A dynamic model that links skill acquisition with self-determination in instrumental music lessons

Abstract

Music education researchers have sought to clarify two fundamental issues. The first concerns 'the extent to which musical progress is sequenced and orderly, and why some children's progress appears to be effortless in contrast to others who struggle' (McPherson, 2005, p. 5). The second concerns how successful learners are able to acquire the resilience needed to 'bounce back' despite stresses and distractions which impact on motivation and a desire to continue learning (West & Rostvall, 2003; Costa-Giomi, Flowers, & Sasaki, 2005). This article aims to contribute to research on these issues in the context of instrumental music lessons, by presenting a dynamic model linking skills acquisition..