Positive Instruction in Music Studios: Introducing a New Model for Teaching Studio Music in Schools Based upon Positive Psychology
Open accessAbstract
This practice paper explores the intersection of school studio-music pedagogy and positive psychology in order to enhance students’ learning and engagement. The paper has a practitioner focus and puts forward a new model of studio teaching, the Positive Instruction in Music Studios (PIMS) model that guides teachers through four key positive psychology processes that can be used in a music lesson: positive priming, strengths spotting, positive pause, and process praise. The model provides a new, positively oriented approach to studio-music pedagogy that can be integrated into specific methods-based programs to enhance student learning and engagement.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Such an ACC intervention could be feasible in fulfilling the growing need for music teacher training to support students with problematic MPA.
“Such an intervention could be feasible in fulfilling the growing need for music teacher training in support of students who suffer with problematic MPA, as identified by a number of researchers (Fehm and Schmidt, 2006; Patston, 2014; Patston and Waters, 2015; Sarikaya and Kurtaslan, 2018; Jeong and Ryan, 2021).”
From Acceptance and Commitment Coaching for Music Performance Anxiety: Piloting a 6-Week Group Course With Undergraduate Dance and Musical Theatre Students (2022) · cites this paper as Patston and Waters, 2015
The Capacity for Music Education to Boost Student Well-being section says music students often experience high stress and anxiety, and the Positive Pause section identifies high levels of performance anxiety. The paper proposes a teaching model for studio music teachers, but it does not identify a growing need for teacher training or assess the feasibility of the citing authors’ ACC intervention. (LLM, conf=0.82)
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Positive psychology: An introduction.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000) · American Psychologist · doi:10.1037/0003-066x.55.1.5 · Cited by 11,351 · see citing works
Positive Psychology Progress: Empirical Validation of Interventions.
Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005) · American Psychologist · doi:10.1037/0003-066x.60.5.410 · Cited by 5,947 · see citing works
Teacher Quality and Student Achievement
Darling‐Hammond, L. (2000) · Education Policy Analysis Archives · doi:10.14507/epaa.v8n1.2000 · Cited by 4,711 · see citing works
The broaden–and–build theory of positive emotions
Fredrickson, B. L. (2004) · Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences · doi:10.1098/rstb.2004.1512 · Cited by 4,214 · see citing works
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.00995.x · Cited by 3,784 · see citing works
Sin, N. L., & Lyubomirsky, S. (2009) · Journal of Clinical Psychology · doi:10.1002/jclp.20593 · Cited by 2,955 · cited 2× · see citing works
“2005; Sin and Lyubomirsky 2009).”
MethodPositive education: positive psychology and classroom interventions
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009) · Oxford Review of Education · doi:10.1080/03054980902934563 · Cited by 2,106 · see citing works
Aronson, J., Fried, C. B., & Good, C. (2002) · Journal of Experimental Social Psychology · doi:10.1006/jesp.2001.1491 · Cited by 1,889 · see citing works
What (and Why) is Positive Psychology?
Gable, S. L., & Haidt, J. (2005) · Review of General Psychology · doi:10.1037/1089-2680.9.2.103 · Cited by 1,755 · see citing works
Praise for intelligence can undermine children's motivation and performance.
Mueller, C. M., & Dweck, C. S. (1998) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.75.1.33 · Cited by 1,709 · cited 2× · see citing works
“1992; Mueller and Dweck 1998) have demonstrated that specific process praise results in higher levels of student motivation.”
BackgroundPositive Psychology in Clinical Practice
Lee Duckworth, A., Steen, T. A., & Seligman, M. E. P. (2005) · Annual Review of Clinical Psychology · doi:10.1146/annurev.clinpsy.1.102803.144154 · Cited by 1,095 · see citing works
Positive psychology: Past, present, and (possible) future
Linley, P. A., Joseph, S., Harrington, S., & Wood, A. M. (2005) · The Journal of Positive Psychology · doi:10.1080/17439760500372796 · Cited by 744 · see citing works
Person versus process praise and criticism: Implications for contingent self-worth and coping.
Kamins, M. L., & Dweck, C. S. (1999) · Developmental Psychology · doi:10.1037/0012-1649.35.3.835 · Cited by 659 · cited 1× · see citing works
“…a growth mindset is more likely to be developed through the teacher’s use of process praise (Dweck 2007), which Dweck defines as praise for specific aspects put into the work, such as effort, resilience, and problem solving, rather than generic praise, such as “well-done” (Kamins and Dweck 1999).”
BackgroundPositive predictors of teacher effectiveness
Duckworth, A. L., Quinn, P. D., & Seligman, M. E. P. (2009) · The Journal of Positive Psychology · doi:10.1080/17439760903157232 · Cited by 521 · see citing works
A Review of School-Based Positive Psychology Interventions
Waters, L. (2011) · The Australian Educational and Developmental Psychologist · doi:10.1375/aedp.28.2.75 · Cited by 502 · see citing works
Self-citationFrom child to musician: skill development during the beginning stages of learning an instrument
McPherson, G. E. (2004) · Psychology of Music · doi:10.1177/0305735605048012 · Cited by 304 · see citing works
Brdar, I., & Kashdan, T. B. (2009) · Journal of Research in Personality · doi:10.1016/j.jrp.2009.12.001 · Cited by 254 · see citing works
Tracing the size, reach, impact, and breadth of positive psychology
Rusk, R. D., & Waters, L. E. (2013) · The Journal of Positive Psychology · doi:10.1080/17439760.2013.777766 · Cited by 216 · see citing works
Self-citationPerformance anxiety in gifted adolescent musicians
Fehm, L., & Schmidt, K. (2006) · Journal of Anxiety Disorders · doi:10.1016/j.janxdis.2004.11.011 · Cited by 206 · see citing works
Development and validation of a music performance anxiety inventory for gifted adolescent musicians
Osborne, M. S., & Kenny, D. T. (2004) · Journal of Anxiety Disorders · doi:10.1016/j.janxdis.2004.09.002 · Cited by 190 · see citing works
Musical performance anxiety: The three-systems model and self-efficacy theory
Craske, M. G., & Craig, K. D. (1984) · Behaviour Research and Therapy · doi:10.1016/0005-7967(84)90007-x · Cited by 172 · see citing works
Sinnamon, S., Moran, A. P., & O’Connell, M. (2012) · Journal of Research in Music Education · doi:10.1177/0022429411434931 · Cited by 100 · see citing works
Effects of Verbal Corrections on Student Attitude and Performance
Duke, R. A., & Henninger, J. C. (1998) · Journal of Research in Music Education · doi:10.2307/3345345 · Cited by 88 · see citing works
Teaching stage fright?—implications for music educators
Patston, T. (2014) · British Journal of Music Education · doi:10.1017/s0265051713000144 · Cited by 72 · see citing works
Self-citationKirschenbaum, D. S., Ordman, A. M., Tomarken, A. J., & Holtzbauer, R. (1982) · Cognitive Therapy and Research · doi:10.1007/bf01173581 · Cited by 71 · see citing works
Küpers, E., van Dijk, M., van Geert, P. L. C., & McPherson, G. E. (2013) · Psychology of Music · doi:10.1177/0305735613503180 · Cited by 60 · see citing works
Kivimäki, M. (1995) · Personality and Individual Differences · doi:10.1016/0191-8869(94)00115-9 · Cited by 25 · see citing works
Broomhead, P., Skidmore, J. B., Eggett, D. L., & Mills, M. M. (2012) · Journal of Research in Music Education · doi:10.1177/0022429411435363 · Cited by 24 · see citing works
A Cinematic Lens on Talent Development in Piano Prodigies: Considerations for Positive Psychology
Rich, G. J. (2012) · Psychology · doi:10.4236/psych.2012.312a171 · Cited by 5 · see citing works
Flagged first, then by citations
Research works printed but not linked: 13
- Duke RA Simmons AL The nature of expertise: narrative descriptions of 19 common elements observed in the lessons of three renowned artist-teachers Bulletin of the Council for Research in Music Education 2006 170 7 19
- Hallam S The development of expertise in young musicians: strategy use, knowledge acquisition and individual diversity Psychology of Music 2001 40 5 652 680 10.1177/0305735612443868 · DOI · Paper page
- Heyman GD Dweck CS Cain K Young children’s vulnerability to self-blame and helplessness Child Development 1992 63 401 415 10.2307/1131488 1611943 · DOI
- Lehmann AC Gruber H Ericsson KA Charness N Feltovich PJ Hoffman RR Music The Cambridge handbook of expertise and expert performance 2006 Cambridge Cambridge University Press 457 470
- Madden W Green S Grant T A pilot study evaluating strengths-based coaching for primary school students: enhancing engagement and hope International Coaching Psychology Review 2010 6 71 83
- Madsen CK Duke RA Observation of teacher/student interactions in music: observer perceptions versus actual events Journal of Research in Music Education 1985 33 205 214 10.2307/3344807 · DOI
- Maroon MT Potential contributors to performance anxiety among middle school students performing at solo and ensemble contest (Unpublished doctoral dissertation) 2002 USA Kent State University 1 96
- McPherson, G. E., & Welch, G. (Chief Eds.), (2012). The Oxford handbook of music education (Volume 1), New York: Oxford University Press.
- Patston T Cognitive mediators of music performance anxiety (Unpublished doctoral dissertation) 2010 Australia University of Sydney
- Pawelski JO Moore D Pawelski JO Moores DJ What is the eudaimonic turn? and The eudaimonic turn in literary studies The eudaimonic turn well-being in literary studies 2012 Madison Fairleigh Dickinson University Press 1 64
- Roland, D. J. (1993). The development and evaluation of a modified cognitive-behavioral treatment for musical performance anxiety. Unpublished doctoral dissertation, University of Wollongong, Australia.
- Seligman MEP Snyder CR Lopez SJ Positive psychology, positive prevention, and positive therapy The handbook of positive psychology 2002 New York Oxford Press 3 12
- White M Waters L The Good School: a case study of the use of Christopher Peterson’s work to adopt a strengths-based approach in the classroom, chapel and sporting fields Journal of Positive Psychology 2015 10 1 69 76 10.1080/17439760.2014.920408 25431614 PMC4241650 · DOI
Cited by
Sorted by citations
Mahony, S. E., Juncos, D. G., & Winter, D. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.830230 · Cited by 26 · see citing works
- Authors
- Patston, T., & Waters, L.
- Affiliations
- The University of Melbourne (AU)
- Corresponding author
- Patston, Tim
- Venue
- Psychology of Well-Being
- Published
- 2015-10-26
- Volume
- 5
- Issue
- 1
- Pages
- 10-10
- ISSN
- 2211-1522 (ISSN-L)
- PMC
- PMC4621706
- OpenAlex
- W1899876812
- Cited by
- 22
- References
- 29
- Citations by year
- 2025: 2 · 2024: 2 · 2023: 3 · 2022: 3 · 2021: 2 · 2020: 1 · 2019: 2 · 2018: 1 · 2017: 3 · 2016: 2 · 2015: 1
- FWCI
- 59.29
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Psychology of Well-Being Theory Research and Practice (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Minerva Access (University of Melbourne) (submittedVersion, cc-by)
- Topics
- Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
- Social Sciences › Education › Music Education and Analysis
- Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
- Keywords
- positive psychology, music education, positive priming, student engagement, music lesson design, school music teaching
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
