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15 January, 2016 - 09:13
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Look over the notes you have made about each experience, and reflect on what they tell you about what kinds of assessment you respond to most positively. This may affect the choices you make as you decide how to pursue your own music-learning goals. For example, the course of your inquiry may look different, depending on whether you find critique by experts to be motivating, intimidating, or irrelevant. You may find the following questions helpful to your reflection:

  • What types of goals do you find motivating? Do you seem to be motivated by sharing a common goal with a group of musicians? Do you seem to make better progress when a teacher sets clear goals, or do you prefer to set your own goals?
  • What types of feedback do you find particularly motivating or discouraging? For example, are you discouraged by activities that rate you against others? Motivated by opportunities to perform in front of a crowd?
  • Whose opinions do you consider valid assessments of your progress? Can you get feedback from such people regularly? If not, can you build into your reflections the types of questions and feedback that such people would give?
  • If you are going to be pursuing a music learning goal on your own, how might you arrange to include motivating feedback from others? What types of reflection and self-questioning would keep you motivated to continue? What types would leave you discouraged and unable to continue? What realistic, concrete goals can you set that will help you measure your progress?
  • Should you plan on pursuing your music-learning goal at least partly in a formal music-learning situation? In a learning-by-doing situation? In informal meetings with friends?