Exploring the Role of Affect in Beginning Band Instruction

Abstract

The purpose of this study was to explore the role of affect in musical experience in the context of beginning band instruction. The research questions include: What does existing literature say about the meanings ascribed to affect in the context of musical experience? How do beginning band teachers describe affect in the context of music teaching and learning? How do beginning band teachers describe their strategies for teaching toward affect in beginning band instruction? In what ways do beginning band teachers’ insights into the role of affect coincide or differ from the meanings of affect found in related scholarship? The first research question is addressed in Chapter Two through an in-depth synthesis of various aspects surrounding the topic of affect and learning, as well as affect and instrumental instruction. The second and third research questions are presented in Chapter Four, and are addressed through the descriptions provided by beginning band teachers regarding their views of affect in the context of musical experience as well as the strategies that they use to teach toward affect through instruction. The final research question is considered in Chapter Five, which synthesizes the literature and the views of beginning band teachers.

This study was a descriptive study with a basic qualitative approach. From a synthesis of related scholarship and literature on the topic of affect and instrumental instruction, as well as interviews with four current beginning band teachers, findings of this study revealed that the goals of beginning band teachers include student enjoyment of being in band and a focus on teaching toward emotional experiences through music. The instructional materials used by beginning band teachers in this study are key, as the level of technical difficulty for each band part must be balanced with the skill level of each student in order to allow for a state of flow. In teaching musical expression, the teachers employ modeling (live or recorded performances), verbal instruction (explanation of terminology and use of analogy and metaphor) and a focus on felt emotion (emotional experiences when engaged with music). While each teacher in this study prioritize the role of emotion in musical experience differently, they draw on beginning band students’ previous emotional experiences with music. Finding a balance of instructional focus between the development of performance skills and affective skills is essential when implementing a holistic approach to teaching beginning band students.