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TAP 141 - Self Determination Theory in the Elementary Music Classroom
In this episode, Anne discusses Self Determination Theory & Singing Games in the Elementary Music Classroom. This episode was inspired by some light research for improving students motivation and participation, particularly as students reach those upper elementary grades. By considering the three pillars of SDT: autonomy, competence, and relatedness, we can better promote student engagement in our classrooms.
⭐️ Full Show Notes for this Episode Here 👉 https://annemileski.com/podcast/141/
⭐️ Get the Ultimate Sequencing Roadmap here 👉 https://annemileski.com/sequencing/
Watch "How to Play Doggie Doggie" here 👉 https://youtu.be/holjgz-iNkM
Connect with Anne on Instagram here 👉 https://www.instagram.com/annemileski/
=============================
📒 References from Today's Episode 📒
=============================
Countryman, J. (2014). Missteps, flaws and morphings in children’s musical play: Snapshots
from school playgrounds. Research Studies in Music Education, 36(1), 3–18. https://doi.org/10.1177/1321103X14528456
Harwood E., Marsh K. (2012). Children’s ways of learning inside and outside the classroom. In
McPherson G. E., Welch G. F. (Eds.), The Oxford handbook of music education (Vol. 1) (pp. 322–340). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199730810.013.0020
Mizener, C. P. (1993). Attitudes of children toward singing and choir participation and
assessed singing skill. Journal of Research in Music Education, 41(3), 233-245. https://doi.org/10.2307/3345327
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom:
Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
Renwick, J. M., & Reeve, J. (2012). Supporting motivation in music education. In G. E.
McPherson & G. F. Welch (Eds.), The Oxford handbook of music education (Vol. 1) (pp. 143–162). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199730810.013.0009
Roberts, J. C. (2018). Self-determination theory and children’s singing games in and out of the
classroom: A literature review. Update: Applications of Research in Music Education, 36(3), 12–19. https://doi.org/10.1177/8755123317741488
Ryan R. M., Deci E. L. (2002). An overview of self-determination theory: An organismic-
dialectical perspective. In Ryan R. M., Deci E. L. (Eds.), Handbook of self-determination research (pp. 3–36). University of Rochester Press.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination
theory perspective: Definitions, theory, practices, and future directions. Contemporary
Educational Psychology, 61, 101860-. https://doi.org/10.1016/j.cedpsych.2020.101860
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By Anne Mileski
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In this episode, Anne discusses Self Determination Theory & Singing Games in the Elementary Music Classroom. This episode was inspired by some light research for improving students motivation and participation, particularly as students reach those upper elementary grades. By considering the three pillars of SDT: autonomy, competence, and relatedness, we can better promote student engagement in our classrooms.
⭐️ Full Show Notes for this Episode Here 👉 https://annemileski.com/podcast/141/
⭐️ Get the Ultimate Sequencing Roadmap here 👉 https://annemileski.com/sequencing/
Watch "How to Play Doggie Doggie" here 👉 https://youtu.be/holjgz-iNkM
Connect with Anne on Instagram here 👉 https://www.instagram.com/annemileski/
=============================
📒 References from Today's Episode 📒
=============================
Countryman, J. (2014). Missteps, flaws and morphings in children’s musical play: Snapshots
from school playgrounds. Research Studies in Music Education, 36(1), 3–18. https://doi.org/10.1177/1321103X14528456
Harwood E., Marsh K. (2012). Children’s ways of learning inside and outside the classroom. In
McPherson G. E., Welch G. F. (Eds.), The Oxford handbook of music education (Vol. 1) (pp. 322–340). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199730810.013.0020
Mizener, C. P. (1993). Attitudes of children toward singing and choir participation and
assessed singing skill. Journal of Research in Music Education, 41(3), 233-245. https://doi.org/10.2307/3345327
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom:
Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
Renwick, J. M., & Reeve, J. (2012). Supporting motivation in music education. In G. E.
McPherson & G. F. Welch (Eds.), The Oxford handbook of music education (Vol. 1) (pp. 143–162). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199730810.013.0009
Roberts, J. C. (2018). Self-determination theory and children’s singing games in and out of the
classroom: A literature review. Update: Applications of Research in Music Education, 36(3), 12–19. https://doi.org/10.1177/8755123317741488
Ryan R. M., Deci E. L. (2002). An overview of self-determination theory: An organismic-
dialectical perspective. In Ryan R. M., Deci E. L. (Eds.), Handbook of self-determination research (pp. 3–36). University of Rochester Press.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination
theory perspective: Definitions, theory, practices, and future directions. Contemporary
Educational Psychology, 61, 101860-. https://doi.org/10.1016/j.cedpsych.2020.101860