The Musical Dropout: A New Perspective

Abstract

This paper presents the literature analysis for a PhD research proposal. The study aims to develop a detailed understanding of the attitudes, perspectives, and experiences, of young people who discontinue musical instrument lessons in studio and school settings. The paper will examine the extant literature and suggest a fresh perspective on this topic. Recent research shows family and school surroundings profoundly influence children's music education. Attrition is linked to socioeconomic status (Corenblum & Marshall, 1998), low perseverance, negligible practice strategies and little parental involvement (Pitts, Davidson and McPherson, 2000). Boredom and loss of interest are common reasons for discontinuation (Australian Music Association [AMA], 2001; Sloboda, 2001). Boredom suggests a sense of monotony and dissatisfaction (Mikulas & Vodanovich, 1993). Absence of competence contributes to dissatisfaction (Sheldon, Elliot, Kim & Kasser, 2001) whilst competence beliefs and persistence relate to subjective task-value (Wigfield et al., 1997). The researcher's intention is therefore to explore the contexts that shape students' decisions to give up learning: their values and goals for musical instrument playing, experiences of interest and boredom, competence and dissatisfaction, and the structures that support these students. A deeper understanding of these pedagogical and cultural processes in the experiential learning of musical instruments may lead us to re-examine and renew methods and settings of instruction, curriculum and participation.

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