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Pedagogical techniques and student outcomes in applied instrumental lessons taught by experienced and pre-service American music teachers

University of Texas, Austin, USA, jhenninger{at}mail.utexas.edu

Patricia J. Flowers

Ohio State University, Columbus, USA, flowers.1{at}osu.edu

Kimberly H. Councill

Susquehanna University, Selinsgrove, PA, USA, councill{at}susqu.edu

The purpose of the study was to examine the effect of teacher experience on student progress and performance quality in an introductory applied lesson. Nine experienced teachers and 15 pre-service teachers taught an adult beginner to play ‘Mary Had a Little Lamb’ on a wind instrument. The lessons were videotaped for subsequent analysis of teaching behaviors and performance achievement. Following instruction, a random sample of teachers was interviewed about their perceptions of the lesson. A panel of adjudicators rated final pupil performances. No significant difference was found between pupils taught by experienced and pre-service teachers in the quality of their final performance. Systematic observation of the videotaped lessons showed that participant teachers provided relatively frequent and highly positive reinforcement during the lessons. Pupils of experienced teachers talked significantly more during the lessons than did pupils of pre-service teachers. Pre-service teachers modeled significantly more on their instruments than did experienced teachers.

Key Words: beginners • experience • individual • learning • music • performance • sequence • teaching

International Journal of Music Education, Vol. 24, No. 1, 71-84 (2006)
DOI: 10.1177/0255761406063108


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