Affirmation, validation, and empowerment: Influences of a composition competition on students' self-concepts as musicians. (June 2017)

• Record Type: Journal Article
• Authors: Albert, Daniel J.
• Is Part Of: Research studies in music education. Volume 39:Number 1(2017:Jun.)
• Page Start: 91
• Page End: 107
• Publication Date: 2017-06
• Subjects: adjudication -- competition -- composition -- musician -- motivation -- self-concept; Music -- Instruction and study -- Research -- Australia -- Periodicals; Music -- Instruction and study -- Research -- New Zealand -- Periodicals; Music -- Instruction and study -- Research -- East Asia -- Periodicals; Music -- Instruction and study -- Research -- Southeast Asia -- Periodicals; 780.7105
• DOI: 10.1177/1321103X17705009
• Languages: English
• ISSNs: 1321-103X

Abstract

The purpose of this study was to determine if participation in a composition competition influenced four K–12 students' self-concepts as musicians. Research questions explored motivations for these four students to enter into a composition competition, influences of the competition on students' self-concepts as musicians (if at all), and effects of the competition besides those of self-concept as a musician (if at all). Data sources for this multiple case design study included semi-structured interviews, journals, and wiki interactions. Findings determined that acceptance to the competition, performance of students' works, and the reception that students received validated and strengthened their self-concepts as musicians. Suggestions for teaching practice include providing constructive feedback from competition adjudicators, creating face-to-face and online experiences for student composers to network, and offering non-adjudicated composition festival experiences for students.