Music education is not confined to the school context, nor does learning stop after school hours. The out-of-school experiences of children, especially those gained at home, are just as valuable. Parent involvement, in the form of listening to music, concert attendance, instrumental learning and aspirations in musk education, has significant direct as well as indirect effects on children's attitudes towards musk. 19 families, including 20 parents and their 21 children, revealed a number of complex and interconnected themes, which both aided and hindered students' participation in, and learning about, music. The interview data show that: (a) though the parents and their children have different musical experiences, parents influence concert attendance, and offer financial support for children's participation in music; (b) although instrumental learning is commonly found among students, parents often question the value of persistent learning; and (c) school music education is highly regarded by most parents though they do not expect their children to aspire to further development of their musical abilities in the future. By looking at examples of interactions between parents and children with respect to music participation and learning this study challenges conventional notions of the extent to which parent involvement could have a positive effect on students' attitudes toward music learning.
|Number of pages||23|
|Journal||Bulletin of the Council for Research in Music Education|
|Publication status||Published - Jun 2009|
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