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Student-Led Music Curriculum: Achieving Self-Regulated Learning through Project-Based and Inquiry-Based Pedagogies

Nikita Mamedov
North America International School, Shanghai, China

Abstract—The music curriculum contains multiple disciplines, all intertwined through standards, objectives, and goals. The 21st-century learning practices emphasize music pedagogy’s applied purposes from performative and academic perspectives while outweighing the exam-driven nature to generate motivation and appreciation for music. This research defines curricular innovations that allow for a student-led music program with a particular emphasis on performative components of music education that – along with project-based and inquiry-based pedagogies – align students on a path to self-regulated learning. The paper discusses and analyzes the structures evoked by educators to allow students to produce a dynamic student-led curriculum. Furthermore, the article outlines the motivational advantages that the revised curriculum engraves within its four-step music performance framework in the context of McClelland's motivators.
Index Terms—curriculum development, inquiry-based learning, McClelland’s motivation, music education, project-based pedagogy, self-regulated learning

Cite: Nikita Mamedov, "Student-Led Music Curriculum: Achieving Self-Regulated Learning through Project-Based and Inquiry-Based Pedagogies," International Journal of Learning and Teaching, Vol. 8, No. 2, pp. 99-107, June 2022. doi: 10.18178/ijlt.8.2.99-107

Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.