Abstract:

Research Focus:
This paper describes a project which employed web-based music composition platforms to engage primary pre-service teachers in enactive mastery experiences of creating their own music (Schunk, 1991; Bandura, 1977). The task was designed to develop their music- making skills, and thereby to build positive self-efficacy beliefs, by experiencing success in creating original music compositions. Students collaborated online to create digital compositions using one of two web-based applications selected for their suitability for primary classrooms and their accessibility to novice musicians. These were Song Maker from Chrome Music Lab ™ and Bandlab ™. Conceptual understanding was developed through their manipulation of musical elements and the use of software which recorded and graphically notated their creations.

Background:
Despite growing recognition of the importance of Music to the growth of all learners (DEST, 2005), access to a quality Music education in New South Wales primary schools remains inequitable. A key factor contributing to inadequate provision is the widely reported low self-efficacy of many non-specialist teachers (e.g., Hennessy, 2017; de Vries, 2013). Limited Music Education hours in initial teacher education programs (Hocking, 2009) makes it increasingly challenging for teacher educators to shift these beliefs. This project explored the proposition that web-based music-making applications would enhance pre-service teachers’ self-efficacy beliefs in regard to their capacity to both create and to teach music.

Method:
Approximately 250 Year 2 pre-service teacher education students studying their first unit in Music pedagogy were surveyed prior to and subsequent to completing the composition task. Participants rated their beliefs regarding their ability in a range of musical skills, from “cannot do at all” to “can do extremely well” (modelled on Bandura’s self-efficacy scales, Bandura, 2006). Responses were analysed using descriptive statistics to measure the impact on participants’ self-efficacy beliefs. The questionnaire included short answer questions to allow elaboration: qualitative responses were analysed thematically.

Results:
The majority of students initially identified as “not very musical”, and expressed low self-efficacy regarding their music knowledge, skills and teaching capabilities. Post-survey responses indicated that engagement in the Music Education unit and the web-based composition task demonstrably enhanced participants’ self-efficacy beliefs across a range of music-making activities. Impact on their self-efficacy in digital music-making and creating music was significantly greater than the impact on their beliefs in their abilities in singing, playing instruments or reading notation. Significantly, the post survey showed a marked improvement in participants’ beliefs in their capacity to lead children’s music-making, with the majority reporting a high likelihood that they would apply similar strategies in their own classes.

Conclusions and Implications:
Findings indicate that engaging preservice primary teachers in collaborative, web-based music-making has the potential to build positive self-efficacy beliefs regarding their capabilities in both music making and music teaching. Their ability to envisage themselves applying these activities suggests that the use of such tasks could contribute to the delivery of quality music learning experiences in their future classrooms.

Keywords:

Pre-Service Teacher Education, Web-based composition, Self-efficacy.