Self-regulation and motivation as key factors for learning a musical piece from the 20-th century in pre-professional music studies

  1. Rodríguez-Cortés, Pedro A. 2
  2. Casas-Mas, Amalia 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universitat Jaume I
    info

    Universitat Jaume I

    Castelló de la Plana, España

    ROR https://ror.org/02ws1xc11

Revista:
The Finnish Journal of Music Education (FJME) = Musiikkikasvatus

ISSN: 2342-1150,  1239-3908

Año de publicación: 2023

Volumen: 26

Páginas: 24-39

Tipo: Artículo

GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Finnish Journal of Music Education (FJME) = Musiikkikasvatus

Resumen

Instrumental practice, with regards to the psychological processes surrounding it, is of particular relevance in education, since the type of practice performed by the musician is considered a key factor for skill development. The present study, by means of an ex post facto prospective design, aimed to delve into the learning processes that a group of viola students went through in order to approach a piece of atonal music from the 20th century—an aesthetic context with which they were not yet familiarised. After analysing the data employing qualitative coding, we obtained a distribution of the production systems and psychological processes of each student on different moments of a 1-hour learning session. Then, the results of several students were compared in order to determine which circumstances may inform and lead to different musical interpretations of this repertoire.The analysis and comparison of these results brought to light how factors such as the involvement of self-regulation processes or motivation for learning have a bigger impact on the quality of interpretation than other commonly observed factors such as age or academic level. Finally, the study underlines the importance of self-regulation processes in learning, which improves the student’s autonomy in the study of music from dierent aesthetics. This fact brings light on the social implications of this line of study for the future of musical education, since improving the knowledge and experience of music from the 20th and 21st centuries in an educational context is vital for its understanding and for the quality of its performance by future musicians.

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