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A study of teacher formative influence upon and student experience of social–emotional learning climate in secondary school music settings

Published online by Cambridge University Press:  16 April 2013

Katie Carlisle
Katie Carlisle*
Affiliation:
Georgia State University School of Music, P.O. Box 4097, Atlanta, GA 30303, [email protected]
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Abstract

Conceiving the construct ‘social-emotional learning climate’ as an embodiment of Illeris’ contemporary learning theory, this paper serves dual purposes. First, it examines recent music education literature, which identifies issues of competence and institutionalised pedagogic practice in secondary school music settings that result in adolescents’ inability to target and develop personal locus of control over learning, and the subsequent rejection of the learning environment. Second, it details findings, discussion and pedagogic implications from the author's dissertation study exploring music teacher formative influence upon and student experience of Illeris’ theory of learning process within three Canadian secondary school learning settings integrating informal learning practices.

Type
Research Article
Information
British Journal of Music Education , Volume 30 , Issue 2 , July 2013 , pp. 223 - 243
Copyright
Copyright © Cambridge University Press 2013 

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