Abstract:
The title of this study is: An analysis into the power of mindsets of music education (MusEd) lecturers. My analysis focuses on the fixed and/or growth mindset feedback MusEd lecturers give to their student teachers. I investigate these two concepts, namely the mindset and the feedback. A fixed mindset means that one believes their abilities and talents are fixed and cannot change very much. Having a growth mindset means that one believes that with hard work and dedication their ability and talent are malleable and can grow. Feedback is information given to a student teacher by a lecturer on how they are learning and performing. There are two methods of giving feedback which shape the mindset of the student teacher. The one is process feedback that instils a growth mindset; the other is praise feedback that instils a fixed mindset. In this study, the following two research questions will be answered: a) How do the MusEd lecturers instil a fixed or growth mindset in their student teacher feedback? b) Why do the MusEd lecturers instil either a fixed or growth mindset in their student teacher feedback?
As a music performer and educator, I have experienced both sides of the receiving and giving end of feedback in a music classroom setting. Throughout my educational years, I had received praise feedback. Consequently, I had a fixed mindset about my ability, which hindered my progress in becoming a “world-renowned opera singer”. This has changed my view on how to approach feedback to students in a more critical way by instilling a growth mindset in them. This study will support the student teacher in how they view and proceed with their ability. Feedback is a crucial part of how a student can move forward or backwards in their future musical endeavours.
