Also, choose at least 3 specific experiences that made you lose interest in learning about music. These might be, for example, lessons that you quit as soon as possible, or an experience with friends that caused you to conclude that you do not have enough musical talent.
If you are having trouble recognizing what you have already learned about music, consider looking at
Ways of Knowing about Music . If you can't remember any specific music-learning experiences, discuss it in conversations with your relatives and friends. Your parents may be able to remind you, for example, of a short-lived effort at violin lessons, or your friends may recall classes, conversations, or outings that have slipped your mind.
List all six of the experiences that you have chosen, in a way that will let you make notes about each experience in steps three and four.
Step 3 - Write a short description of each experience, focusing on why it was motivating (or why not). For example, list specific things that happened, people who were involved, skills you gained, ideas you discovered, or feelings that you had, that made you want to learn more about music (or not).
If possible, get multiple perspectives on what happened by discussing the experiences with others who were there.
Step 4 - Finally, consider how music learning was "assessed" in each of those experiences. For example:
For each positive and each negative experience, note:
- Were there formal music-learning goals (specific skills or knowledge that you were supposed to gain)? If so, who decided on them? Were they in line with your interests? How aware were you of them? (If possible, check with teachers to discover what the official learning goals actually were.)
- What type of feedback did you get that indicated what others thought about your developing music skills or knowledge? (This could be either formal or informal feedback, for example, grades or reports from teachers, applause from audiences, critiques from judges, encouraging comments from fellow band members, or arguments with friends who disagreed with your statements about music.)
- Whether the feedback was formal or informal, was it primarily positive or negative, or a balanced mix? Were negative comments offered in a spirit of
constructive criticism or in a spirit of discouragement? If at all possible, do some research to verify that your memories are accurate. Check report cards; look at the comments your teacher wrote in your lesson book; ask your friends, family, teachers, and peers what they remember about that experience.
- If you received no feedback at all (for example, if you attended a performance that inspired you to learn more), did the lack of feedback give you the confidence to learn more, or make you uncertain that you could succeed? What impression did you get from the experience about what kinds of judgments and assessments people make in that area of music? (For example, did you get the impression that that kind of music is learned just for fun, or that learners are held to high standards?) How accurate was that impression? (If possible, do a little research or discuss this with someone who knows about that subject, to find out.)
- Was feedback random (for example, unexpected comments from friends or peers); based on your improvement over time (for example, a gold star for learning a difficult new piece); graded on an absolute scale (for example, an A for completing the work expected in a course); or based on a comparison with other musicians (for example, winning a contest, or auditions for ranked seating within a group)?
Reflect
Look over the notes you have made about each experience, and reflect on what they tell you about what kinds of assessment you respond to most positively. This may affect the choices you make as you decide how to pursue your own music-learning goals. For example, the course of your inquiry may look different, depending on whether you find critique by experts to be motivating, intimidating, or irrelevant. You may find the following questions helpful to your reflection:
- What types of goals do you find motivating? Do you seem to be motivated by sharing a common goal with a group of musicians? Do you seem to make better progress when a teacher sets clear goals, or do you prefer to set your own goals?
- What types of feedback do you find particularly motivating or discouraging? For example, are you discouraged by activities that rate you against others? Motivated by opportunities to perform in front of a crowd?
- Whose opinions do you consider valid assessments of your progress? Can you get feedback from such people regularly? If not, can you build into your reflections the types of questions and feedback that such people would give?
- If you are going to be pursuing a music learning goal on your own, how might you arrange to include motivating feedback from others? What types of reflection and self-questioning would keep you motivated to continue? What types would leave you discouraged and unable to continue? What realistic, concrete goals can you set that will help you measure your progress?
- Should you plan on pursuing your music-learning goal at least partly in a formal music-learning situation? In a learning-by-doing situation? In informal meetings with friends?
