Positive Instruction in Music Studios: Introducing a New Model for Teaching Studio Music in Schools Based upon Positive Psychology

Positive Instruction in Music Studios: Introducing a New Model for Teaching Studio Music in Schools Based upon Positive Psychology

By Tim Patston and Lea Waters
From Psychology of Well-Being , Volume 5, Article Number: 10 (2015)
Published online 26 October 2015

Introduction by Lyn Spiteri, VMTA Board, September 2019:

Positive Education brings together many pedagogical initiatives, including Positive Psychology and best practice teaching, in order to encourage school communities to flourish. This approach fosters positive well-being, builds emotional resilience and strengthens the relationships and mindsets of students. Music as a discipline area is perfectly positioned to align with the tenets of Positive Education and support ongoing positive mental and emotional health. This article explores the intersection of school studio-music pedagogy and positive psychology in order to enhance students’ learning and engagement.

Article:

This practice paper explores the intersection of school studio-music pedagogy and positive psychology in order to enhance students’ learning and engagement. The paper has a practitioner focus and puts forward a new model of studio teaching, the Positive Instruction in Music Studios (PIMS) model that guides teachers through four key positive psychology processes that can be used in a music lesson: positive priming, strengths spotting, positive pause, and process praise. The model provides a new, positively oriented approach to studio-music pedagogy that can be integrated into specific methods-based programs to enhance student learning and engagement.

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