Situational Interest of Fourth-Grade Children in Music at School

• In Event: Student Participation and Motivation in Music Education

Abstract

This qualitative case study explored the nature of situational interest in one fourth grade music class. Data were collected through semi-structured interviews, videotaped observations, free-writing opportunities, and surveys using "clickers" integrated with an interactive whiteboard. A modified version of Self-Determination theory emerged, in which educational experiences that were the most interesting were those in which the children felt competent, were provided with a degree of autonomy, and worked with their peers. In addition, interest was heightened if the activities included engagement with graphic or kinetic modalities, such as the presence of visual stimuli, interaction with technology, manipulation of materials, or physical activity. Finally, students became more interested when experiences provided elements of novelty, surprise, or humor.

Author

• Christopher Roberts, University of Washington