Reimagining the Music Classroom: Student Engagement with Learning and Self-Corrective Strategies through Play-Based Music Education
Bibliographic record
Abstract
The phenomenon of musical play has gained significant traction in recent research pertaining to music education. However, despite the popularity of this topic in both educational and research settings, investigation into the pedagogical potential of play has largely been limited to elementary-aged students. As such, middle and high school students (13-18 years) often experience rigid pedagogies that fail to appreciate the complexity of the adolescent stage of development. In response, this article draws on a single case study of play-based music education in middle school, and examines the ways in which social learning environments promote student engagement with learning and self-correction strategies. Based on analysis of the collected data, the research found that learning in play-based environments is cyclical, where the adoption of self-correction strategies is largely driven by the adolescent’s desire to participate in social interactions and experience the resulting sense of belonging. Therefore, the results indicate that student learning is enhanced by utilising pedagogies that respect the socio-cultural environments that adolescents experience.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".