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Students'This experiencespaper explores the potential benefits of content intervention in music instrument classes, i.e., incorporating non-classical music literature into piano and other instrumental classes. A portion of the traditional curriculum would be replaced with pieces that align with the students' preferred musical genres. This integrates interactive learning methods, use of music technology as a practical tool, individualized approach to each participant, and integration of different music styles and techniques while encouraging creative and comprehensive approaches to music education. The research employed a mixed-methods approach, consisting of quantitative research through a questionnaire with open-ended and Likert scale questions and a qualitative case study to investigate the teaching content of instrumental classes. The participants, students from the Music and Media program at schoolthe affectUniversity theirNorth psychosocialin development, general well-being,Varaždin and the achievementFaculty of educationalTeacher goals.Education Theat feelingthe University of belongingZagreb, is an important psychological need, which is especially prominent inconfirmed the periodprimary hypothesis that the curriculum should be adapted to include a smaller portion of adolescence,individualized wheninstruction relationshipsalongside amongclassical peersmusic gain importance. The feeling of belongingliterature to theincrease schoolstudent communityengagement isand closely relatedrelevance to the child's perception of the school climate and overall satisfaction with the school, and it is influenced by many factors. The importance of music in the life of children and adolescents in the formation and expression of their socialeveryday identity is unquestionable (Hargreaves et al., 2015; O'Neill, 2005), both in private life and at school. A school’s music life consists of music education classes and optionally also various extracurricular activities - school choir, orchestra, smaller ensembles, bands – various group activities, in which children collaborate through music.lives.
This paperwould aimsresult toin examineimproved theinstrumental relevant literature on the relationship between school climate, a sense of belonging to the school community, student satisfaction with school,skills and the school's music program. It will explore the potentialdevelopment of music educationexpression and interpretation arising from the emotional aspect of experiencing music, thereby motivating students to positivelypractice influencewithout these factors and highlightneglecting the importanceclassical music literature which forms the foundation of developingthe high-qualityentire music programs within school environments.
The literature analyzed includes an action research (Parker, 2010), correlational research (Ilari & Cho, 2023), quantitative (Weiss et al., 2017) and qualitative research (Adderley et al., 2003), and specifically case studies (Barrett & Bond, 2015). This paper will demonstrate how various school music programs contribute significantly to a child's overall school experience, as evidenced by diverse perspectives on their importance.
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