School of Music


Master of Arts in Music Education (MA)


Rebecca Watson


Music, Education, Growth, Mindset, Self Efficacy, Band, Instrumentalist, Musician, Curriculum, Instruction


Education | Music


Despite the depth of research in general education and music education teaching methods as well as an implied overlap in these concepts, there is little research directly linking methodology and strategies across these content areas. More specifically, the benefit and implementation of growth-mindset instruction is considered best practice in the general education classroom but is rarely discussed in the context of the performing ensemble. Consistency in educational methods between content areas is critical because it unifies each into a single education process and promotes lifelong learning that will extend into other areas and beyond the classroom. This study will explore the educational and self-reported socio-emotional benefits related to implementing growth mindset tools as a core paradigm in the instrumental music performing ensemble. Guided by common principles of growth mindset education such as goal setting, personal reflection, educational ownership, and musical self-esteem in addition to existing music education research regarding rehearsal techniques and best practices, this qualitative study will attempt to define the parallel themes and connections. The compiled data will demonstrate effects in response to growth mindset education that connect the parallel research and methods between general and music education. This research will intersect general education with music education to assist music educators and administrators with a greater mutual understanding of research-based teaching methods. This will benefit cross-curricular consistency and explore the legitimacy of growth mindset strategies for music students.