Introduction: The notion of autonomy in Self-Determination Theory is at the core of intrinsically motivated learning, and fulfilment of the need for autonomy is essential for thriving at school. Therefore teacher-provided autonomy support has grown into a key concern in educational research. In the present study into primary school music education, the notion of creative autonomy support is introduced. Research into autonomy support is typically focused on verbal interaction. However, from an enactive perspective, teachers’ gesturing, bodily movement, facial expression, and musical action form an integral part of the socially situated interaction in music lessons, inherently involving autonomy support. In the present study, a distinction is made between creative verbal autonomy support and creative musical and non-verbal autonomy support.Methods: Applying a process-based time-serial methodology, rooted in a Complex Dynamic Systems and Enactive perspective, the effects of an intervention with Video Feedback Coaching for teachers were investigated. Video data of 105 music lessons of 18 teachers (intervention and control condition) from six primary schools was gathered, to examine teachers’ creative autonomy support at both the individual and group level.Results: The findings show that teachers in the intervention condition, compared to the control group, achieved a meaningful increase in their ability to offer creative autonomy support verbally. Teachers also showed development for the non-verbal and musical aspects of offering creative autonomy support. However, particularly for offering higher-level creative autonomy support in the non-verbal and musical mode, significant results were found for less than half of the intervention teachers.Discussion: These results underline the importance of embracing and studying the bodily dimension as an integral part of teacher autonomy support, aimed at emergence of students’ musical creativity, in primary school music education and in teacher training. We explain how these results might be relevant for autonomy enhancing musical activities in vulnerable groups.
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Proceedings of the IASPM Benelux conference. Popular Music: Theory and Practice in the Lowlands.
Privacy, copyright, classified documents and state secrets, but also spontaneous network phenomena like flash mobs and hashtag revolutions, reveal one thing – we lost control over the digital world. We experience a digital tailspin, or as Michael Seemann calls it in this essay: a loss of control or Kontrollverlust. Data we never knew existed is finding paths that were not intended and reveals information that we would never have thought of on our own. Traditional institutions and concepts of freedom are threatened by this digital tailspin. But that doesn’t mean we are lost. A new game emerges, where a different set of rules applies. To take part, we need to embrace a new way of thinking and a radical new ethics – we need to search for freedom in completely different places. While the Old Game depended upon top-down hierarchies and a trust in the protective power of state justice systems, the New Game asks you to let go of all these certainties. Strategies to play the game of digital tailspin rely on flexibility, openness, transparency and what is dubbed ‘antifragility’. In Digital Tailspin: Ten Rules for the Internet After Snowden Michael Seemann examines which strategies are most appropriate in the New Game and why.
