Special Issue: Every picture tells a story: Pupil representations of learning the violin

dc.creator	Andrea Creech
dc.creator	Susan Hallam
dc.date	2006-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:36Z
dc.date.available	2015-07-20T22:05:36Z
dc.identifier	1477-5557
dc.identifier	https://doaj.org/article/fd53752091ea4464b8af446ab6da2d47
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/9881
dc.identifier.uri	https://doaj.org/article/fd53752091ea4464b8af446ab6da2d47
dc.description	Abstract: The influence on learning outcomes of interpersonal interaction amongst teachers, pupils and parents is the subject of an inquiry that took this researcher on a voyage from the qualitative to the quantitative side of the “methodological divide”, and back again. This paper presents findings from first phase of the research, which included a quantitative survey to examine how learning and teaching experience for violin pupils was influenced by the interpersonal dynamics of responsiveness and control, within pupilparent and pupil-teacher relationships. As part of the survey pupils were asked to draw pictures of their violin lessons. It was thought that the pictures might reveal pupils’ perceptions of their experience of learning an instrument and that the pictures would add depth to the quantitative scales that measured interpersonal mechanisms and pupil outcomes. The pictures were subjected to content analysis and coded accordingly. These codes were matched with pupil artists’ scores for control and responsiveness, as well as with their scores for outcomes that included enjoyment of music, personal satisfaction, self esteem, self efficacy, friendship, motivation and musical attainment. Analysis of variance was computed in order to test the null hypotheses that a) pupil-teacher-parent interpersonal behaviour (control and responsiveness) was not represented in their pictures and b) pupil outcomes were not reflected in their depictions of violin lessons. This paper presents the results of this analysis, thus addressing the question of whether the pictures could be accepted as telling a credible and coherent story about pupils’ perceptions of learning the violin.
dc.language	English
dc.publisher	Institute of Education, University of London
dc.relation	http://www.educatejournal.org/index.php?journal=educate&page=article&op=view&path%5B%5D=93
dc.relation	https://doaj.org/toc/1477-5557
dc.source	Educate~, Vol 6, Iss 1, Pp 35-56 (2006)
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Special Issue: Every picture tells a story: Pupil representations of learning the violin
dc.type	Article