Valuing Musical Participation

By S. Pitts. 2005

140 citations recorded by the source corpus.

How researchers see this paper

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Motivation and Engagement Across the Academic Life Span (2009, result): “…there is some question as to their level of motivation relative to school students, with some research recognizing the challenges they face in higher education and other research reporting on their confidence in their abilities (e.g., see Martin, Marsh, Williamson, et al., 2003; Pitts, 2005).”
Students’ motivation to study music as compared to other school subjects: A comparison of eight countries (2010, background): “This is despite finding that many young people do not value music education as highly as other subjects at school, particularly after they make the transition to secondary school (Ghazali & McPherson, 2009; McPherson, 2007; O’Neill, 2006; Pitts, 2005).”
Emotion, engagement and meaning in strong experiences of music performance (2012, methodology): “An idiographic approach has been applied, taking the individual account as the unit of analysis (Pelham, 1993), as previously done for music listening accounts by Lamont (2011b) and for concert audiences by Pitts (2005a).”
University students’ strong experiences of music (2011, background): “Adopting a different approach, others have explored in detail specific contexts which provide rich musical and social experiences, such as music festivals, in order to consider the importance of music in listeners’ lives (e.g., Karlsen, 2007; Pitts, 2005a, 2005b).”