{"title":"“音乐是我的生命”:研究音乐专业学生在高等教育中的工作量经历与有意义的音乐参与之间的联系","authors":"Tuula Jääskeläinen","doi":"10.1177/1321103X221104296","DOIUrl":null,"url":null,"abstract":"Enhancing our knowledge about students’ experiences during their studies in higher music education is essential to understand and support them as they cope with their specific workloads in studying music. This study provides a research-based understanding of what engaging in music means to music students when they reflected on their experiences of their studies and workloads. The data were collected from interviews with 29 students in higher music education institutions in Finland and the United Kingdom, and the analysis was conducted by following the framework of transcendental phenomenology. Music students’ experiences of their workload are connected in multifaceted ways to the meanings they ascribe to their engagement in music, such as intense and complex experiences that are also a source of vitality, their development as musicians, their creative self-expression, their interaction with others and in building a community, their personal growth and coping approaches during their studies, and the transcendental experiences they encounter during their engagement with music. Thus, the findings indicate that engaging in music is a holistic experience for music students. This study shows the importance of understanding and investing in music students’ unique workload experiences through research on the teaching and learning practices of higher music education institutions, which can in turn support music students’ well-being, learning, and future careers.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"“Music is my life”: Examining the connections between music students’ workload experiences in higher education and meaningful engagement in music\",\"authors\":\"Tuula Jääskeläinen\",\"doi\":\"10.1177/1321103X221104296\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Enhancing our knowledge about students’ experiences during their studies in higher music education is essential to understand and support them as they cope with their specific workloads in studying music. This study provides a research-based understanding of what engaging in music means to music students when they reflected on their experiences of their studies and workloads. The data were collected from interviews with 29 students in higher music education institutions in Finland and the United Kingdom, and the analysis was conducted by following the framework of transcendental phenomenology. Music students’ experiences of their workload are connected in multifaceted ways to the meanings they ascribe to their engagement in music, such as intense and complex experiences that are also a source of vitality, their development as musicians, their creative self-expression, their interaction with others and in building a community, their personal growth and coping approaches during their studies, and the transcendental experiences they encounter during their engagement with music. Thus, the findings indicate that engaging in music is a holistic experience for music students. This study shows the importance of understanding and investing in music students’ unique workload experiences through research on the teaching and learning practices of higher music education institutions, which can in turn support music students’ well-being, learning, and future careers.\",\"PeriodicalId\":45954,\"journal\":{\"name\":\"Research Studies in Music Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2022-06-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research Studies in Music Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/1321103X221104296\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"N/A\",\"JCRName\":\"MUSIC\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research Studies in Music Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/1321103X221104296","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"N/A","JCRName":"MUSIC","Score":null,"Total":0}
“Music is my life”: Examining the connections between music students’ workload experiences in higher education and meaningful engagement in music
Enhancing our knowledge about students’ experiences during their studies in higher music education is essential to understand and support them as they cope with their specific workloads in studying music. This study provides a research-based understanding of what engaging in music means to music students when they reflected on their experiences of their studies and workloads. The data were collected from interviews with 29 students in higher music education institutions in Finland and the United Kingdom, and the analysis was conducted by following the framework of transcendental phenomenology. Music students’ experiences of their workload are connected in multifaceted ways to the meanings they ascribe to their engagement in music, such as intense and complex experiences that are also a source of vitality, their development as musicians, their creative self-expression, their interaction with others and in building a community, their personal growth and coping approaches during their studies, and the transcendental experiences they encounter during their engagement with music. Thus, the findings indicate that engaging in music is a holistic experience for music students. This study shows the importance of understanding and investing in music students’ unique workload experiences through research on the teaching and learning practices of higher music education institutions, which can in turn support music students’ well-being, learning, and future careers.
期刊介绍:
Research Studies in Music Education is an internationally peer-reviewed journal that promotes the dissemination and discussion of high quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice. The journal covers a wide range of topics across all areas of music education, and a separate "Perspectives in Music Education Research" section provides a forum for researchers to discuss topics of special interest and to debate key issues in the profession.