Reconceptualizing Performance Spaces as Learning Environments in Music Education

James Alexander Gordon on 11th November 2025



Author Information

Tianci Lu, Princeton University, United States

Abstract

This paper proposes that music performance contexts involving live audiences can function as pedagogical environments that foster intrinsic motivation in students. Drawing on Self-Determination Theory (Deci & Ryan, 1985; Ryan & Deci, 2000), it argues that performance structured with three elements, authentic audience response, structured reflection, and teacher guidance emphasizing personal expression over competition, can support the psychological needs of autonomy, competence, and relatedness necessary for intrinsic motivation. A pilot case study using a single-case exploratory design observed a 14-year-old technically proficient pianist over one year through teacher journals, parent discussions, performance videos, and participation logs. Initially demonstrating external motivation characterized by accurate but disengaged performances driven by parental expectations, the participant experienced a turning point when spontaneous mid-performance audience applause elicited a genuine smile. Subsequent teacher-facilitated reflection emphasizing joy over competitive achievement produced documented changes including voluntary practice initiation, increased emotional expressiveness, and parent-reported intrinsic fulfillment. While a single case cannot validate the framework, preliminary findings suggest performance contexts may support motivational development when structured educationally. The case aligns with Self-Determination Theory: audience recognition fulfilled relatedness needs while reflective reframing supported autonomy. Critical research questions are identified regarding generalizability across diverse learners, effective teacher reflection practices, and the differential effects of competitive versus collaborative performance formats.


Paper Information

Conference: WCE2026
Stream: Educational Research

This paper is part of the WCE2026 Conference Proceedings (View)
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