the adolescent musician: A synthesis of the literature. Research and Issues in Music Education, 9(1), pp. np. Pristupljeno 16.2.2018. na: https://openmusiclibrary. org/article/107772/
Schmidt, C. P. (2005). Relations among motivation, performance achievement, and music experience variables in secondary instrumental music students. Journal of Research in Music Education, 53, 134–147.
Schneider Grings, A. F., & Hentschke, L. (2015). Attributional Theory in investigating public music performance in higher music education. International Journal of Music Education, 35(1), 31-46.
Sinnamon, S., Moran, A., & O'Connell, M. (2012). Flow among musicians. Measuring peak experiences of student performers. Journal of research in Music Education, 60(1), 6-25.
Torres Delgado, G. (2017). Intrinsic motivation and flow condition on the music teacher's performance. Research in Pedagogy, 7(1), 145-157.
Vizek Vidović, V., Rijavec, M., Vlahović-Štetić, V. i Miljković, D. (2003). Psihologija obrazovanja. Zagreb: IEP-VERN.
Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.
West, Ch. (2013). Motivating Music Students: A Review of the Literature. Update: Applications of Research in Music Education, 31(2), 11-19.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25, 68-81.
Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A., Freedman-Doan, K., & Blumenfeld, P. C. (1997). Change in children’s competence beliefs and subjective task values across the elementary school years: A three-year study. Journal of Educational Psychology, 89(3), 451–469.
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https://www.academia.edu/29793887/Intrinsic_Motivation_The_Key_to_Fully_Engaged_Music_Students
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
Arnold, J. A. (1997). A Comparison of attributions for success and failure in instrumental music among sixth-, eighth-, and tenth-grade students. Update: Applications of Research in Music Education, 15(2), 19-23.
Asmus, E. P. (1985). Sixth Graders’ Achievement Motivation: Their Views of Success and Failure in Music. Bulletin of the Council for Research in Music Education, 85, 1-13.
Asmus, E. P. (1986a). Achievement Motivation Characteristics of Music Education and Music Therapy Students as Identified by Attribution Theory. Bulletin of the Council for Research in Music Education, 86, 71-85.
Asmus, E. P. (1986b). Student beliefs about the causes of success and failure in music: A study of achievement motivation. Journal of Research in Music Education, 34(4), 262-278.
Asmus, E. P., & Harrison, C. (1990). Characteristics of motivation for music and musical aptitude of undergraduate nonmusic majors. Journal of Research in Music Education, 3, 258–268.
Atkinson, J. W. (1964). An Introduction to Motivation. Princeton, NJ: Van Nostrand.
Austin, J. R. (1988). The effect of music contest format on self-concept, motivation, achievement, and attitude of elementary band students. Journal of Research in Music Education, 36, 95–107.
Austin, J. R. (1991). Competitive and non-competitive goal structures: An analysis of motivation and achievement among elementary band students. Psychology of Music, 19(2), 142–158.
Austin, J. R., & Vispoel, W. P. (1998). How American adolescents interpret success and failure in classroom music: Relationships among attributional beliefs, self-concept and achievement. Psychology of Music, 26, 26-45.
Bačlija Sušić, B. i Županić Benić, M. (2017). Different teaching methods in music education and achievement motivation. In: L. Gómez Chova, A. López Martínez, I. Candel Torres, IATED Academy (Eds.), ICERI2017 Proceedings 10th International Conference of Education, Research and Innovation (pp. 6742-6751). Seville, Spain: IATED Academy.
Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729-735.
Bandura, A. (1994). Self-efficacy. In: V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
BERA Music Education Review Group (2004). Mapping music education research in the UK. Psychology of Music, 32(3), 239-290.
Bogunović, B. (2005). Atribucioni model tumačenja postignuća u muzičkom obrazovanju. Nastava i vaspitanje, 54(4-5), 358-357.
Bogunović, B. (2010). Muzički talenat i uspešnost. Beograd: Fakultet muzičke umetnosti i Institut za pedagoška istraživanja
Burak, S. (2014). Motivation for instrument education: A Study with the perspective of expectancy-value and flow theories. Eurasian Journal of Educational Research, 55, 123-136.
Chirico, A., Serino, S., Cipresso, P., Gaggioli, A., & Riva, G. (2015). When music “flows”. State and trait in musical performance, composition and listening: a systematic review. Frontiers in Psychology, 6, Article 906. Pristupljeno 15.2.2018. na: http://doi.org/10.3389/fpsyg. 2015.00906
Cogdill, S. H. (2014). Applying Research in Motivation and Learning to Music Education: What the Experts Say. Update: Applications of Research in Music Education, 33(2), 49-57.
Corenblum, B., & Marshall, E. (1998). The band played on: Predicting students’ intentions to continue studying music. Journal of Research in Music Education, 46, 128–140.
Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience. New York: Harper & Row.
Custodero, L. (2011). The call to create: Flow experience in music and learning and teaching. In: D. Hargreaves, D. Miell & R. MacDonald (Eds.), Musical Imaginations Multidisciplinary perspectives on creativity, performance and perception (pp. 369-384). Oxford: Oxford University Press.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and selfdetermination in human behavior. New York, NY: Plenum Press.
Dibben, N. (2006). The socio-cultural and learning experiences of music students in a British university. British Journal of Music Education, 23(1), 91–116.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 53(1), 109-132.
Ercegovac-Jagnjić, G. i Nikolić, L. (2010). Trema studenata prilikom sviranja i pjevanja. U: T. Vrandečić i A. Didović (ur.), Glas i glazbeni instrument u odgoju i obrazovanju (str. 90-102). Zagreb: Grafbiro Dominić.
Evans, P. (2015). Self-determination theory: An approach to motivation in music education. Musicae Scientiae, 19(1), 65-83.
Evans, P., & Bonneville-Roussy, A. (2015). Self-determination motivation for practise in university music students. Psychology of music, 44(5), 1095-1110.
Gaunt, H., & Hallam, S. (2009). Individuality in the learning of musical skills. In: S. Hallam, I. Cross, & M. Thaut (Eds.), The Oxford handbook of music psychology (pp. 274–284). New York, NY: Oxford University.
Hallam, S. (2006). Music psychology in education. London: Institute of education, University of London.
Hallam, S. (2013). What predicts level of expertise attained, quality of performance, and future musical aspirations in young instrumental players?. Psychology of Music, 41(3), 267–291.
Hallam, S., Creech, A., Papageorgi, I., Gomes, T., Rinta, T., Varvarigou, M., & Lanipekun, J. (2016). Changes in motivation as expertise develops: Relationships with musical aspirations. Musicae Scientiae, 20(4), 528-550.
Hendricks, K. S. (2016). The sources of self-efficacy: Educational research and implications for music. Update: Applications of Research in Music Education 35(1), 32-38.
Hruska, B. J. (2011). Using mastery goals in music to increase student motivation. Update: Applications of Research in Music Education, 30(1), 3-9.
Iusca, D. (2015). The relationship between flow and music performance level of undergraduates in exam situations: The effect of musical instrument. Procedia – Social and Behavioral Sciences, 177, 396-400.
Klinedinst, R. E. (1991). Predicting performance achievement and retention of fifth-grade instrumental students. Journal of Research in Music Education, 39, 225–238.
Kolić-Vehovec, S. (1998). Edukacijska psihologija. Rijeka: Filozofski fakultet.
Leung, B. W. (2008). Factors affecting the motivation of Hong Kong primary school students in composing music. International Journal of Music Education, 26(1), 47–62.
Levitin, D. J. (2012). What does it mean to be musical?. Neuron, 73(4), 633–637.
MacIntyre, P. D., Schnare, B, & Ross, J. (2017). Self-determination theory and motivation for music. Psychology of Music, 0(0), 1-17. Pristupljeno 16.3.2018. na: http://journals.sagepub.com/doi/10.1177/ 0305735617721637
Maehr, M. L., Pintrich, P. R., & Linnenbrink, E. A. (2002). Motivation and achievement, In:R. Colwell, & C. Richardson (Eds.): The new handbook of research on music teaching and learning (pp. 348-372). Oxford: Oxford University Press.
Marjoribanks, K., & Mboya, M. (2004). Learning environments, goal orientations, and interest in music. Journal of Research in Music Education, 52(2), 155–166.
McCormick, J., & McPherson, G. E. (2007). Expectancy-value motivation in the context of a music performance examination. Musicae Scientiae, 11(2), 37-52.
McPherson, G. E., & O’Neill, S. A. (2010). Students’ motivation to study music as compared to other school subjects: A comparison of eight countries. Research Studies in Music Education, 32, 101–137.
McPherson, G. E., Osborne, M. S., Barrett, M. S., Davidson, J. W., & Faulkner, R. (2015). Motivation to study music in Australian schools: The impact of music learning, gender, and socio-economic status. Research Studies in Music Education, 37(2), 141–160.
McPherson, G. E. & McCormick, J. (2006). Self-efficacy and music performance. Psychology of Music, 34(3), 322-336.
Miksza, P., Tan, L., & Dye, C. (2016). Achievement motivation for band: A cross-cultural examination of the 2 × 2 achievement goal motivation framework. Psychology of Music, 44(6), 1372–1388.
Ng, C. (2015). Australian primary students’ motivation and learning intentions for extra-curricular music programmes. Music Education Research, 19(3), 276-291.
Nielsen, S. G. (2004). Strategies and self-efficacy beliefs in instrumental and vocal individual practice: a study of students in higher music education. Psychology of Music, 32(4), 418-431.
Nikolić, L. (2014). Obrazovanje budućih učitelja razredne nastave za vođenje pevanja u razredu. U: M. Petrović (ur.), Sociološki aspekt pedagogije i izvođaštva u scenskim umetnostima (str. 81-99). Beograd: Fakultet muzičke umetnosti.
Nikolić, L. (2017a). Evaluacija modela glazbenoga obrazovanja budućih učitelja primarnoga obrazovanja. Školski vjesnik: časopis za pedagogijsku teoriju i praksu, 66(2), 161-179.
Nikolić, L. (2017b). Stavovi o glazbenom obrazovanju kao čimbenik glazbenog obrazovanja budućih učitelja. Metodički ogledi: časopis za filozofiju odgoja, 2, 39-55.
Nikolić, L. (2018). Status glazbenih sposobnosti studenata učiteljskoga studija. U: Radočaj-Jerković, A. (ur.), 2. međunarodni znanstveni i umjetnički simpozij o pedagogiji u umjetnosti - Komunikacija i interakcija umjetnosti i pedagogije (str. 312-332). Osijek: Sveučilište J. J. Strossmayera u Osijeku, Umjetnička akademija u Osijeku.
Nikolić, L. i Ercegovac-Jagnjić, G. (2010). Uloga glazbenih sposobnosti u glazbenom obrazovanju učitelja primarnog obrazovanja. Metodika: časopis za teoriju i praksu metodika u predškolskom odgoju, školskoj i visokoškolskoj izobrazbi, 11(20), 23-33.
O'Neill, S. (1999). Flow theory and the development of musical performance skills, Bulletin of the Council for Research in Music Education, 141, 129-134.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55, 68–78.
Schatt, M. D. (2011). Achievement motivation and the adolescent musician: A synthesis of the literature. Research and Issues in Music Education, 9(1), pp. np. Pristupljeno 16.2.2018. na: https://openmusiclibrary. org/article/107772/
Schmidt, C. P. (2005). Relations among motivation, performance achievement, and music experience variables in secondary instrumental music students. Journal of Research in Music Education, 53, 134–147.
Schneider Grings, A. F., & Hentschke, L. (2015). Attributional Theory in investigating public music performance in higher music education. International Journal of Music Education, 35(1), 31-46.
Sinnamon, S., Moran, A., & O'Connell, M. (2012). Flow among musicians. Measuring peak experiences of student performers. Journal of research in Music Education, 60(1), 6-25.
Torres Delgado, G. (2017). Intrinsic motivation and flow condition on the music teacher's performance. Research in Pedagogy, 7(1), 145-157.
Vizek Vidović, V., Rijavec, M., Vlahović-Štetić, V. i Miljković, D. (2003). Psihologija obrazovanja. Zagreb: IEP-VERN.
Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.
West, Ch. (2013). Motivating Music Students: A Review of the Literature. Update: Applications of Research in Music Education, 31(2), 11-19.
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