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Student Confidence and Self Efficacy in the Voice Studio - Coggle Diagram

- - - - More student singing = higher teacher self efficacy AND more chances for student to actually learn the motor skill
        
        More student singing = does that mean higher student self efficacy? If theoretically more wins?
      - In 10 diff teacher-student pairs, Measured how long spent on these instructional behaviors from the Motor Learning Classification Framework: "motivation, modeling, verbal instruction, augmented feedback and student physical attempts." p526
      - student phsyical attempts and motivation had the LEAST time: "Across the ten lessons observed, there was only one instance in which a student was asked about their progress toward their practice goals. Any other discussion of goals in the lesson transcriptions were of teachers prescribing goals to their students, rather than the students setting their own goals. The heavy use of modeling and augmented feedback provided by the teacher suggests that the master-apprentice tradition remains present in the voice studio." 538 = we want to increase motivation and student physical attempts
        
        How can we increase motiivation time (goal tracking led by student) and student physical attempts in the studio? Do they increase self-efficacy levels?
        
        How might this "motivation" time led by student to discuss goals, wins and challenges from the week (like 5 min!!) impact self-efficacy levels based on WHEN it is done throughout the lesson? at the top, after a warm up, at the end
        
        This here shows that most teachers don't spend much time on the motivation side
      - Importance of building critical thinking in describing sensations: Building students’ critical thinking skills is very important because if students are not aware of what they felt, where they felt it or how it felt, they will not be able to recreate the sensation or motor task during their individual practice. 539
        
        How might an established vocabulary for '"sensation" affect ability to discuss how exercises felt? how does that impact self-efficacy?
      - Discussing the importance of practice and goal-setting at the end of the lesson has the added benefits of increasing the usage of motivational instructional behaviors and focusing on studentcentered learning. 539 --> end of lesson to talk about goals
        
        She says here end of lesson is good to talk about goals
  - - - Importance of individualized goals/rubric/criteria that is made TOGETHER by teacher and student; can't have one rubric for everyone; This, plus journaliing, learning HOW to self assess, helps with motivation, self awareness, and self efficacy.
        
        Huge, seeing this everywhere; need for the student to lead the goal setting process, not the teacher
      - Students voiced that the Tool helped them know how to practice outside the studio.Q: how can we teach them to self-assess?"Students do indeed learn better if they are a part of the process by which they will be assessed. After helping to create the criteria by which they will be evaluated, students learn better if they are then held accountable for their educational choices. Students also learn better if they are guided and taught the skills ofhow to accurately self-assess." - p.226
    - - Necessarily broad, needs more specifics to be useful in studio - jumping off point
    - - Importance of rubrics, goal setting, assessment (intentional planning assessment and reflection) for student improvement and more agency in learning, systematizing teaching; combine importance of objective and subjective measurements (technique and artistry)
        
        Why don't more teachers use objective methods in the voice studio? And what might that tell us about how it can be implemented more widely? Would this be conducted through interviews?
        
        How do process vs performance goals in the student correlate with student performance/improvement? How do they correlate with self-efficacy levels?
    - - Example of standardized assessment - need to request article for details
    - - still need to request for details but another example of a rubric - proved effective for measuring achievement
    - - Singers are innacurate in performance assessment - overestimated their pitch accuracy; BUT they were ALL highly trained, and if they overestimated, maybe they needed the confidence, or underestimating helped motivate them: "Whether singers over- or underestimate their performances, accuracy of self-evaluation might not be necessary for achievement at the professional level3 or to gain singing proficiency as defined here but might be a motivating factor. In other words, both over- and underestimation might be beneficial to those in pursuit of challenges such as developing a career as a classical singer." 633.e13
      - What is the role of self evaluation, and how should it look in voice teaching?
    - - The analysis suggested that, in motivational terms, and consistent with research carried out in other academic contexts, self-efficacy was the best predictor of actual performance. The authors conclude that whilst practice plays a vital part in the development of a musician’s capacity to perform well, it should not be considered in isolation from motivational and related variables." (abstract)
      - Looked at graded musical exams for instrumentalists
    - - This study is the second in a series of investigations attempting to clarify relationships between variables that impact on a young musician's ability to perform music (as assessed on a graded music examination). (abstract)
        Self efficacy most important predictor of achievement
  - - - 3 prong approach: Voice Research + Voice Teacher Expertise and Experience + Student Goals and Perspectives
    - - Discusses building rapport between teacher and student, buildling self-motivation, goal setting, critical thinking, assessment, based on experiences and practices of master teachers
      - "means of student assessment" and "guides for developing critical thought" still needed = a systematic framework in which students can actually learn descriptors (how can they create realistic goals wtihout knowing the language?) and ways to track progress p.413
        
        How does a list of "descriptors" to create goals impact the motivation and self-efficacy levels in students over the course of a semester?
    - - Reviewed several major papers in music teaching; says there isn't an evidence based framework for classical singing, but I feel like there's def evidence of some?? maybe not systematically implemented; we have evidence but still not doing it ALL the same way, and should we even?
- - - - This is for classical, female, professional performers; how might this survey change for a beginner MT singer? or a beginner with no real singing ability?
      - How do confidence levels as voice beginners differ from other areas with beginners?
  - - - How can we increase student self-efficacy levels? Are they low/high to begin with in an undergraduate setting?
      - It says singing/talking ratios didn't affect...is that true in all instances?
      - How can we incorporate more guaranteed "wins" for the student in the studio? How helpful is a "win" at the beginning of a lesson vs the end? And is that a repertoire run or just some warm ups that they feel strong in?
      - Can we measure the correlation between how effective students thought teachers were doing and the student self-efficacy? Or how many times students sang through repertoire, or how many pieces they sang, correlates to self efficacy? Or how much time is spent in a lesson on a particular passage/phrase/note? After a certain point, does it decrease student self-efficacy on that task?
  - - - Does goal tracking throughout the semester actually help students self-assess more accurately?