Date

4-26-2024

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Nathan Street

Keywords

fear, failure, error, sight-reading, band, mindset, self-efficacy

Disciplines

Education | Music

Abstract

Students' fear of failure among social, cultural, experiential, and internal pressures influence sight-reading abilities in the high school band classroom. Investigating the error culture in band sight-reading skills can affect the learning and teaching methods found in current practice, emphasizing the need to understand the experiences of both students and teachers. Band teachers may refine their teaching and learning methods to address student fears while enhancing sight- reading skills implied throughout the study. Although copious research exists on high school sight-reading methodology and rehearsal strategies to help music educators provide an all- encompassing musical experience, students may need help applying the concepts amidst their fear of failure. This failure may inhibit their desire to participate in the educational, social, and intellectual risks required during sight-reading. In addition, the creative musical environment of the band can produce a fear of failure among players if teachers and students need more understanding of error responses. Finally, social pressures, high-stakes testing, and pre-existing conceptions of failure may lead students to avoid situations where they appear physically, socially, or emotionally imperfect. This qualitative hermeneutic phenomenological study explored the fear of failure culture in high school bands utilizing interviews and observations. Empowering students to take advantage of all the benefits of confident sight-reading, regardless of mistakes, suggested that teachers anticipate future classroom tactics and approaches, resulting in a more successful musical experience.

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