Music in the Classroom: Using Collaborative Playlists to Foster Student Engagement
Location
Session 4 Presentations - College Students II
Proposal Track
Research Project
Session Format
Presentation
Abstract
This talk will consider how music, specifically collaborative playlists (CPs), use the need-supportive instruction strategy to foster autonomy and choice in the classroom. Inspired in-part by John Dewey’s call for a balance between teacher-centered and student-centered classes, CPs are an experimental way to incorporate the students' own interests outside of the curriculum into the course. Experience using collaborative playlists in University of Georgia self-defense courses had surprising outcomes for student engagement. Specifically, is interesting to consider CPs in the context of the mood they set in the classroom. Self-defense classes are more complex than some other physical education classes given that they exist against the backdrop of fear of sexual assault, abduction, and other threats to the body or life. In such a context, it is curious to see what kind of mood students created through their musical choices, and how this engages different dimensions of self-defense.
Keywords
music playlists, instructional strategies, student engagement, classroom collaboration, student autonomy
Professional Bio
Emily Cort is a master's student in the University of Georgia's Mary Francis Early College of Education. She is in the Kinesiology department with a Sports Pedagogy concentration and serves as a Graduate Teaching Assistant in the undergraduate basic physical education program. Her research interests include student engagement in the classroom, classroom dynamics, and youth sport instruction and coaching strategies.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Cort, Emily, "Music in the Classroom: Using Collaborative Playlists to Foster Student Engagement" (2021). Georgia Educational Research Association Conference. 78.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/78
Music in the Classroom: Using Collaborative Playlists to Foster Student Engagement
Session 4 Presentations - College Students II
This talk will consider how music, specifically collaborative playlists (CPs), use the need-supportive instruction strategy to foster autonomy and choice in the classroom. Inspired in-part by John Dewey’s call for a balance between teacher-centered and student-centered classes, CPs are an experimental way to incorporate the students' own interests outside of the curriculum into the course. Experience using collaborative playlists in University of Georgia self-defense courses had surprising outcomes for student engagement. Specifically, is interesting to consider CPs in the context of the mood they set in the classroom. Self-defense classes are more complex than some other physical education classes given that they exist against the backdrop of fear of sexual assault, abduction, and other threats to the body or life. In such a context, it is curious to see what kind of mood students created through their musical choices, and how this engages different dimensions of self-defense.
