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An investigation into how the development of musical improvisation skills impacts Year 7 girls’ self-efficacy as performers of sub-Saharan African music

Hannah Morgan

(PGCE Music, 2017-2018)

Abstract

The research examines the correlation between the development of improvisatory skills and pupil self-efficacy with regard to musical performance. The case-study highlights the difference between self-concept and self-efficacy, drawing attention to their importance within and beyond the Music classroom. Six, twelve-year-old students were observed within small-group, African Drumming lessons, and, in this setting, a social constructivist approach was used to explore improvisation. Whilst learning improvisatory skills appeared to strengthen the self-concept of all participants, this did not necessarily result in an increase in students’ self-efficacy. The research demonstrates the complexity of self-efficacy and suggests a need for further study, focusing particularly on the relationship between pupil expectations, ability and self-efficacy.

Copyright: © 2019. This paper is copyright of the author. (Please read the Journal's copyright information page by using the menu to the left of this page.)

The full paper is available for download as a pdf file: 275-306-morganh

Citation: Morgan, H. (2019) 'An investigation into how the development of musical improvisation skills impacts Year 7 girls’ self-efficacy as performers of sub-Saharan African music' Journal of Trainee Teacher Educational Research, Volume 10 pp.275- 306. https://doi.org/10.17863/CAM.84718