Article Title
Music and Gender: A Qualitative Study of Motivational Differences At the Upper-Elementary Level
Abstract
At the upper-elementary grade levels, motivating students to have the drive to learn can become a major challenge for music educators. Learning differences based on gender may be one main reason for this challenge. This study focused on strategies to increase motivation among upper-elementary level music students. To collect data, the researcher observed and interviewed two female elementary school music teachers and ten 5th grade students. She concluded that music teachers would be well-served to address differences in gender through the design of their lessons and curricula. She found that teachers may motivate music students by providing role models for both genders, providing performance opportunities, using music to stimulate kinesthetic learners, and incorporating current genres and styles of music into the curriculum.
Recommended Citation
Iverson, Brittany
(2011)
"Music and Gender: A Qualitative Study of Motivational Differences
At the Upper-Elementary Level,"
Visions of Research in Music Education: Vol. 18, Article 5.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol18/iss1/5