Discussing a methodology for researching the long-term impact of music education: Drawing on learners’ memories and self-accounts

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

Abstract

In this article, based on a longitudinal study that the author conducted in a primary school in Japan, a methodology for assessing the long-term impact of music education is discussed. With the intention of understanding the meaning of primary music education from the perspectives of the learners, retrospective data were collected from former primary school students who became university students. Methodological possibilities are discussed in the light of nine themes, including the use of retrospective data and video recordings, focus group interviews, the involvement of teachers, subjectivity, and the view of narrative understanding. While most impact case studies pay little attention to how student learning actually takes place, the proposed methodology in this article emphasizes the importance of qualitative understanding in the initial stages as well as underscoring learners’ retrospective valuations of their own learning experiences. Copyright © 2022 The Author(s).
Original languageEnglish
Pages (from-to)229-244
JournalResearch Studies in Music Education
Volume45
Issue number2
Early online dateApr 2022
DOIs
Publication statusPublished - Jul 2023

Citation

Matsunobu, K. (2023). Discussing a methodology for researching the long-term impact of music education: Drawing on learners’ memories and self-accounts. Research Studies in Music Education, 45(2), 229-244. https://doi.org/10.1177/1321103X211058277

Keywords

  • Life history
  • Long-term case study
  • Narrative inquiry
  • Retrospective impact research
  • Valuation process

Fingerprint

Dive into the research topics of 'Discussing a methodology for researching the long-term impact of music education: Drawing on learners’ memories and self-accounts'. Together they form a unique fingerprint.