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• W1145794295 abstract "AT A RECENT NATS CONFERENCE, I had the marvelous opportunity of presenting a session Fostering Self-Assessment in the Applied Voice Practice Room, which outlined my process of creating an Applied Vocal Self-Assessment Tool (AVSAT). Colleagues were interested and engaged me in productive conversations about the six week study, which was created for a specific subset of college age students. However, after speaking to more than fifty of them over the course of more than three hours, I realized that what they really wanted to know was how my findings could be applied to their own studios. Three questions continually arose: 1) What is the point of teaching students how to practice when I barely have the time to teach them how to sing? 2) Can I take this tool, copy it, and use it in my studio? (The answer was no, which will be explained later in this article.) 3) How can I hold my students accountable for their practice in the first place? What resulted over the course of several hours was a dialogue involving intrinsic motivation, teaching styles, and how students learn. I also continually answered questions about how I personally hold my students responsible for their own learning. This accountability issue seemed to be foremost on everyone's mind.When my 2010 article, Motivation in the Applied Vocal Studio: An Overview, appeared in this publication, I was in the beginning stages of understanding how vast the field of motivation research is and how far I still had to go in order to relate my findings to a dissertation study.1 Throughout my research, one quote continued to haunt me: our society, we seem to worship talent-and we often portray it as a gift. Now we can see that this is not motivating to our students.2 Carol Dweck, its author, also profoundly stated,We need to correct the harmful idea that people simply have gifts that transport them to success, and to teach our students that no matter how smart or talented someone is-no one succeeds in a big way without enormous amounts of dedication and effort.3When I first encountered this quote, I wanted to scream, Yes! I had already experienced at least two students prematurely leaving college with one goal in mind: to be famous. In this generation of performance reality shows like American Idol and The Voice, such students' perception is that we as music educators have no idea what we are talking about when we continually stress how difficult a career in music can be. Yet, there remain those students who are very motivated, those who have a realistic vision of their ability and development, and struggle mightily to differentiate between the good and bad sounds that they make in the studio. The students who do not possess these self-assessment qualities seem to be the same students who are sure that they bring special talents to the field, and that schooling is simply wasting their time.Included in the above mentioned article was an overview of basic motivation theories that currently exist in academic research: self-efficacy and attribution theory, expectancy-value theory, and achievement goal theory.4 The third of these, achievement goal, or goal theory, holds that goals correspond to student awareness about the purpose of a task. According to this theory, goals affect the quality of motivation rather than the quantity.Students who are able to self-regulate their practice by being open to transformative change in order to achieve their goals in a more efficient manner are practicing goal theory.5A fundamental goal of the college applied music instructor is to encourage students to become independent learners, and ultimately, independent musicians. Researchers advocate that musical training should be designed to help students develop self-teaching skills to be used in the practice room. Studies also show that music students are frequently confused as to how their work in the applied studio, their practice room time, and their assessment juries all relate to one another. …" @default.
• W1145794295 created "2016-06-24" @default.
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• W1145794295 date "2013-11-01" @default.
• W1145794295 modified "2023-09-26" @default.
• W1145794295 title "Developing the Art of Learning: The Applied Vocal Self-Assessment Tool" @default.
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