"I Can't Get No Satisfaction": an inquiry into "Thematic Communication" as a motivation approach to encourage students continuing music after it is no longer compulsory

Abstract

The paper builds on research by Hartwig (2003), Lowe (2008 and 2010) and Wise (2010) that establishes the issues in declining numbers of students taking up music after year eight compulsory classroom music. The data for this enquiry is based on a Townsville secondary school as a case study and develops a qualitative and quantitative analysis of what motivates students to continue music after year eight. After a series of elicitation interviews with students a survey is constructed, based on "Persuasive Communication Theory" or "Theory of Planned Behaviour" as outlined by Ajzen (1991) as well as Ham et al. (2009). These results are then coded and analyzed within the categories of "Behavioural Beliefs", "Normative Beliefs" and "Control Beliefs".

The survey results showed that some of the issues that concerned students were the complexity of advanced music studies, busy schedules and the usefulness of music for their future career path.

The outcome of this analysis enables the development of a "Thematic Communication" approach that may influence year eight students to continue music in years 9 – 12.