How does formal instrumental music tuition (FIMT) impact on self- and teacher-evaluations of adolescents’ computer-based compositions?

Abstract

This study examined 48 computer-based compositions produced by adolescents (13-14 years old) using evaluations by specialist music teachers and the adolescents’ self-evaluations and self-assessments. Based on previous research (Seddon and O’Neill, 2001), we expected that the teachers’ evaluations of the compositions would not differentiate between the compositions by adolescents with or without 2-4 years prior experience of formal instrumental music tuition (FIMT). We also predicted that the self-evaluations and self-assessments of adolescents with FIMT would be higher than the self-evaluations and self-assessments by adolescents without FIMT. The results supported our predictions suggesting that adolescents’ self-evaluations of their ability to compose and their self-assessments of their own compositions are determined by their levels of self-perceived competence, and that this is influenced by whether or not they have previous experience of FIMT. Implications for the use of self-evaluations and self-assessments in music education are discussed.

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